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  • The Priory Academy LSST
    Cross O'Cliff Hill
    Lincoln
    Lincolnshire
    LN5 8PW
  • Head: Jane Hopkinson
  • T 01522 889977
  • F 01522 871300
  • E general.enquiries…oryacademies.co.uk
  • W www.priorylsst.co.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: Yes
  • Local authority: Lincolnshire
  • Pupils: 1,875; 53 boarders; sixth formers: 520
  • Religion: Does not apply
  • Fees: Day free; Boarding £11,800 pa
  • 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 Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 18th November 2010
  • Ofsted report: View the Ofsted report

What says..

Pitches galore. You name it, they’ve got it. Sports choices rotated frequently so everyone can try everything. Gifted and talented spotted early on and nurtured, but not to the detriment of the less able. Children assessed every six weeks after each module and parents kept well informed. ‘My children go to school every morning knowing what it expected of them, which is excellent,’ said one parent. There is no denying the school is large. Each year group is…

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What the school says...

A state boarding school with 60 boarding places available for eligible students in post 16 education. A fee is charged for boarding.

What the parents say...

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2015 Good Schools Guide Awards

  • Excellent performance by Boys taking Mathematics at an English Comprehensive School (GCSE)
  • Excellent performance by Boys taking English Language at an English Comprehensive School (Cambridge International Certificate Level 1/Level 2)
  • Excellent performance by Girls taking Mathematics at an English Comprehensive School (GCSE)

School associations

State boarding school

What The Good Schools Guide says

Head

Since September 2016 Jane Hopkinson (40s). Studied maths and chemistry at UEA in Norwich. Planned to be an accountant but work experience put her off. PGCE in maths found her returning to her roots to teach in girls’ grammar school in Grantham. Joined the academy in 2008, rising to deputy head here before headship at another school, returning here as head. Not very well known by parents yet but not expected to be in a school this size. ‘I deal with the head of year. The head oversees the school rather than the pupils,’ was one parent’s take on it. ‘She has a strong management team in place,’ from another. All happy with plenty of online communication from head. Still finding her feet but settling in quickly, particularly as already familiar with the school...

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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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