Freedom of Information Requests
Please see the ICO: 'Guide to Freedom of Information'
Below are the requests for information that we have received under the Freedom of Information Act.
Click a question heading to expand the answer.
We archive old requests by academic year:
2018
Please can you send to me the total number of practical lessons missed per year group compared to non-practical subjects. (for example, Design & Technology compared to English)
After further clarification we agreed that providing the number of lessons per week for each subject in our curriculum plan would answer this in conjunction with the table above:
In 2020/21, lessons are generally 70 minutes long and on a fortnightly cycle, hence the decimals for some subjects. All groups also have tutor time and Sixth Form also have supervised study time.
Options in Year 10/11: Art, Business, Computing, Design Technology, Drama, Economics, French, Geography, German, History, Music, PE, Religious Studies, Spanish
Options in Year 12/13: Art, Biology, Business, Chemistry, Computing, Design Technology, Drama, English Literature, Economics, French, Geography, German, History, Maths, Further Maths, Music, PE, Physics, Politics, Psychology, Religious Studies
| Year Group | Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | Year 12 | Year 13 |
| Maths | 2.5 | 2 | 2.5 | 2.5 | 2.5 | - | - |
| English | 2.5 | 2 | 2.5 | 3 | 2.5 | - | - |
| Science | 2 | 3 | 3 | 4.5 | 6 | - | - |
| Humanities | 4 | 3.5 | 3.5 | - | - | - | - |
| Languages | 2 | 3 | 3 | - | - | - | - |
| PE/Games | 2 | 2 | 1 | 1 | 1 | 1 | 1 |
| DT/Art | 2 | 2 | 2 | - | - | - | - |
| Music/Drama | 1.5 | 1.5 | 1.5 | - | - | - | - |
| PSHE/Comp | 1.5 | 1 | 1 | 1 | - | - | - |
| Options | - | - | - | 4 x 2 | 4 x 2 | 3-4 x 3.5 | 3 x 4 |
Options in Year 10/11: Art, Business, Computing, Design Technology, Drama, Economics, French, Geography, German, History, Music, PE, Religious Studies, Spanish
Options in Year 12/13: Art, Biology, Business, Chemistry, Computing, Design Technology, Drama, English Literature, Economics, French, Geography, German, History, Maths, Further Maths, Music, PE, Physics, Politics, Psychology, Religious Studies
Please can you send to me the total number of weeks of school which children have missed due to Covid-19 since the start of the 2020/21 academic year sorted by year groups (not including children of key workers); the total number of hours of online learning children have had during lockdown periods sorted by year group. (not including children of key workers)
After further clarification we agreed that “missed weeks” should be interpreted as weeks in which lessons were delivered remotely.
The following table summarises these data:
* Lockdown only
For weeks missed, these are presented as a range as in the Autumn Term, groups smaller than a whole year groups where sometimes in isolation (e.g. a single tutor group)
The following table summarises these data:
| Year Group | Weeks of School Missed | Total Hours of Remote Learning* |
| Year 7 | 8.5 – 10 | 205 |
| Year 8 | 8.5 – 9 | 205 |
| Year 9 | 8.5 – 10 | 205 |
| Year 10 | 8.5 - 10 | 200 |
| Year 11 | 8.5 – 9.5 | 195 |
| Year 12 | 8.5 – 11.5 | 200 |
| Year 13 | 8.5 – 9.5 | 195 |
For weeks missed, these are presented as a range as in the Autumn Term, groups smaller than a whole year groups where sometimes in isolation (e.g. a single tutor group)
Please can you send to me the total number of sick days teachers have taken due to Covid-19 since the start of the 2020/21 academic year.
The total number of staff sick days due to COVID is 31 days.
May the school please let me know what are the past standardised qualifying standards i.e. (standardised) pass marks for the entry (year 7) tests?
Our response is that for 2020 entry, the standardised lowest qualifying score is 105.42.
What was the lowest rank for a child admitted following an appeal for this coming Year 7 entry if the rank is lower than the below question
We are unable to provide a response to this question as due to the low numbers involved it could potentially identify a student and their personal data.
For this coming Year 7 entry what is the lowest rank place in the admission test results of a child admitted to Sir Thomas Rich’s for the forthcoming academic year. Please exclude any children who did not meet the qualifying standard who were subsequently admitted.
The lowest rank to be admitted through the LA Co-ordinated Admissions Scheme was 363.
Are these figures including places won through appeal, or are appeals yet to be resolved? (If appeals are not yet resolved please just provide the number of current offers made.)
These figures do not include appeals. The Independent Appeal Panel upheld one appeal.
How many of those offers are to children you understand to be in receipt of pupil premium funding?
Of these 150 places, one was offered to a child with LAC status, and three were offered to children under the Pupil Premium criteria.
To date this year, what is the number of offers you have you made to pupils to join your school's year 7 in September 2020?
Through the Local Authority Co-ordinated Admission Scheme, 150 places were offered on National Allocation Day.
The number of pupil premium children who were awarded places for Sept 2018-19 and for Sept 2019-20
6 for 2018-19 entry and 10 for 2019-20 entry (5 of whom had provided Pupil Premium evidence prior to sitting the test).
The number of pupil premium children who passed the 11 plus test in Sept 2018 (for 2019-20 entry) and Sept 2019 (for 2020-19 entry)
7* for 2019-20 entry and 6* for 2020-21 entry
The number of pupil premium children who sat the 11 plus test in Sept 2018 (for 2019-20 entry) and Sept 2019 (for 2020-19 (sic) entry)
33* for 2019-20 entry and 18* for 2020-21 entry
Please include any comments about the growth in tutoring and competition to get into your school; whether you welcome this or not, what could be done by government to address it, and any other views on which you would like to expand. Please state whether this is on or off the record.
The School does not intend to comment on this and as these are opinions rather than recorded information if falls outside the remit of the Freedom of Information Act.
Do you have a policy of setting aside a certain number of places for pupils on free school meals or pupil premium? If so, how many pupils and when was it introduced?
No. The number of places available to boys eligible for Pupil Premium, and who meet the qualifying standard, is not limited, other than by our PAN. It forms part of our oversubscription criteria.
How many of your intake this year (Sept 2019) came from private/fee-charging primary schools? How does this compare with five years ago? (Sept 2014)
Private school feeders for 2014 intake = 17 out of 112 boys (15.2%); Private school feeders for 2019 intake = 18 out of 158 boys (11.4%)
Have you introduced so-called tutor-proof tests? If so, do you believe it has in any way reduced the amount of tutoring in your area? What other changes to admissions tests have you introduced in the last five years – e.g. two rounds of testing, surprise challenges?
Information on the entrance test is available on our website https://strschool.co.uk/admissions/entrancetest
If you have no set catchment area or postcodes, what is the furthest home address from which a candidate applied for entry in 2019 and where was it, eg Reading, Birmingham? Can you please also provide this information for entry in 2014?
Applications are made to the Local Authority, under the Co-ordinated Admissions Scheme. The School are then provided with a list of those who have actually been allocated a place, including their home address. The Local Authority do not provide us with any data for boys whose parents applied for, but were not subsequently offered, a place.
How many appeals against not getting a place did you receive in the last academic year (2018/19)? How does this compare with five years earlier (2013/14)?
Total number of appeals lodged (including Y7 entry, In Year Admission and Sixth Form Appeals) 2018/19 = 31, 2013/14 = 34
How many pupils have left your school at the end of their first year, in the last five years, because they have struggled with the work? Please give estimates if figures are not available. Has this increased in the last decade?
We do not have a record of students leaving because “they have struggled with the work” as this is not an available option within our database under ‘Reason for Leaving’. It is unusual for students to leave at the end of Year 7 except for families moving out of the area.
Can you please give an ethnic breakdown of the Year 7 pupils starting in September 2019, September 2014 and September 2009.
| 2009 | 2014 | 2019 | |
| Any other Asian background | 0 | 3 | 9 |
| Any other ethnic group | 0 | 1 | 0 |
| Bangladeshi | 2 | 0 | 2 |
| Black - African | 1 | 3 | 2 |
| Chinese | 2 | 2 | 2 |
| Indian | 5 | 12 | 22 |
| Information Not Yet Obtained | 0 | 1 | 1 |
| Other White British | 0 | 3 | 1 |
| Pakistani | 2 | 1 | 5 |
| Refused | 2 | 1 | 0 |
| White - English | 91 | 77 | 100 |
| White - Irish | 0 | 0 | 1 |
| White - Scottish | 0 | 1 | 2 |
| White - Welsh | 0 | 0 | 1 |
| White and Asian | 2 | 3 | 4 |
| White and Black African | 1 | 1 | 0 |
| White and Black Caribbean | 1 | 0 | 0 |
| White and chinese | 1 | 0 | 3 |
| White Eastern European | 2 | 1 | 1 |
| White Other | 0 | 2 | 0 |
| White Western European | 1 | 1 | 2 |
Has there been any growth in the number of pupil places available between September 2014 and September 2019. Please provide figures.
Our PAN has risen from 120 to 150 pupils.
Can you please state whether there has been an increase in the so-called “pass rate” in the last five years, ie what was the minimum standardised score or percentage that successful candidates achieved for entry in September 2019? What was the minimum standardised score or percentage of successful candidates for entry in September 2014?
Pupils are admitted according to rankings. The lowest rank to be offered a place on National Allocation Day for September 2014 entry was 223. The lowest rank to be offered a place on National Allocation Day for September 2019 entry was 293.
Can you please state how many children applied for admission to Year 7 in September 2014 and in September 2019. Can you also provide figures for 2009 entry if available.
Applications are dealt with by the Local Authority, under the Co-ordinated Admissions Scheme.
You asked us to provide the number of pupils for the first half of each postcode for Year 7 pupils enrolled for the 2019/20 academic year.
Here are the numbers requested:
| BS3 | 1 |
| BS32 | 2 |
| BS34 | 1 |
| BS5 | 1 |
| GL1 | 8 |
| GL10 | 1 |
| GL11 | 1 |
| GL14 | 1 |
| GL17 | 1 |
| GL19 | 3 |
| GL2 | 13 |
| GL20 | 10 |
| GL3 | 9 |
| GL4 | 12 |
| GL50 | 6 |
| GL51 | 22 |
| GL52 | 16 |
| GL53 | 16 |
| GL54 | 2 |
| GL6 | 3 |
| GL7 | 4 |
| HR9 | 2 |
| NP16 | 1 |
| SN1 | 2 |
| SN16 | 1 |
| SN2 | 2 |
| SN25 | 6 |
| SN3 | 3 |
| SN4 | 1 |
| SN5 | 3 |
| WR10 | 1 |
| WR11 | 1 |
| WR14 | 1 |
| WR8 | 1 |
Please confirm the total number of children registered to take the Gloucestershire Grammar school test on 14th September 2019.
There are 300 children registered take the Gloucestershire Grammar school test at Sir Thomas Rich’s on 14th September 2019
How many boys shared results with STR for 2020 admissions?
The number of boys who shared results with us is 792. This is the number of boys who sat the test at other centres and shared results with us.
In addition to this there were boys who sat the test at our centre and together these bring the total to 1082.
In addition to this there were boys who sat the test at our centre and together these bring the total to 1082.
I would like to receive the number of how many children, enrolled at your school for the 2019/20 academic year, came from particular postcodes. Can you please tell me the first half of the postcode area where pupils are from? For example, GL12, WR4, B3 etc.
Here are the numbers requested:
| Postcode | Count |
| BS16 | 1 |
| BS2 | 1 |
| BS3 | 1 |
| BS32 | 6 |
| BS34 | 4 |
| BS35 | 4 |
| BS4 | 1 |
| BS5 | 3 |
| BS7 | 1 |
| GL1 | 79 |
| GL10 | 4 |
| GL11 | 4 |
| GL12 | 2 |
| GL14 | 15 |
| GL15 | 14 |
| GL16 | 5 |
| GL17 | 8 |
| GL18 | 7 |
| GL19 | 20 |
| GL2 | 116 |
| GL20 | 47 |
| GL3 | 94 |
| GL4 | 86 |
| GL5 | 6 |
| GL50 | 53 |
| GL51 | 111 |
| GL52 | 127 |
| GL53 | 88 |
| GL54 | 23 |
| GL6 | 12 |
| GL7 | 26 |
| GL8 | 3 |
| HR1 | 2 |
| HR9 | 10 |
| NP15 | 2 |
| NP16 | 3 |
| SN1 | 7 |
| SN16 | 3 |
| SN2 | 6 |
| SN25 | 27 |
| SN3 | 6 |
| SN4 | 4 |
| SN5 | 13 |
| SN6 | 4 |
| WR10 | 1 |
| WR11 | 3 |
| WR12 | 2 |
| WR13 | 2 |
| WR14 | 1 |
| WR8 | 2 |
| WR9 | 1 |
For your 11-plus test for entry to school in Sept 2018 and 2019 a) how many pupil premium pupils sat the test, and b) how many pupil premium pupils achieved a qualifying score (pass mark) - if your school uses one.
Sept 2018 = 28 sat, 5 met qualifying standard. September 2019 = 29 sat, 5 met qualifying standard.
What were the school admission policies relating to pupil premium and/or FSM pupils in each of these two years?
The admission policies can be found on the School Website: Governors and School Policies. Note the clause relating to Pupil Premium in Section 5b.
Your PAN for entry in Sept 2018 and Sept 2019.
120 in 2018 (although we admitted over this – 154 - as a pilot for an increased PAN in 2019), 154 in 2019.
Your admission offers to pupil premium pupils for entry in your school in Sept 2018 and Sept 2019
1 in 2018, 5 in 2019 (i.e. all those eligible for PP, who met the qualifying standard, and whose parents put STRS as their first effective preference).
The lowest rank place in the admission test results of a child TO BE admitted to Sir Thomas Rich’s in 2019. Please exclude any children who did not meet the qualifying standard who were subsequently admitted.
The lowest rank to be allocated a place on National Allocation Day in 2019 was 293.
Can you confirm how many boys sat the test in 2019 and how many achieved the qualifying score?
The test for 2019 entry took place in 2018. The total number of boys tested in September 2018 for Sir Thomas Rich’s (including those who sat the test at STRS and those who sat elsewhere and shared their result) was 941. An additional 18 boys sat the Post Allocation Test for STRS, in March 2019.
The lowest rank place in the admission test results of a child admitted to Sir Thomas Rich’s, currently on the school role. Please exclude any children who did not meet the qualifying standard who were subsequently admitted.” Please can you confirm this for 2019?
In September 2018, the lowest ranked Year 7 child to be admitted through the Local Authority Co-ordinated Admissions Scheme was ranked at 302. No further children have been admitted to year 7 since September 2018.
Please could you provide a breakdown of where pupils in the 2017/18 intake have come from (their registered address)? Please provide the first two letters and one or two numbers of the postcode – eg. GL5 or SN19.
Please find the information you requested below:
| Postcode | Count |
| BS16 | 1 |
| BS32 | 2 |
| BS5 | 1 |
| GL1 | 9 |
| GL12 | 2 |
| GL14 | 2 |
| GL15 | 1 |
| GL17 | 1 |
| GL18 | 1 |
| GL19 | 1 |
| GL2 | 8 |
| GL20 | 3 |
| GL3 | 12 |
| GL4 | 13 |
| GL5 | 1 |
| GL50 | 8 |
| GL51 | 10 |
| GL52 | 14 |
| GL53 | 12 |
| GL54 | 4 |
| GL7 | 5 |
| HR9 | 1 |
| SN1 | 3 |
| SN2 | 1 |
| SN25 | 9 |
| SN5 | 1 |
| SN6 | 1 |
| WR9 | 1 |
Please could you provide a breakdown of where pupils in the 2018/19 intake have come from (their registered address)? Please provide the first two letters and one or two numbers of the postcode – eg. GL5 or SN19.
Please find the information you requested below:
| Postcode | Count |
| BS32 | 2 |
| BS34 | 2 |
| BS5 | 1 |
| GL1 | 9 |
| GL10 | 1 |
| GL14 | 2 |
| GL15 | 4 |
| GL18 | 1 |
| GL19 | 1 |
| GL2 | 13 |
| GL20 | 3 |
| GL3 | 9 |
| GL4 | 13 |
| GL50 | 6 |
| GL51 | 26 |
| GL52 | 16 |
| GL53 | 18 |
| GL54 | 6 |
| GL6 | 2 |
| GL7 | 2 |
| HR9 | 1 |
| SN1 | 1 |
| SN16 | 2 |
| SN2 | 1 |
| SN25 | 3 |
| SN3 | 2 |
| SN4 | 1 |
| SN5 | 4 |
| WR11 | 1 |
| WR8 | 1 |
Please provide information on informal exclusion (multiple questions)
questions below:
1. The number of pupil enrolments (i.e. individual pupils) who were informally excluded at some stage in the past academic year (2017/18). To clarify, this refers to pupils who were removed from lessons and sent home or where parents were asked not to bring children in to school for a while. It excludes formal exclusions (either in the form of a permanent or fixed-term exclusion) or teaching in an isolation room.
Answer: We use informal exclusion rarely and we do not systematically record its use. Therefore we do no hold this information.
2. Whether the school uses isolation or consequence booths. If used, please outline the rules of their use i.e. how many hours pupils are expected to remain at the booths, the number of toilet breaks permitted, whether they are allowed out to into the playground or to exercise at lunch and break etc.
3. The number of occasions that pupils have attended such a booth continually for at least a week (i.e. they were present all day on consecutive days for at least a week) in the past academic year (2017-18).
4/ The number of pupil enrolments with SEN who have been placed in isolation or consequence booths in the past academic year (2017/18).
Answer: We do not use isolation booths.
1. The number of pupil enrolments (i.e. individual pupils) who were informally excluded at some stage in the past academic year (2017/18). To clarify, this refers to pupils who were removed from lessons and sent home or where parents were asked not to bring children in to school for a while. It excludes formal exclusions (either in the form of a permanent or fixed-term exclusion) or teaching in an isolation room.
Answer: We use informal exclusion rarely and we do not systematically record its use. Therefore we do no hold this information.
2. Whether the school uses isolation or consequence booths. If used, please outline the rules of their use i.e. how many hours pupils are expected to remain at the booths, the number of toilet breaks permitted, whether they are allowed out to into the playground or to exercise at lunch and break etc.
3. The number of occasions that pupils have attended such a booth continually for at least a week (i.e. they were present all day on consecutive days for at least a week) in the past academic year (2017-18).
4/ The number of pupil enrolments with SEN who have been placed in isolation or consequence booths in the past academic year (2017/18).
Answer: We do not use isolation booths.
Please can you also confirm the primary schools that the boys that you accepted attended for 2014 – 2018 (inclusive).
Please find a list of feeder primary schools in the attached pdf. Please note that the total number of pupils is 625 across these cohorts; we hold data for 527 of the pupils. We do not hold data for all pupils for a variety of reasons, including: some have transferred from overseas; some have been home educated; some have joined after the start of Year 7 so their previous recorded school is a secondary school.
The lowest rank place in the admission test results of a child admitted to Sir Thomas Rich’s, currently on the school role. Please exclude any children who did not meet the qualifying standard who were subsequently admitted.” Please can you confirm this for 2018?
The lowest rank of a child who has been offered a place by the Local Authority for 2018 entry is 295.
Can you confirm how many boys sat the test in 2014, 2015, 2017 and 2018?
The number of boys who registered to sit the test at Sir Thomas Rich’s in each of the years listed were: 2014 – 269; 2015 – 310; 2017 – 297; 2018 – 326. The information provided here only relates to boys sitting the test at our school and does not include boys who have set elsewhere and chosen to share results with us. We only hold data relating to our school and do not have data on the total number of boys or girls sitting the test across the county.