Queen Elizabeth Grammar School (Penrith) A GSG School
- Queen Elizabeth Grammar School (Penrith)
Ullswater Road
Penrith
Cumbria
CA11 7EG - Head: Mr David Marchant
- T 01768 864621
- F 01768 890923
- E [email protected]
- W qegs.website
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Westmorland and Furness
- Pupils: 1,040; sixth formers: 230
- Religion: Non-denominational
- Open days: Check website
- Review: View The Good Schools Guide Review
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
The only selective grammar school in Cumbria, it is small but growing and increasingly popular. History classes are lively, and the head of history, keen to animate learning, recently re-enacted the Battle of Hastings on the school field. Parents say their children are ‘always busy’ and they are clearly willing to support this with lots of reliance on the taxi of mum and dad for after-school activities. While much of the fabric continues to be dated...
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School associations
State grammar school
What The Good Schools Guide says
Headteacher
Since 2022, David Marchant.
Entrance
All applications for year 7 should be made though the local authority, but as the only grammar school in Cumbria, QEGS has changed the entrance test in order to give less advantage to those who have been tutored and to reach out to more disadvantaged families. As a consequence far more are now sitting the test, now provided by GL Assessments; commendably, ten hours free familiarisation material is available online. It remains to be seen whether this fulfils the school's more inclusive philosophy. Staff have a good dialogue with the feeder primary schools and always know they are getting the right pupils. The top 20 per cent to exceed a defined pass mark get in, regardless of circumstance. The remaining 80 per cent are ranked by 'oversubscription criteria', such as looked...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Every effort is made to arrange support which best meets the special needs of individuals within the school. Our Deputy Headteacher(Pastoral)and Special Educational Needs Coordinator (SENCo) work closely together and liaise carefully with outside agencies to ensure appropriate referrals and provision. Our very experienced SENCo is also a Dyslexia Specialist Support Teacher who works with individuals and helps teachers throughout the school with appropriate strategies. Nov 09.
| 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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