George Abbot School A GSG School
- George Abbot School
Woodruff Avenue
Guildford
Surrey
GU1 1XX - Head: Mrs Kate Carriett
- T 01483 888000
- F 01483 888001
- E office@georgeabbot.surrey.sch.uk
- W www.georgeabbot.surrey.sch.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Surrey
- Pupils: 1,932; sixth formers: 413
- Religion: Non-denominational
- Open days: Open Mornings - September. Tours throughout the year by appointment.
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 10th December 2019
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
The kind of school successive education ministers and parents have dreamed of, but which rarely comes to fruition. A school that gets its fair share of Oxbridge offers, but also offers great support for students with special needs. Those trembling at the idea of letting loose their sweet 11-year-old into a community of 2,000 will be especially cheered by year 7 arrangements. They are cocooned in their own block, with their own toilets, they have their own sculptured playground (designed by students) and eat lunch separately. The downside – trying to find a ...
What the school says...
George Abbot School became an Academy on 1 July 2011. The school has been designated a National Support School and Mr Moloney is a National Leader in Education. A formal partnership was formed between George Abbot School and Kings College, Guildford in May 2012. Mr Moloney became the Executive Headteacher of both schools with Mrs Carriett the Principal of Kings College, Guildford and Mrs Cooper the Head of School at George Abbot. ...Read more
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What The Good Schools Guide says
Headteacher
Since 2016, Kate Carriett BMus MA NPQH, previously principal of Kings College Guildford, which is part of the same multi-academy trust, GEP Academies. Studied music at Royal Holloway and Bedford New College and trained as a secondary music and English teacher at Birmingham. Was head of music in Warwickshire and Staffordshire before moving south to become head of year in Surrey. Her first headship was at Kings College.
‘Education is the most important leveller in society,’ she declared in response to our question about what drew her into education – and true to her principles, she’s only ever worked in the state school system. Warm but no-nonsense, parents call her ‘impressive’ and ‘refreshingly objective,’ with one ‘half expecting a defensive reaction when I went in to complain to her about a...
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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 have a Unit for students who are visually impaired. The Learning Support offices/rooms provide an opportunity to withdraw students from lessons for additional help with Literacy/Numeracy and curriculum support at KS4. Those students with special needs are supported by materials in class and by Teaching Assistants in lessons. We are committed to providing premises that are suitable and sufficient for educational purpose and provide access to a broad and balanced curriculum for all pupils, irrespective of special need or disability. The School’s Governing Body supports the principles and aims of the LEA’s Access Strategy for Schools and will work jointly with the LEA to implement agreed objectives to meet the County’s targets for improving access to schools where practical.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| 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 | Y |
| 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 | Y |
| 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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