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  • The Folkestone School for Girls
    Coolinge Lane
    Folkestone
    Kent
    CT20 3RB
  • Head: Mrs T Luke
  • T 01303 251125
  • F 01303 258084
  • E [email protected]…egirls.kent.sch.uk
  • W www.folkestone…rls.kent.sch.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Kent
  • Pupils: 1,098; sixth formers: 237
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness 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 12th October 2012
  • Previous Ofsted grade: Good on 18th March 2008
  • Ofsted report: View the Ofsted report

What says..

School feels like a happy ship; staff passing in the corridors greet each other by first names – no stiff hierarchy here. Girls seem very relaxed – they turn out the results but somehow don’t have that glassy eyed look of industry we’ve seen in some schools. We witnessed one French lesson where the energy almost visibly burst through the door. Girls were singing a French song using karaoke equipment – lots of hilarity, but the notes on the board showed that they were learning to…

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What the school says...

Entrance tests set by local LEA (Maths, VR and non VR).

Converted to an academy 2012

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Psychology at an English Grammar School (GCSE)
  • Best performance by Girls taking PE / Sports Studies at an English Grammar School (GCSE Short Course)
  • Best performance by Girls taking Dance at an English Grammar School (GCSE)

School associations

State grammar school

What The Good Schools Guide says

Principal

Since 2004, Mrs Tracy Luke. First joined the school as deputy head in 2001. A 30-year career in teaching has taken her from a school in inner city Manchester where one child murdered another in the playground, to one of Kent’s best performing schools. She has also taught overseas (at the King’s School for service children in Gutersloh, Germany) and at Welbeck College.

Her tenure has included a five-year concurrent appointment as executive head at Marsh Academy, a school in difficulties. She has been back full-time at Folkestone School for Girls since 2012.

She’s warm and smiley and the girls seem at ease in her presence. But she’s also ruthless when it comes to ensuring the highest standards from her teaching staff. She has a likeable honesty –...

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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


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