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  • Altrincham Grammar School for Girls
    Cavendish Road
    Bowdon
    Altrincham
    Cheshire
    WA14 2NL
  • Head: Stephanie Gill
  • T 01619 125912
  • F 01619 417400
  • E [email protected]
  • W www.aggs.trafford.sch.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Trafford
  • Pupils: 1,352; sixth formers: 353
  • Religion: Non-denominational
  • Open days: June for entry to Y7, November for Sixth Form entry
  • 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
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 18th September 2008
  • Previous Ofsted grade: Outstanding on 10th November 2005
  • Ofsted report: View the Ofsted report

What says..

When the music died down, the girls got to work putting their new-found knowledge to work on a Japanese bookmarker (with a bit of macrame thrown in); or even combining science and Japanese in the building of bee-houses (yes, we were intrigued as well…); or, if Elizabethan English is more your thing, try the mouth-watering Shakespeare takeaway: 'I’ll have a stuffed pig's bladder with onions and a side order of…gooseberry foole please, and make it snappy!' And all this before the school day even starts…

Read review »

What the school says...

Entrance examinations consist of: Age 11 - Maths, VR & non-VR.
Age 16 - The minimum academic requirements for entry of Applicants into the Sixth Form is four GCSE passes at grades A*/A plus two GCSE B grades. A*/A at GCSE are required in the subjects to be studied at AS/A2 level. For specific subjects see the Sixth Form Prospectus. All girls entering the sixth form will be required to have passed GCSE Mathematics and GCSE English Language at a minimum of grade B (or an equivalent qualification recognised for tertiary education in the UK which will allow them to communicate effectively in spoken and written English and to understand spoken and written English without difficulty). Read with subject-specific requirements ...Read more

What the parents say...

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School associations

State grammar school

What The Good Schools Guide says

Executive headteacher

Since 2014, Ms Stephanie Gill (40s), born here in the north west, has two daughters. Formerly deputy head at West Kirby Grammar on the Wirral (previous pupil); has experience of both state and independent school sectors. Read natural sciences at Cambridge, though describes herself as a mathematician. Had a spell working in the civil service 'just to check' before moving into education. Relaxes with Argentinean tango and salsa dancing. Bright, blonde and bold, she exudes a quiet yet determined ambition for the girls in her care; she has a lot of high expectations to manage here, but seems unfazed by the challenge. Describing her staff as 'able and committed’ - there is nowhere to hide with plenty of school-led high quality professional development going on in this dynamic school.

Academic matters

Some 1,000 apply for...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

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

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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


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