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  • Midhurst Rother College
    North Street
    Midhurst
    West Sussex
    GU29 9DT
  • Head: Mr Stuart Edwards
  • T 01730 812451
  • F 01730 813524
  • E [email protected]
  • W www.mrc-academy.org
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: West Sussex
  • Pupils: 1011
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 30th November -0001
  • Previous Ofsted grade: Satisfactory on 30th November -0001
  • Ofsted report: View the Ofsted report

What the school says...

Midhurst Rother College is situated in the market town of Midhurst at the heart of West Sussex. The College has a very large rural catchment area of 400 square miles, drawing students from a wide and varied landscape, made up of small villages, hamlets and two market towns, all on the door step of the South Downs.

Midhurst has a rich tradition and history of education dating back to 1672. Midhurst Rother College represents an exciting new chapter in this history.

It is our ambition to create a vibrant, happy and successful College which delivers the very highest standards of education, nurtures each students talents and skills and plays a central role in meeting the needs of our community.
...Read more

This is not currently a GSG-reviewed school.

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Sports

Shooting

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

Midhurst Grammar School is a mainstream school serving all of the students within its catchment area. It has an inclusive policy and welcomes all students. The SENCO manages a team of 2 SEN teachers and 7 Teaching Assistants. We provide for a range of special educational needs including students with specific learning difficulties, emotional, behavioural and social needs, sensory impairment and more general learning difficulties. The provision is worked out to suit the individual needs of each student but might include in-class support from a teaching assistant, small group learning support with a SEN teacher, speech and language support from a teacher or the senior teaching assistant. Although we have experience of working with students with autistic spectrum disorder (Aspergers syndrome) these cases have been mild to moderate. We do not have a special needs unit, students follow the national curriculum in mainstream classes, with support to differentiate the curriculum as appropriate. We support a number of students with medical conditions. Two of the teaching assistants are trained to provide physiotherapy for students with Cystic Fibrosis; support staff and teachers are trained to deal with epileptic seizures.

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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