Saint George's Church of England School Review 2026: An all-through option with standout personal development

This review uses the FindMySchool rankings and metrics provided for this school, which are based on official data and presented for comparison across England.

GCSE outcomes (secondary phase)

Ranked 3,266th out of 3,895 schools in England for GCSE academic outcomes (FindMySchool ranking). The local secondary hub places the school 3rd in Gravesend, with an overall England rank of 2,127th. This no longer supports the previous middle-band framing and points to a more mixed GCSE profile.

The school’s Attainment 8 score is 41.3. Progress 8 is -0.05, which indicates progress broadly close to England average, but slightly below the midpoint. EBacc average point score is 3.6, and 9.4% of pupils achieved grade 5 or above across the EBacc measure.

For parents, the implication is that GCSE outcomes are not positioned as “results-first at any cost”. The profile suggests a school that is serving a broad intake and aiming for steady progress, with improvement work likely to focus on precision in assessment and adapting teaching responsively.

A-level outcomes (sixth form)

Ranked 2,410th out of 2,549 providers in England for A-level academic outcomes (FindMySchool ranking). The local sixth form hub places it 5th in Gravesend, with an overall England rank of 2,083rd. This continues to indicate a lower-ranking sixth form profile.

The A-level grade profile shows 0% A*, 0% A, 10% B, and 20% A* to B in the 2025 dataset. This indicates that the sixth form’s top-grade share remains limited.

The practical takeaway is that sixth form choice here should be made on course fit, support, and pathway planning as much as on headline grade distribution. Parents comparing sixth forms may find it useful to use the FindMySchool Local Hub comparison tools to view A-level profiles alongside nearby alternatives.

Primary phase results

Key Stage 2 performance metrics are now available for the school’s primary phase. In the 2025 dataset, 70% of pupils met the expected standard in reading, writing and mathematics combined and 10% reached the higher standard, with average scaled scores of 106 in reading, 105 in mathematics and 105 in grammar, punctuation and spelling. The local primary hub places the school 6th in Gravesend.

A consistent thread in the published evidence is curriculum sequencing and early reading. The Ofsted report describes a carefully considered approach to the knowledge and skills pupils need over time, and it highlights early reading as a clear priority beginning in Reception.

That matters because strong early reading routines are one of the most reliable predictors of later access to the wider curriculum, particularly in an all-through setting where gaps can compound across phases. The report also notes that staff training supports precision in phonics teaching, and that additional reading support is provided quickly for those who need it, regardless of age.

Mathematics is described as strong, with staff checking misconceptions carefully during lessons, and pupils using appropriate vocabulary from Reception onwards. For families, the implication is that the school’s academic model is built on secured foundations and explicit teaching rather than loosely structured independent work.

The main improvement point in the most recent inspection is also clear: assessment does not always link closely enough to the curriculum in some subjects, meaning teachers are not consistently as precise as they could be about what pupils know and what comes next. In practical terms, parents should expect the school’s improvement planning to focus on tighter checking for understanding and better alignment between assessment and curriculum sequencing.

Because the school is all-through, there are three “next steps” that matter for families: transition into Year 7, transition into Year 12, and post-18 destinations.

Primary to secondary transition

The all-through structure offers continuity, and many families value the reduction in “big jump” anxiety at Year 6 to Year 7. The important detail is that Year 7 entry is still run through the Local Authority admissions process, and competition for places is real. (More in Admissions below.)

Sixth form routes and expectations

The school’s sixth form sets explicit expectations about independence, initiative, and managing a more self-directed study model. Entry requirements are clear in the admissions policy: applicants need grade 4 or better in Mathematics, grade 4 or better in either English Literature or English Language, at least five GCSEs at grades 9 to 5 (or equivalent), and they must meet subject-specific entry requirements for chosen A-levels.

There is also a capacity-related reality that matters to external applicants. If 120 or more internal students meet the admissions criteria and wish to enter Year 12, external applicants will not be considered. For families outside the school, that means sixth form entry is best treated as potentially constrained in some years.

Post-18 and early adult destinations (most recent published cohort)

For the 2023/24 leavers cohort (cohort size 103), the destination profile shows 46% progressing to university, 13% starting apprenticeships, 21% entering employment, and 1% progressing to further education.

The implication is a mixed pathway picture rather than a single dominant route. Families with students considering apprenticeships should see this as a credible option within the school’s outcomes profile, particularly when paired with the school’s stated focus on careers education and “world of work” exposure across phases.

No Oxbridge application or acceptance numbers are provided for the measurement period here, so it would be inappropriate to imply an Oxbridge pipeline either way.

Admissions pressure is visible in the application-to-offer ratios for both Reception and Year 7.

Reception (primary entry)

For the most recent recorded cycle there were 163 applications for 60 offers, with an applications-per-place ratio of 2.72, and the route is marked oversubscribed.

In addition to the Local Authority application, families should check directly whether any supplementary school form is required for the 2027 to 2028 admissions timeline.

For 2027 to 2028 primary entry, Kent lists applications opening on 6 November 2026, closing on 15 January 2027, and offers released on 16 April 2027. Parents should use these dates as the anchor for planning, then confirm each year’s process on the school and Local Authority admissions pages in case of updates.

Year 7 (secondary entry)

Demand is stronger at Year 7. The figures show 965 applications for 207 offers, an applications-per-place ratio of 4.66, and oversubscribed status.

For 2027 to 2028 entry, Kent lists secondary transfer admissions opening on 1 September 2026, the national closing date on 31 October 2026, and offers released on 1 March 2027. Families should check the school and Local Authority admissions pages for any school-specific events or supplementary forms.

Year 12 (sixth form entry)

Sixth form entry is governed by published minimum requirements and is also subject to the internal-capacity threshold described above. For students considering joining from another school, the best approach is to treat Year 12 as a conditional option that depends on both grades and internal demand that year.

Pastoral support appears to be structured and proactive, with evidence of both prevention and targeted intervention. The Ofsted report describes a calm and purposeful atmosphere and notes that when pupils need additional help to meet expectations, the school provides it effectively, including via a nurture room and pastoral staff who support attendance.

Safeguarding is a threshold issue for most families, and the most recent report states that safeguarding arrangements are effective. This is particularly relevant in an all-through environment where consistent safeguarding culture across phases matters as much as any one set of policies.

The personal development programme is a stated strength, including teaching about healthy relationships, online safety, and a careers programme that begins in the primary phase. For parents, the key implication is that the school is not treating “PSHE and careers” as bolt-on provision. It is described as planned, responsive to age, and integrated through phases.

The strongest evidence for extracurricular life is that it is structured across phases, with both free and paid-for options in the primary phase and a broader enrichment offer in the secondary phase.

Primary phase: music and clubs with clear identity

Music enrichment is unusually specific in the published documents. The school runs a weekly after-school choir for Years 3 to 6 and participates annually in the Young Voices concert at the O2 Arena. There is also a free weekly after-school recorder club for Years 3 to 6, targeted at pupils who have demonstrated aptitude in reading and performing music, plus a Friday programme delivered by iRock.

This is a good example of breadth that is not generic. The implication for families is that pupils who respond well to structured rehearsal and performance can develop confidence early, while those who prefer quieter participation still have access to club culture without selection barriers.

Secondary phase: leadership, service, and enrichment pathways

The school’s enrichment references include the Duke of Edinburgh’s Award at Key Stage 3, with evidence of a relaunch and Year 9 participation. For students, that provides a recognised framework for volunteering, skills development, and expedition activity, which can help build a sixth form profile and improve readiness for post-16 expectations.

The school’s science and STEM positioning also includes enrichment signals, including practical and investigative approaches in primary science and curriculum intent to encourage wider STEM participation. At subject level, biology references enrichment in ethical debate and the development of practical competencies.

A final indicator of culture is the presence of school productions, referenced through auditions for Romeo and Juliet. Even where parents are not focused on drama outcomes, the process of rehearsal, teamwork, and performance often correlates with stronger belonging, which can matter for students who are less motivated by purely academic incentives.

Daily timings differ by phase, and the school publishes start times clearly.

For the primary phase, breakfast club runs 07:30 to 08:35, with school starting at 08:45 and registers closing at 08:50. The primary timetable indicates structured learning through to around 15:10, with after-school clubs running later.

For the secondary phase, the published day begins with 08:40 to 08:50 tutor time (or weekly Church service) and runs through to the end of Period 6 at 15:10, with sixth form required to attend Period 6.

On-site practicalities include published confirmation of on-site parking and a designated drop-off and pick-up area, which is a meaningful advantage for families juggling multiple drop-offs.

• Competition for places at key entry points. Reception and Year 7 are both oversubscribed with Year 7 showing especially high demand relative to offers. Families should plan early and keep closely to Local Authority and school timelines.

• Sixth form outcomes are below England average on grade profile. The A-level grade distribution suggests that families choosing the sixth form should ask detailed questions about subject availability, teaching stability, and the support structure for independent study, especially for students aiming for highly selective courses.

• Assessment consistency is an identified improvement priority. The most recent inspection highlights that assessment does not always link closely enough to the curriculum in some subjects. Parents may want to ask how this is being addressed and how progress is checked term by term.

• Faith rhythm is present in the secondary week. The school is clear that you do not need to attend church to apply, but the Church service element and Christian life structure will suit some families more than others.

Saint George’s is an all-through Church of England school with a clear inclusivity message, strong early years evidence, and personal development that is treated as a core strength rather than an add-on. It will suit families who value continuity from Reception to Year 11, want a structured approach to reading and behaviour, and see leadership and enrichment opportunities as part of a rounded education experience.

The main limiting factor is admission pressure, particularly at Year 7. For families who secure a place, the all-through model and the school’s published emphasis on safety, careers education, and wider development can be compelling.