Aylesbury Grammar School A GSG School
- Aylesbury Grammar School
Walton Road
Aylesbury
Buckinghamshire
HP21 7RP - Head: Mr Mark Sturgeon
- T 01296 484545
- F 01296 426502
- E office@ags.bucks.sch.uk
- W www.ags.bucks.sch.uk
- A state school for boys aged from 11 to 18.
- Read about the best schools in Buckinghamshire
- Boarding: No
- Local authority: Buckinghamshire
- Pupils: 1,339; sixth formers: 406
- Religion: None
- Open days: Check school 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 2nd November 2022
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
The boys we met glowed with pride when talking about their school and were aware of their privileged situation in a way that many grammar students from more affluent catchments fail to be. They praised ‘diversity’, teachers that ‘always try to bring out our best’ and ‘the confidence the school gives us’. The result of this is very few major transgressions and scant need for a hefty rule book as self-discipline tends to come naturally to most...
What the school says...
'Outstanding' Ofsted Feb 2009.
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School associations
State grammar school
What The Good Schools Guide says
Headmaster
Since 2014, Mark Sturgeon (40s). Educated at Dr Challoner’s Grammar School, University of Liverpool (geography) and the Institute of Education, University of London (PGCE). A qualification as an FA football coach took him to the USA (unpaid) and the decision to embark on a teaching career. Returned to qualify in the UK before landing his first job at Burnham Upper School. Openly ambitious, he made head of department at Aylesbury Grammar School aged 26. A local boy through and through, he returned to his alma mater (DCGS) becoming deputy headmaster four years later.
Describes AGS as ‘pastorally driven – high performing but caring and happy. We don’t want the students to feel extreme pressure. The focus now is to take a closer look at learning and what makes a good learner’....
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Our SENCo, who is the Senior Deputy Head, works with our qualified Head of SEN and Teaching Assistants to support learning for pupils with a variety of Special Educational Needs. These are mostly specific learning difficulties (dyslexia, dyspraxia and apergers) and sensory impairments. The SEN staff work with individuals or small groups in the classroom and in our SEN learning area. This is ongoing support or on a short term basis to provide strategies for overcoming barriers to learning. 09-09
| 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
Who came from where
| School | Year | Places |
|---|---|---|
| Chesham Preparatory School | 2023 | 3 |
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