Devonport High School for Girls A GSG School
- Devonport High School for Girls
Lyndhurst Road
Peverell
Plymouth
PL2 3DL - Head: Mr Lee Sargeant
- T 01752 705024
- F 01752 791873
- E [email protected]
- W www.dhsg.co.uk
- A state school for girls aged from 11 to 18.
- Read about the best schools in Devon
- Boarding: No
- Local authority: Plymouth
- Pupils: 823; sixth formers: 229
- Religion: Does not apply
- Open days: September and July for Year 7. November for the sixth form.
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 19th November 2019
- Previous Ofsted grade: Good on 22nd October 2013
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Attracts girls from some 50 feeder schools in Plymouth, west Devon and south-east Cornwall. Currently preferred choice for parents wanting single-sex selective education for girls. Students seem well prepared not just for academic success but also for life after school. Students have the opportunity to take part in Enterprise Days where local business people visit school to set challenges and judge outcomes. Students gain experience of designing business models, managing budgets and meeting strict deadlines. Good level of care and support; discipline is a…
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School associations
State grammar school
What The Good Schools Guide says
Headteacher
Since January 2022, Lee Sargeant, BA MA (BEd) PGCE NPQH.
Entrance
By 11+. Free practice papers are available on the GL Assessment website. Pupils are admitted in the order of their exam score until the maximum intake of 120 is reached. For entry at sixth form, students need an average of 6 or higher across their GCSEs, with at least a 5 in English and maths and a 6 in the subjects to be studied.
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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 Student Support Team is heavily involved with students across all year groups providing bespoke support to meet students' needs. This specialist support includes SEN support, academic and pastoral mentoring, literacy support, counselling, behaviour and attendance support and links to outside agencies. The school has a Special Educational Needs Co-ordinator who monitors the progress of girls identified as having special needs. There is currently one learning support assistant attached to individual pupils. Gifted and talented pupils are also judged to have special needs which are met by a comprehensive programme of extra-curricular activities and support. Children may have: Dyslexia Physical needs ADHD Hearing impairment Literacy difficulties Broken education Numeracy difficulties Visual impairment English as an additional language Autism spectrum conditions Medical needs Dyspraxia Mental health issues Transgender transition support Severe medical conditions Mental health issues which affect daily life Eating disorders At DHSG the learning support team currently offer: SEN drop-in Homework support – drop-in Social skills groups Anger management group Anxiety management group Confidence and self-esteem groups Young carers support group and guidance Exam technique advice Counselling service Careers advice Literacy support Support for those with eating disorders Extensive confidence and self-esteem courses 1:1 support for various issues Transition and extended transition to higher education
| 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 |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
Y |
| 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 |
Y |
| 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
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