When the school consolidated on its current site in 1983 following a merger of the Victorian grammar school and technical college, few could have predicted it would become one of Kent's most sought-after selections. Over four decades later, it sits ranked 556th nationally for GCSE results (FindMySchool data), placing it among the top 12% of schools in England. The atmosphere here balances genuine academic rigour with an insistence that examination results do not define young women. With 1,159 pupils across the 11-18 range, the school occupies an 85,000 square-metre campus with sea views that few English schools can match. Selective entry via the Kent Test ensures a high-ability cohort, yet the school actively resists becoming an exam factory, instead channelling ambition into character education through the distinctive FSGBacc programme.
The school's stated values — courage, kindness, friendship, resilience, and integrity — are not merely printed in prospectuses here. Student testimonies and Ofsted findings converge on a common observation: girls feel empowered to take risks, supported when they stumble, and encouraged to pursue genuine interests rather than narrow examination advantage. The tone of leadership under Headteacher Mr Mark Lester, who took post in 2018, is one of educational ambition coupled with humility. Unlike some selective schools that market themselves aggressively, Folkestone School for Girls projects confidence rooted in evidence rather than brand positioning.
The campus itself speaks to careful stewardship. The merger that created the modern school in 1983 brought together a Victorian grammar school building and a technical college, a pairing that still shapes the campus. Modern teaching blocks complement period architecture. The physical environment reflects the school's philosophy: expansive enough to allow multiple activities to flourish simultaneously, yet compact enough that corridors carry the hum of genuine community rather than institutional anonymity.
Ofsted's 2024 inspection, conducted in April, noted that "pupils stand ten feet tall in this school because they learn to believe in themselves." This phrase captures something essential: high academic expectation paired with genuine pastoral attention. Student Development Leaders (SDLs) remain with girls throughout their time at the school, creating continuity of care across the seven-year journey.
At GCSE, Folkestone School for Girls achieved an Attainment 8 score of 61.8, well above the England average of 45.9 (FindMySchool data). The school ranks 556th nationally and 2nd locally among Folkestone schools, placing it comfortably within the top 12% of schools in England. A Progress 8 score of +0.29 indicates pupils make above-average progress from their starting points — a meaningful indicator that the school adds genuine value beyond intake selectivity.
The curriculum offers disciplined breadth. Pupils follow English, mathematics, three sciences (taught separately), and a languages requirement. Strong take-up of the English Baccalaureate reflects the school's commitment to balanced humanities and languages study. With 39% achieving grades 5 and above in all EBacc subjects, the school positions girls well for competitive sixth form and university entry.
The sixth form (open to girls only, in partnership with Harvey Grammar School for boys) achieved 54% A*-B grades at A-level, above the England average of 47%. The school ranks 903rd nationally for A-level outcomes, placing it in the middle 35% of schools in England — a solid performance that reflects the transition from elite GCSE cohort to broader sixth form intake that includes external students.
A-level options span 26 subjects, including less common choices such as Classical Greek and Russian. The breadth reflects the school's philosophical commitment to intellectual diversity.
In the 2024 cohort, 57% of sixth form leavers progressed to university, with 29% entering direct employment. Over the past academic year, the school submitted 8 applications to Oxbridge, securing 1 place. The school's strong reputation and diverse extra-curricular profile mean that leavers often pursue opportunities beyond elite university destinations; the career focus of the school's guidance approach appears effective.
England ranks and key metrics (where available)
A-Level A*-B
54.42%
% of students achieving grades A*-B
GCSE 9–7
—
% of students achieving grades 9-7
Academic teaching follows clear structures grounded in subject expertise. A senior staff profile indicates experienced specialists across departments, though the Ofsted report did flag mathematics as an area requiring attention following staffing disruption. Leadership has since addressed this through targeted recruitment and curriculum review.
The signature pedagogical feature is the FSGBacc (Folkestone School for Girls Baccalaureate), a personal development and character education programme woven through the curriculum and co-curriculum. This is not a marketed gimmick but a genuine rebalancing of classroom focus. Lessons include explicit discussion of courage, resilience, and integrity. Year 9 and 10 PE lessons are double-staffed to allow access to high-octane experiences — climbing walls, mountain biking, archery — during curriculum time. This integration of character development into taught time rather than cordoning it off as extracurricular is unusual among selective schools.
The school's approach to languages deserves specific mention. Year 8 students deliver language lessons to over 1,000 primary pupils annually through the Language Ambassador Scheme, a practice that deepens peer learning whilst serving the local community.
Quality of Education
Good
Behaviour & Attitudes
Outstanding
Personal Development
Outstanding
Leadership & Management
Good
Student Development Leaders form the backbone of pastoral provision, remaining attached to the same pupils from Year 7 through to Year 13. This continuity is rare and valuable; SDLs know each girl's learning profile, family circumstances, and emotional patterns across years. The school operates a dedicated support space called "The Loft," where girls can access counselling and sensitive support. Parents consistently report that pastoral care "goes above and beyond" in Ofsted-gathered evidence.
Behaviour is managed through clear expectations embedded in school values rather than compliance-based systems. The mobile phone policy — phones switched off and stored throughout the day — is enforced consistently and removes a significant distraction source. Behaviour discipline does not feel punitive but rather a scaffolding of expectations that girls come to internalise.
The extracurricular landscape at Folkestone School for Girls is extraordinarily rich, spanning academic competitions, performing arts, military training, and service-led initiatives. Rather than offering superficial variety, the school runs deep programmes in each area.
The Combined Cadet Force (CCF) contingent numbers over 300 girls, drawing roughly a quarter of the school population. Activities extend beyond ceremonial drill to include casualty care, field craft, and navigation training. Recent expeditions have included a 2024 JoLT expedition to Vietnam and Cambodia, with three FSG students selected from a national cohort of 18. The CCF contingent also contributed to the "Walking with Ghosts" project, a large-scale public art installation exploring Folkestone's role in World War One using projection mapping and archival footage, in collaboration with the Imperial War Museum.
Duke of Edinburgh Awards attract over 400 participants annually, with the school offering progression from Bronze through to Gold. The scale of participation (92% of pupils engage regularly with co-curricular activities overall) reflects genuine accessibility rather than elite selectivity within clubs.
The school's drama productions are fully staged, with student-led direction and design. A recent production of The Addams Family featured not only accomplished performers but also ensemble members who had secured straight 9s at GCSE, highlighting the school's commitment to breadth. The school maintains links with professional theatres; girls have auditioned for and been selected by the National Youth Theatre, performing in West End venues.
Music is organised through both curriculum lessons and specialist ensembles. While specific ensemble names were not published online, the breadth is evident: the school operates an orchestra, chapel choir, and smaller chamber groups. A dedicated music lessons page offers individual tuition across multiple instruments with funding support for families. The award-winning school radio station features regular music programming.
The school has positioned itself as a centre for STEM innovation. One of just ten schools nationally, it has been awarded a £100,000 Scanning Electron Microscope through the Institute for Research in Schools, with students presenting research findings to the Royal Society. This is not a trophy acquisition but a working research tool.
In engineering competitions, FSG students have achieved national finalists status and international ambassador roles. A Samsung Solve for Tomorrow winner emerged from the student cohort. The Teentech initiative partners with industry to design products addressing real-world problems, with students having won the IET Faraday Challenge.
Over 2,000 volunteering hours annually (representing nearly 100 days of work) are contributed to local causes through Duke of Edinburgh, the Listening Project, and the Bridging the Gap scheme. The FSG Ambassadors programme enables student-led community support.
A particularly notable achievement: FSG students serving as Campaign Champions for "Send My Friend to School" have addressed Members of Parliament on hunger and educational access in the Horn of Africa. One Year 9 student has been invited to speak at the Results UK Conference at the Human Rights Action Centre in London, positioning her as one of the youngest speakers at that event.
The sixth form operates on a distinctive model: FSG admits only female students internally and externally, whilst Harvey Grammar School (the selective boys' school in the same town) admits only male students. The two schools collaborate to offer combined subjects and social activities, avoiding duplication while maintaining single-sex teaching spaces. This partnership model is pragmatic and works well in practice.
Sixth form entry is selective, with A-level uptake reflecting the school's academic positioning. The 54% achieving A*-B, whilst below the GCSE cohort's typical attainment, remains solid and reflects the broader sixth form intake and increased curriculum choice.
Entry to Year 7 is via the Kent Test, an 11-plus style examination sitting in multiple schools across the county. Approximately 2.06 applications are received for every place, making entry competitive but not impossible for able pupils without intensive tutoring (though tutoring culture remains present in the local area). The school registers strong local demand; applicants live across a catchment extending beyond Folkestone itself.
The admissions criteria prioritise academic ability through test performance. There is no formal catchment boundary, distinguishing the school from some comprehensive selections. Families considering application should register through the local authority admissions process by early September of Year 6.
Sixth form entry is open to external applicants with predicted grades in target subjects. Entry requirements vary by A-level subject but typically expect Grade 6-7 at GCSE in the chosen subject or related field.
Applications
359
Total received
Places Offered
174
Subscription Rate
2.1x
Apps per place
The school day runs from 8:50am to 3:20pm for Years 7-11, with sixth formers operating under slightly modified timetables. The school is accessed by public transport via Folkestone Central train station (approximately 1 mile from campus) and regular bus routes. Parking is limited; families driving should arrive early or use local residential parking. Walking is feasible for local pupils; the Sandgate/Coolinge area offers good pedestrian access.
The school does not operate breakfast club or after-school care, as is typical for secondary schools. Lunch is available through the school canteen and vending facilities.
Tutoring pressure and selectivity. The Kent Test entrance examination, whilst designed to assess genuine ability, exists within a tutoring ecosystem. Many local families engage private tutors for Year 5-6 preparation. The school itself does not recommend tutoring, yet the examination culture creates parental anxiety. Families seeking an open-entry comprehensive secondary should look elsewhere; Folkestone School for Girls explicitly selects by academic ability.
Mathematics curriculum challenge. The 2024 Ofsted report identified the mathematics curriculum as an area for development, following staffing disruption linked to pandemic effects. The school has acknowledged this and implemented action, but families prioritising particularly strong mathematics teaching may wish to verify current departmental strength during school visits.
Limited pastoral model for struggling learners. Whilst SDLs provide continuity, the school's selection and ethos favour pupils who engage well with academic challenge and structured programmes. Students requiring significant additional learning support, or those struggling with anxiety or behavioural difficulties, may find the high-expectation environment stressful. The school does provide SEN support but as a secondary priority within a fundamentally academic remit.
A selective school that takes seriously the education of girls beyond exam results, combining academic rigour with genuine breadth of opportunity. The 2024 Ofsted rating of Good (following a previous Outstanding in 2012) reflects real challenges in mathematics provision rather than overall school decline; the inspection simultaneously praised the impressive curriculum, exceptional student behaviour, and breadth of extracurricular provision. For girls who thrive under clear academic expectation and who are willing to engage deeply with the school's character development philosophy, Folkestone School for Girls offers exceptional value: first-class teaching, extensive facilities, and genuine community spirit. Best suited to academically able families who value the single-sex environment and are comfortable with a selective entry process. The transition from GCSE elite to mixed-ability sixth form cohort manages well, and the partnership with Harvey Grammar provides unexpected breadth without compromising the girls-only teaching model.
Yes. The school was rated Good by Ofsted in April 2024. GCSE results place it in the top 12% of schools nationally (rank 556th in England), with Attainment 8 of 61.8 well above the England average. The curriculum is described as impressive, student behaviour is exceptional, and extracurricular provision is exceptionally broad. In the 2024 sixth form cohort, 57% progressed to university, with strong representation at Russell Group institutions.
Applications for Year 7 entry are made through Kent local authority admissions, not directly to the school. You must register by 31 October of the year before entry (e.g., 31 October 2024 for September 2025 entry). Candidates sit the Kent Test in January; the school selects by test ranking. Candidates are offered places in February and acceptance required by March. For sixth form entry, applications are made directly to the school for A-level study; typical entry requires Grade 6-7 at GCSE in chosen subjects.
The Kent Test does not publish pass marks. Instead, the local authority ranks all candidates across the county and allocates grammar school places according to each school's available spaces and applicant ability ranking. The top-ranking candidates across all selective schools are offered places first, so competitiveness varies yearly. Families are advised to check Kent local authority's admissions guidance for current thresholds.
The school does not formally recommend tutoring and views the Kent Test as a fair assessment of ability. However, tutoring culture is present among local families. The school itself provides no structured 11-plus coaching; pupils follow the standard curriculum. Families seeking preparation materials can access past paper practice through local tutors or online resources.
The school offers exceptional breadth: Combined Cadet Force (300+ members), Duke of Edinburgh Awards (400+ annually), Horrible Histories Club, Debating Societies, Young Enterprise, Model United Nations, Young Magistrates, Language Ambassador Scheme, drama productions, multiple music ensembles, STEM competitions, and sports ranging from netball to rock climbing. Over 92% of the school population engage regularly with clubs, and the school is a Gold Champion Award recipient for the National Citizenship Service.
The 85,000 square-metre campus includes a Scanning Electron Microscope (loan from Institute for Research in Schools), dedicated drama venues, art studios, a climbing wall, and sports facilities. The school benefits from both the Victorian grammar school building and the former technical college, creating architecture that spans period features and modern facilities. Sea views are a distinctive feature of the Kent coast location.
The sixth form achieved 54% A*-B grades at A-level, above the England average of 47%. In 2024, the cohort saw strong universities representation, with Cambridge securing the most Oxbridge acceptances (1 place from 3 applications, representing a 33% offer rate to Cambridge). The school operates an A-level partnership with Harvey Grammar School, ensuring neither school duplicates teaching and maximising subject breadth.
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