Colyton Grammar School A GSG School
- Colyton Grammar School
Whitwell Lane
Colyford
Colyton
Devon
EX24 6HN - Head: Tim Harris
- T 01297 552327
- F 01297 553853
- E [email protected]
- W www.colytongrammar.com
- A state school for boys and girls aged from 11 to 18.
- Read about the best schools in Devon
- Boarding: No
- Local authority: Devon
- Pupils: 1,041; sixth formers: 271
- 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 22nd November 2022
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Pupils here ‘want to learn, are hungry for the pace and depth of challenge that is on offer and have a mature attitude to classroom behaviour as a result’, explain staff. The proof is in the pudding: progress and attainment tracking puts them as jostling for the title of ‘best coeducational grammar school in the UK’ alongside Pate’s Grammar School in Gloucestershire. Sports provision and achievements very good, with teams competing across the south west and regularly finding themselves the last state school up against some heavyweight independent school competition and they often win! There is an overwhelming atmosphere of…
What the school says...
Colyton Grammar School is a co-educational selective Academy serving local students from East Devon, West Dorset and South Somerset.
In January 2016 the school was ranked second state or independent school in England at Key Stage 4 and top state or independent school at Key Stage 5
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School associations
State grammar school
What The Good Schools Guide says
Headteacher
Since 2016, Tim Harris. Hugely highly thought of by both parents and pupils, he is summed up by many as being ‘approachable, focused and absolutely dedicated to his role’. We concur. State educated in south Wales, he studied ancient history in Newcastle before attaining his PGCE in Sussex and heading into the Thames Valley to cut his teeth teaching history, a bit of classics and some sports coaching. Found his feet in selective education at Reading School where he climbed the ranks to deputy head before taking on the headship at Colyton. From a single-parent working-class family, he has made it his career focus to encourage more children from disadvantaged backgrounds to raise their expectations and be aware of the educational opportunities available to them. He and his senior colleagues go out to visit...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
The school is a Leading Edge and Trust School (South West Academic Trust) with a focus on Gifted and Talented has been described as outstanding by Ofsted. School has also successfully supported statemented, profoundly deaf children.
| 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 |
|
| 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 |
|
| 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) |
|
| 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
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