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  • Sir Thomas Rich's School
    GL2 0LF
  • Head: Matthew Morgan Bsc (Hons), Ma, Frgs
  • T 01452 338400
  • F 01452 338401
  • E [email protected]
  • W
  • A state school for boys aged from 11 to 18.
  • Boarding: No
  • Local authority: Gloucestershire
  • Pupils: 1,225; sixth formers: 440 (159 girls)
  • Religion: Does not apply
  • Open days: October - see website
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 6th October 2021
  • Ofsted report: View the Ofsted report

What says..

Rugby is king here and plays a major part in the sporting curriculum, one of the reasons for many boys choosing STRS. The rugby club is one of the strongest in the county and it’s taken seriously. They have eight short lesson periods in a day to keep the boys’ focus and attention, plus there is a reasonable amount of sport timetabled in. And apparently there is not much of a focus on messy handwriting and spelling  - the emphasis is more on the underlying intellectual thought processes...

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What the school says...

11: Gloucestershire Grammar Schools Admission Tests exam is administered by the School in partnership with the other six Gloucestershire grammar schools. 16: A minimum points score of 50 across a student’s best 8 GCSE results. The points value for each of the 8 grades is derived from the numerical results of the GCSE; Mathematics and English Language GCSE each at grade 5 or above.

Converted to an academy 2010.
...Read more

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School associations

State grammar school

What The Good Schools Guide says


Since 2013, Matthew Morgan, studied geography at Royal Holloway and Bedford University of London. Originally from Buckinghamshire, he completed his PGCE in Cambridge. First teaching role at Royal Latin Grammar School in Bucks, where he stayed for 10 years, progressing to head of sixth form. Joined STRS as deputy in 2007.

Trained as a geography teacher but also teaches chemistry. Not a rugby man but enjoys sport so he regularly trains the U12 C team. Likes to lead by example – ‘you don’t need to be the best at something to enjoy it and get involved’. His true passion lies in the world of music and he leads the brass and wind bands.

Parents are very supportive and full of praise: ‘Mr Morgan is, quite simply, the best’;...

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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

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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