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  • Stratford Girls' Grammar School
    Shottery Manor
    Shottery
    Stratford-upon-Avon
    Warwickshire
    CV37 9HA
  • Head: Mrs Jacqueline Cornell
  • T 01789 293759
  • F 01789 264572
  • E [email protected]
  • W www.sggs.org.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Warwickshire
  • Pupils: 787 ; sixth formers: 219
  • Religion: Non-denominational
  • Open days: June (Y5/6), October (sixth form), or by arrangement
  • 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 Good 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 26th February 2009
  • Previous Ofsted grade: Good on 9th March 2006
  • Ofsted report: View the Ofsted report

What says..

Looking out of the diamond-paned windows we glimpsed a sheltered garden, with lawns and clipped hedges leading to a small pond. We were told small tutor groups meet here in the summer on benches and tree stumps, among the hollyhocks and wild thyme. This idyllic fairy bower is also wifi enabled...

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What the school says...

11+ exam is administered by the LA.

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking French at an English Grammar School (GCSE)
  • Best performance by Girls taking Music at an English Grammar School (GCSE)

2016 Good Schools Guide Awards

  • Best performance by Girls taking French at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking Music at an English Grammar School (GCSE Full Course)
  • Best performance by Girls taking Design & Technology Resistant Materials at an English Grammar School (GCSE Full Course)

School associations

State grammar school

What The Good Schools Guide says

Headteacher

Since 2016 Jacqueline Cornell BA (40s). Originally from Newmarket, educated at the local comprehensive school, then achieved the distinction of being the first member of her family to go to university, where she read history. After an unrewarding spell in educational sales, was drawn to teaching: ‘I’ve always been a performer, and with a love of history, teaching seemed to be the thing to do’. Earned her stripes in comprehensive schools for the first 10 years, before moving to the grammar school sector, as head of sixth form at King Edward VI Camp Hill School for Girls in Birmingham. ‘I fundamentally believe in a grammar school education. It’s a shame that many people see grammars as the preserve of the middle class. What I love…you do get an incredible eclectic mix of girls’. Joined...

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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

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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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