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  • St Laurence School
    Ashley Road
    Bradford-on-Avon
    Wiltshire
    BA15 1DZ
  • Head: Tim Farrer
  • T 01225 309500
  • F 01225 309572
  • E [email protected]
  • W st-laurence.com/
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Wiltshire
  • Pupils: 1426; sixth formers: 283
  • Religion: Church of England/Christian
  • Open days: See website
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 20th June 2017
    • 2 Full inspection 7th February 2013

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Ofsted report: View the Ofsted report

What says..

Every parent and student we spoke to bigged up the vertical tutor groups. ‘Adds a real sense of community and gives you a friendly face further up the school.’ Tutors have a more meaningful role here than we see at many schools – ‘they really know the kids and celebrate their strengths,’ according to one parent. Head has introduced peer mentoring – ‘really powerful,’ felt a student. The Wiltshire Music Centre is based on school grounds and these lucky students get daytime use of its superb facilities – ‘the finest acoustics outside London,’ apparently. A third of…

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What The Good Schools Guide says

Headteacher

Since 2021, Tim Farrer (50s), previously head of Shaftesbury School. State educated in Windsor where he grew up. A brief spell in the City followed a finance degree (Bournemouth) but he swiftly switched to teacher training (Reading) when he found he ‘wasn’t making any difference at all.’ Cut teeth in Slough, teaching English and drama (later becoming head of department) in a mixed comprehensive Catholic school. Next up was St Andrew’s in Surrey as head of faculty, then St Peter’s School in Bournemouth where he led the school’s specialist status before moving to Queen Elizabeth’s School in Wimborne as sole deputy head. He brings with him his border terrier, George; the pair live in a village 10 minutes away next to and opposite school families - ‘when you lead a rural school, it’s important...

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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

Condition Provision for in school
ASD - Autistic Spectrum Disorder
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

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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