Grey Court School
- Grey Court School
- Head: Ms Maggie Bailey
- T 020 8948 1173
- F 0208 332 2428
- E [email protected]
- W www.greycourt.richmond.sch.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Richmond-Upon-Thames
- Pupils: 1339
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 10th January 2018
- Previous Ofsted grade: Outstanding on 14th March 2013
- Ofsted report: View the Ofsted report
What the school says...
Converted to an academy 2012
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
The Special Educational Needs department at Grey Court includes a team of: a SENCO, one full time and one part time SEN teachers, three full time TA's and 4 part time TA's. The team has specialist knowledge in Autism, ADHD, Dyslexia and Behaviour Management. SEN pupils in Years 7,8 and 9 follow a fully inclusive education where they may either receive support in the classroom by TA’s, or when required, work individually/ in small groups with SEN teachers. Pupils identified as needing higher levels of teacher input benefit from the smaller class size & TA support in many subjects. English classes are carefully selected using mixed ability groupings to enable peer mentoring, this has been found to encourage the less able pupil and enables the more self conscious students to take an active part in speaking and listening assignments. This has been shown as very effective and is mirrored in our excellent English GCSE results. In years 10 and 11, Grey Court offers pathways which enable pupils to achieve vocational educational qualifications along side core subject GCSE's. The programme of extended work experience has been particularly successfully in raising pupils self esteem whilst preparing them for the work place. Grey Court strives to ensure that each child maximises their potential by the development of close communication and supportive working relationships between pupils, parents and staff.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder|
|Attention Deficit Hyperactivity Disorders|
|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|
|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||Y|
|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
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:
sometimes, but not in this year
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