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  • King Edward VI Aston School
    Frederick Road
    West Midlands
    B6 6DJ
  • Head: Matt Brady
  • T 0121 327 1130
  • F 01213 287020
  • E [email protected]
  • W
  • A state school for boys aged from 11 to 18.
  • Boarding: No
  • Local authority: Birmingham
  • Pupils: 980 ; sixth formers: 300
  • Religion: Christian
  • Open days: Year 7 open events: September; Sixth Form open evening: November
  • 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 10th May 2022
  • Ofsted report: View the Ofsted report

What says..

An unpretentious inner-city grammar that’s always reflected the changing nature of the local community. Academic rigour, yes. Pressure cooker, no. ‘While of course you want a bit of pressure in a selective school, I also wanted my son to just enjoy learning,’ said a parent, who has not been disappointed. ‘He’s really engaged in the subjects and although not top of the class, is never made to feel that matters.’ Head big on promoting ‘a creative push’ because ‘skilled creatives are needed in every industry’. While DT is dying in other schools, here it is thriving. Art…

Read review »

What the school says...

Entrance examinations consist of: 11 1st test - verbal and numerical reasoning. 2nd test - non-verbal reasoning. No interview.

Sample papers available commercially.

Converted to an academy 2011.

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School associations

State grammar school

What The Good Schools Guide says


Since 2021, Matthew (Matt) Brady, previously associate principal for WMG Academy for Young Engineers. Before that, worked in high performing comps and girls’ state schools including Arden School and Tile Hill Wood School. ‘Leafy suburb grammar’ would not have appealed, but ‘one where I could make a genuine difference – yes please.’ Is a product of the state system himself – a local comp, then sixth form college, in Winchester. His degree in modern languages and European studies from Bath was followed by a year’s teaching English in Germany, which he ‘loved’, though tried his hand at marketing for an ‘unfulfilling’ three years before ‘returning to my calling’. Gained PGCE, then 20 years later his MEd. Tigger-like enthusiasm for working in education – ‘There’s no better reason to get up in the morning.’ <br...

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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

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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