The Tiffin Girls' School Review 2026: Grammar Excellence in Kingston Upon Thames

In January 1880, when Tiffin Girls' School first welcomed its pupils at Fairfield in Kingston, it was funded by an unusual legacy. Two seventeenth-century brewers, Thomas and John Tiffin, had left their fortunes to educate the poor; nearly two centuries later, their bequest continues to shape opportunity for talented girls. The school’s Latin motto is Sapere Aude — introduced in 1917, and translated as ‘Dare to Be Wise’ — and it’s presented as capturing something essential about the place. The Tiffin Girls' School in Kingston Vale, London has a clear sense of identity shaped by its setting and community. This is a school of considerable academic ambition, where girls arrive with high attainment and leave with exceptional results, yet the culture extends far beyond examination halls. The Ofsted inspection in October 2021 awarded Outstanding grades across every category, confirming what parents and students already know: Tiffin Girls is operating at the highest level, combining academic rigour with a vibrant co-curricular environment and genuine pastoral care.

There is unmistakable energy within these walls. The current Richmond Road campus, occupied since 1987, has been substantially rebuilt and modernised following a devastating fire in 2003. The restored Holdsworth Wing, new drama studio, music suite, and the recently completed sports hall all speak to sustained investment. Yet the physical environment is only part of the story. The six house system creates a genuine sense of community: Bebbington, Flavell, Schofield, Watson, Ofrod, and Nicolle, each named after former headmistresses. The houses are not merely administrative groupings; they compete for the Belitha Trophy, with Nicolle currently on an impressive winning streak. Girls progress through the school knowing their house matters, that their individual achievement contributes to a collective identity.

Headteacher Ian Keary has led the school since 2018, bringing clarity of vision and warmth of leadership. His tenure has seen the school strengthen its focus on mental health and student voice whilst maintaining the academic excellence that defines Tiffin. The three core values embedded throughout the school are Community, Love of Learning, and Character. These are not empty slogans. The Ofsted inspection noted that pupils genuinely take these values to heart, and visits to the school confirm the observation that school culture is everything here. Known for strong outcomes, The Tiffin Girls' School also values breadth; pupils tend to be confident and academically focused. Students speak of feeling genuinely supported, of never feeling judged, of a peer group that pushes you to do better rather than competes against you.

The school became an academy on 1 April 2011, transitioning from voluntary aided status. This change has afforded greater autonomy in curriculum design and strategic direction. Today, the school educates approximately 1,200 pupils aged 11-18, including around 340 in the sixth form. The selective nature of entry means the student body is academically highly attaining from day one, yet the school is also genuinely committed to widening access and attracting able girls from disadvantaged backgrounds.

GCSE Performance

The GCSE results place Tiffin firmly among the most successful state schools in England. In the latest data, 96% of all grades achieved the top bands of 9-7, with 82% of grades at A*/8 or A/9. Attainment 8 (the measure of overall GCSE attainment across eight qualifications) stands at 84.8, significantly above the England average. These figures reflect not merely the high intake, but the progress pupils make. The Progress 8 score of +1.06 indicates exceptional value added: students progress further from their starting points than comparable pupils across England.

The school ranks 19th in England for GCSE results (FindMySchool ranking), placing it in the elite tier of the top 2% of secondary schools. Locally, Tiffin is the top-performing secondary in Kingston upon Thames. A remarkable 99% of pupils achieved grade 5 or above in English and mathematics, the benchmark for strong outcomes in these core subjects. At English Baccalaureate level, 74% of pupils achieved grades 5-7 or above, exceeding both local and national averages significantly.

A-Level Performance

The sixth form results continue this trajectory of excellence. In 2025, 72% of grades achieved A*/A, with 94% reaching A*-B. The subject range is extensive. Girls study A-Level across subjects including Mathematics, Further Maths, English Literature, History, Geography, Biology, Chemistry, Physics, Psychology, Computer Science, Spanish, French, Latin, Music (via the Cambridge Pre-U qualification), Theatre Studies, and others. The breadth allows students to pursue their intellectual interests whilst maintaining rigour in traditionally demanding subjects.

At A-level, the school ranks 43rd in England (FindMySchool ranking), placing it in the elite tier once more, in the top 2% of sixth forms across England. The score of 33% achieving A* grades is particularly striking, suggesting students are not merely passing these examinations but achieving at the very highest standard.

The curriculum follows the national framework but extends beyond it. From Year 7, pupils encounter a broad range of subjects including separate sciences (Biology, Chemistry, Physics), modern languages (French and Spanish as options), Latin, classical studies, design and technology, computing, art, drama, and music. The breadth is intentional; the school believes that a well-educated person should engage across disciplines.

In the lower school (Years 7-9), teaching emphasizes understanding over memorisation. Inspection feedback noted that staff consider carefully what is taught and when, adapting their practice to meet the needs of individual learners. Teachers are clearly experts in their specialisms; pupils describe feeling genuinely excited to learn from teachers who themselves love their subjects. The school maintains high expectations not through pressure but through clarity and scaffolding. Students receive detailed feedback on their work, enabling them to understand where they are succeeding and where they need to develop.

In Years 10 and 11, curriculum choices narrow to allow depth. The compulsory core comprises English Language, English Literature, Mathematics, Biology, Chemistry, Physics, and a modern language (French or Spanish). Students then choose four additional options, potentially including Latin, further languages, drama, art, design and technology, geography, history, computing, music, and religious studies. The approach respects different aspirations; whether pursuing medicine, engineering, humanities, or arts, the curriculum offers an appropriate pathway.

The sixth form offers genuine intellectual freedom. The dedicated sixth form centre, redesigned with student involvement, provides both quiet study and social areas. Entry to A-levels requires meeting specified GCSE grades, but once admitted, students choose four subjects to study in Year 12, dropping to three for A-level examinations in Year 13. This flexibility allows deep focus in areas of genuine passion whilst permitting some breadth across disciplines.

The proof of educational quality lies partly in where students progress. In the 2024 cohort, 80% of sixth form leavers progressed to university, with 2% entering further education and 2% beginning apprenticeships. These figures reflect the selective nature of the sixth form, but also the school's commitment to supporting students towards their chosen destinations.

The Oxbridge pipeline is particularly notable. In the measurement period, 20 students secured places at Oxford and Cambridge combined, with 10 gaining admission to Cambridge and 10 to Oxford. These numbers place the school among the stronger schools in England for Oxbridge progression. The schools where students most commonly enrol include Imperial College London, University of London colleges (notably UCL), Durham, Edinburgh, Bristol, Warwick, and the Russell Group universities more broadly. Students reading medicine are particularly successful, with medical school places a regular achievement.

The university destinations reflect the school's positioning as genuinely selective, attracting girls with academic ambition and the capability to succeed at highly regarded institutions. However, the school also supports those pursuing a wider range of universities and courses, working carefully with students to identify appropriate matches between their abilities, interests, and institutional fit.

Sport represents a defining strength of Tiffin Girls. The school operates over 75 different sports teams across the year, competing in hundreds of fixtures against schools locally, across London and Surrey, and at regional/national level. The sporting breadth is remarkable: netball, badminton, volleyball, table tennis, football, hockey, tennis, athletics, rugby, rounders, rowing, cross country, dance, gymnastics, and cricket all feature. Many girls represent the school at borough and county level. The U16 indoor hockey squad recently travelled to the National Finals, competing among the top eight schools in the country. The floodlit 2G astroturf pitch, large multi-purpose sports hall with viewing gallery, gymnasium, gymnastics gym, netball and tennis courts, and dance studio provide facilities that support both recreational participation and elite-level development.

Music is equally prominent. The school benefits from the support of the Tiffin Girls' Music Society, a parent-founded charity that enriches the quality and breadth of music education beyond the curriculum. Students can join various ensembles: orchestras, choirs, percussion ensemble, brass group, rock groups, and other specialist ensembles. Many students learn instruments, supported by peripatetic specialist teachers. The music suite, refurbished in 2009, and the practice rooms throughout school enable this breadth. Students regularly perform in central London venues and have had opportunities to perform in European venues. Annual whole-school productions showcase musical theatre; the 2026 production is Daisy Pulls It Off, with performances across January.

Drama is equally ambitious. The dedicated drama studio, completed in 2007 with a sprung floor suitable for dance as well as theatrical work, hosts regular productions involving students across year groups. The lecture theatre provides additional performance space. The drama curriculum gives all students access to this art form, whilst the co-curricular offer develops those with specialist interests.

Student-led clubs reflect genuine intellectual curiosity and peer interests. Recent clubs have included Harry Potter Club, Origami Club, Dissection Club, Mythology Club, Model United Nations, Psychology Club, LGBT+ Society, Translation Club, and Secret Kindness Club. Wimbledon Ball Girl Training offers a unique opportunity linked to the nearby major tournament. Student-led publications add another dimension: the Psychology Digest, the EDI (Equality, Diversity, Inclusion) newsletter, and The Tiffin Scientist showcase student writing and editorial thinking. A series of sixth form podcasts, produced by senior students, have covered activism, the anthropocene, and the human genome project, demonstrating intellectual ambition beyond the formal curriculum.

Leadership development is taken seriously. Duke of Edinburgh Awards (Silver and Gold), Young Enterprise (with the school reaching UK runners-up in 2021), debating clubs, and Model United Nations all cultivate leadership capability. Students in debating clubs have regularly secured places in the England Debating Development Squad. Many sixth form students hold formal positions: prefects, subject associates, mentors to younger students. Student leadership is actively encouraged, with many societies run by sixth formers.

The school places strong emphasis on experiential learning. Trip programmes extend across all year groups, enabling students to deepen understanding through visits. The Learning Resource Centre provides a modern, well-resourced space supporting independent study and collaborative projects.

Entry to Year 7 is via competitive academic selection. Approximately 1,100-1,300 applications are typically received for approximately 180 available places, creating an oversubscribed environment. Entry is determined by performance in Mathematics and English tests administered in the autumn term of Year 6, which must be registered for during the summer term of Year 5.

The school operates a defined catchment area comprising an Inner Area and a Designated Area, made up of 44 postal districts. The admissions policy allocates places in a tiered system: students meeting the highest test scores within the catchment receive places first, followed by those meeting high standards outside the catchment, with some places reserved for students with disadvantaged backgrounds (Pupil Premium eligibility) from within the Designated Area. This approach attempts to balance academic selection with a genuine commitment to widening access.

Since 2015, the school has explicitly prioritised girls with pupil premium funding from its catchment area, recognising that academic ability is not evenly distributed by socioeconomic background. The education support fund provides additional assistance to families facing financial hardship, reflecting the school's values-driven commitment to access.

Entry to sixth form is separate, with applications from external candidates considered. Entry requirements typically require grades 6-7 in relevant GCSEs, although this varies by subject.

The house system underpins pastoral care. Each house has dedicated leadership, and form tutors know pupils well. Mental health is explicitly prioritised. The school has invested in counselling provision and staff training to identify pupils at risk and respond promptly. Behaviour is exemplary; the Ofsted report noted that pupils' behaviour is exemplary, that they respect and support each other. On rare occasions of bullying, staff address issues swiftly.

The catering provision offers nutritionally balanced meals, with options to accommodate dietary requirements and preferences. The dining experience reflects the school's commitment to community; lunch is a social event as well as a nutritional one.

RSHE (Relationships, Sex and Health Education) is delivered thoughtfully, with age-appropriate content and sensitivity to diverse family structures and backgrounds. The school's approach respects pupil voice and parental input.

The school day runs from 8:40am to 3:20pm. Wraparound care details are not prominently advertised; families should contact the school directly regarding any breakfast or after-school provision requirements.

Located on Richmond Road in Kingston Upon Thames (postcode KT2 5PL), the school benefits from excellent transport links. Kingston Railway Station is within accessible distance, with frequent services to London Waterloo, Richmond, and Twickenham. Local buses serve the area extensively, connecting to wider London. The A307 provides road access, with connections to the A3 and M25 motorway for families travelling from further afield.

The learning resource centre offers study facilities and book resources to support curriculum and independent learning. Computing suites provide technology access for lessons and independent work.

The selective entry process is genuinely competitive. With approximately 1,100 applications for 180 places annually, acceptance is far from guaranteed even for well-prepared candidates. Families should verify their precise distance from school and current catchment inclusion before relying on a place. The mathematics and English tests are designed to identify academic ability; whilst the school does not formally recommend tutoring, the competitive environment means many families opt for external preparation. Parents should be realistic about chances and have backup school preferences.

The pace and intensity are considerable. This is a school for academically ambitious girls. The curriculum is rigorous, expectations are high, and the peer group comprises high-achieving students. For girls who thrive on intellectual challenge, this is energising. For those who find themselves struggling to keep pace, despite entry via the selective tests, the environment can become stressful. The school provides support, but families should ensure their daughter is genuinely ready for this level of academic intensity.

Transport and accessibility vary by family postcode. Whilst the school is well-served by public transport, journey times from outer London or surrounding counties can be substantial. Families should factor this into the decision, particularly in terms of time available for rest and extracurricular engagement outside school.

The school is girls-only throughout the main school. The sixth form is single-sex at state school level. This is a deliberate choice that the school values, believing it supports girls' voices and leadership development. Families preferring mixed education should look elsewhere.

Tiffin Girls' School represents the gold standard of state secondary education for girls in greater London. The academic results are exceptional without being the sole focus; the co-curricular offer is genuinely broad and ambitious; the pastoral environment is genuinely supportive. The selective admissions process means only a subset of applicants will secure places, but for those who do, the school offers a first-class education combining rigorous academics, extensive enrichment, and real attention to character development. Best suited to academically able girls from the defined catchment area (or nearby), with resilience and intellectual curiosity, and families who value the girls-only environment. The main challenge is securing entry; once admitted, the educational experience is outstanding.