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  • Sale Grammar School
    Marsland Road
    M33 3NH
  • Head: Mr Mark Smallwood
  • T 01619 733217
  • F 01619 764904
  • E [email protected]
  • W
  • 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..

Annual school play is a big musical, eg Oliver! (girl Mr Bumble), West Side Story. Plays performed in school hall; the drama studio lacks stage lighting and rehearsal space doubles as sixth form relaxation area (furnished, oddly, with a complete set of Hansards 1970-2000 donated by local MP). Many opportunities for the most able students, eg university language enrichment course, poetry slam competition. Teachers praised by pupils we met as always ready to help - individual or revision sessions outside the classroom...

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What the school says...

Admission by selection tests administered by the school.

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Business Studies: Single at an English Grammar School (GCE A level)
  • Best performance by Girls taking Art & Design at an English Grammar School (GCE A level)
  • Best performance by Girls taking Art & Design at an English Grammar School (GCE AS level)
  • Best performance by Boys taking Design & Technology Electronic Products at an English Grammar School (GCSE)

2016 Good Schools Guide Awards

  • Best performance by Girls taking Design & Technology Textiles Technology at an English Grammar School (GCSE Full Course)

School associations

State grammar school

What The Good Schools Guide says


Since 2010, Mr Mark Smallwood BEd MA PGDip NPQH (early 50s). Studied at Manchester and Lancaster Universities (physics), taught in a number of state schools in the North West and for three years in the Bahamas; previously head of Fearns Community Sports College in Lancs. Teaches one lesson a week (IT, general studies). Married to a primary school teacher; three children – two at university, one in year 6. A Manchester United supporter and plays the tuba in a community wind band. Approachable, balanced, good sense of humour, well liked by children and parents, 'He's pragmatic, listens well, is fair and firm when necessary', relates in a natural, easy way with pupils, very visible around school.

Academic matters

High performing specialist school in visual art, science and maths. In 2017, 39 per cent A*/A grades at...

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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

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
English as an additional language (EAL)
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:

most years
quite often
sometimes, but not in this year

Who came from where

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