Torquay Girls' Grammar School Review 2026: A Century of Academic Excellence

The architectural heart of Torquay Girls' Grammar School remains its distinctive Art Deco building, which has welcomed students through its doors since 1939, though the institution's roots stretch back a further two decades to 1915. This selective state grammar school for girls has spent more than a century developing a reputation as one of the most academically rigorous schools in the South West. The latest Ofsted inspection, completed in November 2023, awarded the school Outstanding ratings across all measured categories. Approximately 1,000 students aged 11-18 study here, with girls comprising the main school and a co-educational sixth form beginning in September 2025. The school ranks 309th for GCSE performance (top 7% in England, FindMySchool ranking), placing it comfortably among the highest-achieving state schools in the country. For families seeking a grammar school education with fierce academic standards, strong pastoral care, and genuine opportunities for leadership and enrichment, this remains an exceptionally competitive option.

Walking onto the Shiphay Lane campus, you enter a space where tradition and modernity coexist without obvious tension. The original art deco building forms the spine of the site, but thoughtfully designed extensions and the newer sixth form block ensure that facilities match contemporary educational standards. Large open spaces between the girls' school and the neighbouring boys' school, collectively known as the Paddock, provide outdoor areas where older students can gather at lunchtime, creating an airy sense of campus rather than a cramped institutional feel.

Ms Sarah Forster has led the school since September 2021, arriving from a deputy headship in London where she worked in both comprehensive and grammar schools. Her leadership style is described as warm and ambitious, with a genuine interest in developing the whole student as both an academic and as a person with character. The school's stated values centre on helping students believe they can achieve anything, a philosophy that permeates both official publications and the lived experience of students who describe genuine warmth alongside academic rigour.

The house system is fundamental to school life. Students are assigned to one of six houses on entry to Year 7, Bickleigh, Buckland, Compton, Lydford, Pomeroy, Rougemont, or to the newer Cross house. Each house has its own identity, colour, and motto, and remains the centre of pastoral support throughout a student's time at the school. House competitions run throughout the academic year, culminating in the House Shout, where students perform and compete for the coveted House Cup. This structure fosters genuine peer relationships across year groups and creates a sense of belonging that many students describe as central to their experience here. The sixth form, traditionally housed partly at the boys' school, now has its own dedicated block completed in recent years, which includes newly built music and drama facilities.

GCSE: Consistently Elite Performance

In 2024, 59% of GCSE grades awarded reached the highest grades (9-7), significantly above the England average of 54%. The school's Attainment 8 score of 68.9 reflects consistently strong achievement across the core qualifications and EBacc subjects, with 67% of pupils achieving grades 5 or above in the English Baccalaureate, a broad qualification spanning languages, sciences, humanities, and mathematics.

The Progress 8 metric, which measures how much progress students make from their starting points in primary school, stood at +0.37, indicating that students here progress more quickly than similar cohorts in England. This is particularly significant given that the school's intake comprises girls who have passed a selective entrance examination; the fact that they progress even faster than their already-high starting points would predict speaks to the quality of teaching and the school's ability to stretch its highest achievers.

Torquay Girls' Grammar ranks 309th in England for GCSE performance (FindMySchool ranking), placing it in the top 7% of schools and 1st in Torquay among all secondary schools. Within the South West Academic Trust, a collaboration of seven high-performing grammar schools and Exeter University, this school consistently ranks among the very highest performers.

At A-level, the picture is equally impressive. In 2024, 75% of grades were A*-B, with 44% reaching A*/A. The school's A-level ranking places it 281st in England (top 11%, FindMySchool ranking), reflecting solid performance within the elite tier of A-level providers. This ranking comes despite the increase in cohort size as the sixth form prepares to become co-educational from September 2025.

Students progress across a breadth of 26 A-level subjects, including specialisms like Classical Greek, Russian, and History of Art that reflect the school's humanities strength. The small class sizes at A-level, often below 10 in more specialist subjects, allow for intensive teaching and genuine academic dialogue between staff and students.

Teaching here is structured, traditional in approach, and marked by high subject expertise. Teachers employ a clear pedagogical method: direct instruction supported by substantial independent reading and essay writing. The emphasis on classical academic skills, close reading, analytical writing, mathematical proof, prepares students well for university-level study, particularly in the humanities and sciences where these foundations matter most.

The curriculum is broad through to GCSE. All students study sciences separately rather than in a combined science option, ensuring thorough coverage of physics, chemistry, and biology. Languages are offered in both main school and sixth form, with specialist teaching from peripatetic staff. The school has invested heavily in STEM teaching, with three science labs and dedicated technology spaces allowing hands-on learning in computing and design technology.

A distinctive feature is the explicit focus on character development and "healthy habits" embedded across subjects. These include resilience, problem-solving, collaboration, and what the school terms "aiming high." Rather than treating these as peripheral pastoral add-ons, the curriculum is designed to surface them through subject content and assessment. In mathematics, for instance, students are expected to explain their reasoning and justify their approaches, developing both mathematical rigour and the ability to articulate thinking, a transferable skill for any academic discipline.

The school has achieved Humanities Specialist School status, reflecting particular strength in history, geography, religious studies, and philosophy. Humanities teachers are known for their subject expertise and passion, creating an environment where students develop genuine intellectual curiosity in these fields.

University Destinations

In 2024, the leaver destination data showed that 54% of students progressed to university, with significant percentages also choosing employment (25%), apprenticeships (2%), and further education (2%). This distribution reflects the school's grammar school culture, where university progression is expected but not inevitable; some students with high GCSE attainment choose alternative routes that suit their interests and ambitions.

The school does not publish detailed breakdowns of university destinations on its website, and the number of Oxbridge acceptances in the data stands at 1 student confirmed (likely Cambridge, based on the 7 applications submitted to Cambridge). While this number is modest compared to the school's overall cohort, it reflects both the genuine competitiveness of Oxbridge entry and the diversity of excellent universities where TGGS graduates succeed. The school's partnership with Exeter University through the South West Academic Trust provides additional pathways and enrichment for students considering that institution.

Notable progression routes include medicine (the school has an active and thriving MedSoc), law (with dedicated LawSoc activities including mock trials and visits to courts), and engineering, where the strong STEM teaching provides an excellent foundation. The careers programme is extensive, with termly newsletters highlighting opportunities, employer visits, and university talks that help students make informed choices about their futures.

The extracurricular provision here is extensive and genuinely impressive, reflecting the school's commitment to developing students as rounded individuals rather than exam machines. The school offers more than 30 clubs and societies, student-led initiatives, and structured enrichment programmes.

Music: A Defining Strength

Music permeates the school. Students can join the full school Choir, a dedicated Close Harmony group for those interested in a cappella singing, the School Orchestra, String group, Jazz band, and a student-run Pop band. Twelve peripatetic instrumental staff are attached to the school, offering one-to-one tuition in most instruments. Performance opportunities include the annual Year 7 Concert, an elaborate Carol Service held in St John's Church within the local community, a Summer concert, inter-house music competitions, and informal performances at local events including fundraisers for Rowcroft Hospice. Music is not confined to an elite few; the entry point for involvement is low, allowing students of all abilities to participate and gain confidence through group rehearsal and performance.

Drama: Accessible and Ambitious

Drama clubs operate at all key stages, with whole-school productions delivered throughout the year. Recent productions have included adaptations of Olivia and Ebenezer, allowing students to experience the full cycle of theatrical production from audition through final performance. A House Dance Competition runs annually alongside dedicated gymnastics and dance performances, recognising that performance arts extend beyond traditional drama into movement and choreography. The newly completed music and drama suite provides purpose-built facilities with proper stage lighting, sound systems, and audience seating that elevate the quality of productions and give students genuine theatrical experience.

Debating and Public Speaking

Oracy, the ability to articulate thoughts clearly and persuasively, is cultivated explicitly. The school maintains a highly successful public debating team that regularly reaches regional finals in the English-Speaking Union's Public Speaking competition, with at least one team in recent years progressing to the final at Cambridge University. Debating clubs operate at sixth form and for years 9-11, with Year 12 Politics Ambassadors supporting younger participants. Students also compete in SWAT challenges (debates within the South West Academic Trust network), where TGGS teams regularly place highly.

STEM: Innovation and Competition

Beyond the classroom curriculum, STEM is active and celebrated. Students participate in the annual Maths Challenge at Junior, Intermediate, and Senior levels, with successful competitors progressing to more demanding second rounds. The school enters teams in robotics and coding competitions, recognising that STEM literacy extends beyond traditional science. An active MedSoc allows aspiring medics to engage with healthcare professionals, and a dedicated Healthcare Conference brings together university healthcare faculties, local NHS representatives, and practicing medics and veterinarians to give students insight into healthcare careers.

Sports: Excellent Facilities and Strong Representation

The school has an "outstanding reputation for sporting excellence" at regional, county, and national level. An on-site sports hall and fully equipped modern gymnasium support a comprehensive programme. Students can participate in aerobics, cricket, hockey, netball, tennis, badminton, rounders, rugby, football, swimming, and gymnastics, with clubs in yoga, handball, table tennis, and trampoline also available. An inter-house gymnastics competition runs annually, culminating in a popular Evening of Gymnastics & Dance showcasing student performers. The school's all-weather pitch provides facilities that operate year-round, and an extensive fixtures programme ensures that those wanting competitive sport have regular opportunities to represent their school.

Outdoor Education and Adventure

The school's proximity to Dartmoor National Park is leveraged extensively. The Ten Tors Event sees teams of six students competing in a challenging navigation and hiking competition, with TGGS teams regularly entering at each level. For two consecutive years, an all-female TGGS team has been the first female group across the finishing line, a notable achievement in a competition traditionally dominated by independent schools with substantial outdoor education programmes. Adventurous activities on Dartmoor take place on alternate weekends between November and April, open to Years 10-13, where students develop navigational skills, teamwork, and environmental appreciation. All three levels of the Duke of Edinburgh Award are offered, progressing from Bronze through to Gold, with students developing skills in personal challenge, persistence, and self-confidence in a supportive environment.

Leadership and Citizenship

Leadership roles are extensive. Beyond the Head Girl and Heads of Houses elected through live hustings watched by the entire school, students can apply for positions as House Captains, Sports Captains, Form Representatives, Library Prefects, Subject Prefects, and as Maths Buddies providing peer support. Sixth form students run the "school hub," a structured intervention programme where over 70 Year 12 students work with subject teachers to provide academic support to younger students. This peer-teaching model benefits both the older students (who deepen their own understanding by explaining concepts to others) and younger ones (who receive targeted help from near-peers who understand the curriculum intimately).

The school was named UK Parliament School of the Year in 2020 following a viral student campaign pressing for young people's representation in climate change policy. This recognition reflects a genuine culture of student voice and activism. Students have travelled to Parliament to present e-petitions on climate change, have met the Minister for Violence Against Women and Girls to raise concerns about street harassment, and are given platforms to advocate for change on issues they care about. In addition to these high-profile initiatives, charity fundraising is woven into the school calendar, with Red Nose Day, Macmillan cake days, Harvest festivals, and an annual Charity Week during which student leaders run stalls and distribute proceeds to charities of their choosing.

Haystacks and Roberts Buildings: Purpose-Built Spaces

The Haystacks building, opened in 1995, houses art, English, and geography departments, with dedicated studios for art and design. The Roberts building, completed in 2007, contains language classrooms, history resources, and the Learning Resource Centre, combining library functions with collaborative study spaces. These buildings, alongside the main triangle building housing mathematics and sciences, create a campus where each discipline has properly designed, resourced spaces that signal institutional investment.

Entry to Torquay Girls' Grammar School is via the GL Assessment 11+ selective entrance examination. The exam tests English, mathematics, and reasoning across multiple choice and written answer formats. The school is massively oversubscribed; in 2023-24, 350 applications were received for 188 places, a ratio of 1.86 applications per place. This level of demand reflects both the school's reputation and the scarcity of selective state education for girls in Devon.

There is no formal catchment area, though in practice most applicants are drawn from Torbay and surrounding Devon areas, with some travelling significant distances (over an hour each way, according to school sources). The school does not consider home address; places are allocated purely by entrance exam performance.

The entrance test is designed to identify the top 25% of the age cohort, a threshold that sounds straightforward but in practice excludes very able students who narrowly miss the grade. Parents should be aware that coaching and tutoring are nearly universal; while the school does not officially recommend preparation, the reality is that most applicants receive external support. The emotional stakes of the 11+ are significant in this area. Families should prepare themselves for the possibility of disappointment and have alternative secondary school preferences identified.

The school has announced that entry to Year 12 will become co-educational from September 2025, meaning boys can enter the sixth form, though the main school remains single-sex.

The school day runs from 8:50am to 3:20pm. There is no on-site nursery provision or dedicated wraparound care. Families should contact the school directly regarding lunchtime provision and any before or after-school arrangements that might be available through the PTA or other providers. Transport links are reasonable, with the school accessible by regular bus services and approximately 15 minutes' walk from Torre railway station, though families living beyond immediate Torquay will likely rely on school buses or private transport.

Students are required to wear uniform: a formal grey blazer, white shirt, and grey skirt (knee length), with strict rules on hairstyles and jewellery. The school maintains traditional uniform standards, which some families welcome as straightforward and egalitarian, and others find restrictive. Uniform costs can be obtained from the school's uniform supplier; families should budget for multiple sets, PE kit, and formal shoes.

The school canteen provides hot and cold meals at reasonable cost. The menu typically includes vegetarian options and has accommodation for dietary requirements; families should notify the school of any food allergies or restrictions.

Each student has a dedicated form tutor whom they see daily. This tutor provides academic oversight, pastoral support, and acts as the primary point of contact for families. The tutor system is augmented by a school counsellor who visits weekly, providing mental health support for students requiring additional emotional care beyond the tutor's capacity.

Behaviour is positive, and the school's behavior policy references the school values explicitly, creating a clear framework that students understand and generally accept. Safeguarding is taken seriously, and the school has dedicated staff and systems in place to identify and respond to concerns. A learning clinic and student support room provide spaces for students who need to step back from the main environment to regulate emotions or manage sensory needs.

The school has a multi-faith prayer room offering space for stillness and personal reflection, used by staff and students across faith backgrounds. A Christian Union operates, meeting regularly. The school celebrates key religious celebrations through assemblies and tutorial time, promoting understanding and respect for diverse beliefs.

Entry is fiercely competitive and emotionally demanding. With 1.86 applications per place, many highly able girls will not secure entry. The culture of tutoring and external preparation, while not mandated by the school, is practically universal. Families should manage expectations carefully and ensure they have realistic alternative secondary schools identified. The 11+ result can be a significant moment for young people; rejection, even by those achieving well above average, requires emotional resilience.

The uniform and traditional expectations are strictly enforced. Families uncomfortable with formalwear, strict appearance codes, and traditional academic dress should be aware that the school does not bend these rules. This suits some families perfectly; others find it limiting.

Girls-only education may not suit every family. The main school is exclusively for girls, which fosters a particular peer culture and removes distraction for some, but feels restrictive for others. This is worth considering carefully, particularly in an era when co-education is standard.

The entrance exam identifies the top 25%, not well-rounded individuals. The school is academically selective on test performance alone. While pastoral care is excellent, the cohort is academically elite, and this can create pressure. Students who were top of their primary school class will find themselves among equals; for some this is healthy and motivating, for others it can shake confidence.

Progression to university is expected, not guaranteed. While the leavers' destinations data shows 54% to university, 25% enter employment directly. This reflects the school's realism about the diversity of good outcomes beyond degree-level study, but families should be clear that the school culture assumes higher education is the default aspiration.

Torquay Girls' Grammar School is an excellent selective state school delivering first-class academic education at no tuition cost, a combination virtually impossible to find in modern England. The school combines rigorous academics with genuine enrichment, strong pastoral care, and excellent facilities. The 2023 Ofsted inspection rightly awarded Outstanding across all categories. For families living within reasonable reach of Torquay, for parents who value traditional academic approaches, and for girls who thrive under selective academic pressure, this is a superb choice. The main barrier is entry itself; competition is intense and the emotional stakes high. Those who secure places will find a school that takes their academic potential seriously, provides genuine opportunities for leadership and contribution, and fosters a sense of belonging through its house system and inclusive extracurricular culture. Best suited to girls who are academically very able, enjoy competitive environments, and whose families can support them through a selective admissions process. The greatest challenge is getting in.