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What says..

‘The pace of teaching is really challenging, but teachers are super supportive’, one student told us, ‘they really care about how I’m doing’. Legendary music department bustles with ambition and energy. Lots of drama and dance on timetable and off. Performing arts curriculum ‘deliberately broad’: everybody dances and acts. No spoon-feeding here, and students are all the stronger and more engaging for it. Not a scrap of entitlement; just nice, well-rounded teenagers who are…

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What the school says...

Entrance criteria for Tiffin School is as follows at age 11 - English and Maths tests. No interview, takes top 180 by results (age-weighted). Age16 - Meeting with Head and Head of Sixth Form. From 2017 the minimum qualification for entry is 8 GCSE grades with an average grade of 6.625 (equivalent to 5 grade A's and 3 grade B's at GCSE). The applicant must have a grade A or A*(or the equivalent grade – 7, 8, 9) in three of the four subjects s/he wishes to study in the Sixth Form.
Converted to an academy 2011.
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School associations

State grammar school

Sports

Rowing

What The Good Schools Guide says

Headteacher

Since 2015, Michael Gascoigne BA (50s). History and politics at Sheffield; PGCE at IoE. Joined Tiffin in 1993 as a history teacher, later becoming head of history (1999), head of sixth form (2004) and deputy head (2009). Softly spoken and immediately likeable; no in-your-face ego, but a calm approach coupled with huge respect for staff and pupils. ‘Hardworking’, parents say, and good company; ‘he inherited a school with fantastic kids but some crumbing buildings’, and ‘has achieved wonders’ transforming the site.

Office overlooks the well-kept garden. Family photos on his desk (both children have now left school) alongside Alex Ferguson’s enormous autobiography, the inspiration for that morning’s assembly. Frank and open when discussing the school (no marketing spiel, thank goodness), particularly on co-education - ‘schools have to change and evolve: education...

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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 school currently has 4 statemented students, one with Speech & Language needs and three with Asperger's syndrome. These students are supported by a team of two part time LSAs. In addition we have one support teacher who concentrates on Literacy. The latter supports students with dyslexia and dyspraxia within her 1.5 days per week. 10-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder
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

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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