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What says..

The main building is a huge grey stone grade 2 listed building, which served as a prison during the Napoleonic wars and as a hospital during WW2. Inside, it’s spacious; high ceilings and wide corridors. And grey with a hefty amount of blue paint everywhere else. Basic and functional, no soft touches, very much a boys' school. Built on traditional foundations, this boys’ city grammar school has a great reputation for science and engineering. With his own passion for science, and expertise in IT, the head has been building on this. There are now so many more…

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What the school says...

A message from the Headteacher

Devonport High School for Boys is proud of its reputation for academic excellence and for developing the skills our students need to be happy, successful 21st century citizens. Since 1896, students have entered DHSB on individual merit; our reputation has been earned by their endeavour and the professionalism of our staff.

We attract and appoint high calibre professionals to lead and support student learning.
The school is supported by a strong Governing body which brings a wealth of expertise and experience in guiding the school towards its priorities.

Everyone Succeeds

 Students achieve the highest academic standards
 All staff seek to become even better
 Leadership at all levels
 Collaboration and community
 Creative and entrepreneurial spirit

Ofsted acknowledged the governance of the school as being Outstanding in the 2007 inspection.

Another Outstanding aspect of our provision is our commitment to personal development and well-being, our students have: a very clear sense of right and wrong and are eager to contribute to the life of the school and wider community. They are keen to take responsibility and participate enthusiastically in a wide range of extra-curricular activities. (Ofsted 2007).

Under the guidance of a dedicated team of tutors, led by an experienced student support team, our students know where to go when they need help. Our House system creates opportunities for students to compete and to have their achievements celebrated.

Although methods, systems and personalities may change, the fundamental commitment to maximizing students potential remains the same. As headteacher, it is my responsibility to ensure that everyone who works within our community has a challenging, fulfilling time with us and that they enjoy the journey. I take this responsibility very seriously and always welcome opportunities to discuss the work of the school.

Please do take the opportunity to visit our website at to gain a broader view of our unique offer and a visual representation of our site and facilities.

Dan Roberts

Entrance examination consists of Maths, English Comprehension and English Composition

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Converted to an academy 2011.
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School associations

State grammar school

What The Good Schools Guide says


Since 2015, Dan Roberts (30s). Originally from Manchester, studied a degree in marine biology at Plymouth University before completing his PGCE at University of St Mark and St John. His first teaching jobs, as science teacher, were at Tamarside Community College, now Marine Academy Plymouth, and later at school, as head of science. For a complete change of scene he then jetted off to the Seychelles to be head of an international school for two years before returning to Plymouth as deputy at DHSB (moving up to the role of head two years later). Dan has not only won national and international teaching awards, most recently the TES ICT Visionary in Education, he also has a worldwide reputation for IT and consultancy. He still teaches IT and is able to pull on his...

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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

The school now employs a number of support staff, led by the Mrs Bowden, Deputy Head (Pastoral) and the Individual Needs Coordinator, Mrs Weaver. Together they provide support in and outside the classroom so that all boys who pass the 11+ test can expect to have their particular needs catered for. For example, the school has successfully supported pupils with physical, sight and hearing disabilities, Asperger's Syndrome, ADHD and Tourette's Syndrome.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
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:

most years
quite often
sometimes, but not in this year

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