The proportion of white British pupils attending grammar schools has declined sharply over the past decade, with fewer families applying due to concerns about the intense preparation and pressure required for entry, according to school leaders and recent data analysis. At Reading School in Berkshire, head teacher Chris Evans reported a "spectacular" drop in white British applications, resulting in a decrease in the white British student population from 49 percent to 13 percent since 2016, based on figures gathered from the annual spring census.

This pattern reflects a broader national trend, where the white British share at grammar schools has fallen from 66 percent to 44 percent over ten years. The most substantial reductions have been noted in regions including Kent, Greater Manchester, Essex, Warwickshire, Gloucestershire, and West Yorkshire.

Other grammar schools attribute changing demographics to a combination of factors, including high academic aspirations among first- and second-generation immigrant families and differences in willingness among ethnic groups to commute or relocate for schooling. For example, at Pate’s Grammar School in Cheltenham, Gloucestershire, the white British pupil population dropped from 75 percent to 34 percent, while the number of Indian students rose from 8 percent to 30 percent and Chinese students from less than 1 percent to 5 percent during the same period. James Richardson, the school’s head teacher, highlighted the school's rigorous academic program—ten GCSEs are mandatory, including three sciences and extensive language offerings such as Mandarin—and strong extracurricular opportunities in music, which he suggested appeal to diverse communities.

Department for Education statistics indicate that all ten of the largest ethnic minority groups have increased their representation at grammar schools over the last decade, with the largest rise among Indian pupils, from 8 percent to 15 percent nationally.

At Dartford Grammar School for Girls in Kent, the proportion of white students has fallen from 52 percent to 7 percent, with significant increases among African, Indian, and Chinese pupils. Head teacher Sharon Pritchard linked the school’s improved academic results—nearly 80 percent of GCSE grades in 2026 were graded 7 to 9 (equivalent to A or A*)—to a wider applicant pool, which now includes many students commuting long distances.

At Reading School, outreach efforts have been launched to address misconceptions about grammar school admissions, particularly the belief that entry requires costly, lengthy tutoring. Evans noted that poorer white British families may be discouraged from applying due to the perception that their children stand little chance without extensive preparation. This is supported by findings from a government-backed study on social mobility, which showed that 26 percent of black African pupils and 24 percent of Bangladeshi pupils on free school meals received tutoring for the 11-plus exam, compared with only 5 percent of white British pupils. The cost of tutoring can be substantial, with rates averaging £37.50 per hour and often exceeding £100 per hour.

In response, Reading School has adjusted its admissions approach by designating local feeder schools to receive up to half of the available places and redesigning the 11-plus test to be less predictable and "tutor-proof," changing subject content annually. These measures have increased white British applications from 7 percent in 2024 to 15 percent this year.

Evans emphasized that the ethnic background of pupils is less important than ensuring the school serves its local community effectively. Lucinda Platt, a professor of social policy and sociology at the London School of Economics, noted that recent immigrant families often consist of degree holders who prioritize educational attainment as a means of improving life chances for their children, which contributes to shifting demographics in grammar schools.