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  • Langley Park School for Girls
    Hawksbrook Lane
    Beckenham
    Kent
    BR3 3BE
  • Head: Dr Anne Hudson
  • T 020 8663 4199
  • F 020 8663 6578
  • E [email protected]
  • W www.lpgs.bromley.sch.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Bromley
  • Pupils: 1,581; sixth formers: 388 (40 boys)
  • Religion: Non-denominational
  • Open days: October
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 20th September 2016
    • 2 Full inspection 26th April 2012

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Outstanding on 10th February 2009
  • Ofsted report: View the Ofsted report

What says..

A real breath of fresh air. Surprisingly little sense of overcrowding, and there’s even a whole school assembly once a term or thereabouts – though ‘if it were all boys, there would be accidents'. Good-sized and centre stage learning support unit, home to two key workers under direction of deputy head with SEN background, is widely appreciated as a whole school safety valve offering help for anyone under pressure. Friendship issues inevitably the biggest…

Read review »

What the school says...

Welcome to Langley Park School for Girls. I am thrilled to lead this dynamic, successful school, which combines a focus on 21st century learning with a strong sense of tradition. We’re really proud of our academic achievement, with our results at GCSE putting us in the top 100 comprehensive schools in the country and, on the basis of our 2016 results, the top 10 in London. This is the result of a combination of highly skilled teaching and an environment that encourages motivation, self-confidence and risk taking. We know that these factors mean that girls are most successful in single gender schools.
Our strapline is ‘Unlocking potential through empowerment’. Our ethos is underpinned by the growth mindset: we believe that our abilities in all areas can be developed through dedication and hard work. In addition to the excellent learning relationships and empowering pastoral curriculum, the school's huge range of enrichment opportunities and out of hours learning enables LPGS students to become confident, creative individuals. We believe that the creative and expressive arts are an essential part of all of their education, and we take delight in showcasing our students’ talents through our concerts, drama and dance performances. LPGS has a special focus on STEM (Science, Technology, Engineering and Maths) and students have a range of opportunities to develop through exciting projects in these areas. We want them to be well informed about global issues and to develop a sense of rights and responsibilities, enabling them to contribute to the wider community and ultimately to become achievers and leaders in our rapidly changing and frequently uncertain world.
...Read more

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Computer Studies at an English Comprehensive School (GCE A level)
  • Excellent performance by Girls taking Computer Studies at an English Comprehensive School (GCE AS level)
  • Excellent performance by Girls taking Music Technology at an English Comprehensive School (GCE AS level)

What The Good Schools Guide says

Headteacher

Since September 2018, Katie Scott, previously head of Portslade Aldridge Community Academy in Brighton. Taught history at Haberdashers' Aske's Hatcham College, head of history at Cator Park School in Beckenham, assistant principal at Haberdashers' Aske's Knights Academy, then vice principal at Sir Robert Woodard Academy before joining Portslade in 2015.

Academic matters

The reason parents send their daughters here. ‘It was the academic side that appealed,’ said one, who moved house specifically to secure a place. Plenty to shout about, too, with 9-4 grades in both English and maths 56 per cent in 2018 and 28 per cent 9-7 grades. Particularly high percentages in single subject GCSE sciences and fast track languages, both reserved for most able. Students now take fewer GCSEs 'to reflect the increase in rigour' of the new GCSE specifications and allow more...

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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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