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  • South Wilts Grammar School for Girls
    Stratford Road
    SP1 3JJ
  • Head: Mrs M Chilcott
  • T 01722 323326
  • F 01722 320703
  • E [email protected]
  • W
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Wiltshire
  • Pupils: 1,133; sixth formers: 351
  • Religion: Non-denominational
  • 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 30th November -0001
  • Ofsted report: View the Ofsted report

What says..

Fearsome reputation for academic rigour borne out by a sense of intellectual endeavour we could almost smell: ‘I was bullied for being clever at my last school,’ one girl admitted, ‘so I wanted to come to South Wilts because everyone would be a boffin’. An outstandingly academic school and makes no bones about it. Preparation for such stellar performance starts early: these girls work hard from day 1, with an amount of homework which is sometimes baulked at, even by parents. Girls unpretentious, bright and not…

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What the school says...

Entrance examinations for entry into Years 7 - 10. Please contact school for details.
Sixth Form entry - Minimum of 6 A*-Cs with B+ in subjects to be pursued.

Converted to an academy 2011.

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School associations

State grammar school

What The Good Schools Guide says


Since 2011, Michele Chilcott BSc PGCE NPQH (40s). An environmental geographer with a degree from Wye College (now Imperial) and a PGCE from Oxford, Mrs Chilcott taught in a range of secondary schools in southern England before coming to South Wilts as assistant head in 2004. Clearly still enthusiastic about her subject, she teaches all of year 7, partly as a means to get to know them all, lives on the coast (well away from school) and is a keen and adventurous traveller: ‘I don’t want to visit the same place twice’, she says. She’s also very pro single sex education: ‘Coming here means girls can still be girls at 11’, she says, ‘before going on to excel in traditionally male subjects like maths and sciences’. Highly regarded by her girls and their parents,...

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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

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