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  • Churston Ferrers Grammar School
    Greenway Road
    Churston Ferrers
    Brixham
    Devon
    TQ5 0LN
  • Head: Mr Robert Owers
  • T 01803 842289
  • F 01803 846007
  • E [email protected]
  • W www.churstongrammar.com
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Torbay
  • Pupils: 1,034; sixth formers: 281
  • Religion: Non-denominational
  • Open days: June
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes 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 February 2009
  • Previous Ofsted grade: Outstanding on 27th April 2006
  • Ofsted report: View the Ofsted report

What says..

 Set amongst the rolling hills of Devon in a picturesque seaside location, the school immediately gives an impression of calm and tranquillity.  The school has had some outstanding success in certain areas: the basketball team, led by two ex-England coaches, is renowned Devon champion, and has been national champion twice in the last 15 years. Quite a few pupils play at county or national level in a wide variety of sports. All parents agreed the school’s pastoral care is outstanding...

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What the school says...

Entrance examination consists of: 11+ maths, English & CEM. No past papers given.

Converted to an academy January 2011

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Boys taking ICT at an English Grammar School (GCE A level)
  • Best performance by Girls taking ICT at an English Grammar School (GCE A level)
  • Best performance by Boys taking ICT at an English Grammar School (GCE AS level)
  • Excellent performance by Girls taking History at an English Grammar School (GCSE)

School associations

State grammar school

What The Good Schools Guide says

Headteacher

Since 2007, Robert Owers BA PGCE CFES NPQH. Educated at Warwick University, Owers taught at two large co-ed comprehensives in Essex before becoming deputy head at Chelmsford County High School for Girls.

A family man, the school is home from home. His wife teaches drama and both his children are pupils. Chatty and approachable, he’s a keen sportsman, particularly football and cricket, but jokes that any spare time is spent as the ‘dad taxi’.

Keen to emphasise that although the school is a grammar school, it’s not elitist and does not ‘aspire to the single-sex public school ethos’. No blazers, no Latin, no old school traditions. Sensitive to the different social backgrounds of the children and families, he tries to ensure everyone is comfortable and not intimidated -...

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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

Learning and Pastoral Support Provision at CFGS We currently have two students with a Statement of Special Education Need. One of whom is medically categorised and the other has cognitive and behaviour difficulties. These students have access to a designated LSA whenever there is a need but we try to avoid situations that set them apart from their peers as far as possible. We have several students with Dyslexic and Dyspraxic profiles (SpLD), although none require withdrawal from lessons. These are supported by our other LSA on either an individual basis or in small groups. This occurs either in dropped lessons or in tutor time for the same reason as stated earlier. We now screen any student for Dyslexia who is identified with literacy issues by the English department or other teaching staff. Any student who is highlighted by the 'Screener' is screened further using more specific diagnostic tests by an outside agency, paid for by the department. It is very unlikely that our students will meet the criteria for a local authority diagnosis. The 11 plus does not test for medical, physical or emotional and behavioural difficulties and these are the areas where most of our special needs lie. These students have access to the Learning and Pastoral Support team as well as the School Counsellor, Mentors and Listeners. They also have additional support from outside agencies such as CAMHS, if required. We have had particular success with reintegrating students with 'school phobia'. Several of our students who have joined the school with severe physical disabilities, including brain injury, have gone on to complete degrees and gain related employment. Promoting excellent self esteem is at the centre of our work.

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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