Spalding High School A GSG School
- Spalding High School
Stonegate
Spalding
Lincolnshire
PE11 2PJ - Head: Mrs Michele Anderson
- T 01775 722110
- F 01775 719724
- E [email protected]
- W www.spaldinghigh.lincs.sch.uk
- A state school for girls aged from 11 to 18.
- Boarding: No
- Local authority: Lincolnshire
- Pupils: 936; sixth formers: 189 (15 boys)
- Religion: Non-denominational
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Good 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 November 2023
- Previous Ofsted grade: Outstanding on 10th June 2009
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
The school retains its status as a maintained community school: ‘We have investigated academy possibilities but we have decided to stick with the LEA.’ Founded as a girls’ grammar over a hundred years ago. Girls are the brightest in the area and from varied backgrounds, not by and large from privileged homes. Pupils remain with the same tutor as they travel up the school and parents say, ‘The girls’ happiness really matters to the staff.’ French, German and Latin are taught throughout KS3. Pupils can opt for triple science. Dancing on offer includes Bollywood, hip hop and the Charleston, which is, apparently…
What the school says...
Spalding High School sixth form offers a caring, purposeful atmosphere with excellent teaching and specialist facilities. Each individual is valued and given opportunities to aim high, develop their talents, grow in confidence and to take on leadership roles within the sixth form and the wider school. Our students respond by achieving consistently high examination results and the vast majority move into their first choice university course or employment sector. We invite applications from students who wish to become part of this vibrant, welcoming community and who will gain most from the challenges and opportunities that it offers. 11+ entrance examinations consist of: 1 VR test & 1 NVR test ...Read more
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School associations
State grammar school
What The Good Schools Guide says
Head
Since 2014, Michele Anderson. BEd from the University of the South Bank (London) in home economics but has always taught geography. ‘Later I did two years of a geography degree with OU but promotion meant I never finished.’ Still relishes teaching her subject, though not to exam years: ‘It’s not fair on them if I am unavoidably absent for meetings.’ ‘She taught us, she was great,’ said our guide.
She began her career in London, taught in selective and non-selective schools there and in Kent, becoming deputy head of a boys’ grammar school before the clarion call of Lincolnshire. ‘I wanted to have my own school to lead and I was picky, but as soon as I came here I knew it was the place for me.’ Asked to define...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Spalding High School takes its Special Educational Needs provision very seriously; we are committed to enabling all pupils to flourish in our purposeful, disciplined and successful atmosphere. As a selective grammar school, academic achievement is of the utmost importance, and we shall do all we can to encourage every pupil to fulfil his/her true potential.
Condition | Provision for in school |
---|---|
ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
|
HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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
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