Saint Gregory's, Bath A GSG School
- Saint Gregory's, Bath
Combe Hay Lane
Odd Down
Bath
Somerset
BA2 8PA - Head: Mrs Melissa George
- T 01225 832873
- F 01225 835848
- E stgregorys_sec@bathnes.gov.uk
- W www.st-gregorys.org.uk/
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Bath and North East Somerset
- Pupils: 1,034; sixth formers: 189
- Religion: Roman Catholic
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 8th November 2022
- Previous Ofsted grade: Outstanding on 16th July 2013
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Normal range of subjects on offer in the first three years, with sciences rotated throughout the year so wider, related themes can be studied. Fifteen subjects are offered at GCSE, plus vocational Cambridge Nationals in enterprise & marketing and child development. At A level, 24 subjects are on offer and the New Sixth as it is called, even though it is 10 years old now, is unashamedly academic. But the Catholicism is far from being of the exclusive kind, judgmental of other faiths and none, for all are made welcome here
What the school says...
In 2022 Ofsted judged the school as Good overall with Outstanding Behaviour and Attitudes and Personal Development. It was also graded Outstanding in it's most recent Diocesan inspection.
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Other features
Performing arts specialist school
What The Good Schools Guide says
Headteacher
Since September 2023, Melissa George, previously deputy headteacher at St Augustine’s Priory in Ealing, an independent Catholic school. After gaining a first at the University of Manchester, she taught in Mexico, then returned to the UK to teach English and drama at schools across London, both in the state and private sectors.
Entrance
Total of 160 places in year 7, for which the main feeder schools are Catholic primaries from seven parishes in the enormous Clifton diocese, from Chippenham in the east to the Mendips in the west. Applications from children living within the local authority of Bath and NE Somerset are made via its common application form; children from neighbouring areas do the same through their own local authorities. While there is no requirement to be Catholic, St Greg’s is a school of faith...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
At Saint Gregory’s we believe that our students’ individual needs are a whole-school responsibility. All teachers are teachers of students with Special Educational Needs & Disabilities and so make a valuable contribution to successful inclusion for all. We identify students with Special Educational Needs and Disabilities and enable them to have access to a broad, balanced and relevant curriculum which is adapted and scaffolded to meet their individual needs. We ensure that we have effective communication within school and with outside agencies and promote a positive, working partnership with parents. We aim to create a fully inclusive school in which all members see themselves as valued for the contribution they make. We recognise that all students have needs which are particular to them; the curriculum provided is adapted, challenging and stimulating, thus raising the standards achieved by all. The school is proud of the excellent work of its inclusion staff. It is the largest department in the school, with a SENCo, Deputy SENCo, two specialist teachers and 19 Learning Support Assistants. A recent OFSTED Report (November 2022) stated that “pupils with SEND needs are well cared for.” Our Inclusion department has been recently upgraded and consists of the Study Room with computers and the Wellbeing Room where ELSA (Emotional Literacy Support Assistants) sessions take place. It is a bright and welcoming space which is used for interventions during tutor time and open to students with a SEND need before school, and at break and lunch times. There are currently approximately 5 per cent of our year 7s on the SEND register and within the school more than 40 students with EHCPs. Our students’ needs include Autism, Specific Learning Difficulties, Developmental Coordination Difficulties, Attention Deficit and Hyperactivity Disorder, Hearing Impairment and Social Emotional and Mental Health needs. For the majority of our students with EHCPs, their plan involves LSA support in class using the ‘step in, step out approach’ to help develop independent learning. Teachers' expectations remain extremely high; students are encouraged to set realistic goals for themselves, and to make every effort to achieve these as they mature and become more independent. We have links with post 16 providers to ensure a smooth transition to their onward educational destination.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | Y |
| Dysgraphia | Y |
| Dyslexia | Y |
| Dyspraxia | Y |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | Y |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | Y |
| 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 | Y |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | Y |
| 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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