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Colchester Royal Grammar School

Address
Lexden Road
Colchester
Essex
CO3 3ND
Tel
01206 509100
Fax
01206 509101
Email
Web
If you are a representative of Colchester Royal Grammar School and wish to add to or amend the information we hold on the school please click here

Colchester Royal Grammar School, Colchester is a state school for boys aged from 11 to 18, co-ed sixth form. Takes boarders.

Local authority:

Essex

Pupils:

850

Religion:

Christian

Fees:

Boarding £10,200; Day Free pa


Properties

Properties for rent:

Properties for sale:


Linked schools


Good Schools Guide Review Snapshot

One of the very few state schools to offer Greek to A level - for a state school, an above average number go on to study classics at university. The uniform includes a vivid purple blazer not very popular with the boys...
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School Self Portrait

Colchester Royal Grammar School is committed to providing a high quality education for its students and aims at excellence in all that it does. The school has been ranked the top school nationally for A level results in the DfE performance tables for the last six years . We see academic success as a by-product of its ethos and aims to send able, educated, considerate and confident young men and women... Read More

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The Good Schools Guide Review of Colchester Royal Grammar School, Colchester, CO3 3ND

Our View

░░░ ░░ ░░░ ░░░░░░░'░ ░░░ ░░░░░░░░░ ░░░░' ░░░░░ ░░░░░░░, ░░░░░░ ░░░░ ░░░░░░░░░░░░. ░░░ ░░░░░░░░░░░░ ░░░░ ░░░ ░░░░-░░░░░░░ ░░░ (░░░ ░░░░░ ░░░░ ░░░░) ░░░░░░ ░░░░░░ ░░░░.

Headmaster

░░░░░ ░░░░, ░░ ░░░ ░░░░░░░░░ (░░░░░░░░). ░░░░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░░░░, ░░░░░░░░░. ░░ ░░ ░░░░░░ ░░░ ░░░░░░ ░░░░ ░░░░░░░░░░ ░░ ░░░░░ ░░░ ░░ ░░ ░░░░░░ ░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░. ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░░ ░ ░░░░░░░░░ ░░░░░░░░░░░░░, ░░░░ ░░░░░ ░░ ░░ ░░░░░░░░'░, ░░░░░ ░░ ░░░ ░░░░ ░░ ░░░░░░ ░░░░░░░░░. ░░░░ ░░░░░ ░░ ░░░░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░░░ ░░░░. ░░░░░░ ░░░░░ (░░░░░░░░, ░░░░░ ░░░ ░░░░░░░), ░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░. ░░░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░░░░░. ░░░░░░░ ░░ ░░░░░░, ░ ░░░░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░ ░ ░░░░░░ ░░░░░░░░░. ░░░ ░░░░░░░░░.

Academic Matters

░░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░. ░░ ░░░░░░░ ░░ ░░░░░ ░ ░░ ░, ░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░ ░░░░ ░ - '░░░ ░░░░ ░░ ░░░░ ░ ░░░░░░░░ ░░ ░░░░,' ░░░░ ░░░ ░░░░. '░░░ ░ ░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░ ░░ ░░░░░░░ ░* ░░ ░░░░.' ░░░░░░ ░░░ ░░░░░ ░░ ░░░░ ░, ░░░░░░ ░░ ░░░░░░ ░░ ░░░░░ ░░ ░░░░ ░. ░░░ ░░ ░░░ ░░░░ ░░░ ░░░░░ ░░░░░░░ ░░ ░░░░░ ░░░░░ ░░ ░ ░░░░░ - ░░░ ░ ░░░░░ ░░░░░░, ░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░ ░░ ░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░░. ░░░░░░░░░ ░░░░░░░ ░░ ░░░░ ░░░ ░ ░░░░░ - ░░ ░░░░, ░░ ░░░ ░░░░ ░*/░ ░░░░░░ ░░ ░░░░ ░░░ ░░ ░░░ ░░░░ ░░ ░ ░░░░░. ░░░░░░░░░░ ░░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░░░░ ░░ ░░░░░░░░'░; ░░░ ░░░ ░░░░░ ░░░░ ░░░░ ░░░ ░ ░░░░ ░░░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░ ░░░░ ░░░ ░░░░░░░░░ ░░░░░.

Games, Options, the Arts

░░░░░░░ ░░░ ░░░░░ ░░░░░░░░░░░░ ░░░░░░. ░░░░░░░ ░░░░░░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░. ░░░░░░░, ░░░ ░░░ ░░░░░, ░░ ░░░░ ░░ ░░░░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░ ░░░░░. ░░░░ ░░░░░ ░░░░░░ ░░░░░░░░░ ░░ ░░░░░░░░░░░░░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░░░, ░░░░░░░ ░░░ ░░░░░░-░░░░░░░░. ░░░░ ░░░░░░ ░░ ░░░-░░░░░░░░ ░░░░░░░░░░. ░░░░░ ░░░░░ ░░░░░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░ ░░░░░░░░░.

Academic Matters

░░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░. ░░ ░░░░░░░ ░░ ░░░░░ ░ ░░ ░, ░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░ ░░░░ ░ - '░░░ ░░░░ ░░ ░░░░ ░ ░░░░░░░░ ░░ ░░░░,' ░░░░ ░░░ ░░░░. '░░░ ░ ░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░ ░░ ░░░░░░░ ░* ░░ ░░░░.' ░░░░░░ ░░░ ░░░░░ ░░ ░░░░ ░, ░░░░░░ ░░ ░░░░░░ ░░ ░░░░░ ░░ ░░░░ ░. ░░░ ░░ ░░░ ░░░░ ░░░ ░░░░░ ░░░░░░░ ░░ ░░░░░ ░░░░░ ░░ ░ ░░░░░ - ░░░ ░ ░░░░░ ░░░░░░, ░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░ ░░ ░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░░. ░░░░░░░░░ ░░░░░░░ ░░ ░░░░ ░░░ ░ ░░░░░ - ░░ ░░░░, ░░ ░░░ ░░░░ ░*/░ ░░░░░░ ░░ ░░░░ ░░░ ░░ ░░░ ░░░░ ░░ ░ ░░░░░. ░░░░░░░░░░ ░░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░░░░ ░░ ░░░░░░░░'░; ░░░ ░░░ ░░░░░ ░░░░ ░░░░ ░░░ ░ ░░░░ ░░░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░ ░░░░ ░░░ ░░░░░░░░░ ░░░░░.

Background and Atmosphere

░░░░░░░░ ░░░░░░░░░ ░░░░ ░ ░░░░░░░░░░ ░░░░ ░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░ ░░░ ░░░ ░░░░░░░ ░░░░░ ░░░░░░░░ ░░ ░░░░░ ░░░░ ░░ ░░░░ ░░░ ░░░░░░░░░ ░ ░░ ░░░░. ░░░ ░░ ░░ ░░░░░░░░ ░░░░░░░░░░░ ░░░░ ░░ ░░░░░░░░░░, ░░░ ░░░░ ░░░░░░░░░ ░░░░ ░░░░ ░░ ░░░ ░░░░ ░░░░ ░░░░░░░. ░░░░░░ ░░░░░░░░░, ░░░░░ ░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░, ░░░░░░░░ ░░░ ░░░ ░░░ ░░░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░░░░░░, ░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░░░░. ░░░ ░░░ ░░░░░░ ░░░░░ ░░░░░░░░ ░░░░░░ ░░ ░ ░░░░░░░ ░░░░, ░░░░░░░░░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░░░░░. ░░░░░░, ░░░░-░░░░░░ ░░░░░░░ ░░ ░ ░░░░░░░░ ░░░░░░░ ░░ ░ ░░░░░ ░░░░░░, ░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░. ░░░░░░░░░ ░░░░░░░ ░░░░░░ ░░░░ ░░░░░░░' ░░░░ ░░░░ ░░░ ░░░░ ░░░░░░ ░░░ ░ ░░░░░░ ░░░░░░░ ░░░░░░░░ ░░░░. ░░░ ░░░░░░░░ ░░░░░░ ░░░░ ░ ░░░░░░░ ░░ ░░░░░░ ░░░ ░░░░░░ ░░░░░░░░; ░░░░░░-░░░░░ ░░░░░░░░░░, ░░░░ ░░░░░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░ ░░ ░░░░░░░░. ░░░ ░░░░░░░ ░░░░░░░░ ░ ░░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░ (░░░░░░ ░░░░ ░░ ░░░░░░); ░░ ░░░░░░░ ░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░░░░ ░░░░░░░░.

Pastoral Care and Discipline

░░░░░░░░░ ░░░░ ░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░. ░░░░░░░░░░░ ░░░░░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░░░░. ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░'░ ░░░░ ░░ ░░░ ░░░░░░. ░░░░ ░░░░░░░░░ ░░ ░░░░░ – ░░░░░░░░░░ ░░░░░ ░░ ░░░░░░░░░.

Pupils and Parents

░░░░░ ░-░░ ░░░░░░ ░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░, ░░░ ░░░░░░ ░░░░░░ ░░ ░░ ░░ ░░░░ ░░░░ ░░░ ░░░░ ░░░, ░░░░░ ░░░░░░░ ░░░░ ░░░░░░░ ░░░░░░. ░░░ ░░░░░░░░ ░░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░ ░░░░ ░░░ ░░░ ░░ ░░░░░░ ░░ ░░░░░░ ░░░░ ░░░ ░░░ ░░░░░░ ░░░░ ░░░░░░; ░░░░ ░░░░░░░ ░░ ░░░░ ░░░░ - ░ ░░░░░░ ░░ ░░░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░░ ░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░░░░. ░░░░ ░░░░░░ ░░░░░░░' ░░░░░░░░░░░ ░░░░░░░ ░░░░░ ░░░ ░░░ ░░░░░░. ░░░ ░░░░ ░░░░░░░ ░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░░, ░░░░░░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░, ░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░ ░░░░░ ░░░░░░ ░░░ ░░░░░░░, ░░░░░░░ ░░ ░░░░░░░░░, ░░░░ ░░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░░░░░ ░░░░ ░░░░░.

Entrance

░░░░░░ ░░░░░░░░░░░ ░░+ ░░░░ – ░░ ░░░ ░░░░ ░░░░░░ ░░░░░░░░░, ░░ ░░░ ░░░░ ░░░░░░░ ░░░ ░░ ░░░ ░░░░ ░░░░░. '░░░░░░ ░░░░ ░░ ░░░░░░░ ░░ ░░░░ ░░░░░ ░░ ░░░ ░░░ ░░ ░░░░ ░░ ░░░ ░░░░░ ░░ ░░░░░ ░░░ ░░░░ ░░░░░ ░░░░░░░░░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░ ░ ░░░░░░░░░░.' ░░░ ░░░░ ░░ ░░░ ░░ ░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░ ░░ ░░░░░, ░░░░░ ░░░ ░░ ░░░░░░░, ░░░ ░░ ░░░░ ░░ ░░░░░░░░ ░░ ░░░ ░░░░░░. ░░░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░░ ░░ ░░░░░. ░░░░ ░░░░░░ ░░░░░░░░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░ ░░ ░░░░ ░, ░░░ ░░░ ░░░░░░░░░░░ ░░ ░░░░░ - ░░░░░░, ░░░░ ░░░░░ ░░ ░░░░░, ░░░░░░░, ░░░░░░░ ░░░ ░ ░░░░░░ ░░░░░░░░. ░░░░░░░ ░░ ░░░░ ░ ░░░ ░░░ ░ ░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░. ░░░ ░░ ░░ ░░ ░░░░░░░░ ░░░░░░░░ (░░░░ ░░ ░░░░ ░░░░░) ░░░░ ░░░░░░░ ░ ░░░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░'░ ░░░░░░░░ ░░░░░░░░░░░░. ░░░░░░░░░░ ░░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░░░ ░░░░░. ░░░░░░░░ ░░░░░░░░ ░░░░ ░░ ░░░░░░░ ░░ ░░ ░░░░░░░░ ░░░░░░░.

Exit

░░░░░░ ░░░ ░░░░░ ░░░░-░░░░░. ░░░░░ ░░░░░░░ ░░░░░░░░░ ░░░ ░░ ░░░░░░░░░░; ░░+ ░░ ░░░░░░░░ ░░░░ ░░░░░ - ░░ ░░ ░░░░░░░░░ ░░░░░ ░░ ░░░░, ░░░ ░░░░░░░ ░░ ░░ ░░░░░░░ ░░░░░░.

Our View

░░░ ░░ ░░░ ░░░░░░░'░ ░░░ ░░░░░░░░░ ░░░░' ░░░░░ ░░░░░░░, ░░░░░░ ░░░░ ░░░░░░░░░░░░. ░░░ ░░░░░░░░░░░░ ░░░░ ░░░ ░░░░-░░░░░░░ ░░░ (░░░ ░░░░░ ░░░░ ░░░░) ░░░░░░ ░░░░░░ ░░░░.


Special Education Needs Survey


SEN Statement

A principal aim of this school is to help each pupil achieve the greatest all-round development and success, and to provide for his or her individual educational needs at each stage of his or her school career. The school's commitment to special needs is in keeping with this aim. As an academically selective school the school caters for the needs of the most able. The school gives able students an excellent academic education and a wealth of other ways in which they can shine.


October 2012


Autistic Spectrum Disorder

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Aspergers Syndrome MildTicked
Aspergers Syndrome ModerateTicked
Aspergers Syndrome SevereTicked
Autism MildTicked
Autism ModerateTicked
Autism SevereTicked
Semantic Pragmatic DisorderTicked
Other AutisticTicked

Behavioural Difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Attention Deficit Disorder MildTicked
Attention Deficit Disorder ModerateTicked
Attention Deficit Disorder SevereTicked
Attention Deficit / Hyperactivity Disorders MildTicked
Attention Deficit / Hyperactivity Disorders ModerateTicked
Attention Deficit / Hyperactivity Disorders SevereTicked
Emotional and behavioural difficulties MildTicked
Emotional and behavioural difficulties ModerateTicked
Emotional and behavioural difficulties SevereTicked
Conduct DisordersTicked
Obsessive Compulsive DisordersTicked
Oppositional Defiant DisordersTicked
Tourettes and other tic disordersTicked

Genetic and related Disorders

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Down's Syndrome MildTicked
Down's Syndrome ModerateTicked
Down's Syndrome SevereTicked
Fragile XTicked
Other geneticTicked

Learning difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Moderate learning difficultiesTicked
Profound and multiple learning difficultiesTicked
Severe learning difficultiesTicked

Specific learning difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Dyscalculia MildTicked
Dyscalculia ModerateTicked
Dyscalculia SevereTicked
Dyslexia MildTicked
Dyslexia ModerateTicked
Dyslexia SevereTicked
Dyspraxia MildTicked
Dyspraxia ModerateTicked
Dyspraxia SevereTicked
Other Specific Learning Difficulties MildTicked
Other Specific Learning Difficulties ModerateTicked
Other Specific Learning Difficulties SevereTicked
English as an additional languageTicked

Sensory Impairment

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Hearing Impairment MildTicked
Hearing Impairment ModerateTicked
Hearing Impairment SevereTicked
Multi-sensory ImpairmentTicked
Speech and Language DifficultiesTicked
Visual Impairment MildTicked
Visual Impairment ModerateTicked
Visual Impairment SevereTicked

Medical and Related Needs

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Cerebral Palsy MildTicked
Cerebral Palsy ModerateTicked
Cerebral Palsy SevereTicked
"Delicate" childrenTicked
EpilepsyTicked
Eating disordersTicked
Physical Difficulties (Not indicated elsewhere.)Ticked
OtherTicked

General Questions

Are all children tested for SEN on entry to the school?
Please outline the screening programmes used by the school.
How many children with statements of need or equivalent do you have in the school?
Do you make special provision for exceptionally gifted children?Ticked
Please outline what is on offer for such childrenTickedA highly academic curriculum nad extension activities. The school has a lead teacher responsible for Gifted and Talented provision
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.
Pupil Referral Unit.
Other withdrawal.
Specialist language centre
Schemes or Initiatives such as SHARE or Playing for Success.
Please indicate if the school has any of the following characteristics:
SEN accreditation, for example by CRESTED?
Centre of excellence for SEN that is Not already outlined?
Good wheelchair accessimproving
Provides outreach support?
Receives outreach support?
Do children with SEN participate fully in sport and other extracurricular activities?Ticked
Please provide information on staffing. Does the school have:
A SENCO or equivalent?Ticked
Staff who will administer prescription medicines to a child
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked0.25
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked0.75
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

Colchester Royal Grammar School Catchment Area Map

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Understanding the road risks in your local area

As many of us do, AXA Insurance and Road Safety Analysis believe that one child casualty on Britain’s roads is too much.

The data is presented by local area in order to aid the understanding of risk – it’s not just about killed or seriously injured, but about any incident reported to the police. Although road safety issues may arise due to a myriad of different reasons including proximity to busy roads and local speed limits, schools play a pivotal role in mitigating these risks by investing time in road safety education programmes.

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