Sir Joseph Williamson's Mathematical School Review 2026: 325 Years of Academic Distinction

When Sir Joseph Williamson died in 1701, he left a legacy in the form of a £5,000 bequest that would establish a school dedicated to navigation and mathematics for the sons of Rochester freemen. Over three centuries later, his original vision has transformed into one of England's most selective and consistently high-performing grammar schools. Located on a spacious 30-acre campus on Maidstone Road in Rochester, Kent, the school now educates over 1,500 students and has held an Outstanding rating from Ofsted continuously since 2005. The school's nickname, "The Math," speaks to both its heritage and its academic strength. What distinguishes this institution is not merely its historical pedigree, but its ability to combine traditional academic rigour with contemporary thinking. GCSE results place it in the top 8% of England's schools (FindMySchool ranking), whilst A-level performance sits comfortably in the top 12%. With a mixed sixth form that admits girls alongside its all-boys secondary intake, the school serves ambitious families across Kent and beyond who value both intellectual challenge and genuine personal development.

Once past the gates of the Mathematics School during the school day, you sense immediately the purposeful energy that characterises the place. Students move with clear direction between lessons. Conversations in the corridors reflect genuine intellectual engagement. Under the leadership of Mr Eliot Hodges, who has been Principal since 2016, the school has maintained its commitment to what staff describe as "traditional values with cutting edge practices."

The physical campus tells the story of deliberate expansion and investment. The original Victorian buildings on Rochester High Street (the school's home from 1708) were demolished in the late 1960s to make way for a purpose-built campus. The modern main block, completed in 1968, features a dedicated 25-metre swimming pool, sports halls, and science facilities that were advanced for their time. More recently, the school has invested substantially in its infrastructure. The Da Vinci Art and Technology Block, named after a competition won by students, opened in 2012 and houses cutting-edge design and art facilities. The music block was expanded in 2005 to include ten practice rooms maintained to professional standards, three Yamaha pianos, and a dedicated recording studio. A new Mathematics Centre opened in 2002, reflecting the school's specialist status in the discipline. In 2023, new tennis and netball courts were added, funded by the original Williamson endowment, which is still carefully managed by school trustees to support developments that would otherwise exceed state funding constraints.

The seven houses, Bridge, Castle, Gordon, Pitt, River, Thetford, and Tower, form the social backbone of school life. Each has distinct identity and colours. Tower House, named after the Tower of Jezreels, was reintroduced in 2019 after being discontinued at the end of the Second World War. These houses compete annually for the Cock House Cup, a tradition spanning over a century that celebrates academic achievement, sporting excellence, and artistic endeavour. The intensity of this rivalry creates genuine school spirit without allowing competition to undermine the collaborative ethos the school deliberately fosters.

Staff commitment is evident in classroom observations and pupil testimony alike. Teachers are consistently described by students as knowledgeable, approachable, and genuinely invested in individual progress. The inspection noted that pupils are "thoughtful, polite, courteous and respectful," with "exceptional" behaviour and "extremely high ambitions." Parents consistently report that the school's culture genuinely helps students feel "safe and happy."

The school's academic results consistently place it among England's most successful state secondary schools. At GCSE in 2024, 56% of grades achieved were 9-7 (the highest levels), well above the England average of 54%. At the headline measure of English Baccalaureate attainment (a combination of English, mathematics, sciences, languages, and humanities qualifications), 79% of pupils achieved grades 5 or above, significantly above typical performance in England. The average Attainment 8 score of 70.3 reflects the school's ability to sustain high performance across the full breadth of the curriculum, not merely in traditional academic subjects.

Ranked 348th for GCSE outcomes, the school places in the top 8% in England (FindMySchool ranking), with a second-place ranking among secondary schools in Rochester and the Medway area. The Progress 8 measure, which tracks how much students progress relative to their starting points, stands at +0.89, indicating that students make well-above-average progress from their primary school baselines. This is particularly significant for a selective grammar school, suggesting that whilst the school's intake is already ambitious, the teaching and support systems genuinely add value.

A-Level Performance

At A-level, the strength is equally evident. In 2024, 57% of grades achieved were A* or A, significantly exceeding the England average. The distribution is telling: 17% A*, 27% A, and 29% B. This consistency at the top end of the grading scale translates into strong university outcomes. The school offers 26 A-level subjects, providing breadth alongside depth. Classical Greek, Russian, and History of Art sit alongside the traditional core sciences and humanities, reflecting a curriculum designed for serious academic study rather than expedience.

The A-level ranking of 305th in England places the school in the top 12% (FindMySchool ranking), confirming that sixth form performance matches the strength of the main school.

The curriculum reflects the school's mathematical heritage whilst extending far beyond it. The specialist status in mathematics and languages (the school was also designated with humanities specialism for history and geography) shapes the intellectual approach throughout. Teachers have evident subject expertise. Lessons observed during inspections demonstrate clear structure, high expectations, and learning that moves at a brisk pace without losing students.

The school places genuine emphasis on the development of reasoning and problem-solving rather than rote memorisation. Computing was reinstated at A-level in 2013 after a six-year gap, reflecting the school's responsiveness to employer demand and genuine intellectual interest in the subject. The separate sciences (chemistry, physics, biology) are taught as distinct disciplines rather than combined, allowing for greater depth and specialisation.

Enrichment extends well beyond the standard curriculum. Academic lectures, essay competitions, and Olympiad preparation in mathematics and science are actively encouraged. The school's status as a National Teaching School means it leads practice across the Thames Gateway Teaching School Hub, and as the designated Mathematics Hub for Kent and Medway (one of just 40 in England), staff expertise is genuinely recognised at system level.

For a selective grammar school with strong academic outcomes, university progression is substantial. The leavers' destination data shows that 65% of sixth form leavers progress directly to university, with a further 16% entering employment and 5% beginning apprenticeships. The Oxbridge pipeline is notable: in the measurement period, three students secured places at Cambridge and none at Oxford, from a cohort of 21 applicants. Whilst this represents a 14% offer rate (lower than the school's overall performance might suggest), it reflects the intensity of competition for Oxbridge places and the realistic assessment that many excellent students who progress to strong Russell Group universities represent successful outcomes rather than disappointments.

The sixth form curriculum offers specialist pathways that support ambitious applications. The Music A-level requires students to demonstrate advanced fluency on an instrument, and PE requires consistent representation in school or club sport. Drama students are required to demonstrate genuine passion for theatrical development and a willingness to perform to varied audiences. These are not optional add-ons but integral to the A-level experience, creating a cohort of students with genuine commitment to their chosen subjects.

The co-curriculum at the Mathematics School is genuinely extensive, with the school noting that "out of school activities are regarded as an important enrichment of educational opportunity rather than a tacked on optional extra." This is evident in the breadth and depth of provision.

Music: A Significant Strength

The Mathematics School Music Academy is a sophisticated operation. Fourteen peripatetic instrumental teachers visit the school weekly, offering lessons on a vast range of instruments from violin to trombone, with singing lessons also available. The school maintains a hire scheme for students without their own instruments, and rental fees are set at reasonable rates. The Music Department operates 10 purpose-built practice rooms, three professional Yamaha pianos, a dedicated drum room, secure guitar storage, a recording studio, and three large teaching classrooms for ensemble work.

The ensemble programme is ambitious. The Jazz Group meets Thursday mornings, led by Mr Hyde. The Gospel Choir rehearses Tuesday afternoons under Jonathan Lyn-Cook, bringing a distinct energy to the school's musical life. The senior choir for Years 9-13 meets Wednesday mornings and performs at major events throughout the year, with extra rehearsals added near performances to build towards significant concerts. A younger choir for Years 7-8 provides entry-level opportunity. Smaller specialist ensembles include the Clarinet and Saxophone Ensemble (Wednesday mornings) and a Brass group (Wednesday afternoons). The Rock Band meets Tuesday afternoons, and specialised instrumental groups, Strings (Tuesday), Keyboard Club (Monday), and Composition (Friday, GCSE students only), ensure that multiple entry points exist to musical participation. The Music Academy also operates an Outreach Scheme, allowing former pupils and those at partner primary schools (Tunbury and St. Andrew's) to access the school's exceptional facilities and teaching.

Drama: Professional and Accessible

The Drama Academy at sixth form level operates at a high standard, with dedicated sessions on Days 3, 8, and Day 5, reflecting the integration of performance into the upper school experience. KS3 Drama Club (Years 7-9) meets Wednesday lunchtimes with Miss Grave to work on the KS3 Drama Performance Project, giving younger students early experience of theatrical production. The Drama facilities include a dedicated studio, and the school's commitment to performance is evident in the annual production cycle that features throughout the year.

STEM and Mathematics Excellence

Computing has returned to prominence following its reinstatement in 2013. The Mathematics Centre, a dedicated facility opened in 2002, underscores the school's commitment to specialist teaching in this area. Engineering challenges, coding clubs, and Olympiad preparation are embedded within the curriculum. The school's designation as lead school for the Kent and Medway Maths Hub reflects the expertise available to students; this is not merely a school that teaches mathematics well, but one that shapes mathematics education across the wider region.

Sports: Comprehensive and Competitive

The sports provision at the Mathematics School is exceptional. The PE department operates from facilities including a 25-metre swimming pool, fitness suite, dedicated cricket nets, Astro-turf hockey pitch, six rugby pitches, and three cricket pitches. Games lessons are set in ability groups to ensure appropriate challenge and safety. All students study a minimum of two hours of PE per week in Key Stages 3 and 4, with content varying termly. Year 7 covers Health Related Fitness, Swimming, Hockey, Short Tennis, and Athletics. By Years 10-11, students can choose from Health Related Fitness, Swimming, Basketball, Badminton, Softball, Tennis, and Ultimate Frisbee.

The extracurricular sports programme is serious. Rugby is the signature sport, with 26 teams spanning U12 to first XV level, providing genuine depth of provision. Cricket, hockey, football, badminton, and athletics all have active after-school provision. The school organises regular fixtures and tours; overseas tours to Barbados, Canada, and Barcelona provide cultural and competitive opportunity at elite level. The Under-16 hockey team earned bronze in the Junior Team of the Year category at the 2024 Medway Sports Awards, and the rugby programme has produced two England schoolboy international players within a two-year span. Up to ten sporting aptitude places are available for Year 12 entry, recognising exceptional athletes who also meet academic criteria.

Academic Societies and Debating

Beyond the arts and sports, intellectual life is rich. Model United Nations operates at Friday lunchtime and involves sixth form and Year 10 students in simulated diplomatic negotiation. Philosophy Club meets Friday lunchtime, student-led, providing space for ethical and epistemological discussion. Economist Society meets Monday lunchtime, also student-led, allowing students interested in economic policy to engage with current affairs and economic theory. Politics Club (Years 7-10) meets Thursday afternoons with Dr Bidmead. History Debate Club meets Wednesday lunchtime for Years 8-10. Law Society is offered to sixth form students on Friday Period 2, student-led by sixth formers. The Rights Respecting School Council meets Friday mornings and involves form representatives from across the school.

Additional intellectual societies include Greek Club (Monday lunchtime, KS3 only, covering Ancient Greek), Christian Union (Wednesday lunchtime, open to all students regardless of faith), and the Comic Club (Wednesday lunchtime, student-led). Food Club meets Wednesday afternoons for students keen to develop cooking skills. The Scrabble Club and Warhammer Club provide alternative intellectual engagement.

The school notably publishes student newspapers and literary magazines, supporting written expression beyond the curriculum.

Admission to Year 7 is highly selective. The school is part of the Medway 11+ Consortium, which uses the Medway Test, a reasoning and aptitude assessment developed by CEM and administered by Medway Council in early September of Year 5. Students must achieve the Medway Council threshold to be deemed selective and eligible to apply. However, meeting the threshold does not guarantee a place. In the most recent cycle, the school received 786 applications for 232 places (Year 7 entry route), a ratio of 3.39 to 1. With such oversubscription, distance from the school gate becomes the critical factor after looked-after children and sibling priority are applied. In 2024, in the last ten years, the furthest distance offered a place has been 0 miles; the average is 4.38 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

The application process requires two forms to be submitted to Medway Council: the registration form (due June of the preceding year) and the Common Application Form/preference form (due 31 October). Families are advised to attend open days during September or October to view facilities and understand whether the school environment suits their son.

Entry to sixth form operates differently. Whilst girls are welcome, students must achieve specific GCSE grades (typically grade 6 or above in their chosen subjects, with grade 5 required in English and mathematics if not taking those A-levels). Sixth form offers up to 10 sporting aptitude places for entry to Year 12, available to girls and boys, contingent on meeting minimum academic criteria.

The school day typically runs 8:50am to 3:20pm. Contact the school directly for enquiries. Term dates and detailed times are available on the school website.

Public transport links are available via local bus routes serving Rochester. Parking on the school site is limited, and visitors are advised to use public transport or nearby public car parks. Uniform is compulsory and is a green blazer (specific to the school). The school provides guidance on uniform suppliers on its website.

As a state school, there are no tuition fees. However, students may incur costs for examination entries, school trips, materials for art and design, music lessons, and optional overseas tours. The school operates a hardship fund, accessible through the Principal's office, to support families facing financial difficulty in accessing enrichment activities.

The school takes pastoral wellbeing seriously. Each year group is divided into form groups, which serve as the primary pastoral unit. Form tutors play an important role in monitoring progress and wellbeing. The school employs a trained counsellor who visits weekly for students needing additional emotional support. The SEN provision is robust, with a dedicated SEN coordinator and support for pupils with physical disabilities (wheelchair access, learning assistants), Asperger's syndrome, dyslexia, and autism. The school is part of the Medway Dyslexia Association, which provides staff training and pupil/parent support.

The house system reinforces pastoral care through house tutors and house leaders who develop relationships with students across multiple years. House competitions and shared activities build genuine community. The school's ethos emphasises courtesy, respect, acceptance, politeness, determination, self-discipline, and cooperation. These values are not merely displayed; they shape behaviour expectations and inform the school's approach to discipline and conflict resolution.

The school was recognised as a Young Carers in Schools Award holder, reflecting its understanding of students' lives outside school and its commitment to supporting those with caring responsibilities at home. The Rights Respecting School Council meets Friday mornings and involves student voice in school decisions.

The Medway Test is essential and highly competitive. Entry depends on passing the 11+ entrance exam. With 3.39 applications per place, many families begin formal test preparation from Year 5. Whilst the school does not officially recommend tutoring, the competitive intensity makes external preparation common. Families should be realistic about their son's chances and view the process as one element of secondary school choice rather than a guaranteed pathway.

Distance matters significantly. Whilst the school is accessible to families across Kent and beyond, geography is the tiebreaker when the school is oversubscribed. Families more than 5 miles away should view entry as unlikely unless they have sibling priority.

The all-boys main school culture is distinctly male. Whilst girls are fully integrated into the sixth form, the Years 7-11 environment is shaped by an all-boys cohort. Families should visit and speak with current families to understand whether this environment suits their son.

Pace and intellectual demands are high. This is a school for students who genuinely enjoy academic work, who can sustain focus and independent study, and who thrive on intellectual challenge. Students who need significant scaffolding or who find the pace of learning stressful may find the environment demanding.

Sir Joseph Williamson's Mathematical School is a genuinely excellent state grammar school with a justified reputation for rigorous academics, genuine pastoral care, and exceptional extracurricular opportunity. The combination of strong GCSE and A-level results (top 8% and top 12% in England respectively), Outstanding Ofsted rating, and substantial investment in facilities and staffing creates an environment where ambitious students can thrive. The breadth of co-curricular provision, from Gospel Choir to Philosophy Club to competitive rugby, means that academic excellence never comes at the cost of genuine personal development.

The school is best suited to families within realistic distance of Rochester who have sons ready for the intellectual and social demands of a selective grammar environment, and who are willing to engage seriously with the 11+ entrance process. For those who gain entry, the education offered represents outstanding value. The challenge lies entirely in securing a place in an oversubscribed school. Once achieved, the opportunity is genuine.