St Gregory's Catholic School Review 2026: Warm Welcome, Solid Progress

When the school opened in 1966, it planted itself in the Kent landscape with a clear Catholic mission. Today, St Gregory's remains faithful to that foundation while moving confidently forward. Located between Tunbridge Wells and Southborough on Reynolds Lane, the school serves roughly 1,200 students aged 11-18 across mixed-gender intake. With a seven-form entry to Year 7, it draws families from across the region, particularly from Catholic partner primary schools in Tunbridge Wells, Tonbridge and Sevenoaks. The school's October 2024 Ofsted inspection judged it Good in all areas, while its June 2024 denominational inspection rated it Outstanding for Catholic Life and Mission. The school is part of the Kent Catholic Schools' Partnership, a multi-academy trust across Kent with 28 schools total, positioning St Gregory's within a wider network of Catholic education serving the region.

The school's founding principle remains central: every child is known and loved. This isn't merely a slogan but a lived reality. Inspectors in 2024 specifically noted a "warm and welcoming environment" where students feel valued and able to thrive. Teachers know pupils individually and hold high ambitions for their success. The school's Catholic character is genuine and pervasive, woven through daily life rather than cordoned off as a separate concern.

The campus itself blends a working school environment with spaces for growth. Students move between classrooms, library and sixth form study areas with purpose. The school's pastoral structure uses five Areas of Learning (Communication & Culture; Creative; Science, Technology & Maths; Social Sciences; and Wellbeing), each led by an Assistant Headteacher. Within these Areas, students remain with their tutor group throughout their journey, building continuity and deeper relationships with staff. This structure allows for what the school describes as supportive relationships with peers and teachers, avoiding the sense of anonymity that can plague larger schools.

Mr Michael Wilson took the headteacher role in January 2024, succeeding Philip Byrne. Wilson's appointment came at a moment when the school was consolidating its position as an academy and looking ahead to development. The feeling in school reports from families and inspectors is one of consistency with gentle forward momentum, rather than dramatic upheaval. Expectations for behaviour and academic work are clear and consistent across the school.

GCSE Performance

St Gregory's ranks 1,904th in England for GCSE results, placing it in the national typical range (41st percentile). In FindMySchool's local rankings, the school sits 6th among Tunbridge Wells schools. These figures reflect solid performance in line with the middle 35% of schools in England.

The Attainment 8 score of 46.1 is in line with the England average of 46.0, indicating that when students sit across their eight qualification portfolio, outcomes match the national picture. In absolute terms, 51% of pupils achieved grades 5 or above in English and Mathematics, a key progression measure for post-16 study and employment. 17% of pupils achieved expected standards in the English Baccalaureate (English, maths, sciences, languages and humanities), above the England average of around 13%.

Progress 8 stands at +0.17, meaning pupils make slightly above-average progress from their starting points at the end of primary school to GCSE. For a non-selective school drawing from a wide catchment, progress above the zero line indicates students gain momentum through secondary education. The school's Progress 8 trajectory has been broadly consistent, suggesting teaching structures support steady advancement.

A-Level Performance

The sixth form ranks 1,737th in England for A-level outcomes, placing it in the national lower range (65th percentile), below England average performance. Locally, it ranks 9th among ninth-form schools in Tunbridge Wells.

In 2025, over one-third of students achieved A*-B grades at A-level. 17% of all A-level grades awarded were A* or A standard, a respectable performance. The average point score from A-level reflects that while some students excel, others enter the sixth form with lower GCSE baselines and work towards pass grades in their final qualifications. This is typical of non-selective sixth forms serving a broad cohort.

The sixth form is open to girls from external schools, which adds to the student body and diversifies the sixth form experience beyond the secondary pupils who articulate from Year 11.

The school's curriculum intent centres on deep knowledge, critical thinking and a love of learning. Rather than a purely content-driven approach, teaching is sequenced to build understanding progressively. Subjects are taught by specialists, and the school has invested particularly in computing and mathematics, traditionally areas of strength in secondary education.

The school describes itself as a specialist school in Maths and Computing, with dedicated IT provision across the campus to support individual learning. Science is taught as separate GCSE disciplines (Biology, Chemistry, Physics), rather than combined science, allowing for greater depth. Drama, Music, English, MFL, Film Studies and Media Studies sit within the Communication & Culture Area of Learning, suggesting integration between creative and linguistic disciplines.

Students can select from a broad range of GCSE choices and move into sixth form study with options in subjects including Business, Criminology, Psychology, Film Studies, and Finance-related qualifications alongside traditional A-level subjects. This breadth acknowledges that not all students follow the traditional academic route, and the school explicitly supports applied learning pathways.

Teaching quality is steady. The school does not present itself as an academic hothouse but as a place where effort and engagement are rewarded. Inspectors noted that teaching follows clear structures, with expectations evident to students.

Pastoral care is described by the school as a whole-school commitment, not a departmental add-on. All staff recognise and invest in the power of pastoral support. The Areas of Learning structure, described above, means students spend their entire journey with the same tutor group and assistant headteacher, building deep knowledge of individual needs and progress.

The school operates a West Kent Hearing Impaired Resource, staffed by a full-time Teacher of the Deaf and Teaching Assistants supporting students in and out of lessons. This provision is part of broader inclusion work, which also covers SEN, gifted and talented students, EAL learners, and ethnic minority students. Janet Cooke, the AEN Coordinator, leads this team.

Mental health and wellbeing support is available through school counselling services. The school emphasises the importance of knowing students individually, with staff trained to spot early warning signs and offer support.

In 2024, 39% of sixth form leavers progressed to university, while 42% entered employment directly. A further 2% began apprenticeships. These figures show that the school's sixth form serves a range of destinations, not just higher education. The school supports students into technical apprenticeships as well as university pathways, acknowledging that different routes suit different teenagers.

The school publishes information about sixth form destinations, emphasising that it works with universities and employers to support appropriate progression. Students receive dedicated career support from Year 11 onwards through the school's careers programme.

Sports: Breadth and Structure

The school's extensive sports facilities include a modern Sports Centre, full-sized 3G all-weather pitch, multi-use games area, vast playing fields and a well-equipped fitness suite. These facilities enable students to choose from football, basketball, rugby, athletics, rounders, netball, softball, cricket and trampolining.

The St Gregory's Football Academy sits within the extracurricular offer, providing structured development for aspiring players. In summer 2025, the school's U17 boys achieved a remarkable success, bringing home the NYC Cup Super Elite title from the prestigious New York City tournament, demonstrating that elite pathways exist for serious young athletes.

The St Gregory's Equestrian Club launched recently, offering students the opportunity to experience horse riding and equestrian life. This addition speaks to the school's willingness to develop new activities in response to student interest.

Sport at St Gregory's operates as both mass participation and elite development. Year groups have compulsory PE, with competitive fixtures against other schools at district and regional level.

Music: Starlight and Service

Music thrives in the school's Catholic life. The Music department recognises music as a universal language and works to make it accessible to all. Students study the subject through classroom learning, but the extracurricular life is rich.

An annual 'Starlight' production showcases student musical talents. The school also integrates music into Catholic celebrations and Masses, with students performing as soloists and ensemble members. There are opportunities for instrumental tuition, though details on specific ensembles (choir, orchestra, bands) are not fully detailed on the accessible portions of the website.

Drama and Performing Arts

Drama is taught as part of the Communication & Culture Area. Students have the opportunity to showcase their talents in the annual school drama performance, which runs alongside the Starlight music production. The school hosts multiple performance venues, suggesting various sizes and types of theatrical space available.

Dance

The St Gregory's Dance Academy offers structured development in dance beyond PE lessons. This reflects the school's commitment to creative expression through movement.

STEM and Technology

As a specialist school in Maths and Computing, the school offers depth in these areas. Technology is taught as a discrete subject, and students can study Computing to GCSE and beyond. The school's investment in IT infrastructure means computer access is available across campus for students to support their learning in various subjects. Engineering is available as a curriculum subject, signalling interest in applied technology and design.

Enrichment Activities

Beyond the classroom and major programmes, the school runs a broad extracurricular menu. Duke of Edinburgh's Award runs to Gold level, developing outdoor skills and personal responsibility. Student Leadership opportunities are available, with sixth-formers involved in school governance and mentorship roles. The school library provides a study and reading space, with staff available to discuss learning.

Educational trips and visits feature across the curriculum, enriching classroom learning with real-world experience.

This is a state school with no tuition fees. Families do not pay for secondary education or sixth form study. However, there are costs associated with school life: uniform, revision guides, educational trips, and optional music lessons (if students wish to pay for individual tuition or group instrumental teaching). The school operates school meals through catering services, with options for paid lunches or packed lunch provision.

Admissions to Year 7 are via the Kent local authority coordinated admissions scheme. In the most recent cycle with complete data, the school received 535 applications for 162 places, giving a subscription proportion of 3.3:1 (three applications for every place). The school is oversubscribed, meaning not all applicants who list it as a preference can be offered entry.

As a non-selective school, admissions are not based on entrance examinations or selective criteria. Places are allocated according to the Published Admissions Number (162) and the school's admissions policy, typically prioritising: looked-after children, siblings of current pupils, proximity to the school, and then other criteria such as faith connection (where applicable to Catholic families).

The school is located on Reynolds Lane and serves the Tunbridge Wells locality. Families from across the broader area apply, particularly those with links to the Kent Catholic partner primary schools. Open events run in autumn and summer terms to help families explore the school before application.

Sixth Form Entry

The sixth form is open to both internal progression from Year 11 and external applicants. Entry requirements typically require a minimum of five GCSEs at grade 4 or above, including English and Mathematics, though subject-specific requirements apply for some A-level choices. The application process opened for September 2026 entry in late 2025.

The school day runs from approximately 8:50am to 3:20pm for Year 7-11 pupils. The school is accessible by car, with parking available on site. Public transport links to Tunbridge Wells town centre and surrounding areas exist, though specific route details are best checked with local transport providers.

The library provides a study space for students, and the Sixth Form Centre offers dedicated facilities for upper school students including quiet study areas and social spaces.

Solid rather than exceptional results. The school's GCSE performance sits at the national average, and A-level results place it below England average. For families seeking top-tier academic outcomes or strong university progression, independent schools or higher-performing state schools may better match their ambitions. This is not a selective or high-flying school; it is a community secondary that serves all comers and moves many students forward from their starting points.

Oversubscribed entry. With 3.3 applications per place to Year 7, not all families who apply will secure a place. Proximity to the school, sibling connection, and Catholic faith practice (if applicable) influence chances. Families should not assume availability based on intention alone.

Limited published university destination data. While the school states that it works to support sixth form leavers to appropriate next steps, specific data on Russell Group or Oxbridge progression is not prominently published. This may indicate that pathways to elite universities are not a central focus, which could matter to families with those expectations.

Catholic ethos is genuine and formal. Daily prayer, regular Mass, and explicit religious teaching are integral to school life. Families uncomfortable with Catholic practice should look elsewhere; the school makes no attempt to offer a secular alternative within the Catholic framework.

A genuinely welcoming Catholic school that lives its mission to ensure every child is known and loved. Teaching is structured and expectations are clear. Progress at GCSE and A-level is solid, with students making their way through secondary education steadily rather than spectacularly. The pastoral care infrastructure is a strength, with consistent adult relationships and genuine attention to individual wellbeing.

Best suited to Catholic families, or families of other faiths willing to engage with Catholic practices, who value inclusion, pastoral care, and a broad curriculum over pure academic selectivity. The school succeeds at making all students feel they belong, and for many teenagers, that foundation is worth more than league table position.