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  • George Abbot School
    Woodruff Avenue
    Guildford
    Surrey
    GU1 1XX
  • Head: Mrs Kate Carriett
  • T 01483 888000
  • F 01483 888001
  • E [email protected]
  • W www.georgeabbot.surrey.sch.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Surrey
  • Pupils: 2,017 ; sixth formers: 526
  • Religion: Non-denominational
  • Open days: Open Mornings - September. Tours throughout the year by appointment.
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 3rd October 2006
  • Ofsted report: View the Ofsted report

What says..

The kind of school successive education ministers and parents have dreamed of, but which rarely comes to fruition. A school that gets its fair share of Oxbridge offers, but also offers great support for students with special needs.  Those trembling at the idea of letting loose their sweet 11-year-old into a community of 2,000 will be especially cheered by year 7 arrangements. They are cocooned in their own block, with their own toilets, they have their own sculptured playground (designed by students) and eat lunch separately. The downside – trying to find a ...

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What the school says...

George Abbot School became an Academy on 1 July 2011. The school has been designated a National Support School and Mr Moloney is a National Leader in Education. A formal partnership was formed between George Abbot School and Kings College, Guildford in May 2012. Mr Moloney became the Executive Headteacher of both schools with Mrs Carriett the Principal of Kings College, Guildford and Mrs Cooper the Head of School at George Abbot. ...Read more

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Biology at an English Comprehensive School (GCE AS level)
  • Best performance by Boys taking Mathematics (Pure) at an English Comprehensive School (GCE AS level)
  • Excellent performance by Girls taking Critical Thinking at an English Comprehensive School (GCE AS level)
  • Best performance by Boys taking Speech & Drama at an English Comprehensive School (VRQ Level 1)

What The Good Schools Guide says

Headteacher

Since 2016, Kate Carriett BMus MA NPQH, previously principal of Kings College Guildford, which is part of the same multi-academy trust, GEP Academies. Studied music at Royal Holloway and Bedford New College and trained as a secondary music and English teacher at Birmingham. Was head of music in Warwickshire and Staffordshire before moving south to become head of year in Surrey. Her first headship was at Kings College.

‘Education is the most important leveller in society,’ she declared in response to our question about what drew her into education – and true to her principles, she’s only ever worked in the state school system. Warm but no-nonsense, parents call her ‘impressive’ and ‘refreshingly objective,’ with one ‘half expecting a defensive reaction when I went in to complain to her about a...

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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

We have a Unit for students who are visually impaired. The Learning Support offices/rooms provide an opportunity to withdraw students from lessons for additional help with Literacy/Numeracy and curriculum support at KS4. Those students with special needs are supported by materials in class and by Teaching Assistants in lessons. We are committed to providing premises that are suitable and sufficient for educational purpose and provide access to a broad and balanced curriculum for all pupils, irrespective of special need or disability. The School’s Governing Body supports the principles and aims of the LEA’s Access Strategy for Schools and will work jointly with the LEA to implement agreed objectives to meet the County’s targets for improving access to schools where practical.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
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 Y
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 Y
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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