Altrincham Grammar School for Girls A GSG School
- Altrincham Grammar School for Girls
Cavendish Road
Bowdon
Altrincham
Cheshire
WA14 2NL - Head: Stephanie Gill
- T 01619 125912
- F 01619 417400
- E admin@aggs.bright-futures.co.uk
- W www.aggs.bright-futures.co.uk
- A state school for girls aged from 11 to 18.
- Boarding: No
- Local authority: Trafford
- Pupils: 1,384; sixth formers: 349
- Religion: Non-denominational
- 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 11th October 2022
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
We started the day in assembly, listening to an inspiring talk about Nobel prizewinners in the huge-windowed hall - wallpaper of heraldic lions to the right of us and gold stars on the midnight blue ceiling above. The message was clear: this is a place for young people with ambitions.School regularly tops local league tables with stellar GCSE and A level results. ‘There’s a bit of a local rumour mill about pressure,’ said one parent, ‘but that’s not been our experience at all'...
What the school says...
Entrance examinations consist of: Age 11 - Maths, VR & non-VR.
Age 16 - The minimum academic requirements for entry of Applicants into the Sixth Form is four GCSE passes at grades A*/A plus two GCSE B grades. A*/A at GCSE are required in the subjects to be studied at AS/A2 level. For specific subjects see the Sixth Form Prospectus. All girls entering the sixth form will be required to have passed GCSE Mathematics and GCSE English Language at a minimum of grade B (or an equivalent qualification recognised for tertiary education in the UK which will allow them to communicate effectively in spoken and written English and to understand spoken and written English without difficulty). Read with subject-specific requirements ...Read more
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School associations
State grammar school
What The Good Schools Guide says
Principal
Since 2014, Stephanie Gill MA (natural sciences, Cambridge) PGCE (maths, Cambridge). Taught maths at a range of state and independent schools including four years as head of sixth form and director of studies at the Queen’s School, Chester and three years as deputy head at West Kirby Grammar (her own alma mater) before coming here.
Describes Alty Girls, as it’s known, as a busy, fast-paced environment for pupils who ‘want to go to top destinations to do top things’. ‘Our job is to help them get where they want to be.’ Parents say she gets the balance just right on open days, when she makes it very clear what the school can offer, ‘but with no sense she’s trying to sell you something’. ‘There are enough pupils to go round,’ she...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
09-09
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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
Who came from where
| School | Year | Places |
|---|---|---|
| Hale Preparatory School | 2024 | 4 |
| Lady Barn House School | 2024 | 2 |
| The Ryleys School | 2024 | 1 |
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