Churston Ferrers Grammar School A GSG School
- Churston Ferrers Grammar School
Greenway Road
Churston Ferrers
Brixham
Devon
TQ5 0LN - Head: James Simpson
- T 01803 842289
- F 01803 846007
- E secretary@churston.torbay.sch.uk
- W www.churstongrammar.com/
- A state school for boys and girls aged from 11 to 18.
- Read about the best schools in Devon
- Boarding: No
- Local authority: Torbay
- Pupils: 1,034; sixth formers: 265
- Religion: Non-denominational
- Open days: June
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 18th October 2022
- Ofsted report: View the Ofsted report
What The Good Schools Guide 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...
What the school says...
Entrance examination consists of: 11+ Maths, English & CEM. No past papers given.
Converted to an academy January 2011
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School associations
State grammar school
What The Good Schools Guide says
Headteacher
Since September 2023, James Simpson, previously senior deputy head at Sir William Borlase's Grammar School, Marlow.
Entrance
The three grammar schools in Torbay operate a co-ordinated joint entrance exam in English, maths and verbal, numerical and non-verbal reasoning. No practice material but familiarisation booklets provided. Approximately 140 out of 300 applicants are successful, usually split as 75 girls and 65 boys.
Plenty of induction days and events. Parents said, ‘All of them settled very quickly – the transition was handled very smoothly with meetings and events in the summer term before they started and lots of information. One added, ‘There were several events organised to help integrate us as families and these were extremely helpful….. we did a Lego exercise to show team-building and how they work with the children to help...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
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 |
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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