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  • Aylesbury Grammar School
    Walton Road
    Aylesbury
    Buckinghamshire
    HP21 7RP
  • Head: Mr Mark Sturgeon
  • T 01296 484545
  • F 01296 426502
  • E [email protected]
  • W www.ags.bucks.sch.uk
  • A state school for boys aged from 11 to 18.
  • Boarding: No
  • Local authority: Buckinghamshire
  • Pupils: 1,297; sixth formers: 370
  • Religion: None
  • Open days: September
  • 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 Good 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 12th February 2009
  • Previous Ofsted grade: Good on 27th April 2006
  • Ofsted report: View the Ofsted report

What 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...

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What the school says...

'Outstanding' Ofsted Feb 2009.

What the parents say...

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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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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

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

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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


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