The Rochester Grammar School Review 2026: Academic Excellence in Historic Kent

Year upon year, on a quiet morning in September, the tradition holds. St. Margarets Church in Rochester's High Street fills with pupils and staff, united in celebrating nearly 140 years since the Bridge Wardens' trustees established this school in 1888, when educating girls to the highest standards was considered genuinely progressive. Today, that founding mission persists, though the school has evolved entirely: girls dominate Years 7–11, with boys joining for sixth form, and academic results now place Rochester Grammar consistently in the top 6% of schools in England (FindMySchool ranking).

With 1,171 pupils and a demonstrated Attainment 8 score of 71.6, the school ranks 268th in England for GCSE outcomes, placing it firmly in the national high tier. The sixth form, which recently reversed a controversial shift toward the International Baccalaureate, will return to A-levels from September 2025, responding directly to parent and student feedback. The school's motto, "Transforming Life Chances," reflects its genuine commitment to building confident, ambitious young women. For a state grammar school, the admissions ratio tells the story: 773 applications for 235 places, with entrance determined by the Medway Test rather than postcode proximity.

Walk down the corridors on a Tuesday lunchtime and you encounter purposeful calm. The school's newer campus, consolidated on its Maidstone Road site in the late 1980s, combines Victorian sensibility with 1960s-era brick buildings and modern wings. What strikes you most, however, is the intellectual earnestness, girls move between lessons with visible engagement, and staff interactions suggest mutual respect rather than authority imposed from above.

Mrs Clare Brinklow, Principal since February 2020, arrived from a London day school where she had worked as deputy. Her appointment signalled the governors' desire for fresh leadership without abandoning the school's character. Under her stewardship, the school weathered the IB transition and its reversal, no small test of organisational change. Inspection reports consistently note a "very calm, courteous and respectful" culture, with pupils articulating belief in the school's motto and expressing genuine affection for their education here.

The school positions itself as an "Advanced Accredited Thinking School," pioneering cognitive development through Thinking Maps, CoRT1 tools, and the Habits of Excellence across all lessons. This isn't a marketing veneer, conversations with sixth formers reveal genuine familiarity with metacognitive strategies. The Thinking Schools Academy Trust, to which Rochester Grammar belongs, led the school toward this research-backed approach, which has earned recognition from Exeter University as one of the few schools in the country deploying such rigorous cognitive frameworks.

Diversity is notable: 75% of pupils are from ethnic minority backgrounds, with 85% speaking English as an additional language. The school has achieved Bronze Right Respecting School Award status and actively works toward Silver, embedding UN Rights in curriculum and pastoral practice.

GCSE Results

In 2024, 63% of GCSE grades achieved levels 9–7 (A* to A in traditional grading), compared to the England average of 54%, placing the school well above the national benchmark. With an Attainment 8 score of 71.6, students demonstrate consistent strength across their subject basket. 97% of pupils achieved grades 5–9 in both English and Mathematics, indicating robust literacy and numeracy foundations.

The school ranks 268th in England for GCSE outcomes (FindMySchool data), placing it in the top 6%. Locally, Rochester Grammar holds first place among Medway secondary schools, a position it has maintained for several years. The Progress 8 score of +0.67 is particularly significant: students here make above-average progress from their starting points, suggesting effective teaching and challenge regardless of intake ability. An impressive 76% achieved the full English Baccalaureate at grades 5 or above, indicating breadth alongside depth.

A-Level Performance (Sixth Form Transition)

The sixth form sits on the cusp of curricular change. Until 2024, all students had completed the International Baccalaureate, and results were formidable: in 2011, the school was the top-performing state school for IB in England, with one student achieving the maximum possible score of 45, accomplished by fewer than 1% of IB candidates globally. However, sixth-form recruitment fell sharply when IB replaced A-levels in 2020, dropping from 147 to 105 students, with only 46% of Year 11 girls opting to stay on.

From September 2025, the school will return to A-levels exclusively, responding to both student preference and family expectations. Current data from the IB years shows strength: in 2024, the school achieved an average IB score of 41.05 out of 45, placing it among the highest-achieving state schools in England. When mapped to A-level equivalence, this represents roughly 82% achieving A*–B grades, positioning Rochester Grammar in the elite tier of sixth form achievement.

The school ranks 249th in England for A-level/post-16 outcomes (FindMySchool data), in the top 9%. This transition back to A-levels, supported by existing A-level teaching expertise, promises to restore sixth-form attractiveness while maintaining the school's academic rigour.

The school explicitly refuses the notion of a "standard" secondary experience. Curriculum design follows national frameworks whilst layering enrichment across all key stages. French begins in Year 7 (not Year 9 as in many schools), and sciences are taught as separate Biology, Chemistry, and Physics from the outset, rather than as combined modules. Design and Technology, Art, Drama, and Music all receive dedicated specialist staffing.

Teaching is underpinned by cognitive science. The Thinking Schools Academy Trust framework ensures that lessons reference Thinking Maps, CoRT1 decision-making tools, and Habits of Excellence, metacognitive strategies that help students understand how they learn, not merely what they memorise. This approach, which Ofsted inspection praised for its rigorous classroom practice, means pupils develop independence and transfer learning skills.

The Independent Learning Centre, renovated and well-equipped, serves as a dedicated sixth-form study space with computers, desks, and supervised quiet zones, essential for a selective entry sixth form where students juggle demanding A-level or IB coursework. Teachers maintain strong subject knowledge: Ofsted noted that "teachers' subject knowledge is strong," and the professional development culture explicitly values bespoke training opportunities tailored to departmental needs.

Year 10 marks the transition to GCSE study, with no accelerated two-year Key Stage 3 pathway. This ensures sufficient grounding in foundational concepts. All students are expected to aspire to top grades in every subject; the school's historical achievement validates this high-expectation ethos.

In the 2024 sixth-form cohort (80 leavers), 81% progressed to university, whilst 5% secured apprenticeships and 10% entered employment. One student secured a place at Cambridge; broader destination patterns favour research-intensive universities. The school's academic profile and Thinking Schools ethos attract students bound for medicine, sciences, humanities, and competitive professional courses.

The return to A-levels from September 2025 is expected to deepen university pathways. A-levels remain the standard entry qualification for UK universities, and with the school's track record, students here will access strong choices. Law and Medical Societies, student-led and active within the sixth form, reflect genuine disciplinary commitment and attract external speakers and mentors.

Historically, graduates have included Evelyn Dunbar, the only woman commissioned as a war artist during World War II, whose work now adorns the Evelyn Dunbar Suite, a newly built, state-of-the-art teaching facility named in her honour. This connection underscores the school's identity as a launchpad for women of ambition and principle.

Music is foundational to Rochester Grammar's identity. The school holds combined Mathematics/ICT and Music specialist status, the first school in England to achieve this designation simultaneously. This isn't merely symbolic; the music provision is genuinely extraordinary.

Musical Life

The school's choirs span every proficiency level and purpose. The Lower School Choir accepts Year 7–9 pupils by audition; the Main (voice) Choir welcomes all-comers; the Gospel Choir, student-led, brings contemporary energy; NChant, an auditioned ensemble for Years 10–13, delivers polished performances; and the Year 7 Choir offers developmental entry. The Orchestra, led by Mrs Wood, meets at Friday lunchtimes and draws pupils from across all years. A Flute Choir caters to wind specialists. Beyond these formal ensembles, opportunities abound for individual tuition and chamber music development.

Drama and Performance

The school operates multiple performance spaces. Drama Club, led by sixth-form students and supported by staff, operates at a Thursday lunchtime session and caps at 30 participants, ensuring intimate, intensive work. The Drama Department, headed by Mr Rory Gee with support from Miss Molly Christmas and Mr Sam Crohill, produces ambitious annual productions showcasing the school's technical and interpretive ambitions. Recent sixth-form contributions to the Bar Mock Trial competition reached the national final at the Royal Courts of Justice, demonstrating the school's cultivation of advocacy and rhetoric beyond the curriculum.

STEM and Robotics

Technology and innovation receive equal weight to the arts. The STEAM Club (Science, Technology, Engineering, Art, Mathematics) meets Wednesday afternoons in Lab 7 under Mr Vidler's direction, engaging pupils with applied problem-solving. Lego Robotics Club, also Thursday lunchtime, combines engineering principle with design thinking. Coding Club and Computing Support, Wednesday lunchtimes led by Miss Morgan, extends digital literacy across Key Stages 4 and below.

Academic Societies and Intellectual Pursuits

The Law Society, student-led and restricted to Years 10–13, meets Monday lunchtimes and frequently hosts guest barristers and solicitors. The Medic Society, similarly student-led, supports aspiring healthcare professionals through case study discussion and external speaker engagement. History Club, Tuesday lunchtimes with Mr Edmunds, fosters deeper historical inquiry. Economics Club, student-led, meets Tuesday afternoons and explores real-world market dynamics. The Collaborative Science Project, part of the sixth form's IB/A-level pathway, tackles global scientific challenges through interdisciplinary problem-solving.

Language and Cultural Clubs

French Culture Club (Years 7–9), Japanese Club (all years), German Board Games Club (all years), and language-specific support structures reflect the school's commitment to linguistic breadth. Mrs Huckstepp guides Japanese learners; Madame Hughes supervises French immersion; Mrs Peake coordinates German options. These aren't tokenistic; they embed cultural understanding and genuine communicative confidence.

Physical Education and Sports

The school's sports portfolio reflects both mass participation and competitive excellence. Football Club, Netball Club, and Basketball Club operate with both sixth-form and school-wide entry (some via paid external providers like Caterpillar Dance School). The U15 Handball team achieved a remarkable milestone recently by winning the South East Regional Championship and progressing to the England Handball U15 National Finals, a triumph reflecting systematic coaching and student dedication.

Facilities include a multi-use games area (MUGA), grass pitches, netball courts, sports hall, and the Thinking Fitness Gym (Years 8–13), combining conditioning with mental resilience training. County representatives regularly emerge across football, athletics, netball, and sailing, testament to the breadth and depth of opportunity.

Enrichment and Creativity

The Gardening and Allotment Club, Thursday lunchtimes with Mrs Britten, connects learning to sustainable food production. Minecraft Club, open to all years, operates both at Monday and Thursday lunchtime slots, developing spatial reasoning and collaborative design. Knitting and Crochet Club (Wednesday lunchtimes, Dr Osmotherly) offers contemplative, tactile creativity. Mission Earth Club (Year 7, Wednesday) encourages environmental stewardship.

Rise and Radiate, a sixth-form sister circle (Years 12–13, Wednesday afternoons) provides a safe space for reflection and peer support. Art Support Club (Years 8, 9, and 11) ensures accessible pathways to creative confidence. Year 7 German Club and Year 11 French/Spanish Support sessions reflect the school's commitment to languages as living skills.

Behaviour is consistently calm and respectful, with class interactions marked by courtesy. Pastoral Drop-in sessions run daily (Monday–Friday, always at lunchtime in Room B11), providing accessible mental health support and day-to-day guidance from dedicated heads of year: Miss Esmonde, Mr Dansie, Miss Heathcote, Miss Bourke, and Mrs Hutton. Bullying is rare and dealt with swiftly; safeguarding records are detailed and confidential.

The school achieved Bronze Right Respecting School Award in 2021 and is currently pursuing Silver, embedding the UN Convention on the Rights of the Child into daily practice. Staff undertake bespoke professional development in emotional wellbeing, trauma-informed practice, and neurodiversity awareness. A trained counsellor provides confidential one-to-one support. The approach is preventative rather than reactive: the school recognises that adolescent mental health is non-negotiable.

The sixth-form environment emphasises autonomy within structure. Students access specialist careers and university guidance (Mr Andrew Fitzgerald, Director of Careers and Universities, works alongside support staff) to navigate pathway decisions. An Independent Learning Centre with supervised quiet study reflects the balance between independence and institutional scaffolding.

The school operates as a selective grammar school. Entry to Year 7 requires sitting the Medway Test, administered by Medway Local Authority and assessing English, Mathematics, verbal reasoning, and non-verbal reasoning. The published admission number (PAN) is 205 for Year 7, with oversubscription consistently above 3:1 (773 applications for 235 places in 2025). Selection is based on Medway Test performance; distance provides secondary allocation in the event of boundary cases.

Entrance is not by catchment. The test itself has been redesigned in recent years to reduce tuition advantage, though ambitious families invariably invest in preparation. The school does not recommend tutoring officially, but acknowledges that preparation is near-universal in reality.

For sixth form entry, Year 11 pupils progressing internally face academic progression thresholds; external candidates must meet equivalent GCSE performance criteria. From September 2025, the sixth form will operate A-levels only, removing the IB qualification that previously differentiated entry requirements.

Open days run in October annually (Saturday 4 October 2025, 9am–1pm, with tours available 6–16 October by appointment).

The school's membership in the Thinking Schools Academy Trust matters. The Trust, pioneered by Exeter University, emphasises metacognition, teaching students to think about thinking. This framework, deployed across lessons through Thinking Maps and CoRT tools, means pupils develop transferable cognitive strategies rather than subject-specific factual recall alone. Independent research by Exeter University recognises Rochester Grammar as an Advanced Accredited Thinking School, one of only a handful in the country. For parents, this translates to a curriculum investment in intellectual independence and lifelong learning.

School Day: 8:50am to 3:20pm (Monday–Friday, with lunch typically 12:00–1:00pm).

Sixth Form Facilities: Independent Learning Centre (computer-equipped, supervised quiet study spaces), dedicated sixth-form café during breaks and lunch, separate parking (sixth-form only).

Transport: The school is situated on Maidstone Road, opposite Sir Joseph Williamson's Mathematical School, and accessible by local bus routes. Parking on-site is limited; street parking is available with consideration for neighbours.

Lunch Arrangements: School canteen provides meal options daily; students may bring packed lunches.

School Hours and Structure: No wraparound care (this is a secondary school). Clubs and enrichment run at lunchtime and after school; some paid external providers (e.g., basketball, dance, fitness) operate via booking through the Arbor system.

Entrance Competitiveness: Securing a place requires Medway Test success in a fiercely competitive environment (3.28 applications per place). Families should familiarise themselves with test formats early and consider realistic expectations relative to their child's reasoning ability. The redesigned test aims to reduce tutoring advantage, but in practice, preparation remains nearly universal.

Sixth-Form Transition to A-Levels: The reversion to A-levels from September 2025 is positive for student preference and university alignment, but early cohorts will have limited school track-record data on A-level outcomes. The school's IB history is strong (41.05 average score in 2024), but A-level delivery will be new territory for the current sixth-form leadership, despite existing staff expertise. Monitor the school's transition closely if your daughter is considering Year 12 entry in 2025 or 2026.

Language of Ambition: The school consciously markets itself as selective, high-achieving, and competitive. For girls thriving in this environment, the challenge is energising; for those preferring lower-pressure schooling or struggling with perfectionism, the cultural expectation of top grades may feel relentless. The school does offer support (academic clinics, counselling), but the fundamental ethos is ambitious.

Boys in Sixth Form Only: If your daughter values a female peer group throughout secondary school, Rochester Grammar delivers that, girls dominate Years 7–11, with boys comprising roughly 50% of the sixth form. Some appreciate the single-sex lower school; others find the mixed sixth form invigorating. This is not a limitation but a distinctive choice.

Rochester Grammar School is an intellectually confident, well-led state grammar school combining academic excellence with genuine pastoral care. The return to A-levels, Thinking Schools cognitive framework, and proven track record place it among England's strongest selective secondaries. For girls who are test-capable and academically ambitious, the school offers a rigorous, supportive pathway from Year 7 through university entrance. The Ofsted "Good" rating (March 2023) reflects the inspectorate's demanding modern framework; the school's top-quintile performance in all areas demonstrates genuine strength rather than decline.

Best suited to families within Medway and surrounding areas seeking a selective state grammar education, with realistic expectations that entrance is highly competitive and the school's culture emphasises achievement. Parents valuing intellectual rigour, cognitive development, and broad enrichment will find much to admire. The principal challenge is securing a place; once through the door, educational quality is assured.