Parkstone Grammar School, Poole | The Good Schools Guide

Parkstone Grammar School
Sopers Lane
Poole
Dorset
BH17 7EP
Head: David Hallsworth
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
- 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..

Read review »

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

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School associations

State grammar school

What The Good Schools Guide says

Headteacher

Since September 2019, David Hallsworth, previously deputy and then acting head.

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 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, 71 per cent A*/B grades and 38 per cent A*/A overall.

This is a maths, science and modern languages academy with a wide choice of other subjects: drama, electronics, textiles in addition to usual GCSEs; plus computing, food, media studies, graphics, geology and politics in the sixth form.

Girls learn French, German and Spanish in year 8 and choose between...

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Overall school performance (for comparison or review only)

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.

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	2018	1

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