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  • Langley Grammar School
    Reddington Drive
    Langley
    Slough
    Berkshire
    SL3 7QS
  • Head: Mr John Constable
  • T 01753 598300
  • F 01753 598302
  • E [email protected]
  • W www.lgs.slough.sch.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Slough
  • Pupils: 1,093; sixth formers: 304
  • Religion: Non-denominational
  • Open days: September and October
  • 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
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 7th March 2007
  • Ofsted report: View the Ofsted report

What says..

Frequent linking of lessons to the world of work, whilst students also praise the cross-curricular links. ‘If you go from an English lesson into a history one, there’s an expectation you’ll link the two and build on what you just learned,’ explained one. ‘We had one science class in which we studied butterflies, then an art class where we turned them into detailed posters,’ said another. If there’s one overriding atmosphere in the school, it is one of calm. There are no bells, no boisterousness (even at break times) and between lessons, students…

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What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Boys taking Science (Core) at an English Grammar School (GCSE)
  • Best performance by Boys taking Computer Studies at an English Grammar School (GCSE)

2016 Good Schools Guide Awards

  • Best performance by Boys taking Biology at an English Grammar School (GCSE Full Course)
  • Best performance by Boys taking Chemistry at an English Grammar School (GCSE Full Course)
  • Best performance by Boys taking Physics at an English Grammar School (GCSE Full Course)
  • Best performance by Boys taking Science (Core) at an English Grammar School (GCSE Full Course)
  • Best performance by Boys taking Computer Studies at an English Grammar School (GCSE Full Course)
  • Best performance by Boys taking Religious Studies at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking Biology at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking Chemistry at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking Physics at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking Science (Core) at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking Mathematics at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking Business Studies: Single at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking Religious Studies at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking English Language at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking English Literature at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking Classical Civilisation at an English Grammar School (GCSE Full Course)

School associations

State grammar school

What The Good Schools Guide says

Head

Since 2010, Mr John Constable BSc (50s), an affable man who has lived and breathed the grammar school system for most of his life. Having attended one himself as a boy in Suffolk, he then had physics teaching posts at Aylesbury, Watford and Sir William Borlase (Marlow), before becoming deputy head of Wycombe High School. This wasn’t Plan A, he admits, which was to work as an engineer at Unilever for 10 years after graduating from his degree in engineering science and management in Durham. ‘I wanted to work as an engineer for a decade before doing teacher training. But I didn’t enjoy it and probably wasn’t very good at it, so I moved the teaching plan forward and did my PGCE after two years,’ he says. Was told that choosing the grammar system...

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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

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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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