George Abbot School A GSG School
- George Abbot School
Woodruff Avenue
Guildford
Surrey
GU1 1XX - Head: Mrs Kate Carriett
- T 01483 888000
- F 01483 888001
- E office@georgeabbot.surrey.sch.uk
- W www.georgeabbot.surrey.sch.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Surrey
- Pupils: 1,932; sixth formers: 440
- Religion: Non-denominational
- Open days: Open Mornings - September. Tours throughout the year by appointment.
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 10th December 2019
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
A genuinely comprehensive school that prides itself on being a strong community, excels academically and offers a co-curriculum that produces ‘very rounded individuals'. Parents and pupils attribute the school’s success to its ‘strong leadership’ and ‘supportive teachers’. Pupils felt that many go ‘above and beyond’, making lessons enjoyable and interactive and sharing their passion for their subjects. ‘We don’t just sit and listen to the teacher; lessons are full of lively debate and discussions,’ commented an older pupil. In all classrooms we visited, pupils were…
What the school says...
George Abbot School became an Academy on 1 July 2011. The school has been designated a National Support School and Mr Moloney is a National Leader in Education. A formal partnership was formed between George Abbot School and Kings College, Guildford in May 2012. Mr Moloney became the Executive Headteacher of both schools with Mrs Carriett the Principal of Kings College, Guildford and Mrs Cooper the Head of School at George Abbot. ...Read more
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What The Good Schools Guide says
Headteacher
Since 2016, Kate Carriett BMus MA NPQH NPQEL, previously principal at Kings College Guildford, making this her second headship. Studied music at Royal Holloway and Bedford New College and trained as a secondary music and English teacher at Birmingham. Was head of music in Warwickshire and Staffordshire before moving south to Guildford.
Articulate and impassioned, with a strong moral purpose and a desire to give every child from every background the same opportunities to succeed, her career is resolutely embedded in the state sector. ‘I have always worked in comprehensive schools and always will,’ she told us.
No teaching timetable but very visible. She carries out daily break duties and lesson observations and covers lessons as necessary. Leads on student voice – regularly meeting with pupils to...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
We have a Unit for students who are visually impaired. The Learning Support offices/rooms provide an opportunity to withdraw students from lessons for additional help with Literacy/Numeracy and curriculum support at KS4. Those students with special needs are supported by materials in class and by Teaching Assistants in lessons. We are committed to providing premises that are suitable and sufficient for educational purpose and provide access to a broad and balanced curriculum for all pupils, irrespective of special need or disability. The School’s Governing Body supports the principles and aims of the LEA’s Access Strategy for Schools and will work jointly with the LEA to implement agreed objectives to meet the County’s targets for improving access to schools where practical.
| 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 |
Y |
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 |
|---|---|---|
| Longacre School | 2024 | 2 |
| South Farnham School | 2024 | 1 |
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