St Olave's Grammar School A GSG School
- St Olave's Grammar School
Goddington Lane
Orpington
Kent
BR6 9SH - Head: Mr Andrew Rees
- T 01689 820101
- F 01689 897943
- E office@saintolaves.net
- W www.saintolaves.net
- A state school for boys aged from 11 to 18.
- Boarding: No
- Local authority: Bromley
- Pupils: 1,087; sixth formers: 452 (150 girls)
- Religion: Church of England
- Open days: October, June
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 6th March 2014
- Previous Ofsted grade: Outstanding on 1st November 2006
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
By any measure, St Olave's results are top-notch, and for the bright, motivated boy who is prepared to knuckle down, this school is an excellent fit. As one parent put it, 'Very good, very impressive, very supportive. And we haven't had to pay for it.' Long and proud history of being academically selective, with which the previous head was completely in tune: 'I believe this country neglects its brightest youngsters at its peril.' There can't be many state schools where rugby and Eton fives are the main sports. Fives is hugely popular, with many boys playing it every day ('It's quick and easy, and you can play it in your uniform!')...
What the school says...
Entrance criteria as follows: Age 11 English & Maths tests. At age 16, 8 B grades gained by the start of the sixth form term.
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School associations
State grammar school
What The Good Schools Guide says
Headteacher
Since September 2018, Andrew Rees, previously assistant and acting head. A chemist, he had been holding the fort since the resignation of Aydin Önaç. The school hit the headlines in 2017 as parents threatened legal action when their children were told to leave after failing to get three Bs at AS level.
Entrance
Roughly 1,100 boys apply for 124 places, and an additional four places are offered to choral scholars who must pass the same stringent entrance tests.
New admissions policy for entry into year 7. First stage is logic, maths and English test in September. Those who pass invited to sit second stage English and maths test later in the autumn. First and second stage marks combined to give final score and the first 124 applicants in rank order offered places.<br...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
There is a teacher with responsibility for the coordination of the special needs and support programme in the school. This Special Educational Needs Coordinator (SENCO) is involved in the process of identifying and supporting those pupils who have specific learning difficulties. The SENCO oversees support for any statemented pupils and arranges liaison between the pupil, the school, the LA services and parents. A Governor has the allocated role of being the link with the SENCO. There is regular training for all staff on issues of special needs education.
| 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 |
Y |
| 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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