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  • Colchester Royal Grammar School
    6 Lexden Road
    Colchester
    Essex
    CO3 3ND
  • Head: Mr John Russell
  • T 01206 509100
  • F 01206 509101
  • E [email protected]
  • W www.crgs.co.uk
  • A state school for boys aged from 11 to 18.
  • Boarding: Yes
  • Local authority: Essex
  • Pupils: 931; 30 boarders (sixth form, currently boys only); sixth formers: 372 (including 115 girls)
  • Religion: Christian
  • Fees: Boarding £13,200 pa; Day: free
  • 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 8th November 2007
  • Ofsted report: View the Ofsted report

What says..

Not a single inattentive expression spotted during our visit - these youngsters are hungry to learn and the teaching is a feast, in every sense. ‘It’s made very clear that it’s ok to fail – that’s how you learn – and my son has thrived because of it,’ said one parent. Excellent standard of conduct and not many discipline problems, yet nobody describes this as a ‘strict’ school. ‘They have this gentle, reward-based, quite soft culture that…

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What the school says...

Colchester Royal Grammar School is committed to providing a high quality education for its students and aims at excellence in all that it does. The school has been ranked the top school nationally for A level results in the DfE performance tables for the last eight years. We see academic success as a by-product of our ethos - we aim to send able, educated, considerate and confident young men and women out into the world to become tomorrow's future leaders. We therefore attach great importance to extracurricular activities and the personal development of our students. CRGS is a forward-looking school which embraces traditional values. ...Read more

What the parents say...

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2015 Good Schools Guide Awards

  • Excellent performance by Girls taking Mathematics (Further) at an English Grammar School (GCE A level)
  • Best performance by Boys taking Chinese at an English Grammar School (GCE A level)
  • Best performance by Girls taking Latin at an English Grammar School (GCE A level)
  • Best performance by Girls taking Critical Thinking at an English Grammar School (GCE A level)
  • Best performance by Girls taking Latin at an English Grammar School (GCE AS level)
  • Best performance by Boys taking Music Performance: Group at an English Grammar School (Grade 5 Music or Dance)
  • Best performance by Boys taking Astronomy at an English Grammar School (GCSE)
  • Best performance by Boys taking Statistics at an English Grammar School (GCSE)
  • Best performance by Boys taking English Language at an English Grammar School (Cambridge International Certificate Level 1/Level 2)
  • Best performance by Boys taking French at an English Grammar School (GCSE)

School associations

State boarding school

State grammar school

Sports

Fencing

Sailing

What The Good Schools Guide says

Headmaster

Since 2015, Mr John Russell BSc MA ARCS, previously deputy head of Cranbrook School. Physics degree from Imperial College; first job in a Loughton comprehensive school before becoming head of physics at Ilford County High.

Gracious, unintimidating and refreshingly honest and transparent, he is a hands-on head, who teaches physics to at least one year group every year, and has plans to do more. Students regularly pop into his office unannounced, usually to tell of their successes. ‘If I grant them a leave of absence – which I sometimes do for competitions as far away as Poland – the criteria is that they have to tell me how it went afterwards.’ We noticed he pays the same level of respect to students as they give to him in conversations – it’s...

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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

A principal aim of this school is to help each pupil achieve the greatest all-round development and success, and to provide for his or her individual educational needs at each stage of his or her school career. The school's commitment to special needs is in keeping with this aim. As an academically selective school the school caters for the needs of the most able; this was acknowledged in the 2003 Ofsted report: " The school gives able students an excellent academic education and a wealth of other ways in which they can shine." The school is a specialist science college.

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

Who came from where


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