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  • Colchester County High School for Girls
    Norman Way
    Colchester
    Essex
    CO3 3US
  • Head: Mrs Gillian Marshall
  • T 01206 576973
  • F 01206 769302
  • E [email protected]
  • W www.cchsg.com
  • A state school for girls aged from 11 to 18.
  • Read about the best schools in Essex
  • Boarding: No
  • Local authority: Essex
  • Pupils: 1,180; sixth formers: 280
  • Religion: Non-denominational
  • 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
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 28th November 2023
  • Ofsted report: View the Ofsted report

What says..

A top performing school locally and nationally. Emphasis throughout on critical and creative thinking - knowing how to ask the right questions. These are ambitious students with a clear sense of direction from a diverse range of backgrounds, quite a number for whom English is not their frst language.‘Girls are not limited in any way from having the highest expectations for their futures; they will be running the country in due course!’ said a parent...

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What the school says...

Entrance examination: 11+, Mathematics and English (which include elements of verbal and non-verbal reasoning). Examples of past papers are available via the CSSE (Consortium of Selective Schoools in Essex) website www.csse.org.uk

16: External Year 11 students are welcome to apply to enter the Sixth Form in Year 12. There is a minimum entry requirement of 4 GCSEs at Grade 7 or above and 2 GCSEs at Grade 6 including English Language and Mathematics at a minimum of Grade 6. Students are also required to achieve at least a Grade 7 in each GCSE subject they wish to study at A Level (or grade equivalent score of at least 7 for unreformed GCSE’s). ...Read more

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School associations

State grammar school

What The Good Schools Guide says

Executive principal and CEO

Since 2010, Gillian Marshall MSc BSc(biochemistry) PGCE NPQH. Previously deputy head at Notley High School, Braintree (mixed comprehensive) for 11 years and before that taught biology and chemistry at several schools, Bishop’s Stortford High for Boys, Townley Girls’ Grammar, Bexleyheath and Davenant Foundation Christian Ecumenical School in Loughton. Her boundless energy and strategic leadership have further developed the school’s outstanding academic record and almost doubled pupil numbers. ‘I worked my socks off!’ she says of her efforts to access grants and funding for the Alpha Trust, of which she is CEO; she is clearly the spark that has ignited a highly successful academy chain of three senior and one primary schools. Also under the aegis of the Trust is a teacher training unit based at CCHSG. Meeting her, if briefly, in...

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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

CCHSG is an inclusive school, dedicated to ensuring that every student receives the individual support and care required to achieve their social and educational best. The staff and governors are strongly committed to both inclusion and equal opportunities and will always look at what reasonable adjustments can be made in order to facilitate access for students with special educational needs, irrespective of race, class, ethnicity or social status. The school’s Special Educational Needs Co-ordinator (SENDCO) is responsible for the provision and monitoring of SEND support. Students with special needs resulting from physical disabilities, sensory impairment or emotional and behavioural difficulties will be given full access to the curriculum so far as it is practicable and desirable. All staff are regularly trained and updated on SEND issues and are fully involved in the identification and support of students with special educational needs or disabilities. The school works closely with students, parents, and external agencies.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
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

Who came from where


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