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  • Watford Grammar School for Girls
    Lady's Close
    Watford
    Hertfordshire
    WD18 0AE
  • Head: Sylvia Tai
  • T 01923 223403
  • F 01923 350721
  • E [email protected]
  • W www.watfordgra…forgirls.org.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Hertfordshire
  • Pupils: 1,344; sixth formers: 410
  • Religion: Non-denominational
  • Open days: October
  • 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 4th October 2007
  • Ofsted report: View the Ofsted report

What says..

It’s seen as ‘cool’ to work hard and effort is rewarded as much as attainment at the annual prize giving. Pupils set their own personal targets each term, with staff setting them clear academic expectations. Loads of opportunities for sports enthusiasts from year 10 upwards to help coach their younger peers in anything from swimming to football – one year 10 girl took it upon herself to start a club for year 7 girls who hadn’t made it into the netball team – typical of the get up and go ethos that oozes from every corner of the school...

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What the school says...

A high achieving academic school we have national accreditation as a training school for the De Bono thinking skills. We are accredited by Exeter University as a 'Thinking School' and have held the Charter Mark and Investors in People for 14 years. We have ArtsMark Gold. We have the Religious Studies Gold Quality Mark and the Geography Secondary School Quality Mark. We are a Beacon School for Holocaust Education

Girls work in a challenging and supportive environment and are expected to fulfil their potential. A wide variety of extended curricular activities is available. There is a close working partnership with Watford Boys Grammar School particularly in the large Sixth Form of 400 girls.
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What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Biology at an English Comprehensive School (Level1/2 certificates)
  • Excellent performance by Girls taking Music at an English Comprehensive School (GCSE)

2016 Good Schools Guide Awards

  • Best performance by Girls taking Chemistry at an English Comprehensive School (Level1/2 certificates)
  • Best performance by Girls taking Physics at an English Comprehensive School (Level1/2 certificates)
  • Best performance by Girls taking History at an English Comprehensive School (Cambridge Int Certificate Level 1/Level 2)
  • Best performance by Girls taking German at an English Comprehensive School (Edexcel Certificates)
  • Best performance by Girls taking Classical Civilisation at an English Comprehensive School (GCSE Full Course)
  • Best performance by Girls taking Latin at an English Comprehensive School (GCSE Full Course)

What The Good Schools Guide says

Headteacher

Since April 2018, Sylvia Tai, previously deputy head and then acting head following the departure of previous head Clare Wagner, who now heads West London Free School. Geography degree from Liverpool and PGCE from Oxford; fellow of the Royal Geographical Society. She joined the school in 2007 as assistant head, becoming deputy head in 2014. Previously taught at Mill Hill County High, St Albans Girls, Tring and schools in Botswana. She is interested in developing global awareness and has travelled widely, both with the school and independently, leading school expeditions to places such as Mozambique, Borneo and Nepal.

Academic matters

School unapologetic about its fast pace and openly urges prospective parents to ‘choose carefully’, although parents told us there is ‘definitely give and take’ once girls are in situ. When pressed about SEN, defers immediately to...

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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 maintain a register of more able pupils and one for gifted and talented pupils so that teachers are able to plan differentiated work and extension activities. The school has a learning support register with approximately 50 girls, the majority of whom have mild or very mild learning disorders such as dyslexia.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers Y
Attention Deficit Hyperactivity Disorders
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 Y
HI - Hearing Impairment
Hospital School
Mental health Y
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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