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What says..

Not a school for girls who can’t keep up with a fast pace of learning – although students insist all personalities fit in, including the very shy. ‘I remember one particular girl who wouldn’t say boo to a goose when she started here – she went onto be a medic at Cambridge and is a great public speaker now. And that’s the thing here – it doesn’t matter if you arrive without confidence because that’s the bit we will transform,’ one member of staff told us...

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What the school says...

A high achieving girls' selective school where students have a great deal of fun while they learn!

Became an academy January 2011.

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School associations

State grammar school

What The Good Schools Guide says


Since September 2019, Stephen Lawlor, previously deputy head. Born in London and lived in Ireland for several years before relocating to Essex. Read history at Essex and nearly trained as a solicitor, but after working in two London law firms, decided teaching was his real passion. After completing his PGCE at IoE, he taught history at Robert Clack School, where he became head of sixth form. Other posts have included head of history at Coopers’ Company and Coborn School and deputy head at Chelmsford County High School for Girls.


Admission is no longer by the CSSE 11+ exam, but instead by tests 'designed to measure comprehension, vocabulary, verbal reasoning, non-verbal reasoning and numerical reasoning skills', prepared by Durham University’s Centre for Evaluation and Monitoring, and intended to be tutor-proof (‘I adamantly disagree with tutoring,’ says...

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Please note: 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

In response to individual needs.

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:

most years
quite often
sometimes, but not in this year

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