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  • Upton Court Grammar School
    Lascelles Road
    Slough
    Berkshire
    SL3 7PR
  • Head: Mr Mark Pritchard
  • T 01753 522892
  • F 01753 538618
  • E [email protected]
  • W www.uptoncourtgrammar.org.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Slough
  • Pupils: 1,028; sixth formers: 280
  • Religion: Non-denominational
  • Open days: Contact school.
  • 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 31st January 2008
  • Ofsted report: View the Ofsted report

What says..

A £25m refurb means the site has changed this learning environment beyond recognition. But while surroundings might be ultra-modern, what won’t change is the old-school formality of staff titles. Applies to everyone - even we as visitors got our Judi Dench/Skyfall moment. Support is, say pupils, both ‘comprehensive and well organised’; pupils can now book themselves an Oxbridge style one-to-one tutorial with fifth or sixth formers. Annual sixth form sports day is a nice touch, featuring all the retro favourites, egg and spoon and sack race amongst them...

Read review »

What the school says...

The entrance examinations for Slough Grammar School consist of: 11+ - VR, non-VR; Sixth Form entry requires a minimum of 4 A*-Bs and passes in English and Maths.

We are an accredited Initial Teacher Training provider and we have The British Council International School status and are a designated Languages and Science College. We offer the International Baccalaureate Diploma and adopt the ethos of the IB learner profile. ...Read more

What the parents say...

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School associations

State grammar school

What The Good Schools Guide says

Head of School

Since September 2017, Mark Pritchard BA (French studies) MA (comparative education). Previously a teacher here for nine years, working his way up to head of key stage 4, he left to become assistant principal of Ark Burlington Danes Academy, then interim principal of its primary school before returning to Upton Court as head. Has also been assistant principal of Upton Court Educational Trust.

Down-to-earth, mild-mannered and aimable, pupils say he is ‘charismatic’ and ‘always around.’ ‘It’s not like at other schools, where the headteacher is this distant, scary, authoritative figure – he’s on the gate every morning and afternoon and the bus stop,’ said one pupil, although another told us ‘he’s stricter than the last head.’ Recent trainee teachers (this is a teacher training school) commented on how impressed...

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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

As a mainstream mixed selective grammar school our range of pupils with Special Educational Needs is limited by their need to pass the entrance examinations. In Slough we have gained a reputation for promoting inclusion for all pupils with SEN and have a proven track record of managing the needs of these young people with measurable success. We have a number of pupils with a range of physical disabilities, some of whom are wheelchair users. We will soon have a special toilet and shower facility and a physio room to ensure that we can fully meet the needs of these pupils. We also have a number of pupils with sensory impairment, some of whom are statemented. This includes both Visual Impairment and Hearing Impairment. We also have some pupils on the autistic spectrum, including a couple with Asperger's, who have varying degrees of support in the classroom. We have pupils with Specific Learning Difficulty and their needs are met with individual support and a multi-sensory approach to teaching. Special arrangements for examinations are made for pupils with SEN, where their needs indicate this to be appropriate. We have a few pupils with behavioural problems who receive support as required to enable them to access the curriculum and manage their own behaviour. We are fortunate to have access to a wide variety of professionals working as specialists in the fields mentioned above. They provide invaluable support and advice for students, their families and the school staff.

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


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