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  • St Gregory's Catholic School
    Reynolds Lane
    Tunbridge Wells
    Kent
    TN4 9XL
  • Head: Mr Stephen Adamson Ma Frsa Fcmi
  • T 01892 527444
  • F 01892 546 621
  • E [email protected]
  • W www.sgschool.org.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Kent
  • Pupils: 1152
  • Religion: Roman Catholic
  • 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 16th October 2013
  • Previous Ofsted grade: Good on 8th October 2008
  • Ofsted report: View the Ofsted report

What the school says...

St.Gregory's is an inclusive and high-achieving school, welcoming students who wish to be part of a community based on Christian values.

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Mathematics (Statistics) at an English Comprehensive School (GCE AS level)
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

St.Gregory's is pleased to host the West Kent Hearing Impaired Resource, in partnership with Kent Local Education Authority. A full-time Teacher of the Deaf and Teaching Assistants support students in and out of lessons. This provision is part of our highly-acclaimed AEN provision, which comprises SEN, G&T, Ethnic Minorities, EAL and Traveller provision, an Inclusion Unit and oversight of Equal Opportunities. Janet Cooke, AEN Coordinator, leads a dedicated team of professionals who support and extend students' learning in and beyond the normal learning environment. The school's investment in IT, as a specialist school in Maths and Computing, has enabled access to computers around the school, to help individual students with their learning.

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
HI - Hearing Impairment Y
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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