Headteacher

Since January 2025, Ben Pennells, previously deputy head at St Lawrence College. Born in Hampshire, he read modern languages at the University of Leeds, spending time studying in the south of France and working as an English teacher in Venezuela. He worked in marketing and advertising for the first third of his career – for a variety of companies, including Unilever.

Keen to pursue his passion for languages and to have a socially positive impact, he retrained as a teacher and worked at Tonbridge Grammar School (TGS), later becoming leader of the IB languages department. He then moved to The King’s School, Canterbury as head of modern languages and resident deputy housemaster. He lives in East Kent with his wife and two children and is currently completing a master’s in education leadership at the University of Exeter.

Entrance

Academically selective, with candidates requiring a pass in the 11-plus Kent test for the 150 places in year 7. Between 20-25 appeals each year, of which around 10 are successful. Catchment is roughly an eight-mile radius, although some pupils travel from further afield (e.g. Whitstable or Herne Bay). Around 30 feeder state primaries and a few from local independents, notably Northbourne Park, Wellesley House and St Faith’s.

Around 25 new joiners in sixth form, when candidates (and this is the same for existing students) need six GCSEs at grade 5 or above, including maths and English language or literature (there are also some subject-specific requirements on top).

Exit

Around 30 students leave after GCSEs – some don’t get the grades, others go elsewhere to do BTECs or subjects not offered here, and a few gain scholarships at independent schools. About 80 per cent to a wide range of universities, including Aberystwyth, Brunel, De Montfort and Loughborough. A third to Russell Group – recently Bristol, Durham, King’s College London and LSE – but the school says this isn’t the ultimate goal for all, with pupils encouraged to find the best uni for the course they want to study. And they do, with an impressive variety of subjects, with a particularly large cohort going into engineering: aerospace, automotive, construction, mechanical, chemical and electrical, plus the more niche subjects of concept and comic arts, games design and computer games technology.

A handful go directly into employment and some join apprenticeships – recently the merchant navy (there’s a local base). A few degree apprenticeships each year, recently to the Cabinet Office and Jaguar. Sometimes a few to Oxbridge and a few medics, but none in 2025.

Latest results

In 2025, 39 per cent 9-7 at GCSE; 25 per cent A*/A at A level (55 per cent A*-B).

Teaching and learning

Pupils describe it as an ‘academic’ school – ‘you have to expect to work’ – but parents feel the pressure is ‘about right’. ‘Responsibility is on the child to keep up and organised, which is good in the long run,’ felt one, acknowledging ‘that can be quite a shock in year 7’ – although this is helped by buddy system for maths and literacy, including morning sessions which ‘give a really good boost’. Due to funding shortfalls (and the absence of boarding pupils since 2020), some subjects have been streamlined or dropped (eg Mandarin). Absence of food tech a gripe for some pupils.

The school follows the traditional EBacc route, with both French and Spanish studied in years 7-9, and at least one chosen for GCSE. Pupils approve, saying they ‘enjoy its utility’ in life. Setting in maths and science at the end of year 9. Triple science is standard (combined occasionally taken). History the most popular non-core option, attracting three-quarters of pupils. Geography also gets good take-up, with pupils describing the department as ‘engaging and relaxed’. 

In sixth form, all take three A levels (four isn’t viewed as necessary or helpful). Around 25 pupils do an EPQ, the rest participating in fortnightly lectures on subjects such as epistemology, linguistics, mental health and, apparently, ‘a random one on child murderers!’ Twenty subject options including psychology and sociology, with three classes of each. Politics. business and economics ‘have exploded’, we heard, and get some of the best results in the school. The new sixth form centre, with recently introduced silent study area, is proving popular – ‘So nice to have our own space away from everything,’ said one pupil. Good careers advice, with all year 12s attending the annual Canterbury university fair.

Parents say the head is ‘protective of his staff’ and ‘looks after them well’. They include a healthy mix of ‘lifers’, younger teachers and a few NQTs – we could hardly tell the difference, with the happy ship attitude. Classes are on the large size (mostly 32) – but can drop to 15 at A level. Pupils seem unphased – ‘It is what it is, the teaching is still good.’ We, too, noticed skilled class management – for example, in geography where sixth formers were confidently presenting volcano projects in an unpressured and convivial atmosphere. Lots of challenge throughout, say pupils – ‘Don’t settle for an 8 when you can get a 9!’ is a common refrain, apparently. Plenty of hands-on learning, e.g. year 7 making diagrams of motte and bailey castles in a history lesson.

Displays are impressive, eg, ‘Will the Wantsum Channel reform in the future?’ (locals will understand), plus measuring sea level rise and impact in Sandwich Bay. We also enjoyed an exhibition on Much Ado About Nothing, whereby students had come up with their own headlines such as ‘Chaos at Royal Wedding’ ‘White Dress to Black Suits’ and ‘Wedding stopped in grooms fit of rage’.

Learning support and SEN

Parents describe learning support as a ‘breath of fresh air’. Twenty per cent of pupils are on the SEN register, mainly for autism, ADHD, hearing impairment, dyslexia and dyscalculia, overseen by an experienced SENDCo, plus a specialist teacher, intervention teacher and three LSAs, who are said to have made a ‘significant impact’. As in all schools, we’re told SEN needs are exponentially growing, and the school has been keen to tackle this head on with support groups, a counsellor and tapping into outside agencies eg Mind Jam. New introduction of a coffee morning for parents with pupils with SEN proving especially popular: ‘I realised I’m not going crazy, that I’m not on my own,’ said one grateful parent. Lots of staff training, eg recently on dyscalculia, and parents say they are generally sensitive to individual needs, eg not making a fuss or publicly humiliating pupils who might find tidiness challenging – instead reminding the whole class of expectations. After-school homework support twice a week and Lego therapy is offered at lunchtimes. Passes available for student support room, plus interventions for maths and reading every morning for 15 minutes. Two EHCPs on our visit. For those with sensory issues, the school’s pared down décor is helpful, we heard.

The arts and extracurricular

Music is ‘fantastic’, say pupils. The department has a welcoming feel (helped by drumming to Coldplay as we entered!), with a few practice rooms (including the ‘Room of Rock’), plus a main studio and music tech room with 24 Apple Macs. ‘You don’t have to be good on an instrument, that’s why I like it,’ said a pupil. The talented and good-humoured director of music was repeatedly name-checked – ‘manages to keep all abilities making music,’ said one parent, and single-handedly too. From a curriculum lesson with everyone on the xylophones playing a groovy Fur Elise (with drums and electric guitar accompaniment) to the 'elastic band' stretching out the climax to ‘Aint no Mountain High Enough’, the music coming out of the department is both shoe tapping and infectious. Ensembles include three ukulele groups, jazz band, brass group, orchestra, School of Rock band, chamber choir and rock choir. GCSE music popular, but no A level.

Art department has three studios (including an exclusive sixth form space) where some pop art style pieces currently hold court. We saw year 9s embark on work inspired by the Uprising of Madrid painting, surrounded by lots of precise perspective work. Over 40 pupils take GCSE and 15 at A level. Both praise the supportive and relaxed atmosphere and appreciate the background music. Pupils speak fondly of DT housed in two large workshops. 

Drama is ‘finding its feet’, following a bit of a wobble due to funding issues. Collective hooray at its re-introduction on curriculum for years 7 and 9 (currently not for year 8). Around 30 take GCSE and eight at A level. One large production a year – recently, A Christmas Carol, which apparently saw some ‘surprising’ debuting talent. A Midsummer Night’s Dream also went down a storm. Lovely drama studio space, with a prominent Greek theatre display.

Faces light up at the mention of CCF – not for the drills, pupils stress, but for the ‘running around screaming in woods with guns’. Every year, some 20-30 achieve DofE gold, an impressive feat. Societies are largely run by sixth formers, eg history, with its ‘fascinating presentations’ on pupils’ interests. ‘You get to just totally immerse yourself in what you love and share passions,’ said one pupil, ‘we all have so much respect for each other’s knowledge, I’ve learnt so much.’ Clubs mainly sport based, including golf, basketball and table tennis. Chess and the Manwoodian editorial team also quite popular, with CAMEO (come and meet each other) a lunchtime club for pupils to hang out, chat and play board games (or whatever rocks their boat).

In the year leading up to our visit, there were 12 residentials including Barcelona and Naples, although it was the recent return party from Gambia that was hottest on everyone’s lips – ‘literally the best two weeks of my life’, ‘humbling’, ‘culturally so different’ etc. Next up, a sports tour to South Africa.

Sport

Staff of four teach mainly hockey, cricket and netball to both genders (girls also play rounders to secure as many fixtures as the boys).  Football is on the up, but rugby is going through a ‘development stage’. Outside activities also celebrated, eg district cricket or cheerleading, approve pupils. On our visit, there was loud cheering from the sports hall for a high jump competition – complete with drum rolls for those all-important final jumps. ‘We like to win,’ say pupils, but they added that it’s no great shakes if they don’t, ‘and lots of people like sport just for fun’. Sports leaders not always the super-sporty – getting involved by taking times and recording is equally valued. Everyone’s looking forward to the new Astro.

Ethos and heritage 

Founded in 1563 by Sir Roger Manwood as a Free Grammar School to educate the townspeople of Sandwich. On present site since 1895, where the Victorian redbrick building is tucked away on a leafy peaceful residential road in the charming cinque port of Sandwich. The classic polished wooden floors, beautifully kept grounds and the manor-house-esque Grange (the old boarding house, now the sixth form centre and additional classrooms) all give a sense of grandeur – ‘It has a private school feel to it,’ approve parents. In the main building, the cheerful library with a mezzanine study area is impressive: ‘It may sound boring but it’s really fun being a student librarian,’ said one pupil – so popular, word has it, that the librarian is running out of badges!

Uniform is smart – all wear ties and blazers over a light blue shirt, with plaid skirts for girls (trousers an option) with all the usual moans at the long length. Still, pupils seem to resist the call of the skirt roll. Sixth form ‘more in line with the modern workplace’, so students wear anything from the full suit and tie to chinos, shirts and trainers. ‘But not so far as joggers or jeggings,’ the head points out.

Food, say pupils, is ‘ok – it’s canteen food’ but ‘a bit expensive’. We enjoyed roast turkey in a friendly and buzzy environment, with separate staff tables.

The charity committee is industrious, recently organising lunches for 100 local elderly folk who were also serenaded by the ukulele band. They also ran the initiative, ‘Wear purple for Porchlight’ (a local charity for the homeless). Vertical house system, with names chosen by the pupils to represent important aspects of the school’s life: Atlas (global outlook), Carmathen (school’s evacuation town), Founders’, Stour (local river) and Ypres (in remembrance of OMs). ‘We are quite competitive with house points,’ pupils laugh, with competitions ranging from spelling bees to photography. The Old Manwoodians are a big part of school life, frequently attending events and instrumental in fundraising.

Pastoral care, inclusivity and discipline

‘Brilliant’ pastoral care, say parents – a ‘selling point’ of the school. They told us the school keeps a subtle eye on things without being ‘over the top’, and that there ‘isn’t one size fits all’ approach. Pupils concur, saying the pastoral team ‘has our back’. There is a dedicated and centrally-based pastoral room next to the library, and pupils talk openly about going there at lunchtimes; some see the school counsellor, others just hang out with friends. PHSE taught fortnightly, covering anything from alcohol and drugs to safe sex and consent. 

Discipline has evolved – CCTV cameras recently installed. ‘No one will nick your stuff if you leave your bag around now.' Approach to discipline is on building up trust and working with pupils rather than ‘come down hard’ or ‘supressing personalities’, according to parents, and pupils generally respect this. Good relationships with form tutors help, and parents appreciate ‘heads up’ in ‘real time’ rather than any bad news coming as a shock or when it’s too late to step in. Detentions for the usual misdemeanours, and a handful of suspensions or ‘managed moves’ for offences like vandalism.

Parents say pupils are ‘encouraged to be themselves’. We spotted a Black Lives Matters display in the humanities department, and heard that EDI is a focus in years 8 and 9, including as part of their junior diploma on British values. No LGBQT+ society at present. Pupils wondered whether the school is perhaps too Christianity focused but it celebrates all faiths – we overheard a conversation between the head and a pupil about the Koran.

Pupils and parents

Pupils are polite and courteous, with a few cheeky chappies thrown in (in the best possible way). Families are mostly affluent locals or Down from London’s, with this neck of the woods now fashionable among this crowd. Many are professionals, but not exclusively so – with around 10 per cent pupil premium (larger than at most grammar schools). Many feel it isn’t as ethnically diverse as it could be, but school insists it is reflective of the area. Pupils say travelling by bus from the more rural locations can be frustrating, getting into school too early, but admit that ‘it’s a good time to catch up on homework’. The school is keeping a keen eye on travel options as local bus networks revise timetables. The active PTA recently organised a fashion show and a movie get-together at the local independent theatre for the new year 7s (while parents hang out in the bar!).

The last word

A grammar school providing a ‘solid grounding’, as one parent put it, while encouraging pupils to seek experiences outside the east Kent bubble. Pupils leave already one step ahead in their individuality and aspirations.

Sir Roger Manwood's School Review | The Good Schools Guide