Queen Elizabeth Grammar School (Penrith) A GSG School
- Queen Elizabeth Grammar School (Penrith)
Ullswater Road
Penrith
Cumbria
CA11 7EG - Head: Mr Paul Buckland
- T 01768 864621
- F 01768 890923
- E [email protected]
- W www.qegs.cumbria.sch.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Cumbria
- Pupils: 882; sixth formers: 222
- Religion: Non-denominational
- 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
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 24th April 2009
- Previous Ofsted grade: Good on 8th March 2006
- 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
Headmaster
Since 2015, Paul Buckland, previously deputy headteacher of North Halifax Grammar School. A grammar school boy himself (he was educated at Eastbourne Grammar), he has a degree in English literature and a masters in modern English language from Leeds. He is married with three children and originally trained as an English and PE teacher before moving into more senior roles. His youngest son is currently a student and his wife a teacher at the school so there is no doubting his commitment; conversations over the dinner table should be interesting. He mirrors the school’s sporting commitment, enjoying coaching football and athletics as well as watching sport. On the day of our visit he was enthusiastically taking part in a staff v sixth form basketball match. Clearly popular with students, staff and parents, he seems...
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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 | Y |
| 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
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