Final Press Cuttings

PRESS 2024-2026

AWARDS

Finalist, Tatler School Awards September 2025 Headmaster, James Priory was shortlisted for Best Head of a Public School at the Tatler School Awards.This recognises his leadership and the School’s clear sense of purpose. Since his appointment in 2018, Tonbridge has combined ambition with kindness, achieving national and international success in academics, the arts and sport, while fostering a community defined by integrity, inclusion and intellectual curiosity.

Finalist, Independent Schools of the Year September 2025

Making the final in the Student Careers category recognises Tonbridge’s forward-looking approach to preparing boys for life beyond School.

Through the Global Futures programme, pupils receive personalised guidance from their first years at Tonbridge continuing until the age of 25. This ensures they are supported through university and into the early stages of their careers. The programme helps boys explore their ambitions with confidence, drawing on expert mentoring, real-world experience, and strong links with universities and employers.

Working with pupils who have exceptionally high aspirations for their futures is incredibly inspiring and exciting, and it is a privilege to be able to support the boys through the next chapter in their life. I can honestly say that it is a real pleasure to work with them all; see them thrive and then go on to do amazing things.

Ruth Davis, Director of Global Futures

AWARDS

AWARDS

Winners, BSA Awards May 2025 We were delighted to win the Boarding Schools Association’s Sustainability Award. This award recognises the School’s determination to take positive action and how education, practical action, and community partnerships can drive environmental progress and inspire a more sustainable future. The impact of our Community Action programme, now over 20 years old, was also acknowledged with a place in the final for the Best Community Work category.

“Our House system is a really sophisticated way of supporting the boys as individuals and for them to feel known, cared for, valued and accepted for who they are. House staff remain the same throughout a boy’s time at Tonbridge.”

Former Housemaster

AWARDS

“Sixth Form at Tonbridge was the best decision we ever made. The opportunities, the tailored support, and the environment have brought out the very best in our son - we couldn’t be happier.”

Former Parent

Finalist, Muddy’s Best Schools Awards July 2025 Tonbridge was the only all-boys school to make the final in the Awesome Sixth Form category. The award recognises the strength of our culture where intellectual curiosity and personal responsibility go hand-in-hand. Life in the Sixth Form is both demanding and rewarding: boys are encouraged to lead, tailor their studies, and think independently.

It is a place where ideas are tested, debate is held with rigour, and each young man is guided thoughtfully towards life beyond school.

AWARDS

“The community initiatives align with the School’s aim to ‘connect’ by fostering a strong sense of social responsibility and community involvement amongst pupils.”

Independent Schools, Inspectorate Report, 2024

Finalist, Talk Education Awards September 2025

We were a finalist in the Community Engagement Charity Fundraising category of this year’s Talk Education Awards, reflecting our long-standing commitment to social impact. From our Giving Day to the weekly Community Action programme, pupils contribute thousands of hours each year to local projects, building genuine partnerships and making a lasting difference beyond the School gates.

Highly Commended, Education Choices Awards June 2025

We received a Special Mention for our Bursary Support programme from Education Choices, recognising the transformative impact of the Foundation Award programme. The initiative opens access to a Tonbridge education for talented boys, enabling them to thrive both during their time at school and beyond. Student testimony speaks powerfully to the difference it makes, the confidence gained, the opportunities unlocked, and the lasting sense of belonging it inspires.

“As someone who has benefited from an assisted place myself, I recognise just how transformative the gift of an educational opportunity can be. It is an extraordinary priviledge to be able to provide similar opportunities to young people and their families.”

James Priory, Headmaster

AWARDS

DIRECTORIES

Tonbridge School Review Tatler October 2025 ‘Collectively, the teachers are undoubtedly one of the school’s greatest strengths,’ declares a father, who remarks on their ‘uncanny way of getting the best out of each boy’. Another backs him up: ‘The staff genuinely take the time to understand both academic and sporting needs, ensuring every child gets the right support to excel.’ And this is particularly true in the Sixth Form: its curriculum and enrichment programme offer four distinct pathways reflecting different interests and ambitions. And in a new partnership with the Massachusetts Institute of Technology, two MIT lecturers visit every year (a fantastic way for boys to experience firsthand some of what a US college education has to offer).

These innovations clearly pay off. Two pupils struck gold at the International Mathematical Olympiad, placing them in the top 54 students

worldwide; the debaters demonstrated their considerable oracy skills at the Oxford and Cambridge Schools’ Debating competitions; and five Upper Sixth boys received the Jury’s Special Award at King Alfred School’s Festival de Théâtre Francophone for their performance of Ionesco’s La Cantatrice Chauve.

Sporting types repeatedly emerge from matches victorious: the U14 hockey team were finalists in the England Boys Schools U14 Tier 2 championships this year, while the U15 cricketers were semi-finalists in the 40-over competition.

All this is overseen by the visionary Head James Priory who is, reports one pupil, ‘a legend... he seems to be everywhere, doing everything, and is always approachable for a chat’.

‘Collectively, the teachers are undoubtedly one of the School’s greatest strengths.’

DIRECTORIES

“Intellectual stimulation at every turn, with sky-high academic standards set by the specialist teachers who pupils told us are ‘passionate about their subjects’ and ‘challenge all including the absolute brightest.”

The Good Schools Guide Review April 2025

We welcomed a reviewer from The Good Schools Guide to spend a day at Tonbridge School in February 2025. In addition to touring the School, speaking to a cross-section of staff, pupils and parents, the reviewer spent time observing a variety of lessons and cocurricular activities.

Scan here to see full review:

ISI REPORT

Read the ISI Report

“The report shows that Tonbridge really does develop Fine Minds and Good Hearts thanks to the dedication to innovation in our teaching, the breadth of our curriculum and the transformative power of co-curricular activities, such as sport, music and drama.”

ISI Report Published January 2025 The Independent Schools Inspectorate (ISI) praised Tonbridge School’s provision following their October 2024 inspection. Under the new framework, the accolade of “significant strength” is a rare distinction that is awarded if it demonstrates a clear, measurable, and profoundly positive impact on pupils. Tonbridge is proud to have been recognised as having not one but two major strengths in the educational experience which benefits the pupils.

Inspectors highlighted the excellence of our Sixth Form curriculum and the academic enrichment it provides, delivering outstanding results at A Level and progression to world-class universities and careers. They also identified the development of the boys’ confidence, communication and leadership skills during their time here, made possible through our wider community engagement, much of which is pupil-led.

SIGNIFICANT STRENGTHS

Under the new ISI inspection framework, areas of “significant strength” are awarded sparingly, reserved for schools that demonstrate truly exceptional standards. In the report, Tonbridge earned this rare accolade in two areas —an achievement that speaks to the School’s commitment to excellence and innovation.

ISI REPORT

1.

The quality of our innovative Sixth Form curriculum and academic enrichment programme

2.

The impact of our Community Engagement programme in enhancing the boys’ confidence, communication and leadership skills

DIRECTORIES

Tonbridge named as a top school in Carfax Index October 2024 Tonbridge has been named in the fifth edition of Carfax Education’s Schools Index, the leading global ranking of the top 150 private schools, and is included among the Top 25 UK Senior Schools.

The School was recognised not only for academic excellence and university preparation, but also for its distinctive ethos, reputation, and commitment to preparing pupils for life beyond academia. Compiled by international education experts, the Schools Index assesses factors including technology, sustainability, facilities, and curriculum, and is regarded as the most comprehensive global guide to private schools.

25

Top 25 UK Senior Schools

150

Top 150 schools worldwide

“A place to think, breathe and grow”

DIRECTORIES

Tonbridge School named a Top Recommended School in Spear’s Schools Index Published March 2026 Tonbridge School has been recognised as a Top Recommended School in the prestigious Spear’s Schools Index 2026, reaffirming its standing among the world’s leading independent day and boarding schools.

Compiled by Spear’s in collaboration with an expert panel of judges and its in-house research team, the annual Index highlights the Top 100 Independent Schools globally alongside a carefully curated group of Top Recommended Schools. Inclusion reflects a school’s excellence, distinctiveness and relevance to internationally based families. The 2026 panel includes leading figures in education and consultancy, including representatives from The Good Schools’ Guide, Keystone Tutors,

the Independent Schools Association and international education specialists.

The Index is widely regarded as the definitive global guide to elite education for internationally mobile families. Rather than relying solely on league-table performance, the Index assesses schools on a holistic set of criteria, including international accessibility, peer environment, campus investment, security and privacy, and long-term relevance in an increasingly global educational landscape.

Tonbridge’s inclusion as a Top Recommended School acknowledges its continued commitment to academic excellence, innovation in teaching and learning, and the breadth of opportunities available both within and beyond the classroom.

It also reflects the School’s strong reputation in the UK and internationally, alongside its forwardthinking approach to preparing boys for life beyond school.

“We are delighted to be recognised in the Spear’s Schools Index 2026 as a Top Recommended School. At Tonbridge, we are committed to offering an education that is both intellectually ambitious and deeply supportive, preparing our boys to play a creative and influential role in a rapidly changing world.”

James Priory, Headmaster

DIRECTORIES

“Let’s not beat around the bush here - Tonbridge was ranked as 6th best school in the country and THE best boarding school in The Sunday Times Parent Power 2024 guide. It also came second overall in the South East table (Top Boys’ School) and was the top boys’ school nationally for A Level results. In fact, it’s a stalwart amongst the academic heavy weights of the South East, retaining its top ten position year after year.”

DIRECTORIES

“Drama is much-loved at Tonbridge with as many as nine major productions a year - often involving girls from local schools. In addition, there’s always a wide range of exciting workshops, professional shows and theatre trips.

This passion is no doubt fuelled by the presence of the fully-fledged theatre on the school grounds.”

DIRECTORIES

“Oh, and while we’re on the subject of culture, as well as a fully functioning theatre and striking mini, outdoor amphitheatre - shall we throw in two art galleries?

These provide a space for a varied exhibition programme which attracts an audience from within as well as beyond the School community.”

DIRECTORIES

“We recognised the Sixth Form experience at Tonbridge as being amongst the best in the country, and the top allboys experience in our Awesome Sixth Form award category 2025.”

PODCASTS

James Priory shares his experience of transformative mentorship June 2025 Headmaster, James Priory, joins Henry Faber from Oppidan Education for ‘Heads and Tales’, a podcast devoted to hearing from leading educators about their life and career, leaving listeners with valuable advice on the education sector.

Throughout the podcast, James broaches the subject of transformative mentorship and why joy is essential in teaching, as well as other heartwarming highlights.

Listen here:

EDITORIAL

Best of both worlds: collaboration and creativity bond these Kent titans Published Autumn/Winter 2025 Girls’ and boys’ schools have frequently had a relationship. Historically, this tended to be in the form of awkward socials. But these days, carefully curated cohesion between neighbouring schools means that your children can enjoy the best of both worlds. One such special relationship is that which exists between Benenden School and Tonbridge School. These two world-famous establishments are located just half an hour apart from each other in leafy green Kent, that well-named ‘Garden of England’. They are the perfect example of how to combine the benefits of single-sex education and the social and academic aspects of bringing them together.

Here, the Head of Benenden, Rachel Bailey, and the Head of Tonbridge, James Priory, discuss how their school’s collaboration has spanned decades and includes educational enrichment, pastoral development and university conferences as well as social events and performing arts activities.

Both heads are firm about the benefits of single-sex education, emphasising that it helps to build and foster confidence and academic success.

For girls, this can include higher academic outcomes, and increased likelihood of pursuing leadership positions, says Rachel. ‘You have to put them in an environment where they can push their boundaries, where you can encourage them to take risks, and where they don’t feel they have to be perfect.’

She points out that the most popular subjects

at Benenden are maths and sciences. ‘I’m not sure that those girls would necessarily have put themselves forward so much were they in a different environment. One of our upper sixth girls is representing the UK in the International Biology Olympiad this summer and they are all very involved in engineering projects. Our girls are about to start building a kart with a synthetic fuel engine that they will then race in themselves.’

James says that he feels that boys are more likely to participate in diverse subjects and activities without feeling there’s any judgement. ‘We have a very strong STEM profile as a school, but we also have a great tradition in the literary humanities and the arts. Boys are liberated to be individuals in an environment where they feel less constrained.’

On a Friday evening, a visitor may find Tonbridge

boys participating in The Floyd Reading Prize, now in its 103rd year, which celebrates the magic of reading aloud. Or, The Jonathan Smith Personal Essay Prize, a competition that celebrates originality, intellectual exploration, and the art of storytelling.

Although the schools don’t do formal lessons together, they come together for many joint structured and planned activities. The respective choirs have performed Faure’s Requiem and they have various competitions. ‘These bring boys and girls together, which is really important, and good preparation for university’ says James.

Although pupils don’t do any lessons together, the schools have what James calls ‘collapsed days’.

‘These are days where pupils are off timetable to work on a specific initiative such as planning for the future. We’ve had a couple of very successful university conferences looking at Oxbridge preparation, and other destinations. We’ve discussed developing subject interest beyond public examination requirements.’ He adds that these days are invaluable in getting young people to talk about their ideas and interests and considering how they best present themselves for a competitive application process.

Of course the social interaction between the schools is wonderfully diverse and entertaining, with boys and girls coming together to enjoy such nights out as discos, murder mystery dinners and reeling.

‘There has always been the social aspect,’ says Rachel. ‘We’re both very strongly boarding (Benenden is 90% and Tonbridge 60%), and the social mixing is great, even if they roll their eyes, as teenagers do sometimes! The Sixth Form reeling for Burns Night was something to behold, and they had a great time.’

The boarding houses are twinned, which means that pupils foster longstanding friendships. ‘They know each other from the age of 13 or 14, and go through the school together,’ says Rachel.

‘The twinning gives them an opportunity get to know each other in smaller groups such as cookery sessions and barbecues,’ adds James. Then there are the bigger socials, such as the murder mystery dinner.

‘We had real actors and they had to work out who it was,’ laughs Rachel. ‘But it’s a good way of mixing and enjoying each others’ company socially as well as fostering debate.’

More seriously, on the PSHE front, the two schools have created what they call empathy days. ‘We get pupils together and look at different social issues, or explore them from different viewpoints which in a world of gendered thinking is incredibly powerful,’ explains Rachel.

There is very much a shared ethos between the two schools, perhaps vital given their relationship.

Both schools have a strong culture of academic and intellectual ambition, but are also very pastorally centred and grounded.

‘Our job is to foster self-confidence and selfesteem and to enable them to leave school and take on challenges,’ says Rachel. They also ensure their pupils appreciate their privilege, whilst developing a wider world view. ‘These are children who are immensely privileged to be at a school like ours and we are highly conscious of that. Our girls have a strong move towards the philanthropic ends of society, and an awareness and willingness to give back.’

Both schools have a strong sense of public service agrees James. ‘We see ourselves as community centres in the sense that our facilities are shared locally in various ways. We are trying to equip the young people who come here with skills of communication confidence and empathy, to realise that they have a valuable contribution to make.’

As yet, the schools haven’t undertaken any joint philanthropic ventures as they have both developed multiple charitable partnerships in their local communities and internationally. ‘I think that we could do joint projects,’ says Rachel thoughtfully. ‘It would be incredibly powerful.’

Then there’s the element of convenience, not least of which is the fact that they are less than an hour from London. If you have children of both sexes, then it makes eminent sense to choose schools within the same proximity, and there is a core of families who happily fit into this category, say the heads.

‘It’s beneficial for families if you have a relationship between two schools, and there are certain logistics that our two very able first deputies work on together,’ says Rachel. To this end, term dates are the same, but pick-up times for exeat weekends are slightly different, to accommodate parents. ‘We try to do this as much as possible to enable families to juggle the logistics of children in different schools.’

When it comes to esteemed alumni, they both

“it’s a good way of mixing and enjoying each others’ company socially as well as fostering debate.” boast a roll call of successful former pupils. Jane Austen’s father, George Austen, attended Tonbridge, before returning as Second Master. The school’s strong literary tradition also includes Vikram Seth, Frederick Forsyth and EM Forster, the latter of whom lends his name to Tonbridge’s motto, ‘Only Connect’.

More recent alumni include England flanker, Ben Earl, and international cricketer, Zak Crawley.

you notice that they all have aspirations but they are also grounded. ‘When the boys visit Benenden they are immensely well mannered but also comfortable in their own skin.’ She says that parents with sons often ask for recommendations. ‘I always recommend Tonbridge.’

James says that he is a fan of how relaxed the girls are. ‘There seems to be a lovely air of confidence Meanwhile, HRH The Princess Royal attended and fun. They aren’t self-conscious and team Benenden and is the school’s Patron. Other alumnae effectively with the boys.’ include Baroness Manningham-Buller (the former MI5 Director General) and Baroness Shackleton.

How about if money was no object? What joint project would they undertake? ‘Well if science had What do you admire most about each others’ taken a step forward as well, it would be lovely to schools? ‘I didn’t tell James I was going to say this have a portal to Tonbridge, to save that half-hour in advance,’ says Rachel. ‘But I admire a boys school journey!’, says Rachel. A TARDIS then? with a head who is so considered and an ally of women. I think it’s a very important message’.

‘We are very lucky. We’ve both inherited a very good, collaborative relationship,’ says James. If you have She adds that if you have children at both schools both boys and girls, then you really couldn’t do better than these two schools.

EDITORIAL

Celebrating Cricket Rob Stephen, Master in Charge of Cricket

Published Spring 2025, Education Choices It’s a shame that exam season doesn’t just coincide with the start of the English summer but also the cricket season - viewed by many as the game of life, yet nail bitingly close to death (there are no second chances once you’ve lost your wicket), the necessity to seize your opportunities when they arise (you don’t know when the next one will come along), surviving the tough moments and staying alert during the occasional “lulls” in the field. This makes it uniquely pressurised and, unfortunately, pressure is undoubtedly what our students feel as their exams loom ever closer.

Some might suggest that school sport is a distraction from academic work; yet, when considering the broader skills required academically, if a bright student struggles to perform under pressure then, in exam terms, they may face failure.

Sport provides a regular opportunity to perform under pressure and, crucially, shows that failure will inevitably play its part. No pursuit prepares you to bounce back from failure better than sport:

Roger Federer recently revealed that he lost 46% of points in his career and whilst cricket is a sport rooted in failure, if you want to progress, you have to keep going.

Retaining a sense of perspective is also vital: losing yourself in a game of sport which, in the moment, might feel more viscerally tense than putting pen to paper can serve to remind us that, win or lose, it isn’t the end of the world.

Offering pupils of all ages a wide variety of active pursuits and encouraging participation is essential if we want to raise healthy, balanced and wellrounded young people. If you think you don’t like sport, then you just haven’t found the right one for you. Whether you represent your school’s A team or E team at the weekend, or your House during the week, losing yourself in the physical activity of sport is undoubtedly good for mind, body and soul.

Tonbridge offers 19 different sports from which to choose and has for example, 17 teams across five year groups representing the School. From this we see boys unlock potential they didn’t realise they had, in the classroom, on the sports pitch and, consequently, in every other facet of school life.

EDITORIAL

30 minutes with...James Priory

Published July 2025 Founded in 1553 by Sir Andrew Judd, Tonbridge School is a leading all-boys boarding and day school for pupils aged 13 - 18. Part of the Skinners’ Company educational family, the School combines a historic foundation with a modern outlook.

James Priory has been Headmaster since 2018.

As a centre of excellence in all-boys’ education, Tonbridge promotes creativity, confidence and compassion, guided by its ethos of “Only Connect”.

The School addresses contemporary challenges around masculinity through strong pastoral education, positive role models and partnerships with co-educational and girls’ schools.

Boarding lies at the heart of Tonbridge’s identity, fostering a strong sense of community through its House system, shared dining and pastoral support for both day and boarding pupils. This environment encourages confidence, connection and personal development.

Looking ahead, Tonbridge remains committed to its single-sex identity while adapting to change across the independent sector. The 2021 merger with The New Beacon School has extended its educational offer to younger pupils and strengthened continuity across age ranges.

Alongside its international reputation as a worldclass boarding School, Tonbridge is deeply rooted in its local community. Its sports centre, theatre and St Augustine Chapel serve as key local facilities, and extensive partnerships help pupils understand the value of contributing beyond the School gates.

Under James Priory’s leadership, Tonbridge School continues to balance tradition with innovation, offering a distinctive and diverse educational experience rooted in community, character and academic excellence.

“As a sector, we shouldn’t underestimate the power of making sure that, at a local level, our schools are understood and accessible.

We want the local community to feel proud to have us in its midst.”

EDITORIAL

Heads up!

James Priory Published Spring 2026 What are the top three things to tackle in your inbox?

1. AI and how best to educate our pupils to become intelligent users in the future 2. Ensuring we continue to attract and develop the most talented teachers 3. The forthcoming launch of our IMPACT programmes starting with our summer programme this July Thirty-second elevator pitch for your school- sell it!

We are one of the top independent boarding and day schools in the UK offering a world-class education whilst also being at the heart of our local community. We believe in developing fine minds and good hearts by encouraging our boys to make connections, both intellectually and socially. We also inspire our pupils to think about where they will be at 25 and support them on this journey.

Our facilities, as you would expect, are amongst the very best in the country. What excites me the most, however, is the quality of people in the Tonbridge community: inspiring teachers who bring their subjects to life even beyond the classroom; talented and committed support staff who work hard to make the whole experience possible; supportive parents who enjoy sharing in the life of the School; and, above all, pupils who encourage each other and are eager to learn.

If you were given a £1m donation for the school right now, what you’d spend it on?

I would expand the opportunity for Foundation Awards which, thanks to considerable support, have grown significantly and which benefit not only bright, talented individuals to study here but also the School community as a whole.

Describe your own childhood school days.

I really enjoyed my time at school and found it a lot of fun. I attended a state primary and was lucky enough to receive an Assisted Place which enabled me to join King Edward’s School in Edgbaston followed by a family move to Somerset, where I joined Taunton School in the Sixth Form.

English was always my favourite subject, but I also loved music, drama, debating and sport. Looking back, I realise I experienced different types of school: single sex and co-educational, day and boarding, which taught me that what matters most is the quality of the school not the type, but also that having choice is important in education.

Favourite and worst teachers at your childhood school and why.

I think the best teachers, as someone much wiser than me once put it, make their pupils laugh but also make them think. I had a mischievous sense of humour as I was growing up and I feel I should apologise to my teachers for the number of times I got the giggles, something I am not immune from even now. The worst teachers, therefore, were probably those who lacked a sense of humour.

The best, like my Housemaster and A Level English teacher, John Carrington, struck the balance between laughter and thoughtfulness beautifully.

What was the common theme of your school report?

I enjoyed using words but had to work harder to learn to use numbers. I’ve also always liked asking questions and establishing conversations, perhaps too often for some of my teachers!

Where did you go to uni and what did you study?

I studied English Literature at Lincoln College, Oxford.

If you weren’t a Head what would you be?

Either an Anglican priest or a zookeeper. Both were serious interests when I was growing up and I like to think that being a Head is a fitting combination of the two!

Your favourite book - childhood, uni and now?

I loved CS Lewis’s Narnia series, especially The Silver Chair, which I bought with a book token presented to me at primary school, strangely enough, after winning a Shakin’ Stevens dance competition. I still look at wardrobe doors with interest.

I discovered the poetry of Edward Thomas almost by accident when I was about to join Lincoln College, which happened to be Thomas’s alma mater. I love the relationship he explores between landscape and the imagination and was inspired to follow in his footsteps to Hampshire when I became a Head of English.

The Brendan Voyage is a stirring tale about the recreation of a sixth-century voyage across the Atlantic by Tim Severin who I was delighted to discover learned to navigate as a rowing cox on the River Medway when he attended Tonbridge.

What’s the best school trip (childhood or current) you’ve ever been on?

I travelled to Sri Lanka with students last year to support the work of Child Action Lanka, an extraordinary charity with whom we have a long

running partnership and who have created Child Development Centres across the country. Dancing with the community in the shadow of an enormous fig tree on a stage we had helped to build was a joyful experience.

The song you sing at full volume when everyone’s gone home?

Growing up in Birmingham, I have always loved Fleetwood Mac. Go Your Own Way might be appropriate for the end of term when everyone has headed off for the holidays!

What play, book and film should be on every child’s cultural bucket list?

I would recommend Shakespeare’s Henry IV, Parts 1 and 2 as a fascinating insight into the transition to leadership. Dickens’s Great Expectations is one of the most atmospheric stories I know. Guillermo del Toro’s Pan’s Labyrinth is a dark but beautiful film about rites of passage, too.

Advice you’d give your younger self-and your current students?

I would encourage everyone, including my younger self, to think about EM Forster’s phrase, Only Connect! I have always loved making creative connections between people, places and ideas. Our brains thrive on the ability to connect, and I believe that being open to new ways of thinking is important if we are to flourish.

EDITORIAL

Boarding at Tonbridge

Published April 2026, Education Choices At Tonbridge, boarding lies at the heart of the School’s identity. Rooted in the motto, ‘Only Connect’, it shapes an environment in which boys are known as individuals and encouraged to engage meaningfully with the world them. As one Housemaster reflects, “Our House system is a really sophisticated way of supporting the boys as individuals and for them to feel known, cared for, valued and accepted for who they are. House staff remain the same throughout a boy’s time at Tonbridge.” The result is a culture where academic ambition and personal development are equally prized.

Boarding is defined by our House system.

Housemasters, Housemistresses and Matrons provide consistency of care, often over many years,

creating genuine stability and belonging. Each year group is supported by a dedicated House Tutor, ensuring continuity throughout a boy’s time at the School. Shared dining, and common rooms foster connection, while protected lunchtimes strengthen friendships.

Vertical integration within Houses is central to Tonbridge’s ethos. Younger boys benefit from the example and reassurance of senior role models, while older pupils develop empathy, leadership and a sense of responsibility in their roles as mentors.

House competitions, socials and informal gatherings add fun and strong sense of belonging, ensuring that every boy has a place and a part to play. In a fast-paced world, boarding at Tonbridge allows genuine relationships to flourish and lasting self-confidence to grow.

EDITORIAL

Why careers education can’t stand still Director of Global Futures, Ruth Davis Published March 2026, Absolutely Education One truth is becoming impossible to ignore: traditional academic credentials alone no longer prepare young people for the world of work. We are witnessing a profound decoupling of academic prestige from real-world usefulness. Gone are the days when a place at a “good” university reliably translated into a job.

This tension is felt most acutely in the independent sector, where success has long been measured

by Oxbridge offers, Russell Group progression, or rising numbers of Ivy League places. Yet a familiar paradox persists: the “gold standard” graduate (9s at GCSE, four A*s at A Level, a First from Oxbridge) falters in the first round of interviews, while a peer with more modest academic credentials progresses.

The implication is clear. Strong grades do not guarantee professional readiness.

The pace of societal change makes this challenge more urgent. Technology is reshaping professions at speed, and within five years, half of all jobs are expected to require different skills and qualifications. Schools cannot future-proof pupils for specific roles that may not yet exist, but they can equip them with adaptability, communication, creativity, ethical judgement, and the confidence to navigate uncertainty.

So schools need to pivot. But how?

First, redefine success beyond destinations at 18.

Where pupils go after school matters, but who they become by 25 matters more. Long-term thinking encourages pupils to see education as preparation for a lifetime of adaptation rather than a single admissions hurdle. At Tonbridge School, this shift is captured in our “Think 25” approach: pupils are encouraged to reflect on future identity and contribution, not just next steps. This reframing subtly but powerfully changes conversations.

Second, embed futures education into everyday learning. Careers education works best when it is not bolted on, but woven through the curriculum.

Mapping learning to real-world contexts, building structured reflection into subject teaching, and developing self-awareness alongside academic mastery helps pupils understand how knowledge translates into professional value. Aligning this work with recognised frameworks, such as the Gatsby Benchmarks, brings coherence and consistency.

Third, prioritise real-world exposure. Work experience, mentoring, and encounters with employers develop commercial awareness, confidence, and communication. Schools can no longer rely on reputation alone to open doors; they must actively cultivate networks that give pupils insight into different pathways and sectors.

Tonbridge’s use of alumni, parents, and employer partners to create meaningful encounters is one example of how this can be achieved at scale.

Finally, support pupils beyond the school gates. The transition from university into work is increasingly complex. Continued guidance during these early professional years helps avoid missteps and build momentum. Schools that extend their sense of responsibility beyond results day send a powerful signal about what they truly value.

The point is not to abandon academic excellence.

Rigour still matters. But prestige alone is losing its power in a skills-first economy. If schools want their pupils to thrive, they must pivot from celebrating destinations to cultivating direction, from counting offers to building capability. The measure of success is no longer where pupils go at 18, but who they become in the decades that follow.

Parent Power Tonbridge School consistently ranks highly in the Sunday Times Parent Power Guide. In 2024, the School was proud to be recognised as the top boarding school for A Level Results and the highest ranking boarding school in the country.

1

National Boarding School ranking

5

A Level national ranking

1

A Level 2023 national ranking (Boys’ schools)

2

South East ranking

2024 TOP BOARDING SCHOOL NATIONALLY

LEAGUE TABLES

Tonbridge recognised as a Top 5 school in the Best Schools Independent League Tables 2026 Following another year of outstanding A Level and GCSE results, Tonbridge has been recognised as one of the UK’s leading schools in two Independent Schools League Tables published by Best Schools.

5

Top 5 UK Independent Boys’ Schools for A Level outcomes

93%

Grades achieved at A Level A*, A or B

10

Top ten UK Independent Boarding Schools for GCSE results

93%

Grades achieved at GCSE A*, A, B

LEAGUE TABLES

DESTINATIONS

Our Global Futures Department extends its support

Our Global Futures Department provides tailored guidance and support throughout every students time at Tonbridge. From helping First Years explore their interests and aspirations to guiding Sixth Formers through university applications, our focus is always on finding the right path for each individual.

Parents are an integral part of the journey too. We actively include families in discussions and can arrange virtual meetings to explore options in more detail.

Our support extends beyond a boy’s time at Tonbridge. Through our THINK 25 initiative, we offer guidance after leaving school, assisting with postqualification university applications in the UK and internationally, securing work experience or internships, and providing networking opportunities and career advice.

“The question is no longer, ‘where do our students go at 18?’, but, ‘who will they be, and where will they be, at 25 and beyond?’”

98%

go to top universities worldwide

North America

Harvard MIT Princeton Brown Columbia University of Chicago Duke Northwestern UC Berkeley Cornell University of Toronto UCLA McGill University University of British Columbia University of Southern California University of North Carolina Purdue NYU Tufts Northeastern Clemson University

Europe

University of Oxford University of Cambridge Imperial College LSE UCL St Andrews Trinity College Dublin Bocconi University Milan Maastricht University Delft

Far East

Hong Kong University NYU Abu Dhabi The Chineese University of Hong Kong

South Africa

Stellenbosch University

Australia

University of Sydney University of Melbourne Monash University

MEET OUR BOYS LUKE (OH5) OFFER HOLDER, BROWN UNIVERSITY, US “From my Second Year, Mrs Davis worked closely with my family and me to help make my ambition of attending college in the USA a reality. With the support of the Global Futures team, I have been guided through every step of the process. Tonbridge is a place that constantly encourages you to become the best version of yourself, and that is something I will value long after I leave.”

SHAAN (FH5) OFFER HOLDER, TUFTS UNIVERSITY, US “What I enjoy most about being a student at Tonbridge is how much freedom and trust you’re given. You’re encouraged to take responsibility for your own learning and interests, and there are plentiful opportunities to explore things beyond lessons, such as extension classes, societies and clubs. It makes School feel less restrictive and more like a place where you can genuinely grow.”

DANIEL LEVETT (CH 20-25) MEDICINE, UNIVERSITY OF CAMBRIDGE “During my time at Tonbridge, I have developed greater confidence and a strong sense of self-belief which have prepared me well to begin my studies in Medicine at Cambridge University.”

ETHAN GLUCINA (PS 20-25) LAW, UNIVERSITY OF CAMBRIDGE “My experiences at Tonbridge have rounded me as a person and allowed me to develop my passions to the fullest.”

A word from Ethan’s Housemaster, “Ethan has been the model Tonbridgian, combining his academic success with a full exploration of the opportunities for co-curricular pursuits provided by the School.”

DENYS MIALKOVSKYI (OH 22-24) ACADEMIC AND SPORTS SCHOLARSHIP, UNIVERSITY OF DELAWARE, US Denys joined the School from Ukraine in 2022. He is currently studying in the US at the University of Delaware on a Sporting and Academic Scholarship while he pursues his Olympic swimming ambitions.

“Although I’ve come from another country, Tonbridge School is just like one big family, warmly welcoming you.”

BEN ADAMS (OH 20-25) FINE ART, UNIVERSITY OF OXFORD “At Tonbridge, inspiration is boundless. The Art Department offers endless opportunities to bring your imagination to life, encouraging creativity without limits. The support from teachers is truly exceptional, especially in the Art Department, where they’re not only focused on the quality of your artwork, but also deeply invested in your growth as both an artist and an individual.”

VIRTUAL TOUR

Welcome to our Virtual Tour Our Virtual Tour was created to showcase Tonbridge School. Step inside, navigate at your leisure, and experience the School and its grounds as our students do every day - vibrant, inspiring, and full of possibility.

Our Virtual Tour