Chew Valley School A GSG School
- Chew Valley School
Chew Lane
Chew Magna
Bristol
BS40 8QB - Head: Gareth Beynon
- T 01275 332272
- F 01275 333625
- E [email protected]
- W www.chewvalleyschool.co.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Bath and North East Somerset
- Pupils: 1,132; sixth formers: 153
- Religion: Non-denominational
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 1 Short inspection 18th May 2022
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Head’s enthusiasm is infectious; he is proud of the school he has inherited and impressed by the community spirit and support that makes it what it is today. What impressed us most was the leadership opportunities on offer. To date there are 14 project teams, led and managed by the pupils. The equalities team deserves a special mention as they have achieved national recognition for their campaigning work, addressing a Stonewall Conference in London and being made…
What the school says...
Chew Valley School is an Academy School and member of the Lighthouse Schools Partnership whose mission is to serve the whole community. We are a non-selective, fully comprehensive school committed to providing excellence and opportunity for all. We believe this philosophy enables us to build community and provide an excellent education not just for learning, but for life. Our outstanding sixth form specialises in A Levels and the AQA Baccalaureate and the majority of 6th formers go on to Higher Education including Oxford and Cambridge. We believe in the value of educating the whole person and extra-curricular provision is a strength of the school. ...Read more
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What The Good Schools Guide says
Head
Since 2016, Gareth Beynon (40s). Originally from Wimbledon, Gareth studied geography at Manchester and a masters in education management at the Institute of Education. Previously head of school at Clevedon School.
His enthusiasm is infectious; he is proud of the school he has inherited and impressed by the community spirit and support that makes it what it is today. Regularly teaches geography and passionate about sport, he is a regular supporter of the school teams. A rugby man, but no longer a player, he now runs (still aching from the Oxford half marathon when we met).
Lives in Bristol with his wife and daughter. Parents told us, ‘Headteacher is great, on the ball, approachable, experienced, really trying to make a difference and thinking of the future.’ Another...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Nov 09.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| 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 |
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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