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Benenden School[1]

Independent · ages 10–19

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Headline results

A-level average grade
AL A- A- 2024/25[2]

Results

GCSE (key stage 4)

Attainment 8
20.3 2025/26[3]
Grade 5+ in English & maths
0% 2025/26[3]
Grade 7+ in English & maths
0% 2025/26[3]
Progress 8, 2025/26
Not calculated[4]
Progress 8, 2024/25
Not calculated[4]

IGCSEs don't count towards Attainment 8, so it understates many independent schools.

Earlier years
Year Attainment 8 Grade 5+ in English & maths Grade 7+ in English & maths
2024/25 20[5] 0%[5]
2023/24 18.9[6] 0%[6]
2022/23 17.4[7] 0%[7]
2021/22 20.3[8] 0%[8]

A level (16–18)

A-level average grade
A- 2024/25[2]
AAB or better, at least two in facilitating subjects
41.3% 2024/25[2]
All results, 2020/21
Not published (exams cancelled, COVID-19)[9]
All results, 2019/20
Not published (exams cancelled, COVID-19)[9]
Earlier years
Year A-level average grade AAB or better, at least two in facilitating subjects
2023/24 A[10] 54.9%[10]
2022/23 B+[11] 35.3%[11]
2021/22 A-[12] 33.3%[12]
2018/19 B+[13] 36%[13]

Ofsted

No published data for this school.

Competition to get in

No published data for this school.

Character & practicalities

Type
Other independent school[1]
Ages
10–19[1]
Boys / girls
Girls[1]
Sixth form
Yes[1]
Boarding
Boarding school[1]
Capacity
620[1]
Local authority
Kent[1]
Website
http://www.benenden.school[1]
District
Tunbridge Wells[14]
Postcode
TN17 4AA[1]
URN
118939[1]

School details as recorded in Get Information About Schools on 14 Oct 2026.

Pupils

Number on roll
532 2024/25[15]
SEN support
27.8% 2024/25[15]
EHC plan
0% 2024/25[15]
Free school meals in the last 6 years
0% 2024/25[15]

Practicalities

Admissions contact
The admissions contact details are provided as registry@benenden.school and 01580 240592. 2026-10-14[16]
Open events
Benenden School has open events on Saturday 10 October 2026, Saturday 14 November 2026, and Tuesday 24 November 2026. Entry Sept 2027[17]

In the inspectors' and the school's words

Academic
Examination results for the school are above national averages, with an increase in the top grades at GCSE and A level over the previous two years.[18]
Warmth
Relationships between pupils, and between pupils and staff, are supportive and secure Pupils demonstrate kindness, confidence and tolerance in their interactions with others.[18]
Pastoral care
Boarding houses are led by compassionate and experienced staff who prioritise pupils’ wellbeing. However, waiting times for assessment can be lengthy when pupils visit the medical centre with health concerns.[18]
Behaviour
As a result, behaviour is exemplary, supported by anti-bullying strategies that are embedded across the boarding and pastoral systems.[18]
Learning support
When required, pupils who have SEND receive personalised support from specialist staff, ensuring that all pupils access a full curriculum. provide individual pupils who have SEND with effective support so that they make good progress from their starting points.[18]
Enrichment
These non-examined courses are a significant strength of the school. Pupils engage in a broad range of co-curricular activities, including sports, music and pupil-led activities.[18]
Pupil voice
Pupils are regularly consulted to inform provision, with new sports added in response to feedback. House councils influence changes within the house.[18]
Independence
Academic subjects are complemented by non-examined courses designed to foster curiosity, independence and a love of learning. Teachers enable them to develop the skills and confidence to think and learn for themselves.[18]
Collaboration
Leaders promote a collaborative, inclusive and aspirational culture in which pupils develop well academically, socially and personally.[18]
Structure
Leaders set clear behaviour expectations for pupils. An escalating system of proportionate rewards and sanctions is in place and understood by pupils. Supervision is clearly structured, with detailed roll call and procedures to follow up absence[18]
Diversity
Leaders celebrate the diversity of the pupils within the school and use it to develop pupils’ understanding of and respect for different cultures. The school has identified 102 pupils as speaking English as an additional language (EAL).[18]
Sport
All pupils participate in a broad curriculum of physical education (PE). Leaders provide increasing choice and autonomy as pupils get older.[18]

Sources

  1. Department for Education: Get Information About Schools: all establishments. Period 2026-10-14, published 2026-10-14. Publication page. Data file. Licence: OGL-3.0.
  2. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  3. Department for Education: Performance tables schools data (explore education statistics). Period 2025/26, provisional, published 2026-10-15. Publication page. Data file. Licence: OGL-3.0.
  4. Department for Education: Key stage 4 performance 2024/25: data guidance. Period 2024/25. Archived copy; original. Licence: OGL-3.0.
    Quote
    It is not possible to calculate Progress 8 for academic years 2024/25 and 2025/26 due to gaps in the baseline caused by COVID-19 disruption.
  5. Department for Education: Compare School Performance download: KS4 final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  6. Department for Education: Compare School Performance download: KS4 final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
  7. Department for Education: Compare School Performance download: KS4 final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
  8. Department for Education: Compare School Performance download: KS4 final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  9. Department for Education: A level and other 16 to 18 results 2020/21. Period 2020/21. Archived copy; original. Licence: OGL-3.0.
    Quote
    Due to the impact of the COVID-19 pandemic, the summer exam series was cancelled in both 2020 and 2021, and alternative processes were set up to award grades.
  10. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
  11. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
  12. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  13. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
  14. Office for National Statistics: Parish to Ward to Local Authority District (May 2026) Lookup in EW. Period 2026-05-01. Publication page. Data file. Licence: OGL-3.0.
  15. Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  16. benenden.school: benenden.school — Admissions. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (3)
    For any enquiries relating to Admissions, and for further details on current reserve lists, please contact our friendly Admissions team on 01580 240592 or email registry@benenden.school. (p. 1)
    01580 240592 (p. 1)
    registry@benenden.school (p. 1)
  17. benenden.school: benenden.school — Open days. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (3)
    Saturday 10 October at 9.30am (Open Morning) (p. 1)
    Saturday 14 November at 9.30am (Open Morning) (p. 1)
    Tuesday 24 November at 9.30am (Coffee with the Headmistress) (p. 1)
  18. reports.isi.net: reports.isi.net document (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (20)
    All pupils participate in a broad curriculum of physical education (PE). Leaders provide increasing choice and autonomy as pupils get older (p. 10)
    Relationships between pupils, and between pupils and staff, are supportive and secure (p. 3)
    Pupils demonstrate kindness, confidence and tolerance in their interactions with others (p. 10)
    Examination results for the school are above national averages, with an increase in the top grades at GCSE and A level over the previous two years (p. 8)
    Boarding houses are led by compassionate and experienced staff who prioritise pupils' wellbeing (p. 3)
    However, waiting times for assessment can be lengthy when pupils visit the medical centre with health concerns (p. 3)
    As a result, behaviour is exemplary, supported by anti-bullying strategies that are embedded across the boarding and pastoral systems (p. 11)
    Leaders celebrate the diversity of the pupils within the school and use it to develop pupils' understanding of and respect for different cultures (p. 13)
    The school has identified 102 pupils as speaking English as an additional language (EAL) (p. 17)
    Leaders set clear behaviour expectations for pupils. An escalating system of proportionate rewards and sanctions is in place and understood by pupils (p. 11)
    Supervision is clearly structured, with detailed roll call and procedures to follow up absence (p. 11)
    These non-examined courses are a significant strength of the school (p. 4)
    Pupils engage in a broad range of co-curricular activities, including sports, music and pupil-led activities (p. 9)
    Pupils are regularly consulted to inform provision, with new sports added in response to feedback (p. 11)
    House councils influence changes within the house (p. 13)
    Academic subjects are complemented by non-examined courses designed to foster curiosity, independence and a love of learning (p. 3)
    Teachers enable them to develop the skills and confidence to think and learn for themselves (p. 8)
    Leaders promote a collaborative, inclusive and aspirational culture in which pupils develop well academically, socially and personally (p. 3)
    When required, pupils who have SEND receive personalised support from specialist staff, ensuring that all pupils access a full curriculum (p. 8)
    provide individual pupils who have SEND with effective support so that they make good progress from their starting points (p. 8)