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  • Lancaster Girls' Grammar School
    Regent Street
    Lancaster
    LA1 1SF
  • Head: Mrs J S Cahalin
  • T 01524 581661
  • F 01524 846220
  • E [email protected]
  • W www.lggs.org.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Lancashire
  • Pupils: 896; sixth formers: 256
  • Religion: None
  • 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 Good 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 2nd July 2009
  • Previous Ofsted grade: Outstanding on 9th March 2006
  • Ofsted report: View the Ofsted report

What says..

It became apparent to us on our visit that these students think big, they have their eye on the top universities from the get go. Teachers don’t tap them on the shoulder and plant the idea, they already have it by virtue of being at this school. One parent commented while there is not much money swilling around, what the school gives to the girls in terms of independence, drive and aspiration is priceless...

Read review »

What the school says...

Entrance examination administered by school (maths, VR and English).

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Design & Technology Electronic Products at an English Grammar School (GCSE)

School associations

State grammar school

What The Good Schools Guide says

Headteacher

Mrs Jackie Cahalin, BA (Newcastle; history and politics), PGCE (Lancaster), joined the school as deputy head in 2004 and became head in 2007 (before that, she was at Ulverston Victoria High School and Barrow Sixth form College). Passionate about girls’ single sex education, she has sought to create an environment where pupils can engage without distractions or barriers, build confidence and feel the sky is the limit. This is not empty talk: in a chemistry lesson, we saw girls’ hands shoot into the air without thought, all pitching their ideas against the ‘model answer’, all just having a go, no trace of self-consciousness or fear of being wrong. Very impressive.

Science is a key strength at this school but Mrs Cahalin is keen on a wide curriculum. This being the state...

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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

At LGGS we aim to enable pupils with special educational needs to reach their full potential and to be included fully in the school community. Our careful monitoring of pupils enables us to identify and support pupils with specific learning difficulties. Individual Education Plans are used for target setting and provide information for staff and parents on appropriate strategies. We currently have three girls with statements in school who benefit from additional learning support in some lessons. With all our pupils, we encourage the development of positive attitudes to all aspects of learning through the provision of stimulating and challenging opportunities, on a “whole school” basis, including extra-curricular activities The very nature of a selective Grammar School means that effective provision for the very able is possible within the mainstream curriculum. Naturally the very able also benefit from key strength of the wide range of extra-curricular activities and extra subject provision, for example, GCSE Dance and Mandarin Chinese are offered after school.

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
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

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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


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