Lancaster Girls' Grammar School A GSG School
- Lancaster Girls' Grammar School
Regent Street
Lancaster
LA1 1SF - Head: Mr Chris Beard
- T 01524 581661
- F 01524 846220
- E lggs@lggs.lancs.sch.uk
- W www.lggs.org.uk/
- A state school for girls aged from 11 to 18.
- Boarding: No
- Local authority: Lancashire
- Pupils: 1,000; sixth formers: 269
- Religion: None
- Open days: June
- 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 Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 21st September 2022
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
This has always been a much-loved school, one of the best performing in the north west. School is aware that these girls, who are used to being top of the class at primary, ‘can become their own biggest critic’ in a room full of equally bright peers, so there’s a strong push on making sure success isn’t about getting everything right. Lots of praise for trying and failing, and effort too – Encouragement of the have-a-go attitude is clearly paying off…
What the school says...
Entrance examination administered by school (maths, VR and English).
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Curricula
EPQ - EPQ
School associations
State grammar school
Sports
Fencing
What The Good Schools Guide says
Headteacher
Since March 2023, Chris Beard BSc (medical studies, Newcastle) PGCE (Edge Hill), the first male head in the school’s history and his first post at a single sex school. Previously principal at the Co-op Academy, Manchester for two years and before that, four years at UTC Bolton. Says he was attracted to LGGS’s culture of ambition, which means ‘you can achieve so much more as a school’ and ‘the research is clear, girls thrive in a single sex school’.
We wondered if he might be a bit scary, given his original career as a manager in the prison service. But not a bit of it, we found him good-humoured and open. He enjoys a debate and is very willing to listen to the other side too – he told us approvingly...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
At LGGS we aim to enable pupils with special educational needs to reach their full potential and to be included fully in the school community. Our careful monitoring of pupils enables us to identify and support pupils with specific learning difficulties. Individual Education Plans are used for target setting and provide information for staff and parents on appropriate strategies. We currently have three girls with statements in school who benefit from additional learning support in some lessons. With all our pupils, we encourage the development of positive attitudes to all aspects of learning through the provision of stimulating and challenging opportunities, on a “whole school” basis, including extra-curricular activities The very nature of a selective Grammar School means that effective provision for the very able is possible within the mainstream curriculum. Naturally the very able also benefit from key strength of the wide range of extra-curricular activities.
| 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 |
Y |
| 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 |
Y |
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
Y |
| 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 |
Y |
| 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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