Torquay Girls' Grammar School A GSG School
- Torquay Girls' Grammar School
30 Shiphay Lane
Torquay
Devon
TQ2 7DY - Head: Ms Sarah Forster
- T 01803 613215
- F 01803 616724
- E admin@tggsacademy.org
- W www.tggsacademy.org/
- A state school for girls aged from 11 to 18.
- Read about the best schools in Devon
- Boarding: No
- Local authority: Torbay
- Pupils: 1,030; sixth formers: 241
- Religion: Non-denominational
- Open days: See website
- 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 1st November 2023
- Previous Ofsted grade: Outstanding on 13th September 2011
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
New headship has brought a fresh energy, with parents describing ‘a lot of staff changes’ and telling us that teaching staff are ‘bringing the fun back into the classroom.’ The school is mindful of the pandemic’s influence on students - brilliant for encouraging quiet self-study but detrimental to the collaborative, risk taking, laughter inducing, hands-on learning that they want to see in school – they are now focused on bringing this to the girls in bucket loads. We witnessed everything from...
What the school says...
Torquay Girls' Grammar School is a high performing selective girls' school that values both academic and personal growth. We have been educating bright students from Devon for over 100 years now. The outcomes for young people who come here are excellent and our academic results place us as one of the top schools nationally for both attainment and progress. Through careful balancing of tradition and identity with high expectations and a modern curriculum, our students go on to top universities, apprenticeships and employment opportunities. ...Read more
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School associations
State grammar school
What The Good Schools Guide says
Headteacher
Since September 2021, Sarah Forster (30s), her first headship. Previously deputy head at Valentine’s High School in Ilford, London. Warm, eloquent and ambitious with 17 years of experience across comps and grammars. A social sciences expert, she studied psychology at Nottingham Trent and did her PGCE in social sciences at Keele before starting her career as a psychology teacher at Dame Alice Owen’s School, Potters Bar. MA in leadership from UCL.
Knew ‘the minute I saw the headship advertised’ that this was the school for her. Strongly committed to giving girls absolute gender equality in education and beyond as highlighted in recent academic papers she has written. ‘While great results will get you an interview it’s the self-esteem, positivity, confidence, determination and resilience that will get you the job,’ she told...
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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 SENCo and a full time higher level teaching assistant, a learning clinic, and a student support room.
| 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
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