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 Always knew he was going to teach – ‘for me it’s about passing it on, not changing the world.’ Worked in private sector until took the job at Bourne. ‘It was the largest school that I had applied for and was the highest achieving academically.’ The lessons we observed showed hard working, well-mannered students. Parents talk about the fast pace of teaching, with those who can’t keep up expected to catch up in their own time. Fine for the conscientious. This lot had their heads down and were getting on with it. They’re a competitive lot here when it comes to sport...

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What the school says...

11+ entrance examinations consist of: 1 VR test and 1 NVR test.

Converted to an academy 2012.

What the parents say...

No comments received for Bourne Grammar School

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Computer Studies at an English Grammar School (GCE AS level)
  • Excellent performance by Girls taking French at an English Grammar School (GCE AS level)
  • Best performance by Girls taking Performing Arts Teaching at an English Grammar School (VRQ Level 1)

School associations

State grammar school

What The Good Schools Guide says

Head

Since 2005, Jonathan Maddox (late 40s). Educated through the direct grant system in Hertfordshire and read maths at Oxford. Always knew he was going to teach – ‘for me it’s about passing it on, not changing the world.’ Worked in private sector until took the job at Bourne. ‘It was the largest school that I had applied for and was the highest achieving academically.’

He has big plans for the school, which is expanding rapidly. By 2018 he plans to have eight forms at year 7, taking the numbers up to 1,500. Not all parents support this expansion – 'no longer a local school for the area,’ say some. Always very oversubscribed, but in recent years the catchment area has grown. ‘Every pupil who achieves the 220 pass mark will...

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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

The school has one SENCO and no learning support assistants. Any students who have special needs are seen by the SENCO on a regular basis and all teaching staff are informed about these students with copies of their IEP's if applicable.

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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