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  • Sir William Borlase's Grammar School
    West Street
    Marlow
    Buckinghamshire
    SL7 2BR
  • Head: Dr Peter Holding
  • T 01628 816500
  • F 01628 816501
  • E [email protected]
  • W www.swbgs.com
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Buckinghamshire
  • Pupils: 1,081; sixth formers: 419
  • Religion: Church of England
  • Open days: Year 7: September; Sixth Form: November
  • 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 28th June 2012
  • Previous Ofsted grade: Good on 6th February 2007
  • Ofsted report: View the Ofsted report

What says..

Historically, the school has been criticised as being an elitist, academic hothouse, but there is overwhelming agreement that is no longer true, with staff being pushy, but by not overly so. There’s a sense that you can be who you really are at this school. ‘There’s room for every type of person,’ confirmed one student. Parents agree. ‘Whether you’re in the nerdy academic bunch, the sporty lot or the performing arts bunch – or in no particular bunch at all - you are seen as equal,’ said one. Evidence of an ordered and respectful…

Read review »

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Boys taking Music at an English Grammar School (GCSE)
  • Best performance by Boys taking PE / Sports Studies at an English Grammar School (GCSE)
  • Best performance by Girls taking Drama & Theatre Studies at an English Grammar School (GCSE)

2016 Good Schools Guide Awards

  • Best performance by Boys taking Drama & Theatre Studies at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking Dance at an English Grammar School (GCSE Full Course)

School associations

State grammar school

What The Good Schools Guide says

Headteacher

Since January 2018, Kay Mountfield, previously deputy head. Studied English and drama at Royal Holloway College and has been greatly involved in the work of the performing arts department, directing numerous school musicals. She founded and continues to produce and direct the Royal Borough Youth Opera at Eton College; many of its members and former members hail from Borlase.

Academic matters

Selective intake and consistent performance well above average across all subject areas, with the most dramatic hike seen in STEM subjects, where there is a big push to ensure girls are also on board. Although teachers can give plenty of examples of IT being embedded into core subjects, some pupils complain that computer technology as a subject in its own right is in danger of falling behind.

Historically, the school has been...

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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.

Special Education Needs

Special Needs issues are addressed in the first instance within the classroom context. Additional support and advice is provided by members of the Leadership Team, with each of the three Assistant Heads taking a specific interest for one Key Stage. The Assistant Heads are also supported by Heads of Key Stage 3 and 4 and by full time Learning Mentors, each of whom works with a single year group, following them through their school careers. Screening for specific issues, such as dyslexia, is undertaken on intake in Year 7. The school also works closely with the Local Authority's SEN support services, including an attached Educational Psychologist.

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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