Dartford Grammar School for Girls - 7-11 Prospectus 2024
Dartford Grammar School for Girls
“ My daughter has loved her first month. She can’t stop talking about school from the moment she gets home. We’re all very happy with Dartford Grammar School for Girls.”
Parent
A very warm welcome to Dartford Grammar School for Girls. We recognise that choosing the right secondary school for your daughter is crucial; we are very proud of our students and hope that this prospectus gives you a flavour of their educational experience here.
Dartford Grammar School for Girls has provided first-rate education since 1904. As an Ofsted Outstanding school, we are a forward looking, innovative and creative community with the traditions, values and high expectations of an exceptional grammar school. We are a vibrant and happy school where students are given every opportunity to flourish academically and develop their skills and talents as individuals.
Our vision for all members of our school community is “Working together to achieve academic excellence and personal potential”. We have very high standards in all areas of school life and expect our students to strive for their own personal excellence in everything they do. As a community, our principal values are Respect, Responsibility, Excellence, Dedication and Creativity. Together we share the same high expectations and ambitious aspirations whilst recognising and celebrating our differences as individuals.
At Dartford Grammar School for Girls we aim to challenge and stimulate the minds of all students, fostering a love of learning that will last a lifetime. An extensive extracurricular programme enriches and extends the curriculum, allowing each student to explore and develop their personal talents and interests. Wide ranging opportunities for leadership enable students to develop the skills, knowledge and qualities they will need to be our leaders of the future.
We place great importance on our supportive and caring ethos; we firmly believe that students thrive and achieve academic and personal success when they feel happy and safe. Whilst we expect all students to strive for academic excellence, we also highly value students’ personal development and their contribution to our school, local and international community. When our students leave Dartford Grammar School for Girls, they are mature, articulate and well-rounded young people, confident in their ability to succeed and make a significant contribution to the wider world.
THE ARETÉ TRUST
In June 2017 Dartford Grammar School for Girls became an academy and we established our own multi-academy trust, The Areté Trust.
Sharon
Pritchard, Headteacher
The vision of The Areté Trust is Excellence and Virtue. The Trust’s name is from the Greek word arete meaning “excellence of any kind” and also signifying “moral virtue”, which is very much aligned to the values and ethos of Dartford Grammar School for Girls.
We are currently the only school in the Trust but are very excited by the future opportunities for all members of our community, as we will be the lead school in The Areté Trust.
STRIVING FOR ACADEMIC EXCELLENCE
Able students need to be challenged and enthused to achieve their personal potential.
At Dartford Grammar School for Girls, high-quality teaching, with imaginative, progressive and active lessons, creates an exciting learning environment. We have an “incredibly ambitious curriculum that challenges pupils at all levels.” Ofsted, October 2021. Our committed team of teaching and support staff are friendly and approachable, highly qualified and thoroughly professional. There is a genuine partnership between students, staff and parents/carers and the results are outstanding. Students are stretched with an enormous range of intellectual and physical opportunities both in and out of lessons.
Students at Dartford Grammar School for Girls take personal responsibility for their learning and develop the skills to enable them to continue learning throughout their lives. We encourage students to seek an ever-deepening understanding of the wider
“Teachers are extremely knowledgeable. They make difficult principles and concepts come to life so that pupils’ interest is stimulated.”
Ofsted, October 2021
world, we value their independence of thought and critical thinking, and challenge them to take intellectual risks in a highly supportive learning environment.
When students join our school, they follow a rich, diverse and balanced curriculum, designed to stimulate and spark their enthusiasm in a wide range of different subjects. At the end of Year 8, they begin to select examination courses that individually most inspire their interest, and they are able to explore their learning in more depth.
In our highly oversubscribed and popular Sixth Form, students personalise their choices further, selecting from a very wide range of A Level subjects, enabling them to access world class universities or prestigious employment opportunities.
WORKING TOGETHER TO ACHIEVE PERSONAL POTENTIAL
To achieve academically, students need to have high self-esteem, confidence and an understanding of their own learning needs.
We firmly believe that students flourish and succeed when they feel happy and safe. When students join Dartford Grammar School for Girls, Form Tutors, Heads of Year, Student Support Managers, Student Housemates and Sixth Form Student Leaders all ensure that they are welcomed and quickly feel part of our school community.
A strong pastoral system supports and guides students throughout their seven years at Dartford Grammar School for Girls; their happiness, confidence and wellbeing are of paramount importance to us. Regular communication with parents/carers promotes the strong partnership between home and school, facilitating our work together to support students’ learning and development.
We are proud to be a fully inclusive school. All members of our community share our commitment to achieving academic excellence and personal potential.
We all have the same high expectations and ambitious aspirations, but we also value and celebrate our individuality.
Personalised and specialist support is tailored to meet individual student needs, including our many extremely able, so that all students are able to reach their full potential at school.
A STRONG SENSE OF COMMUNITY AND PRIDE
Students actively participate in the development of our school, building their sense of responsibility, community spirit and developing their leadership and communication skills.
Our student leaders, including the dynamic and effective Head Student Team, House Prefects and Form Captains, work with considerable flair and creativity, offering a real voice for students. Our established House system enables students in all year groups to work with and learn from each other. A vast range of inter-house competitions and activities, assemblies and charity events take place throughout the year involving all members of our school community.
At Dartford Grammar School for Girls, we are proud of our positive culture of contributing to the wider community, both locally and internationally.
We work in partnership with local primary and secondary schools to support, enthuse and develop students’ learning with an extensive variety of enrichment opportunities, including our highly valued annual Science Fair.
Each year, our students take great pride in supporting and raising money for charities, taking very seriously their sense of responsibility to others in a less fortunate position. The international dimension is also very important to our school community; we seek to develop our students as global citizens. Strong links are thriving with schools in Europe and beyond, including Japan, Switzerland, Germany and France.
OPPORTUNITIES TO EXTEND AND ENRICH
Our rich and diverse curriculum is supported and enriched by a plethora of visits, trips and extracurricular opportunities.
Educational visits are a major feature of our extensive enrichment programme, enabling students to extend and enrich their learning. We offer a busy and exciting programme of cultural and study visits including residential trips in the UK and abroad.
The facilities for sport are first class. In addition to excellent opportunities within the curriculum, students are encouraged to attend a wide range of extracurricular sports clubs and activities, for pleasure or in preparation for competing at local, national or international level. Students are able to further discover and develop their individual talents through an immense variety of activities, ranging from trampolining to debating, swimming to poetry, and gospel choir to the Duke of Edinburgh’s Award.
During the year, our Curriculum Enhancement Days offer the whole school the opportunity to focus on the development of personal, learning and thinking skills, to engage students in activities that extend, inspire and challenge them beyond the curriculum.
“The extensive personal development programme helps pupils to develop their interests and talents very effectively.”
Ofsted, October 2021
LOOKING FORWARD TO AN EXCITING FUTURE
In our extremely popular Sixth Form, students are able to choose the subjects that best suit their individual talents and aspirations.
The A Level programme enables students to study their chosen subjects in great depth whilst developing the skills and personal qualities needed for success at university and in their chosen career. Highly qualified specialist teaching and support staff enthuse and inspire our Sixth Form students to achieve excellence, both academically and personally, delivering exceptional guidance and personalised study programmes to support those going into medical related careers, such as medicine and veterinary science, as well as those applying for Oxbridge.
“We would like to thank you all for the continued care and support shown towards our daughter. The excellent teaching is reflected in her performance. We were all over the moon with the results she achieved.”
Parent
“Most (students) go into the school’s Sixth Form, where they continue to excel.”
Ofsted, October 2021
Our students are ambassadors and role models, and have many opportunities to take on important responsibilities to prepare them for the challenges and prospects ahead of them. An extensive range of extracurricular activities, visits and residential trips are offered to further support their development and extend their learning.
Our Sixth Form students leave Dartford Grammar School for Girls with a thirst for knowledge and understanding that they retain for the rest of their lives. Students are always encouraged to be the best they can; they never cease to amaze us with what they achieve.
ADMISSION TO YEAR 7 SEPTEMBER 2025
KEY DATES
2024
3 June 2024
Opening date for 11+ test registration
1 July 2024
Closing date for 11+ test registration
Parents wanting their child to sit the Kent Tests must register directly with KCC, not individual schools.
12 September 2024
11+ test in Kent Primary Schools
14 September 2024
11+ test for Out of County Children
17 October 2024
Assessment decision sent to parents
31 October 2024
National closing date for the Secondary Common Application Form (SCAF)
1 November 2024
Closing date for Dartford Grammar School for Girls Supplementary Form. (This is only needed for applicants applying under our Pupil Premium criteria)
“ The school makes an exemplary contribution to pupils’ spiritual, moral, social and cultural development. Pupils are taught to respect themselves and build their own sense of self worth.”
Ofsted
2025
3 March 2025
Places are offered by the LA
17 March 2025
Deadline for responding to offers
Parents must confirm whether they wish to accept or decline the place offered.
Deadline for waiting list requests
Parents must inform KCC if they wish their child’s name to be added to a Kent school’s waiting list.
31 March 2025
Deadline for appeals
Parents must lodge any appeals directly with the school.
“ The school is an inspiringly cohesive and culturally integrated community where all groups co-exist and cooperate admirably. This prepares pupils well for life in modern and diverse Britain.”
Ofsted
ADMISSIONS POLICY AND OVER-SUBSCRIPTION CRITERIA FOR ENTRY TO YEAR 7 IN SEPTEMBER 2025
ADMISSION
We will be offering 180 places in 2025. Entry to Dartford Grammar School for Girls is via the Kent Procedure for Entrance to Secondary Schools Age 11 Assessment Tests. If girls reach the required standard as a result of this process they are eligible for admission. All timings will be in accordance with Kent Local Authority’s timetable for Admissions to Secondary School.
Before the application of oversubscription criteria, students with an Education, Health and Care Plan (EHCP) which names the school and who have passed the assessment will be admitted. As a result of this, the published admissions number will be reduced accordingly.
OVER-SUBSCRIPTION CRITERIA
Where applications for admission of eligible girls exceed this number, the following criteria will be applied in the order set out below, to decide which girls who satisfied the selection requirements should be offered places:
1. Looked After Children and previously Looked After Children
A looked after child is a child who is (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in Section 22(1) of the Children Act 1989) at the time of making an application to a school.
A previously looked after child means such children who were adopted (or subject to child arrangements orders or special guardianship orders) immediately following having been looked after and those children who appear to the admission authority to have been in state care outside of England and ceased to be in state care as a result of being adopted.
A child is regarded as having been in state care outside of England if they were in the care of or were accommodated by a public authority, a religious organisation, or any other provider of care whose sole or main purpose is to benefit society.
2. Pupil Premium
A girl who is eligible for Pupil Premium at the time of entry to the school – a child is eligible for Pupil Premium where she has been registered for free school meals (FSM) at any point in the last 6 years. This does not include children who have only been eligible to receive Universal Infant Free School Meals. Pupil Premium is also afforded to Children in Local Authority Care or Previously in Local Authority Care, however these children will be prioritised in the relevant criteria above.
Parents wishing to apply under this criterion must attach proof of eligibility to their Supplementary Information Form and return it all to the school by 1st November 2024.
3. 100 places will be reserved for girls residing in Dartford or one of the named parishes listed below:
• Ash-cum-Ridley
• Bean
• Crockenhill
• Darenth
• Eynsford
• Farningham
• Fawkham
• Hartley
• Hextable
• Horton Kirby and South Darenth
• Longfield and New Barn
• Southfleet
• Stone
• Sutton at Hone and Hawley
• Swanley
• Swanscombe and Greenhithe
• West Kingsdown
• Wilmington
4. Remaining eligible girls seeking a school place, irrespective of their address
If the school is oversubscribed within any of the above oversubscription criteria, students will be ranked in the following order:
1. Those performing best in the Kent Test (highest aggregate score).
2. In the case of tied scores, preference is given to the applicant living nearest to the school
Should two or more applicants have both tied scores and tied distance, independent random selection will be used as a fair tie-breaker.
We use the distance between the child’s permanent home address (defined in KCC’s annual admissions prospectus) and the school, measured in a straight line using the National Land and Property Gazetteer (NLPG) address point. Distances are measured from a point defined as within the child’s home to a point defined as within the school as specified by NLPG. The same address point on the school site is used for everybody. When we apply the distance criterion for the school, these straight-line measurements are used to determine how close each applicant’s address is to the school. Where applications are made from properties or abodes that are not registered to the NLPG, including new build properties, KCC may be required to use planning sites or other relevant co-ordinates. In exceptional circumstances where alternative co-ordinates are not available, measurements will be determined by a Senior Admissions Officer and confirmed by Head of Service.
If the school is oversubscribed we will maintain a waiting list until 31 December 2025. Each added child will require the list to be ranked again in line with the published oversubscription criteria.
Late applications will be accepted and processed in accordance with the scheme published in the LA’s admission booklets.
YEAR 7 ADMISSIONS INFORMATION
NUMBERS ADMITTED UNDER EACH CATEGORY OF THE OVER-SUBSCRIPTION CRITERIA
DGGS GCSE AND A LEVEL RESULTS
GCSE
Students consistently achieve exceptional GCSE results across a broad range of subjects. In 2024, 72% of all grades were at 9 – 7 and 47% were at grades 9 – 8. In 2019, our outstanding progress score placed us in the top 30 schools nationally and highest in Kent, and our results this year have seen an increase in 9 – 7 and 9 – 8 grades from 2019.
“Pupils attain outstanding results in their GCSEs, building on the excellent start they made in primary schools.”
Ofsted
A Level
Students achieve outstanding results at A Level, placing DGGS as one of the leading A Level providers in Kent. Students consistently achieve very highly. In 2024, 41% of all grades were at A*/ A, and 73% at A*– B. Each year students take up places at many prestigious universities, including Oxbridge and the Russell Group with an impressive number being accepted onto the most competitive courses such as medicine, dentistry, veterinary science, engineering and law.
SEN AND DISABILITY PROVISION
ARRANGEMENTS FOR ADMISSION OF STUDENTS WITH DISABILITIES
Students with an Education, Health and Care Plan have special arrangements made for them on admission to secondary school. Parents are encouraged to look around schools and choose two schools which cater for their child’s needs. They are then required to name one selective and one non-selective school (or one nonselective only if appropriate).
A student is guaranteed a place at the school which most appropriately meets their needs after the results of the admissions test are known. Students are required to pass the test if they are to be admitted to a selective school.
For students who do not have an Education, Health and Care Plan but who are identified as having an additional educational need, extensive liaison takes place with the feeder school, parents, the student and professionals, to ensure a smooth transition and continued support throughout their time at the school.
EQUALITY FOR ALL STUDENTS
The school has an accessibility plan which has identified (through an audit) the barriers to access for disabled people. We will make every attempt to make the site accessible to all students. We have a very good record of implementing a full curriculum for students with an Education, Health and Care Plan, including those with a physical disability. All new buildings comply with the relevant legislation. The school works hard with other professionals to ensure the needs of disabled students are met.
POLICY ON STUDENTS WITH SEND
The SEND policy is regularly reviewed and updated. The policy is widely distributed and implemented by teachers and support staff. All staff receive regular training on strategies for students with additional needs and we ensure early intervention in Year 7. For GCSE and A Level students, appropriate arrangements, which recognise individual student needs, are made with examination boards. Accurate assessment and identification of needs is at the heart of support for students. The majority of students’ needs are met through a differentiated approach in the classroom. A range of different support strategies is provided for SEND students including mentoring, in-class assistance, one to one support, small group teaching, subject teacher support and differentiated resources. Other external professionals also promote support for students, especially those with an Education, Health and Care Plan or those who have a disability of some kind. The school has received very positive feedback from parents and other official sources with regard to our support for SEND students. The school believes in making the curriculum accessible to all students, drawing upon their strengths and aptitudes.
EAL
Having English as an Additional Language (EAL) is viewed as a positive attribute and not as an additional educational need. Bilingual students are encouraged to achieve proficiency in both their first language and English as it is widely accepted that learning one language facilitates the learning of another. EAL students at the school are classified as more advanced bilingual learners and, as such, cope exceptionally well with the rigorous curriculum which they follow.
Bilingual students, however, may find that the level of their academic English is lower than their spoken fluency. This is considered to be a normal aspect of bilingualism. Students are supported throughout their school career to enable them to acquire the standard of academic English which is essential to their success. As part of the school’s policy of inclusion, EAL students are fully integrated in all areas of the curriculum.
The school has equally high expectations of its bilingual and monolingual students and although resources may need to be differentiated from a linguistic point of view, the content of the materials used by EAL students is still cognitively challenging. Staff receive advice and training on how to support bilingual students in the classroom, and individual and group support for EAL learners is provided on a regular basis.
LIFE IN YEAR 7 AT DGGS
In Year 7, students study an innovative curriculum. There is a strong sense of internationalism and we offer a unique and coherent framework that makes links across the curriculum as well as ensuring relevance to the modern world. Students will choose their GCSE options at the end of Year 8, allowing three years to prepare for their examinations.
Students follow a broad curriculum, including three humanities, two languages and a range of arts subjects, building on the work done in Key Stage 2. Computing skills and study skills are developed during this time. There is an optional programme of enrichment activities at lunchtime and after school in addition to those offered in lesson time. Students are expected to develop their own interests and participate fully in all aspects of school life.
We are committed to ensuring that all students have the opportunity to learn effectively, experience success and achieve their potential. Students will have access to all aspects of the curriculum and exceptionally able students may be allowed to specialise and study a subject in further depth.
For any student who is particularly talented in Physical Education, we run a wide variety of extracurricular clubs where they can further develop their skills and match play. If a student is especially successful at a sport we do not cover, we will do our utmost to enter them into county, regional and national events. We have many outside links with different clubs and coaches and we encourage students to maximise their talents by attending these clubs.
Many of the opportunities offered at DGGS are designed to nurture student leaders. From Year 7, students are given the opportunity to take an active role within the school community. This could be as a Form Captain, supporting the Form Tutor and organising class events, as well as meeting with the Headteacher every term, or as a Sports Captain responsible for organising the teams for inter-house sports tournaments and Sports Day.
Year 7 students usually visit their House in Term 1. This provides team-building opportunities and a chance for their Form Tutor to get to know them and for them to develop friendships outside the classroom environment. They have guided tours of their House to understand the history associated with the House and then activities and games outside in the extensive grounds.
Every form has a Philanthropic Representative who helps to collect money for the chosen class charity and there are opportunities to hold various other roles in their form. Year 7 students can also become Junior Librarians assisting in the smooth running of the school library. There are various other opportunities for students during the year.
Students’ learning is enriched through an array of activities in lessons, workshops and talks by many different visitors to the school, the vast range of extracurricular clubs that are offered and the stunning displays in the corridors. Enrichment is an integral aspect of the learning experience and occurs in all areas of school life.
“ The school provides a very successful traditional academic curriculum. It also encourages pupils to excel in creative disciplines such as art, dance, drama and music. Excellent artwork adorns every available space.”
Ofsted
Year 7 will also have a Curriculum Enhancement Day on study skills to develop an understanding of their own learning, enabling them to be responsible for their own progress and development. They also look at memory skills and consider different ways to revise through fun activities.
Extracurricular activities are an important element of our provision. They offer opportunities outside of the curriculum for students to develop skills, broaden their experiences and meet and make friends with students from other form groups and year groups, whilst, most importantly, having fun.
A fantastic array of lunchtime and after-school clubs are regularly on offer to students, including:
• Art
• Badminton
• Basketball
• Book Club
• Choir
• Creative Writing
• Dance
• Debating
• Flute
• Football
• Gardening
• German Cafe
• Gospel Choir
• Guitar
• Keyboard
• Knitting and Crochet
• Languages
• Netball
• Orchestra
• Poetry
• Sixth Form Band
• Spanish Cafe
• Swimming
• Trampolining
Later in the year, students are offered the opportunity to go on a residential trip. Students enjoy a range of exciting and unusual activities. Students who choose to stay in school experience a special programme of activities. In previous years this has included a visit to the Science Museum, workshops with the Young Film Academy, a visit from ‘Jaws and Claws’, a trip to Chessington World of Adventures, a visit from Guide Dogs and a trip to the Harry Potter Studios.
FURTHER INFORMATION
Further information regarding the school may be found on our website www.dartfordgrammargirls.org.uk
Enquiries may be made via email to: school@dartfordgrammargirls.org.uk or by telephone: 01322 223123
CONTACTS
Headteacher
Chair of Governors
Deputy Headteachers
Admissions Officer
“ The school has a long and distinguished tradition of academic excellence.”
Ofsted
Mrs Sharon Pritchard
Mrs Janice Brooke
Miss Fiona Kellett
Mr Tom Golding
Mrs Chris Balmer
DARTFORD GRAMMAR SCHOOL FOR GIRLS
ADMISSIONS SUPPLEMENTARY FORM 2025
This form does not constitute a valid application. You must apply online to your Local Authority or complete a Common Application Form, available from your Local Authority, naming Dartford Grammar School for Girls, if you wish your daughter to be considered for a place at the school.
This form should only be completed if your daughter has been registered for free school meals within the last six years. It must be sent directly to the school by 1st November 2024, either by post or via email to cbalmer@dartfordgrammargirls.org.uk
SECTION 1 – STUDENT INFORMATION
Forename(s):
Date of Birth:
Permanent Home Address:
Telephone:
Surname:
Parent/Carer Name:
Email:
SECTION 2 – PUPIL PREMIUM
Dates that your daughter was registered for free school meals:
Your daughter’s current school:
❑ Please tick to give consent for the Local Authority or your child’s current school to disclose pupil premium eligibility information for the purposes of this school application should this be necessary, and supply the name of your daughter’s current school.
Evidence of Free School Meal Entitlement must be submitted with this form.
