Stockport Grammar School A GSG School
- Stockport Grammar School
Buxton Road
Stockport
Cheshire
SK2 7AF - Head: Mrs Sarah Capewell
- T 01614 569000
- F 01614 192407
- E [email protected]
- W www.stockportgrammar.co.uk
- An independent school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Stockport
- Pupils: 1,496; sixth formers: 219
- Religion: Non-denominational
- Fees: £11,571 - £14,985 pa (last updated on 07/08/2024)
- Open days: See website
- Review: View The Good Schools Guide Review
What The Good Schools Guide says..
‘The music sold it to us,’ one parent said. This is a traditional grammar school that wants to be at the cutting edge of teaching and learning. The deputy head says, ‘Here learning is about the trinity of academic success, good pastoral care and engagement in a wide variety of extracurricular activities.’ Pupils enthused about their experiences on the dance trip to Sadler’s Wells, the volunteering and trekking trip to Honduras, the geography trip to the Azores, the history trip to Krakow and…
What the school says...
Stockport Grammar School is a vibrant, fully co-educational school with over 100 extra-curricular activities taking place each week. The school has high academic standards and great emphasis is placed upon the all round happiness and success of each child.
Entrance examinations (in January) consist of: 11 - Maths, English and verbal reasoning (VR) followed by an interview. 13+ entry: Maths, English and a modern language paper. 16+ entry: A* and As plus interview, acceptance is at the discretion of the school. Specimen questions given in the form of a book to registered candidates. ...Read more
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Other features
All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.
Sports
Fencing
What The Good Schools Guide says
Head
Since 2023, Sarah Capewell. From a Cumbrian farming family, she attended St Bees school, developing a passion for classics, music and drama. Degree in classical studies from the University of Edinburgh, followed by PGCE from Cambridge. Her first teaching post was at Sevenoaks School before moving to Felsted as head of classics, assistant head and ultimately deputy head academic.
Seeking a move back north for family reasons, she was immediately taken by Stockport Grammar School’s strong values and tradition combined with grounded children who ‘aren’t at all entitled or arrogant’. She says, ‘Our academic expectations are high but we don’t feel we are the hothouse. Our pupils will get excellent academic grades, but they’ll get so much more as well.’ We hear similar words in lots of schools, but at SGS they appear to have a good foundation in reality. ‘What makes us great is the broad curricular and co-curricular programme plus really good pastoral care which means that, despite our size, we know our children very well.’
The head is very ambitious for the school to evolve strong pedagogy to meet the needs of 21st century young people, but this is combined with great warmth, pragmatism, passion and compassion which impressed us. In a very short time she has won the hearts and minds of pupils, parents and staff, many of whom say how privileged they feel to work with her. Kindness, courtesy and respect are her watchwords as much as academic and extracurricular success, and this is echoed very clearly by pupils and staff. Everything here is built on strong relationships and teams, from close collaboration with the junior school through to the old Stopfordians, of whom the head says, ‘I want to always feel part of this community, I want them to come back.’
Sarah Capewell is on the gate every morning welcoming pupils. It’s the best part of my day, she says. With her own two children in the juniors, she’s fully immersed in the school. It is a measure of the person and her commitment to teamwork and leading from the front that on the day of our visit she and her PA rolled up their sleeves to help dish up lunches when there was a staff shortage. In her hard-earned spare time she finds the time to ‘take long walks in the countryside with her family and run (very slowly)’. We were impressed that she recently completed the Manchester 10K with the head of the junior school: proper teamwork in action
Entrance
SGS is eight-form entry with between 180 and 190 in a year group, of whom about 35 per cent come through from the juniors. Progression from the junior school is not guaranteed and is based on an internally set and marked entrance exam. Those unlikely to meet the grade will have supportive discussions by the end of year 5. New entrants to the first year also take the test and those who are likely to be offered a place based on their result will be invited to an informal interview (accompanied by parents) with a senior member of staff. Pupils who gain places are generally well above average ability.
For the sixth form a minimum grade 6 average across eight subjects and grade 7 or higher in those they wish to take at A level. There is also a formal interview with the head and head of sixth form.
Exit
In 2024, 68 per cent of fifth years gained places in the sixth form. The remainder either did not meet the entrance criteria or chose to continue sixth form studies in the state sector or to pursue more vocational courses not on offer at SGS. In 2024 one student went on to study chemistry at Oxford and six took up places in medicine, dentistry and veterinary science. Ninety percent went on to university, 56 per cent to Russell Group.
Latest results
In 2024, 63 per cent 9-7 at GCSE; 48 per cent A*/A at A level (71 per cent A*-B).
Teaching and learning
SGS follows a traditional, largely academic curriculum. All pupils take French and German in the first year. Spanish and Latin are introduced in the second year and classical civilisation in the third year. All are offered at GCSE with around 10 per cent dual linguists. School is proud of the breadth of its creative options in art, design technology, textiles and food and nutrition, all of which take place in well-equipped rooms. We saw some excellent examples of work in DT including some lovely clocks. About 10 per cent take dual science at GCSE; the remainder will take two or three separate sciences. Science teaching is in well-equipped, recently installed laboratories with strong teams of subject specialists (increasingly a rarity these days). French in year 7 is grouped according to prior experience, maths is set from year 8 and there is some setting in science at GCSE.
In the third year pupils drop some subjects to pursue others in greater depth in languages, music and drama. This is a traditional grammar school that wants to be at the cutting edge of teaching and learning. The deputy head says, ‘Here learning is about the trinity of academic success, good pastoral care and engagement in a wide variety of extracurricular activities. Pupils need to be well developed in all three to be successful in life.’ Pupils told us how much they like the breadth of curriculum opportunities here and the support they get: ‘The teachers push us, we are expected to do well.’ All classrooms have newly installed (in 2024) interactive digital flat panels and docking stations for teaching devices (Surface Pros). School now has a big push on the use of IT, which is welcomed by pupils who suggested they were somewhat behind the curve in this area. We spotted several computer rooms but very little use of IT in general lessons. The well-stocked library is open until 6.00 pm; pupils like the online catalogue and the fact there are several librarians eager to help.
In the sixth form from 2025 most students will start on three A level subjects (although there is still the facility for the most able to take four in some combinations of subjects). They then choose a ‘plus one’ option from EPQ, core maths AS Level or the school’s own personal development course. Teaching in the sixth form is strong across all subjects. Although maths and the sciences are typically the largest subjects at A level, the arts and humanities don’t seem to be poor relations. We saw a most interesting philosophy lesson on evil and suffering. The curriculum is entirely A level; those who want something more vocational post 16 will look elsewhere.
Learning support and SEN
This is a school that takes SEN very seriously. The SENCo is a former SGS pupil with a background in inner city comprehensive teaching before retraining as an educational psychologist and then heading up a pupil referral unit. She has a wealth of experience and understanding of the diversity of SEN and leads a team of three more teachers, all of whom also have the SENCo qualification. The school has over 30 per cent of pupils on the SEN register, principally because the team has become accomplished at identifying areas of need and has good capacity not just to support pupils but also to train teaching staff in appropriate adjustments. The main areas covered are autism, ADHD and dyslexia. A parent told us, ‘They have been brilliant with my autistic son, he’s stretched intellectually and does so much else but has never once had a meltdown or been overwhelmed, he feels seen and embraced.’
The arts and extracurricular
Lovely drama studio, a theatre with raked seating and a great technical area which complements the school hall in providing venues for popular whole-school shows such as Sister Act, The Lion, the Witch and the Wardrobe, and Wind in the Willows.
There are lots of local schools with a strong reputation for music but the enthusiasm we saw at SGS was remarkable. ‘The music sold it to us,’ one parent said. Reasonable numbers taking music at examination level, 10 to 15 at GCSE and up to five at A Level. The extracurricular opportunities, from the much-loved carol service, wide range of instrumental tuition (including bassoon, euphonium, tuba and much more) to the choir trip to sing at Trinity College Cambridge, lead pupils to say they all feel that they can participate. ‘It really doesn’t matter who is great at it and who not, we feel safe to get involved, have fun and learn.’
Art is taught in a 1950s late Art Deco building which provides excellent space for learning. We were impressed with the high-quality work here including some interesting landscape architecture.
There is a considerable range of extracurricular clubs, activities and competitions including house Scrabble, dough gym, touch typing, board games, book club and all the usual sports, music and drama activities you would expect. Trips are huge here. Pupils enthused about their experiences on the dance trip to Sadler’s Wells, the volunteering and trekking trip to Honduras, the geography trip to the Azores, the history trip to Krakow and Auschwitz, outdoor education, bushcraft and the annual ski trip. Some financial support for trips is available for bursary pupils
Sport
The director of sport says, ‘We are a sporty school not a sports school. If you want to be competitive in a range of sports we will do well for you. It’s sports for all and elite for some. The A team are about winning the B and C teams are about development.’ The school is proud that they maintain enthusiasm for participation from a wide number of pupils, not just the A team. For instance, around 40 per cent of first-year boys turn up for rugby practices and this good number continues in older years. Pupils say, ‘The coaches are so supportive and encouraging and everyone works together.’ Rugby, hockey and cricket, netball and boys’ football (national finalists in 2023) are strong here but school is keen to develop pupils’ wider sporting interests as well including football and cricket for girls, and boys’ hockey.
Decent outdoor sports facilities include a hockey Astro which doubles as tennis courts in the summer, cricket nets and a variety of grass pitches. There is an existing four-court sports hall, a climbing wall and a popular strength and conditioning area, as well as ambitious plans for a new sports hall and pavilion. Super swimming pool which hosts formal lessons for all up to year 7, as well as games options at key stage 4 and in the sixth form, water polo and winter kayak clubs. Many of the pupils we spoke to highlighted their involvement in sports as a highlight of their time at SGS, one mentioning playing in the rugby sevens tournament at Rosslyn Park. They said, ‘Coaches are so supportive and encouraging, everyone works together to help us understand the game.’ There are other local schools with more obviously impressive and seductive sports facilities but we get the strong impression that what you get at SGS is a very real dual commitment to sporting excellence and sport for all.
Ethos and heritage
SGS was founded in 1487 by Sir Edmund Shaa who became the 200th Mayor of London. In 1916 the school relocated to its present site and admitted girls for the first time in 1980 when the neighbouring Convent House was purchased. Since that time it has continued to grow with modern buildings being added to the estate as well as the construction of the new junior school building in 1975. Alumni include: Jessica Piasecki and Ross Millington, both olympians and long-distance runners; Paul Morley, music journalist; Sophie Skelton, actress; Sarah Stone, BBC sports presenter; Anil Ruia, businessman and entrepreneur.
Pupils are proud of the school: ‘We feel safe and supported by teachers who really care.’ The uniform is straightforward, smart and not overly expensive. Pupils generally wear it well but school acknowledges there is still work to do in ensuring that this is the case with all students (especially some of the girls). Parents are very appreciative of the tightening up taking place under the new head.
Pastoral care, inclusivity and discipline
In addition to heads of year and form tutors, there are non-teaching pastoral support workers for each section of the senior school (key stages 3 and 4 and the sixth form) who work closely with academic staff, school nurses and the SEN team, again emphasising the holistic nature of education and support at SGS. Everyone we spoke to said that inclusivity is strong. With an active LGBTQ plus group lots of work in life skills about relationships and inclusion, there’s a lot to like here. One pupil told us, ‘I can be who I want to be.’
When we visited, a new area with individual toilet cubicles allocated for male, female or all genders was about to be opened. Pupils were enthusiastic about this development. There is a clear and respected discipline policy. Pupils understand it well and feel that behaviour is generally good. Pupils and parents recognise that bullying and disagreement are inevitable features of school life but unanimously say, ‘School is on it and issues are quickly dealt with.’ Lockers are limited in number with priority given to first years. We observed lots of bags littering the otherwise very tidy corridors. Everyone said the food is fantastic. We have to agree.
Pupils and parents
While the majority of pupils are white British, the school celebrates its diversity with a good number of Muslim, Hindu and Jewish students. Parents love the school. ‘Would I chose SGS for my two again? In a heartbeat, yes. When issues happen, which they do, school responds well and we can move on.’ They are positive about transitions from the junior school and into the sixth form. ‘School is clear about the entry requirements at each stage and seems to give good support to those who may not make the grade.’ ‘Communication is excellent, they send us a lot of useful information.’
Money matters
There are a small number of scholarships based on performance in the entrance examination, giving a £1000 reduction in fees. There are also two music scholarships a year giving a 25 per cent reduction. Means-tested bursaries are available for families where joint income is lower than £59,950. An income of less than £27,000 could lead to full fee remission (figures quoted for 2025). The head’s intention is to grow the bursary fund in future years.
The last word
SGS is a big school, with all the advantages that brings in terms of breadth of curriculum and co-curriculum, but it has the feel, warmth and family atmosphere of a much smaller school. We got the impression of a down-to-earth place with high aspirations for its pupils, a great extracurricular offer, a genuine family atmosphere and a very committed caring staff from the head down. There’s a lot of competition in the area and while SGS may not have the glitz and glamour of some, it has pupils at its heart and soul. To us it seemed worth its weight in educational gold.
Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Stockport Grammar School is a selective school which accepts pupils on the basis of aptitudes and abilities. The School welcomes enquiries from parents of pupils with additional and special educational needs. Reasonable adjustments can be made within the classroom to support such pupils and the school has a Learning Support Department to co-ordinate this. Nov 09.
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 |
Who came from where
School | Year | Places | Scholarships | Description |
---|---|---|---|---|
Greenbank Preparatory School | 2024 | 3 | ||
Lady Barn House School | 2024 | 5 | ||
The Ryleys School | 2024 | 4 |
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