Queen Elizabeth's Grammar School, Faversham Review 2026: Five Centuries of Grammar School Tradition

In 1527, John Cole founded Faversham Grammar School with an endowment, establishing an institution that would outlast monasteries, survive the English Reformation, and eventually take the name of Queen Elizabeth I after she granted the school a Royal Charter in 1576. Nearly five centuries later, that same school stands in the heart of Faversham's market town, but transformed. When the boys' and girls' grammar schools merged in 1967, Queen Elizabeth's Grammar School (QEGS) became Kent's first co-educational grammar school, reshaping what selection meant for the county.

Today, with 1,100 students across eleven houses, QEGS occupies a unique position in Kent's education landscape. The February 2023 Ofsted inspection awarded Good ratings for Quality of Education, Leadership and Management, and Sixth Form Provision, while notably achieving Outstanding grades for Behaviour and Attitudes and Personal Development. Ranked 578th for GCSE performance (placing it in the top 25% in England, FindMySchool data), the school combines traditional grammar school rigour with demonstrably modern teaching. The facilities reflect this balance: newly refurbished 1960s concrete buildings sit alongside a brand-new sports hall and expanded canteen, while a forthcoming 240-seat auditorium awaits completion.

Amelia McIlroy took over as Headteacher in September 2024, bringing fresh leadership to an academy that converted to academy status in 2011. Entry remains fiercely competitive, with nearly 2,900 candidates competing for approximately 150 Year 7 places annually through the Kent 11+ test.

The school occupies Abbey Place, literally sitting on land where Faversham Abbey once stood. That historical anchoring shapes the atmosphere here in subtle but unmistakable ways. The house system, reestablished in 2008, draws names directly from the school's lineage: Cole, Johnson, Gibbs, Wreight, Fowlds, and the newest addition, K house (established in 2023-24). These houses matter. House competitions run throughout the year, generating genuine rivalry and fostering leadership from Year 7 onwards. The annual House Cup competition represents more than sporting achievement; it reinforces the community structure that the school values.

Staff know every student by name despite the school's size. An Ofsted inspection noted the school's Outstanding rating for Behaviour and Attitudes, with inspectors remarking on pupils' remarkably positive conduct and genuine engagement. This does not happen by accident. The 1,100-strong population is deliberately managed through pastoral structures that include form tutors, house systems, and clear expectations. Students walk purposefully between lessons. Behaviour is noticeably calm and consistent.

The physical environment speaks to recent investment. The main teaching block and science block, originally built in 1967 as reinforced concrete structures, underwent comprehensive refurbishment. A 350-window replacement and recladding project transformed what was once a "drab and uninspiring 1960s building" into a contemporary learning space. The window replacement incorporated solar glass to reduce heat gain by 52% whilst maintaining daylight levels. This attention to comfort and environment extends to the expanded canteen, which now provides meaningful social and study space for sixth form students, and the new sports hall, which exceeds Sport England requirements for modern provision.

Headteacher Amelia McIlroy's appointment in September 2024 marked a transition from David Anderson, who had extensive experience within Kent grammar schools. The leadership is accessible and visible, communicating regularly with families through newsletters and the school's active website presence.

GCSE Performance

Queen Elizabeth's Grammar School ranks 578th in England for GCSE outcomes (FindMySchool ranking), placing it within the top 25% of schools. In 2024, the results reinforced this positioning. Attainment 8 score of 63.2 represents strong overall achievement across a breadth of subjects. The proportion of students achieving grades 9-7 at GCSE stood at 42%, substantially above the England average of 54% who achieved grades 5-9 (though this mix reflects the grammar school intake). In English and Mathematics combined, 79% of students achieved grades 5 or above in both subjects, compared to the England average of 43%, a substantial margin reflecting both selective intake and quality teaching.

Progress 8 score of +0.15 indicates that pupils make solid progress from their entry points, in line with national patterns. The school entered 44% of pupils into the English Baccalaureate, with an average EBacc APS score of 5.82, above the England average of 4.08. This reflects the school's emphasis on a broad, knowledge-rich curriculum that combines traditional academic subjects with modern languages (German, French, and Spanish) and humanities.

Subject strengths are evident in specialist areas. Mathematics and Computing, designated specialisms since 2005 (with Modern Languages added in 2009), show particular attainment. The Physics Olympiad attracts strong participants, and A-level uptake in STEM subjects is consistently above average.

A-Level Performance

The sixth form achieved considerably stronger results at A-level, underscoring the quality of teaching in advanced study. The school ranks 612th in England for A-level performance (FindMySchool ranking), also positioning it in the top 25%. In 2024, 11% of A-level grades were A*, 19% were A, and 31% were B, giving a combined A*-B performance of 62%, well above the England average of 47%.

These metrics illustrate consistent progression from GCSE to A-level. The school does not simply deliver top grades to an able intake; students demonstrably improve their performance between Year 11 and Year 13. This reflects rigorous teaching and high expectations alongside strong pastoral support through the sixth form enrichment programme.

The school's curriculum philosophy balances breadth with depth. All students to Year 9 encounter the full range of National Curriculum subjects, with early language instruction beginning in Year 7. Sciences are taught separately from the outset, allowing pupils to develop specialised understanding rather than receiving combined science. This approach positions students strongly for GCSE and A-level progression.

The specialist status in Mathematics and Computing shapes provision throughout. Computer Science is available from GCSE onwards, and the school's F1 in Schools engineering teams provide real-world application of STEM knowledge. Between 2017 and 2023, the student-led Queen Elizabeth's Science and Technology Society (QuEST) ran project-based learning spanning SpaceQuEST (high-altitude balloon launches), NanoQuEST (nanofabrication partnerships with international universities), and "The Twelve Days of QuESTmas" (lower school engineering challenges). Evolve UK, the school's F1 team, became World Champions at the 2019 World Finals in Abu Dhabi, and the successor team, Eclipse, achieved UK National Champions status in 2022 with a place in the 2023 World Finals. These are not token activities; they represent genuine engagement with advanced engineering and scientific methodology.

The English Faculty organises structured enrichment beyond the curriculum. Students undertake cross-curricular projects based on specific locations (recent topics have included Cornwall and the Ypres battlefields), participate in short story and poetry competitions, and access a Book Club at Key Stage 3. Regular theatre trips support drama and literature study at all levels.

Modern Languages instruction is thorough, with distinct specialisms in German, French, and Spanish. The designation as a Modern Languages Specialist School (2009) brought additional funding and facilitation for subject development, and this remains evident in the breadth of opportunity for advanced learners.

Assessment is continuous and structured. The school uses regular reporting and clear feedback systems to help students understand their progress. The Ofsted report highlighted the school's assessment practices as contributing to the Outstanding rating for Personal Development, with inspectors noting that pupils understand how to improve and are supported in that journey.

The Faversham and surrounding area draws significant state school competition, and QEGS's grammar status means many leavers progress to competitive universities. The school does not publish detailed destination breakdowns on its website, but from the 2023-24 leavers cohort (125 students) shows 51% progressed to university, 30% entered employment, 4% started apprenticeships, and 2% progressed to further education.

Oxbridge representation has been modest. In the measurement period, 10 students applied to Oxbridge combined (Oxford and Cambridge), with 1 offer and 1 acceptance overall, indicating a Cambridge place. This reflects both the school's character (strong but not elite-performing) and the reality that selective grammar schools produce capable but not universally top-performing students.

The school's sixth form prospectus emphasises professional preparation for post-A-level pathways. High-quality careers advice runs throughout the sixth form, with visiting speakers from industry and universities, mock interviews, and attendance at Higher Education conferences. The Bursary Fund supports eligible students in the sixth form, acknowledging the financial barriers to staying in education beyond Year 11. The school also provides independent study guides, recognising that A-level success requires significant self-directed learning alongside classroom teaching.

The extracurricular programme is comprehensive and genuinely diverse, offering activities that reflect different student interests rather than a one-size-fits-all approach. During lunch breaks (12:55–1:50 pm) and after school, pupils access clubs free of charge, though instrumental music lessons are available at a cost.

STEM: Innovation and Competition

The school's STEM provision spans from foundational clubs to elite competition teams. The Junior STEM Club engages younger pupils with accessible engineering and science challenges, including the exceptionally popular "Pizza Box Bridge-Building Challenge" and "QuEggs Launchers" (an egg-lander engineering task inspired by lunar module concepts). Upper sixth students lead QuEST, electing a president and vice-president annually to oversee project areas including balloon-borne research, nanofabrication partnerships, and space exploration concepts. Computing Club provides coding instruction, and the F1 in Schools teams (Evolve UK and Eclipse) train students in competitive vehicle design, manufacture, and race-track performance against international opposition. Computer Science is offered as a GCSE and A-level subject, with dedicated lab facilities updated as part of the school's facilities investment programme.

Music and Performance

The school maintains music ensembles and encourages widespread participation. Musical instrument lessons are available through affiliated providers (fees apply). The Chapel Choir, though the school is non-denominational, performs regularly. School productions and concerts feature prominently in the calendar. The forthcoming 240-seat auditorium will provide a dedicated performance space for drama, music, and lecture events, substantially upgrading what is currently available.

Drama and Theatre

Drama is taught as a GCSE and A-level subject within the Creative Arts Faculty. The department organises regular theatre trips to support teaching at all levels and runs enrichment activities beyond the curriculum. Student-led drama productions appear in the school calendar regularly. The addition of the new auditorium will enable larger-scale productions with professional-quality staging.

Sport

Physical Education is a compulsory part of the curriculum, and the school offers competitive sports fixtures in traditional team sports. The newly completed sports hall provides facilities for indoor activities including badminton, basketball, and volleyball. The school holds regular inter-house competitions, particularly focused on the annual House Cup, which incorporates sporting events. Sixth form students have dedicated Wednesday afternoon enrichment time available for sports participation.

Duke of Edinburgh's Award

The Award scheme operates at Gold level, with pupils from all year groups participating. The scheme is run through the Outdoor Education programme and culminates in expeditions that develop independence, teamwork, and outdoor skills.

Debating and Public Speaking

The Sixth Form Debating Society is described by the school prospectus as "very successful." This reflects wider opportunities for students to engage in formal discussion, presentation, and rhetoric. The school's values of "respect and co-operation" emphasise the skills cultivated through structured debate.

Cultural and Academic Enrichment

History Club provides opportunities for deeper engagement with the subject beyond the curriculum. Textiles Club serves students interested in design and craft. Language clubs support modern languages learning. The Library serves not only as a study space but also as a resource for independent learning projects. Book Club at Key Stage 3 encourages wide reading. Volunteering and Work Shadowing Placements operate annually, connecting sixth form students with local employers and community organisations.

Travel and Outdoor Learning

The school runs an extensive trips programme, with established expeditions to specific locations (recent trips have included Cornwall and Ypres). These are integrated with the curriculum, the Ypres trip, for instance, connects directly to History curriculum content on World War I, ensuring educational value beyond the experience itself.

Queen Elizabeth's Grammar School operates as a selective state grammar school. Entry to Year 7 is via the Kent 11+ test, administered collaboratively across Kent grammar schools as the Kent Consortium Selective Test. The examination comprises English and Mathematics (each with a 5-minute practice exercise and 25-minute multiple-choice test), Reasoning (Verbal, Non-Verbal, and Spatial reasoning; 60-minute multiple-choice test), and a 40-minute Writing Task. The writing component does not contribute to the main score but may be used in borderline decisions or appeals.

There is no formal geographic catchment boundary, but admission prioritises proximity to the school gates, measured by straight-line distance from the fixed NLPG address point on school premises. This geographical weighting reflects oversubscription: approximately 2,900 candidates compete for 150 Year 7 places annually, making selection intensely competitive.

Parents considering application should understand that the Kent Test is standardised annually against the cohort sitting it. A consistent score of 75% or above in practice tests has historically predicted success, though no guarantees exist. Tutoring is widespread; nearly all successful candidates receive some preparation.

Sixth form entry is open to internal progression (students already at QEGS) and external candidates. Sixth form entry requirements specify GCSE grades and subject prerequisites (for instance, A-level Mathematics typically requires GCSE Grade 5 or above in Mathematics). The school publishes an Options Guide detailing subject-specific requirements. Admission to sixth form is not automatic even for internal students; progression depends on meeting published grade thresholds.

Registration for Year 7 entry typically opens in autumn term. The school website should be consulted for current timeline details and any changes to the admissions process. Open events in autumn provide opportunities to visit the campus and meet staff. Faversham train station is approximately 10 minutes' walk from school; bus services run from Court Street nearby, serving Canterbury, Ashford, Whitstable, and surrounding areas. Parking on the school site is prohibited due to space constraints, but public car parks operate nearby within a 10-minute walk (Institute Road, Partridge Lane, and Central Car Parks all operate 8am–6pm daily).

The school's house system provides the primary pastoral structure. Each pupil belongs to a house with a dedicated Housemistress or Housemaster overseeing pastoral welfare and building community. Form tutors (organised into tutor groups of around 20 students) manage day-to-day pastoral contact and report to students and families on progress and conduct. The Ofsted inspection awarded Outstanding for Personal Development, highlighting pupils' emotional wellbeing, the school's preventative work on safeguarding, and the supportive culture experienced by students.

The school's values emphasise respect and co-operation, reflected in explicit behaviour policies tied to these principles. The February 2023 Ofsted report noted that pupils' behaviour is exceptional, with instances of poor conduct rare. This environment is sustained through consistent leadership, clear expectations, and genuine pastoral relationships between staff and students.

The sixth form benefits from dedicated support structures including form tutors and Sixth Form leaders (Joint Heads of Sixth Form oversee the cohort). Pastoral support is offered for academic and personal wellbeing matters, with the school reporting a dedicated SEND department available to support students with identified needs.

School day timings are standard, with the school day beginning at 8:50am and concluding at 3:20pm. The canteen provides lunch facilities, recently expanded to provide additional capacity and social space. Wraparound care for younger students (breakfast club) is available; families should consult the school website or contact the school directly for current options and charges.

Travel to the school is feasible via public transport: Faversham railway station is a 10-minute walk, serving mainline connections to London Victoria, Canterbury, and Ashford. Bus services from Court Street (a 2-minute walk) connect to Canterbury, Ashford, Whitstable, and further afield. Cycling is encouraged, with bike racks available on site. Mopeds are considered on a case-by-case basis. Parking on school premises is not available; the school requests that pick-up and drop-off occur away from school grounds at peak times, with nearby public car parks available for all-day parking.

The school operates on a standard three-term calendar with half-term breaks. Term dates are published annually and available on the school website. The school day incorporates structured break times for social interaction and lunch.

Entrance competition is extremely demanding. With nearly 2,900 applications competing for 150 places and a pass-dependent on standardised score within the cohort, families must be realistic about success rates. Tutoring is nearly universal, reflecting parental awareness of the competitive environment. Children who were top of their primary school class will likely find themselves in a cohort where all peers achieved similar status. This adjustment is healthy in the long term but can bruise confidence initially.

The grammar school context means a particular peer group. Pupils here have been selected for academic reasoning ability. The curriculum is academically demanding from day one. Students without intrinsic academic interest, those for whom learning is a means to a credential rather than an intellectual pursuit, may find the school's culture and pace challenging. This is not criticism; it reflects the nature of grammar selection.

Distance and travel time should be realistic. Although the school serves Faversham and the nearby towns of Whitstable and Herne Bay, some students travel 20+ minutes each way. During winter months, early starts and late finishes, combined with travel time, result in long school days for commuting students. Families should consider this as part of the decision-making process.

The school is a selective state school, not a prestigious independent. Whilst results are strong, the school is not among the elite-performing academies in England. If the driver for choosing QEGS is to access the "best" education, families might also explore independent alternatives in the region. QEGS offers excellent value (no tuition fees), strong results, and a genuine community; it does not offer the ultra-selective peer group or elite university pipeline of top independent schools.

Queen Elizabeth's Grammar School is a capable, well-run selective state school offering strong teaching, genuine pastoral care, and a culture of respect and aspiration. Five centuries of educational history infuse the school's identity, though leadership remains forward-looking and invested in modern facilities and teaching approaches. Recent investment in the building fabric, new sports hall, refurbished canteen, and forthcoming auditorium, demonstrates commitment to providing contemporary learning environments alongside traditional values.

The school suits students who are academically able, prepared for a demanding curriculum, geographically positioned to access Faversham, and seeking a grammar school education within a co-educational community. Results are strong enough to provide genuine confidence for sixth form and beyond, though they are not elite-performing. The house system, pastoral structures, and extracurricular breadth offer meaningful opportunities for development beyond the classroom.

Families considering QEGS should visit the school during an open event, sit the Kent 11+ test with realistic expectations, and understand that entry, whilst possible, is genuinely competitive. For those who secure a place, the school provides an excellent grammar school education in a historic setting with modern facilities and staff who know and support their students well.