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  • Sale Grammar School
    Marsland Road
    Sale
    Cheshire
    M33 3NH
  • Head: Mr Mark Smallwood
  • T 01619 733217
  • F 01619 764904
  • E [email protected]
  • W www.salegrammar.co.uk/
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Trafford
  • Pupils: 1,200; sixth formers: 350
  • Religion: Non-denominational
  • Open days: July
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 22nd November 2006
  • Ofsted report: View the Ofsted report

What says..

Splendid active learning weeks outdoors – learning in a more practical way, such as a rainforest roadshow with some rather nasty-looking spiders or a doing a Shakespeare workshop with an actor....all pupils are obliged to take one creative or technological subject. Mr Smallwood says this is 'o ensure balance’. He firmly believes it is beneficial in helping a child be rounded and adds that many of these subjects ‘teach skills which are important to industry’...

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What the school says...

Admission by selection tests administered by the school.

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School associations

State grammar school

What The Good Schools Guide says

Headteacher

Since 2010, Mark Smallwood (physics, Manchester and Lancaster), BEd, MA, PGDP, NPQH, previously head of Fearns Community High in Bacup, Lancashire, and before that at Failsworth School, Oldham. Open, down to earth and exuding warmth (with not one whiff of academy-style jargon), he is an immensely likeable man who is very clear that Sale’s main mission is to maintain its academic excellence while ensuring students also pursue other creative or technological areas of study (the latter, a goal he achieves through limiting the subjects in the GCSE option blocks). In essence, he wants students to appreciate that life is a rounded business and not just about notching up the 9s and A*s (though they do that anyway, of course, in abundance) so the maths and art departments are side by side in the same...

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Please note: 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

Sale Grammar School’s aim is to encourage each individual to strive to reach his/her full potential in a caring and supportive environment. We recognise that some pupils may have Special Educational Needs (SEN) which will need to be sensitively addressed by all members of staff if those pupils are to reach their full learning potential. The support pupils are given may be temporary or more long-term. The School works within the definition of SEN contained in the 1996 Education Act, the Special Educational Needs and Disability Act 2001, the SEN Code of Practice 2001 and the 2005 ‘Every Child Matters’ guidance. Admission to our school is based on the results of the 11+ examination, so the range of special needs we support is affected accordingly. Our focus in school is mainly, although not exclusively, on pupils who have Specific Learning Difficulties (SpLD); those who have Sensory Impairments; pupils who have particular physical impairments and/or medical needs; those who have social, emotional or behavioural difficulties; and pupils who have Autistic Spectrum Disorders or Asperger’s Syndrome. These pupils will belong to the whole range of ability to be found in Sale Grammar School. Correspondingly our commitment to meeting their needs includes a range of staffing measures. There is an additional time allowance for the SENCO, who has a postgraduate qualification in Specific Literacy Difficulties; a full time Higher Level Teaching Assistant and three full time Teaching Assistants (TA2); and administrative support to enable provision of a lunchtime base which is available to all. The support offered to pupils will vary according to the nature of their need. Our aim is to work closely with parents and draw on the expertise of other agencies within Trafford LA to support each individual pupil as and when appropriate. At Sale Grammar we seek to nurture the gifts and talents of the pupils in our care, encouraging individuals to reach their full potential. Gifted learners are identified in each year group using assessment data and staff observation. All curriculum staff are subject specialists who seek to make learning challenging, enjoyable and stretch the students at all levels within and outside of the classroom. Students are carefully monitored to ensure that they are achieving to their potential and intervention strategies are put in place where concerns are raised. A broad and balanced curriculum is enriched by a wide range of extension opportunities both in and out of school. Accelerated and extended learning opportunities are integral to the programme of study provided; for example gifted students are entered for national competitions, Year 9 students have the opportunity to sit GCSEs and sixth form students study additional AS and A levels and enter the AQA Extended Project. Talented learners benefit from Summer Schools in Music, Sport, Science and the Visual Arts. We are proud to have pupils who are regional and national champions. All students are encouraged to register as part of the YG&T North West regional hub and attend local workshops including drama, art and mathematics. 09-09

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

Who came from where


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