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  • St Ambrose College
    Hale Road
    Halebarns
    Altrincham
    Cheshire
    WA15 0HE
  • Head: J M Keulemans
  • T 01619 802711
  • F 01619 802323
  • E [email protected]
  • W www.st-ambrosecollege.org.uk
  • A state school for boys aged from 11 to 18.
  • Boarding: No
  • Local authority: Trafford
  • Pupils: 1,000; sixth formers: 218
  • Religion: Roman Catholic
  • Open days: July for Year 7 and November for Sixth Form
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes 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 9th July 2009
  • Previous Ofsted grade: Good on 24th November 2005
  • Ofsted report: View the Ofsted report

What says..

 From the fourth year on, pupils get the chance to live with Spanish or French families and sixth formers are offered work experience in Málaga or Caen – muchas gracias and merci beaucoup frequently heard in response. The Catholic faith is both a spiritual and literal presence in the daily life of the school, and amidst the bustle of break and meal times boys can take time for refuge for prayer and quiet reflection in the chapel built in the school atrium and the very heart of the school.  'I’ve never known it to be locked during all my time here,' said the head boy...

 

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What the school says...

Entrance examinations consist of: 11 - Maths English & VR (no interviews).
Sixth Form: Minimum of Five B grades at GCSE with at least a grade B in the subject to be studied at A Level and at least a grade C is expected in Maths and English Language.

What the parents say...

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School associations

State grammar school

What The Good Schools Guide says

Principal

Since 2015, James Keulemans, a graduate of the universities of Coventry (BSc) and Sheffield (PGCE). Capped at international rugby for the Netherlands, he also taps into a Dutch lineage that advocates the encouragement of the individual and always seeks to help those less fortunate. To his peers, he is highly regarded as a modern educationalist, and having succeeded in transforming schools with less resources and dealing with difficult social conditions, he applied for the role to see how he could improve an already highly regarded and successful school.

Dedication to learning eclipses personal ambition and he operates by the maxim of 'What am I doing to make a difference?' He manages through ‘shared leadership’, measuring success by the confidence he places in his colleagues and in their abilities to ensure he...

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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

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers
Attention Deficit Hyperactivity Disorders
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 Y
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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