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  • Bradford Girls' Grammar School
    Squire Lane
    Bradford
    West Yorkshire
    BD9 6RB
  • Head: Mrs Matthews
  • T 01274 545395
  • F 01274 482595
  • E [email protected]
  • W www.bggs.com
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Bradford
  • Pupils: 1,051; sixth formers: 130
  • Religion: Not Applicable
  • Open days: October, April
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Inadequate 1
      • 16-19 study programmes Inadequate 1
      • Early years provision Inadequate 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Requires improvement 1
      • Effectiveness of leadership and management Inadequate 1
    • 1 Full inspection 13th March 2019
  • Previous Ofsted grade: Good on 24th June 2015
  • Ofsted report: View the Ofsted report
  • Linked schools: Lady Royd Primary

What says..

There was a very long queue to register for places right down the school driveway and beyond when it was announced, in 2013, that this longstanding traditional girls’ school was to become a free school. Classrooms have had a facelift, there are new lockers, and the place is spotless, with floors so shiny they would impress the neighbouring hospital. The ‘aspire, succeed, lead’ ethos remains and former grammar brigade are reassured by that. Good number and range of…

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What the school says...

The entrance examination for Bradford Girls' Grammar School at 11+ consists of: Maths, English and verbal reasoning (VR). Becoming an all-through free school from September 2013.

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What The Good Schools Guide says

Principal

Since 2009, Kathryn Matthews BSc (40s), educated at Loreto Grammar School in Manchester, then maths and an MA in education at Leeds University. Taught maths at London Oratory; deputy head at Gateways School, Leeds. ISI team inspector and governor at Westbourne Prep in Sheffield. Married with adult children. Enjoys theatre, visiting art galleries, reading and rugby union. Warm and approachable, she is both incisive and refreshingly honest; parents tell us she is absolutely key in retaining their confidence in the school as it evolves. She knows a good teacher when she sees one; valuing staff who can enthuse pupils, she is judicious in her appointments and keen to foster talent at all levels. Having led the school through choppy waters of late, she is determined to maintain the school's high academic standards and enable...

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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 works with the Dyslexia Institute to provide support for pupils diagnosed with dyslexia. 10-09

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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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