Bourne Grammar School A GSG School
- Bourne Grammar School
South Road
Bourne
Lincolnshire
PE10 9JE - Head: Mr Alastair Anderson
- T 01778 422288
- F 01778 394872
- E admissions@bourne…ammar.lincs.sch.uk
- W www.bourne-gra…r.lincs.sch.uk/
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Lincolnshire
- Pupils: 1,738; sixth formers: 530
- Religion: Christian
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 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 Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 11th October 2022
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Unashamedly an academic hothouse. The lessons we observed showed hard working, well-mannered students. Parents talk about the fast pace of teaching, with those who can’t keep up expected to catch up in their own time. Fine for the conscientious. They’re a competitive lot here when it comes to sport. ‘The girls’ PE teachers are excellent and incredibly dedicated,’ said one parent, ‘but the boys’ teachers, even though excellent, I have to say I’ve been disappointed with…
What the school says...
11+ entrance examinations consist of: 1 VR test and 1 NVR test.
Converted to an academy 2012.
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School associations
State grammar school
What The Good Schools Guide says
Headteacher
Since January 2021, Alastair Anderson, previously deputy head at Wellington School, Somerset. History degree from York, PGCE from Oriel College, Oxford and holder of two masters’ degrees in leadership. Teaching career began in Dorset at Thomas Hardye School before moving to Somerset. Has been a boarding housemaster, head of boarding, assistant head in charge of the co-curriculum and coached 66 consecutive terms of sport including 10 years with the 1st XV. Married to Shelly, with whom he has a daughter and twin sons.
Entrance
Pupils sit the 11+ in September in verbal and non-verbal reasoning. Higher up the school, youngsters take the 12+ or CAT test, subject to places being available. There aren’t many, though. Most pupils from local primary schools and the odd independent. They travel from Peterborough, Stamford, Market Deeping and further afield too....
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
The school has one SENCO, one SENCO adminstrator and one learning support assistant. Any students who have special needs are seen by the SENCO on a regular basis and all teaching staff are informed about these students with copies of their IEP's if applicable.
| 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
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