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  • The Grey Coat Hospital
    Greycoat Place
    London
    SW1P 2DY
  • Head: Ms Siân Maddrell
  • T 020 7969 1998
  • F 020 7828 2697
  • E [email protected]
  • W www.gch.org.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Westminster
  • Pupils: 1,050; sixth formers: 233 (20 boys)
  • Religion: Church of England
  • Open days: Main school - October/November; Sixth form Road Show - November
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 5th March 2009
  • Previous Ofsted grade: Outstanding on 17th November 2005
  • Ofsted report: View the Ofsted report

What says..

‘We just try to focus on our pupils,' says the head. 'It’s a very ambitious school and the students will tell you that the expectations and aspirations are really high for everybody. It’s about empowering the pupils to do their best.' International May Fair for younger pupils is an annual highlight. Students are encouraged to represent a country – through fashion, food, dance, ecology and culture. The competition is judged by staff and the prize, awarded to the most impressive tutor group, is a trip to Paris. School is excellent at offering incentives...

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What the school says...

Converted to an academy 2012.

What the parents say...

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2015 Good Schools Guide Awards

  • Excellent performance by Girls taking History at an English Comprehensive School (GCSE)

Curricula

Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.

What The Good Schools Guide says

Headteacher

Since 2011, Siân Maddrell BA (40s). Educated at Surbiton High, followed by a degree in French at Durham. After gaining her PGCE at Oxford, she began her teaching career at Grey Coat in 1992, quickly becoming head of modern languages and one of the first advanced skills teachers in the country. Left Grey Coat in 2000 and later became the first vice principal of Pimlico Academy before returning as head.

Friendly, thoughtful, efficient and clearly devoted to her school. Takes great pride in her pupils and their achievements. Not above picking up stray litter in the playground.

‘We want to enable girls to take charge of their learning, make decisions based on Christian values, live in the world as independent women and meet the challenges of...

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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

We are an inclusive school, where SEN pupils make good progress academically, and are involved fully in the extra-curricular and pastoral aspects of school life. We have an extremely successful year 6 to year 7 transition programme to ensure a smooth transfer for statemented and SA+ students and screen all year 7 girls putting appropriate strategies in place. We carefully assess and monitor all the students who are on our SEN register, making sure that we provide help that will allow them to progress academically. We also ensure that students' needs and targets are communicated to all staff and that teachers receive appropriate training in different special needs. We run various small groups that focus on literacy, numeracy and social skills and there are social skills clubs for Years 7 - 9 every lunchtime. We also offer a well staffed homework club for all SEN students from Years 7 - 13, five nights a week. We offer all possible support for GCSE and A Level exams: use of laptops, extra time provision and small rooms for the exams. We have developed specialisms in various areas of SEN provision including speech, language and communication needs, autistic spectrum disorders and Down syndrome. Dec 09.

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

Who came from where


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