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  • Bournemouth School for Girls
    Castle Gate Close
    Castle Lane West
    Bournemouth
    BH8 9UJ
  • Head: Mr A Brien
  • T 01202 526289
  • F 01202 548923
  • E [email protected]
  • W www.bsg.bournemouth.sch.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Bournemouth
  • Pupils: 1,155 ; sixth formers: 315
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness 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 11th October 2012
  • Previous Ofsted grade: Good on 17th April 2008
  • Ofsted report: View the Ofsted report

What says..

School policies contain a detailed code of conduct for misbehaviour, which rather belies the enlightened approach to discipline here. Rules on jewellery and make up are flexibly enforced, one parent describing her daughter receiving a ‘polite reminder’ when discrete make up got a bit much, and ruminating that ‘a certain amount of tolerance means less abuse’. Girls are dealt with gently, on the basis that exaggerated rules are more likely to lead to rebellion; and this is reflected in the head’s encouragement to staff to...

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What the school says...

Entrance examinations consist of: 11+ English, maths & verbal reasoning.

Sample papers available to purchase from bookshops: GL Assessment(NFER) multiple choice tests.

What the parents say...

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School associations

State grammar school

What The Good Schools Guide says

Headteacher

Since 2004, Alistair Brien, married with three children, both of whose daughters attended Bournemouth School for Girls (BSG). Deputy at BSG from 1998, and previously director of sixth form studies at Arnewood School, housemaster at Keswick School and teacher at Aylesbury Grammar. Degree in German from Exeter, author of several German textbooks, and Ofsted inspector.

Most likely to say ‘this is not an exam factory’ (once you've passed the one to get in); and ‘he is true to his word’, said a parent. ‘Warm and approachable’, said another. ‘He is very involved with the school’, she added, and came to her daughter’s final presentation for her EPQ at lunchtime to be supportive.

Pupils like him and clearly think he's game - ‘he drinks all the cocktails in the...

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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.

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


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