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  • The Royal Grammar School, High Wycombe
    Amersham Road
    High Wycombe
    HP13 6QT
  • Head: Philip Wayne
  • T 01494 524955
  • F 01494 551410
  • E [email protected]
  • W
  • A state school for boys aged from 11 to 18.
  • Read about the best schools in Buckinghamshire
  • Boarding: Yes
  • Local authority: Buckinghamshire
  • Pupils: 1,420; sixth formers: 407
  • Religion: Christian Inter-denominational
  • Fees: Day free; Boarding £15,999 - £18,030 pa
  • Open days: September (Lower School Entry) November (Sixth Form Entry)
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 9th October 2019
  • Ofsted report: View the Ofsted report

What says..

Teachers’ passion for their subjects is evident as you walk round the school; noticeable lack of bellowing, with positive staff/pupil relationships – ‘you really feel they want the best for you,’ said one boy. School ‘goes in heavy with homework from the word go’, according to parents, with at least three 30-minute pieces per night (all set online), but boys seem to take this in their stride – as they do the rigorous tests they take in every topic. Not exactly your most up-to-date...

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What the school says...

The Royal Grammar School (RGS), High Wycombe is a state boarding and day school.

Ofsted quotes from RGS Parents:
'I feel that alongside the amazing educational achievements, my son has become a well-rounded, confident person, who will have very happy memories of his time here.'

'The school fosters excellent values and, while disciplined, the children feel safe and happy in the friendly environment.'

Converted to an academy in February 2011.
...Read more

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School associations

State boarding school

State grammar school





What The Good Schools Guide says


Since 2015, Philip Wayne, previously head of Chesham Grammar. He studied at Manchester University and the Royal Northern College of Music. Following a number of years as a freelance organist, pianist, conductor and lecturer, he qualified as a teacher and held several leadership posts in the Midlands. He moved to Buckinghamshire in 2004 as deputy head of John Hampden Grammar and became head of Chesham Grammar School in 2007.

Pragmatic and plain-spoken, he’s widely considered to be exactly the breath of fresh air the school needed. ‘He had his work cut out as the school had been resting on its laurels, but he’s risen to the challenge, bringing renewed energy and direction,’ said a parent, while others report that ‘he’s very much in touch with the pupils’ and ‘has his...

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Please note: 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

The department provides support for a variety of Special Educational Needs. Some pupils are supported through mentoring; all pupils by liasion with the Head of Year, Form Teachers and Teaching Staff. External support agencies are used when appropriate. 10-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
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

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:

most years
quite often
sometimes, but not in this year

Who came from where

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