King Edward VI Grammar School, Chelmsford A GSG School
- King Edward VI Grammar School, Chelmsford
Broomfield Road
Chelmsford
Essex
CM1 3SX - Head: Mr Tom Carter
- T 01245 353510
- F 01245 344741
- E [email protected]
- W www.kegs.org.uk/
- A state school for boys aged from 11 to 18.
- Read about the best schools in Essex
- Boarding: No
- Local authority: Essex
- Pupils: 1,130 (1,049 boys/81 girls); sixth formers: 381 (300 boys/81 girls)
- Religion: None
- Open days: See website
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 8th December 2021
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Younger boys enjoy creative lessons - Blackadder used to illustrate a point and volcanoes made from bicarb of soda – and all are stretched and challenged, with target setting and monitoring all busily happening behind the scenes. Not known for its sporting prowess, ‘but it should be,’ believe many parents. Rugby fares well and full range of fixtures in all major sports. The students also take great pride in their drama department, with one big production taking place every year – usually a musical one year, then a straight play the next. ‘The standard is breath-taking,’ one parent told us...
What the school says...
In 2010 KEGS received British Council accreditation as an International School.
Converted to an academy 2011.
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School associations
State grammar school
What The Good Schools Guide says
Headteacher
Since 2014, Thomas Carter MA PGCE NPQH (40s), previously deputy head and associate head. He read maths at Clare College, Cambridge and worked in management consultancy and strategic development before changing to a career in teaching. He also has an MBA from Warwick and a PGCE from the Institute of Education and holds a diploma in French language and literature. Before coming to KEGS in 2001, he spent five years at Westcliff High School for Boys.
Affable and frank, he is also ultra-efficient. Says his three key principles are excellence, equality and compassion – and students agree: ‘He achieves very high standards within a culture where everyone is treated with dignity and respect.’ He’s big on leading by leading by example too. ‘He speaks to us in the same way he...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
We are a highly academic, selective grammar school but we do cater for a variety of special educational needs. Although we do not have a large number of students requiring extra assistance, we do have a special needs co-ordinator and one teaching assistant dedicated to a visually impaired student. We also offer individual help for students with specific needs however and have had some experience of students with Asperger's Syndrome, ADHD, ADD, visual impairments, mild speech impediments (dysfluency/stammering), mild dyspraxia and mild dyslexia. We have a strong pastoral system and work closely with both students and parents to overcome difficulties experienced, meeting their needs on a one to one basis in consultation with outside agencies. We also offer assistance with social skills, anger management and general counselling sessions where required, either in house (we have a trained counsellor on the staff) or again using outside agencies. We do not claim to be experts in any of these areas but can hopefully provide support and encouragement. 10-09
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | |
| VI - Visual Impairment |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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