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  • Wolverhampton Girls' High School
    Tettenhall Road
    West Midlands
    WV6 0BY
  • Head: Mrs Trudi Young
  • T 01902 551515
  • F 01902 328770
  • E [email protected]
  • W
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Wolverhampton
  • Pupils: 1,149; sixth formers: 317
  • Religion: Non-denominational
  • Open days: April
  • 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
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 28th November 2023
  • Ofsted report: View the Ofsted report

What says..

Head is of the belief that ‘your exam results will open doors, but they are not enough to walk through the door’. Enrichment and extracurricular therefore plentiful, the idea being to produce enquiring minds, get pupils out of their comfort zones and grow in confidence. Pupils tell us the languages department is brilliant. There are always two languages running at A level, usually with double figures for both – bucking the national trend. We saw fast-paced lessons, with teachers going out of their way to include lots of discussion and mass participation. Lots of strategies for…

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What the school says...

Entrance examination age 11 consists of 2 tests each assessing maths, Verbal and Non-verbal reasoning.
Entry at 16: Dependent on achieving certain grades at GCSE.

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School associations

State grammar school

What The Good Schools Guide says


Since 2012, Trudi Young, previously deputy head at Sutton Coldfield Grammar for six years and, before that, a stretch of teaching in Lincolnshire. She holds a medieval and modern history degree and PGCE, both from Birmingham. She attended this school herself as a girl and is clearly delighted she is at the helm, as are her charges. Time and again in our conversations with them, they told us of her obvious concern for them. ‘Mrs Young knowns what it’s like, she understands us.’ Parents see her as an excellent role model for their daughters.

The school has grown considerably under her watch, from four to six form entry, and she has developed a comprehensive outreach programme to improve pupil premium numbers. She has also transformed pastoral care, enriched the curriculum, developed...

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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 has a Special Needs Co-ordinator and a Learning Mentor. Both work with students to offer support and advice. These staff also liaise closely with parents to ensure that home and school are working together productively to support each individual.

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

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