Pate's Grammar School A GSG School
- Pate's Grammar School
Princess Elizabeth Way
Cheltenham
Gloucestershire
GL51 0HG - Head: Dr James Richardson
- T 01242 523169
- F 01242 232775
- E [email protected]
- W www.patesgs.org/
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Gloucestershire
- Pupils: 1,290; sixth formers: 532
- Religion: None
- Open days: 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 5th March 2024
- Previous Ofsted grade: Outstanding on 25th April 2013
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Jumping through the hoops of the curriculum is quite simply an alien concept here and it suits these naturally curious and motivated students down to the ground. We watched teachers throw out a question to the class then step back and watch the debate unfold – ‘There’s always a chance to stray off topic,’ said our pupil guide. In other classes, pupils cross-examined the teacher – ‘again, common!’ smiled the pupil. House drama – just a couple of weeks away when we visited and on everyone’s lips - involves each house producing a performance, writing scripts, directing, managing, choreographing, the lot. Taking part and having fun is the only criterion, no…
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School associations
State grammar school
Sports
Polo
Shooting
What The Good Schools Guide says
Headteacher
Since 2023, Dr James Richardson, previously director of education for Castle School Education Trust, which runs nine schools in Gloucestershire. A degree in politics from Sheffield and a PGCE from Oxford ushered in a career which has alternated between educational research and hands-on experience managing schools, including Redland Green in Bristol and Queen Elizabeth Academy in Warwickshire. He spent several years at the Educational Endowment Foundation researching the attainment gap for disadvantaged students while doing a PhD in public policy at Bristol.
Entrance
Highly oversubscribed – about 10 candidates for each of the 150 year 7 places. Assessment via Durham University CEM test (register in June for test in September), with places offered to the 150 top scorers. Only exception is any child on pupil premium – if these applicants are ranked in the top 225,...
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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 |
|
| 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 |
|
| 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 |
|
| 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 |
|
| 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 |
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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