Sale Grammar School A GSG School
- Sale Grammar School
Marsland Road
Sale
Cheshire
M33 3NH - Head: Rebecca Smith
- 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: 1,348; sixth formers: 391
- 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 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 29th June 2022
- Ofsted report: View the Ofsted report
What The Good Schools Guide 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 – 'to ensure balance’. The school 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’...
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 September 2020, Rebecca Smith. Educated in the north west, she studied biological sciences at Durham University. Knowing that she wanted to teach, she returned to Manchester, gaining a PGCE and later a master’s in educational leadership. She’s designated as a national leader in education as a direct result of the school-to-school support work she has done across a number of schools. She is also a DfE Women Leading in Education coach and facilitates on other courses, including the NPQH. This is her second headship.
Entrance
Year 7 entrance test is from GL Assessment. Around 2,800 pupils sit the common exam for the Trafford grammar schools consortium. There are 180 places. Priority is given based on a tightly-defined postcode area and after that, on rank order based on test performance (many still get in on the...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Sale Grammar School’s aim is to encourage each individual to strive to reach their full potential in a caring and supportive environment. We recognise that some pupils may have Special Educational Needs (SEN) which our staff are well trained to cater for, so that all students can reach their full learning potential. Admission to our school is based on the results of the 11+ examination, so the range of special needs we support is affected accordingly. There is a dedicated SEND Team within the school and a designated, newly designed 'Hub' area which students can access for further support. The SENCO has an additional time allowance and a postgraduate qualification. They are supported by members of the leadership team. The Hub is always manned by a Higher Level Teaching Assistant who acts as the Hub Manager, and as such, all students are known. The support offered to pupils will vary according to the nature of their need, but all students who are on the SEND register have a link Teaching Assistant who updates their pupil passport, and meets with the child to offer support and guidance, as required. 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. 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.
| 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 |
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
| School | Year | Places |
|---|---|---|
| Hale Preparatory School | 2024 | 3 |
| Lady Barn House School | 2024 | 1 |
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