Parkstone Grammar School A GSG School
- Parkstone Grammar School
Sopers Lane
Poole
Dorset
BH17 7EP - Head: David Hallsworth (Acting)
- T 01202 605605
- F 01202 605606
- E [email protected]
- W www.parkstone.poole.sch.uk
- A state school for girls aged from 11 to 18.
- Boarding: No
- Local authority: Poole
- Pupils: 1,222; sixth formers: 368 (67 boys)
- Religion: Non-denominational
- Open days: Late September/early October but parents welcome at any time when they can meet the Deputy Headteacher who manages Admissions and have tours of the school with Sixth Form prefects
- 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 12th October 2017
- Previous Ofsted grade: Good on 18th December 2013
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Subject prefects are good at providing help schemes and revision clubs with lots of encouragement from staff. Exceptionally good staff-pupil relationships with girls declaring, ‘at risk of sounding cheesy, our staff are amazing, inspiring, working really hard to give us good lessons and ready to do anything to help.’ Well-known in Poole for their lavish joint musical productions with Poole Grammar, but these are led by Parkstone. Lots of smaller drama things going on, often with Poole via theatre studies..
What the school says...
Parkstone Grammar School is an 11-18 selective girls grammar school providing excellent educational opportunities to girls from Poole and the surrounding area. We are a converter academy and have a collaborative Sixth Form with Poole Grammar School.
Please contact the school for further information about us or look on our website. ...Read more
What the parents say...
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School associations
State grammar school
What The Good Schools Guide says
Headteacher
Since 2013, Tracy Harris. Was previously deputy headteacher at South Wilts Grammar School for Girls and has a strong track record in selective single sex education. Educated in the south west and studied history at Exeter University. Her husband Ian is also a teacher and she plays in a brass band in her spare time.
Currently on parental leave; David Hallsworth is holding the fort. School is advertising for a new head for September 2019.
Academic matters
Results at GCSE and A level generally live up to its local reputation for excellence. Almost all do three sciences at GCSE, with pretty spectacular results; in 2018, 51 per cent A*-A/9-7 grades across all subjects. At A level, maths, English, biology and chemistry have a high take up rate and pretty impressive results. In 2018,...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Girls identified as requiring SEN provision are supported through the work of the Learning Support Team. The School has a very active Learning Support Department, with roughly 10% of the school population identified as requiring additional support. The School firmly believes that each student should be given equality of opportunity to achieve her full potential – spiritually, academically and socially – by recognising the uniqueness of each individual and providing a rich and varied learning experience for all. Where required, girls receive individual learning support for a range of needs, including specific learning difficulties; emotional difficulties and physical and sensory impairment. The School has a history of excellent provision in supporting the varied special educational needs of academically high achieving students. Detailed records are kept of provision made and targets set where classroom intervention is necessary. The progress of all SEN students is monitored by the Learning Support Coordinator and provision regularly reviewed and amended as necessary. Parkstone actively encourages students to recognise and accept each other’s strengths and weaknesses and support one another to reach their goals. Although the majority of girls identified as SEN by the school are categorised as School Action and School Action Plus, when supporting an individual statement of Special Educational Needs, the School ensures that all prescribed support is fully provided and that a constant dialogue is maintained between students, parents, specialist teachers and external agencies. 09-09
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| 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 |
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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
Who came from where
| School | Year | Places |
|---|---|---|
| Castle Court | 2017 to 2018 | 2 |
| Dumpton School | 2017 | 4 |
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