Loreto Grammar School A GSG School
- Loreto Grammar School
Dunham Road
Altrincham
Cheshire
WA14 4AH - Head: Mrs Jane A Beever
- T 0161 928 3703
- F 01619 287659
- E [email protected]
- W www.loretogrammar.co.uk/
- A state school for girls aged from 11 to 18.
- Boarding: No
- Local authority: Trafford
- Pupils: 1,071; sixth formers: 285
- Religion: Roman Catholic
- Open days: September; Sixth form open evening: 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
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 28th September 2022
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
‘You can tell a Loreto girl, they’re so polite,’ said one parent. We found them thoughtful and mature too. These girls are self-motivated and keen to do their best. But it’s not all earnest seriousness - we heard a lot of laughter too, with science lessons, hockey practice and cake Friday (when sixth formers bring in homemade bakes to share in the common room) just a few things declared to be ‘brilliant fun’...
What the school says...
Loreto Grammar School is an 11-18 Roman Catholic grammar school for Girls with academy status located in Altrincham. It is a successful and oversubscribed school where students flourish.
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School associations
State grammar school
What The Good Schools Guide says
Head teacher
Since 2006, Jane Beever BA (French and Italian, Liverpool) MA (French, Leeds) PGCE (York). Taught MFL at state and church schools around the country before coming to Loreto as deputy head in 2002. Director of Laetare Catholic and St Joseph multi-academy trusts and director and chair of the Council at Liverpool Hope University. Education officer for the Loreto Schools Network and lead inspector for Catholic schools.
A very visible head, she’s there at every parents evening and school performance. ‘She really does know the pupils as individuals,’ one parent said. Doesn’t stand on ceremony – she’s regularly on duty in the dining hall at lunchtime, chatting to pupils and lending a hand with the cashless payment system.
She speaks sincerely when she describes her work as ‘a...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| Not Applicable | |
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
Y |
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
Y |
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
Y |
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
Who came from where
| School | Year | Places |
|---|---|---|
| Hale Preparatory School | 2024 | 1 |
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