Colchester County High School for Girls A GSG School
- 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: None
- 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 The Good Schools Guide 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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School associations
State grammar school
What The Good Schools Guide says
Executive principal
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 the very...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
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
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| Not Applicable | |
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
Y |
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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
| School | Year | Places | Scholarships | Description |
|---|---|---|---|---|
| Latchmere School | 2024 | 1 | ||
| Littlegarth School | 2024 | 2 |
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