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  • Saint Gregory's, Bath
    Combe Hay Lane
    Odd Down
    Bath
    Somerset
    BA2 8PA
  • Head: Ms Ann Cusack
  • T 01225 832873
  • F 01225 835848
  • E [email protected]
  • W www.st-gregory….bathnes.sch.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Bath and North East Somerset
  • Pupils: 1,064; sixth formers: 146
  • Religion: Roman Catholic
  • Open days: First Thursday morning in October; last Thursday evening in September
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness 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 17th July 2013
  • Previous Ofsted grade: Outstanding on 25th September 2008
  • Ofsted report: View the Ofsted report

What says..

For practising Catholics St Greg’s is the obvious local choice, but others said it was the ‘very caring together feeling’ that won them over. One parent explained that their decision was based on ‘the happiness factor that is so evident at St Greg’s. Plain and simple, the kids are genuinely happy and self-motivated in what I can only call a close "family" community.’ Pupils are encouraged to take any of their own club ideas to the senate (student council) and if they can make a strong case they will be supported to set it up. The head boy did, and recently set up the cycling club...

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What the school says...

In 2013, Ofsted judged the overall provision in the school as Outstanding.

What the parents say...

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2015 Good Schools Guide Awards

  • Excellent performance by Boys taking Geography at an English Comprehensive School (GCSE)

What The Good Schools Guide says

Headmistress

Since 2016, Ann Cusack, previously deputy head at St Augustine's Catholic College in Trowbridge, and before that assistant head at Sacred Heart in Camberwell, London. Originally from Ireland, Ann grew up in Cheltenham, studying history at North London Polytechnic (now part of London Metropolitan University) and later a PGCE at University of East Anglia. Married with three children.

Parents told us, ‘She's making her mark with innovation and she is a force to be reckoned with!’ Another added, ‘I think the head has found her feet extremely well and the school has done remarkably to maintain its happy core.’ She has made a number of changes and, ‘the future looks bright for St Greg’s,’ a happy father confided.

Academic matters

In 2018, at A level, 45 per cent A*-B grades, 25 per cent...

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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.

Who came from where

Who goes where

Special Education Needs

It is recognised that all pupils have needs which are special to them; the curriculum provided is broad, balanced, relevant, differentiated, challenging and stimulating thus raising the standards achieved by all. Pupils who are particularly talented or gifted are identified early and staff are encouraged to match how and what they teach to the needs of the pupil. Using National Curriculum SATs, NFER CATS and other sources of information received, including from the junior schools, the Learning Support Manager identifies those who may need extra help. The nature of their needs is assessed and direction is given on how best to meet these needs. Support, resources and in school training are made available to staff in order to ensure that all pupils are given equal access to the curriculum. Text books, materials and other resources are carefully selected by all Curriculum leaders to be suitable and stimulating. Pupils are taught in mixed ability groups for some subjects and setted for particular subjects. Consideration is made for those with special educational needs; the numbers of pupils in some classes will reflect their need for more individual guidance. Additional in-class support will be available in some lessons. The post of Learning Support Manager (formerly SENCo), is a non-teaching colleague who therefore has more time to devote to meeting parents, annual reviews and 1:1 work with children. She works closely with all faculties to ensure that pupils receive the attention they require. For all National Curriculum subjects the syllabus on offer is common for all pupils, regardless of ability. The pace of work, sophistication of skills taught and the level of the content covered will reflect the pace at which the pupils can work. Teachers' expectations remain extremely high; pupils are encouraged to set for themselves realistic goals and to make every effort to achieve these as they mature and become more independent.

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


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