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Lancaster Royal Grammar School

What says..

School’s population reflects its small town environment, with a mix of people from all walks. ‘We have some quirky characters and they are all valued,’ says head. Traditional grammar school ethos alive and well here – spirit of healthy competition, aiming high and working hard. The result is that the school is a regular in the list of the county’s top 100 schools and near the top of the regional table at GCSE. Particularly strong…

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What the school says...

Lancaster Royal Grammar School is a state grammar school with a coeducational sixth form. We offer a rigorous academic education and a wide range of extra-curricular activity taking in 150 local boys and up to 24 boarders (with no tuition fee) each year. Welcoming girls into Sixth Form from 2019.

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Curricula

Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.

School associations

State boarding school

State grammar school

Sports

Rowing

Shooting

What The Good Schools Guide says

Headmaster

Since 2012, Dr Christopher Pyle MA (Cantab) PhD (Cantab) NPQH. Previously deputy head at The Perse School, Cambridge and before that head of geography there (explains his particular interest in glaciers, hydrology and climate change). Briefly a manager at Anglian Water before taking up teaching. Former churchwarden and PCC member of a large Anglican church. A keen runner, he has participated in the Devizes to Westminster charity canoe race and is a fan of the Lakeland fells. Has relished the chance to return to his roots in the north, attracted to LRGS as ‘the nearest thing to an independent school’. Says LRGS is ‘virtually unique in the state sector - selective and ambitious, day and boarding, a broad academic curriculum (from computing to Ancient Greek) and prizing extra-curricular opportunity and excellence for every pupil’....

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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

All the boys at LRGS have qualified for a place at the School via the 11+ examination. A few boys with visual, hearing or mobility needs have SSA support. Currently three boys have support for very mild Aspergers. Pupils are screened for dyslexia on arrival. Mentoring support, either from staff or senior boys, is available for all junior pupils.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
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

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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