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  • St Mary Redcliffe and Temple School
    Somerset Square
    Redcliffe
    Bristol
    BS1 6RT
  • Head: Mrs Gilpin
  • T 01173 772100
  • F 01173 772101
  • E [email protected]
  • W www.smrt.bristol.sch.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Bristol
  • Pupils: 1,674; sixth formers: 592
  • Religion: Church of England
  • Open days: September
  • 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 16th April 2015
  • Previous Ofsted grade: Outstanding on 19th January 2012
  • Ofsted report: View the Ofsted report

What says..

It is hard to believe this is such a big school – it is so quiet! The atmosphere is calm and the building is modern, functional and well-ordered. SMRT is clear about its high expectations for creating a school community of hope based on Christian principles and featuring good relationships, safe boundaries and empowered learning. Humanities have always been a strength; SMRT became one of the first humanities specialist schools in the country in 2004 and has worked with other secondaries to support them in these subjects. Unsurprisingly, there is…

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What the parents say...

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What The Good Schools Guide says

Headteacher

Since 2005, Elisabeth Gilpin MA, formerly head of St Augustine of Canterbury Joint Roman Catholic and Church of England school in Oxford. A science teacher by background, she has also taught in schools in Bath and West Sussex. As a state-educated Oxford graduate, she is keen to encourage the most able students at her comprehensive to aim for Oxbridge. She is a National Leader of Education and vice chair of Anglican Academy and Secondary School Heads Association.

Small in stature, she is big on enthusiasm for young people and hopes for their future. Her joy at her students' successes means that on results day she is as likely as they are to be leaping into the air for the photographers. She embodies the school's belief that 'the glory of God is...

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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.

Who came from where

Who goes where

Special Education Needs

Range of SEN Provision available for students 2005/6: Assessment/Exam Access Arrangements for years 7-11; handwriting Rescue Scheme; in-class support; individual multi sensory programme; individual/small group reading (years 7-9 only); individual numeracy; LSA escort/equipment carrier (years 7-9 only); OT exercises; Speech and Language exercises; Successmaker -maths, reading, spelling (years 7-9 only); Superspell.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
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

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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


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