The Judd School Review 2026: Selective Excellence in a State Grammar

When Sir Andrew Judde's Commercial School opened in 1888 on East Street in Tonbridge, it was an act of social ambition. The Worshipful Company of Skinners established it specifically for boys whose local comprehensive education had been squeezed out by Tonbridge School's growing preference for fee-paying boarders. Over 135 years later, the school that grew from this progressive impulse remains one of England's finest selective state grammar schools. Today it occupies a purpose-built campus on Brook Street, educating over 1,400 boys aged 11-16 alongside a thriving co-educational sixth form where approximately 150 girls join the school for their final two years.

The Judd School ranks in the top 2% of schools for GCSE results, placing it 97th in England (FindMySchool ranking). At A-level, the school ranks 151st in England, securing its position in the top 6% of sixth forms. In 2024, 82% of GCSE entries achieved grades 9-7, with 83% of A-level grades at A*-B. An exceptionally high proportion of leavers progress to universities, with particular strength in Oxbridge entry. The school achieved an Outstanding rating in its most recent Ofsted inspection (March 2025), with inspectors praising the calibre of teaching, the rigorous academic curriculum, and the genuine sense of belonging students experience.

This is a school organised around discipline, intellectual ambition, and the house system. Expect selective entry via the Kent Test, high expectations from day one, and a culture where academic achievement matters genuinely. The school's maxim, "Learn, Grow, Belong," is not marketing language but an observable reality in how students conduct themselves on campus.

The school occupies a sprawling site in south Tonbridge, anchored by its red-brick Victorian buildings which retain considerable character despite modern additions. Beyond the gates, the atmosphere is purposeful but not oppressive. Boys move between lessons with clear direction. There is a sense of order that feels natural rather than enforced.

Jonathan Wood has led the school as Headmaster since 2017, replacing Robert Masters after a long tenure. Wood came from a London independent school and has pursued a deliberate strategy of broadening the school's cultural offering while maintaining its selective, academically-driven character. His leadership has proven popular with staff and students alike. The school's founding connection to the Skinners' Company remains active, with Company members forming a significant proportion of the governing body and providing ongoing financial support for capital projects.

The house system sits at the absolute centre of school life. Six houses (Bryant, Evans, Morgan, Rendall, Starling, and Taylor, named after the school's first six headmasters) provide pastoral continuity, competition in sports and the arts, and a sense of identity that extends far beyond academic registration. Students spend their entire school career within the same house. This arrangement is not accidental; it builds relationships between year groups and creates the framework for mentoring, leadership development, and peer support.

The physical campus reflects serious investment. Recent years have seen improvements to the sixth form common room, upgraded facilities for design and technology, and an enhanced library. The school continues raising funds for further development, something required by its voluntary aided status. On any given day, the buildings show evidence of use by engaged pupils, from musical rehearsals in dedicated practice spaces to debate meetings and STEM projects.

GCSE Achievement

The Judd School's GCSE results place it among the most selective and high-performing state schools in the country. In 2024, 82% of entries achieved grades 9-7 (equivalent to A* and A under the old grading system). This compares to the England average of approximately 54% achieving similar grades. The attainment 8 score stands at 78.4, well above the England average of 46.

What distinguishes The Judd from other high-performing schools is not merely the top-line headline figures but the consistency of achievement across subject areas. Pupils demonstrate particular strength in languages (French, German, Latin), English literature, mathematics, and the sciences. The school enters pupils for the three sciences separately, and this rigorous approach results in strong individual grades in physics, chemistry, and biology.

The Progress 8 score of +0.85 indicates that students make above-average progress from their starting points. In a selective grammar school where pupils arrive with already high attainment, maintaining this progress metric is genuinely impressive and reflects the quality of teaching and the challenge of the curriculum offered.

A-Level Results and University Destinations

At A-level, the school's results remain exceptionally strong. In 2024, 58% of grades achieved A*/A, with 83% reaching A*-B overall. This translates to an A-level ranking of 151st (FindMySchool data), placing the school in the top 6% in England. The average A/AS points score per candidate stands at significantly above the England average.

The breadth of A-level subject provision (22 subjects on offer) means that high-performing pupils have genuine curricular choice. Strong results are achieved in traditional academic subjects including classics, languages, sciences, and mathematics, but also in art, design and technology, and business studies, where pupils regularly achieve the highest grades.

University destinations reflect the school's academic standing. In 2024, 79% of leavers progressed to university. Oxbridge entry remains a significant feature: the school recorded 23 acceptances across Oxford and Cambridge from a cohort of 244 leavers, representing approximately 9% of the leaving year securing places at these universities. The school ranks 28th in England for combined Oxbridge acceptances (FindMySchool ranking), ahead of many prestigious independent schools.

Beyond Oxbridge, leavers regularly secure places at Russell Group universities, with particularly strong representation at Durham, Bristol, Exeter, Edinburgh, Imperial College, and UCL. Approximately 10% of leavers enter employment directly, while 2% progress via apprenticeships, reflecting the school's growing engagement with alternative post-school pathways.

Teaching quality at The Judd is strong and evidently rigorous. The most recent Ofsted inspection highlighted that "teachers have excellent knowledge, both of their subject and of external examinations," and this translates into lessons where pupils are genuinely challenged to think deeply about their subjects.

The curriculum is traditional in structure but not narrow in outlook. Pupils in Year 9 study three separate sciences, English, mathematics, and a broad humanities provision that includes Latin, history, geography, religious education, and modern languages. In Years 10-11, all pupils continue sciences, English, mathematics, and religious education, with freedom to choose four additional subjects. Latin is offered from Year 8, and German from Year 9, reflecting the school's academic ambitions. The compulsory study of three sciences means that pupils gain credible expertise across biology, chemistry, and physics, rather than generalised science knowledge.

Lessons typically operate at a brisk pace. Teachers expect pupils to arrive prepared, complete homework thoroughly, and engage in discussion and debate. The pedagogy favours active learning; pupils are not passive recipients of information but are regularly asked to apply knowledge to new contexts, work collaboratively, and defend their reasoning. Inspection evidence noted that "teachers use their excellent subject knowledge to ask probing and challenging questions both to confirm understanding and to develop it further," leading to "high quality debate and discussion."

For pupils who struggle, academic support is organised through subject-specific "clinics" where teachers provide additional guidance outside formal lessons. The school employs learning support staff and, for pupils with identified needs, provides tailored accommodations. The learning support team operates within what the school describes as a "whole school commitment to nurturing," rather than separate provision, and this inclusive approach is reflected in the school's pastoral structures.

Pastoral care operates through the six houses, with each house overseen by a Head of House and a team of form tutors. Form groups are deliberately mixed-age (Years 7/8 and Years 9/10/11), which encourages younger pupils to see older pupils as mentors and role models, while giving older pupils explicit responsibility for peer support.

The school employs trained Student Listeners and Youth Health Mentors (sixth formers) who provide peer support, and a qualified counsellor visits weekly to offer confidential support for students facing difficulties. The inspection feedback noted that "an atmosphere of openness, trust, respect, and good humour prevails throughout the school" and that "individual interests and beliefs are consequently viewed as interesting and to be cherished."

Behaviour expectations are high and consistently enforced. The school operates a clear behaviour policy, and pupils are encouraged to develop their own "moral code" based on respect and self-discipline. Inspection evidence confirmed that "pupils behave very well, both around the school and in most lessons, creating a calm and purposeful environment." Importantly, the school takes safeguarding seriously, with clear procedures and regular staff training.

The extracurricular programme is genuinely extensive and represents one of the school's defining features. Over 60 trips and visits are organised annually, including residential trips, foreign exchanges, and battlefield studies. The investment in extracurricular provision is substantial; the school manages this through a dedicated School Fund, to which families contribute, and which helps subsidise trips and activities for pupils who might otherwise find participation financially difficult.

Sport

Sport is integral to school life rather than an optional add-on. All pupils participate in games lessons, and the breadth of provision is impressive. Teams compete in rugby, football, netball, cricket, athletics, tennis, cross-country, badminton, and basketball. Inter-house competitions create consistent involvement and friendly rivalry. The school fields multiple teams at different age levels, and inspection evidence noted that "over half the pupils and a very high proportion of teachers are involved in the regular training and competing of teams."

Music

Music provision extends well beyond the curriculum. The school supports several orchestral and ensemble groups, from the school orchestra to smaller ensembles. Rock bands, jazz groups, and a comprehensive choral programme ensure that musical opportunities exist across genres and ability levels. The standard of musical performance is notably high; inspection evidence described the "level of performance of these groups is extremely high." Specialist music tuition is available, with pupils learning a wide range of instruments.

Drama and Performance

Drama provision includes school productions and sixth form drama performances. The school operates a Theatre Club and participates in competitive drama festivals. Campus life includes regular concerts, recitals, and performances throughout the year.

STEM and Specialisms

The school's specialist designation (originally in music and mathematics; later expanded to include science) has fostered particular strength in STEM engagement. The Programming Club, Young Engineers, Medical Society, and various subject-specific clinics extend classroom learning into practical application and independent study. The school has a reputation for producing students with serious engagement in science and mathematics, many of whom go on to competitive university courses in these fields.

Societies and Clubs

The school boasts an extensive array of societies and clubs, including Chess Club, Christian Union, Debating Society, Film Club, Garden Club, Greek Club, French Club, French Film Club, Potions Club (chemistry), Puzzle Club, Philosophy Society, Ancient History Society, Model United Nations, Young Enterprise, and a Voluntary Service Unit. Many of these clubs are student-led, meaning pupils develop organisational and leadership skills through running their own activities.

The Debating Society is particularly active, with pupils developing public speaking skills and knowledge of current affairs. The Greek Club reflects the serious academic study of classics at the school, while the Chemistry/Potions Club allows pupils to extend their laboratory work beyond the formal curriculum.

Combined Cadet Force and Duke of Edinburgh

The Combined Cadet Force is well-attended, with RAF and Army sections available to pupils from Year 9 onwards. The Duke of Edinburgh's Award is offered, with pupils working towards Bronze, Silver, and Gold levels. These programmes provide challenge, personal development, and opportunities for outdoor activity that sit apart from the mainstream academic curriculum but contribute meaningfully to student growth.

The Judd School is selective, admitting via the Kent Test sat by all grammar school applicants in the region. Approximately 4.4 applications are received for every place offered at Year 7. In 2024, the school received 853 applications and made 177 offers, resulting in 5 applications per place. This level of oversubscription reflects the school's reputation and desirability locally.

Entry is determined by performance on the Kent Test (covering English, mathematics, and reasoning), with the school using a minimum score threshold. Past experience suggests a score of approximately 360-370 out of 423 is competitive, though exact thresholds vary annually based on the cohort.

A small number of external applicants join the sixth form (approximately 80-100 places offered to external students each year), with admission based on GCSE results. Entry requirements include a minimum average point score of 6.5 across the best 10 qualifications, plus specific grade requirements in English and mathematics, and subject-specific entry criteria for A-level courses.

Families should be aware that entry to The Judd is genuinely competitive. Tutoring is commonplace, though the school has redesigned the Kent Test in recent years to reduce advantage gained through intensive preparation. The school's position as one of the region's top-performing grammars means that aspiring students need genuine ability in addition to focused preparation.

School hours operate on a four-period morning (with a break after the second period) and two-period afternoon structure, with a lunch break at 1:05pm. The school day begins promptly at 8:40am with a Year 7 assembly and concludes at 3:45pm. Most extracurricular activities finish by 5:00pm.

Transport links are good. The school is within reasonable travelling distance of Tonbridge train station, and bus services operate to the campus. Parking on site is limited, and families should note that nearby parking facilities (including Waterloo Road Car Park and Tonbridge Station Car Park) provide alternatives.

The school provides significant resources for learning, including a library, computer facilities, science laboratories, and design and technology workshops. Sixth form pupils have access to a dedicated common room with cafeteria and study facilities.

Selective entry is genuinely competitive. With approximately 5 applications per place, gaining entry requires both genuine academic ability and focused preparation. Families should anticipate that successful candidates will typically have been working at high levels throughout primary school and will benefit from structured preparation for the Kent Test.

The pace is demanding. This is an academically selective school where the curriculum moves quickly and depth is prioritised. Pupils who struggle to keep pace, or who require extensive ongoing support, may find the environment stressful. The school does provide academic support, but the underlying expectation is that pupils can function independently and manage intellectual challenge.

The culture is competitive but collaborative. While academic achievement matters greatly, the school deliberately cultivates a culture of mutual respect and peer support through the house system. Pupils who thrive are typically those who can balance personal ambition with contribution to their peer group.

Sixth form entry admits external pupils. Approximately one-fifth of Year 12 consists of girls joining from other schools. While the school integrates external joiners well (they are placed into houses and participate fully), families should be aware that the sixth form character shifts somewhat with this infusion of new students.

The Judd School is among the finest state grammar schools in England, combining a long history of selective academic excellence with a thoughtful pastoral structure and extensive extracurricular provision. The school ranks in the top 2% of schools in England for GCSE results and consistently produces leavers who progress to leading universities, including significant numbers at Oxbridge and Russell Group institutions.

What distinguishes it from purely academic hothouse schools is the genuine investment in character development, the house system, and the breadth of extracurricular opportunity. The school's motto, "Learn, Grow, Belong," feels authentically embedded in daily life rather than aspirational marketing.

This school is best suited to families whose children combine genuine academic ability with intellectual curiosity, and who can thrive in a selective environment where high expectations are coupled with supportive pastoral structures. For pupils who secure entry and can sustain engagement with a demanding curriculum, The Judd provides an exceptional secondary education within the state system.

The primary barrier is admission itself. Families should prepare thoroughly for the Kent Test and enter with realistic expectations of the competitiveness involved. Beyond that hurdle, the school delivers genuinely excellent outcomes.