Loreto Grammar School is voluntary aided all-girls Catholic grammar school with academy status in Altrincham, in the borough of Trafford. Although it is a non fee-paying school, pupils must sit an entrance exam to enter, and fulfil several other entry criteria. It is part of the worldwide Loreto community, and the Altrincham school was founded by the Sisters of Loreto (IBVM) in 1909. It has also assumed the status of an Academy (30th August 2012). The schools values are: Justice, Truth, Sincerity, Joy, Excellence and Internationality.
The 266 students of the school's Sixth Form are expected to support the ethos and values of the School and show the ability to follow an academic AS/ A2 level course or the International Baccalaureate course.
The school was described in its 2005 Ofsted report as "outstanding with an outstanding sixth form". In its next report in 2008 Ofsted remarked "This is an outstandingly effective school. It has improved substantially since the last inspection and has demonstrated excellent capacity to develop further".
Famous quotes containing the words grammar school, grammar and/or school:
“I went to a very militantly Republican grammar school and, under its influence, began to revolt against the Establishment, on the simple rule of thumb, highly satisfying to a ten-year-old, that Irish equals good, English equals bad.”
—Bernadette Devlin (b. 1947)
“Grammar is a tricky, inconsistent thing. Being the backbone of speech and writing, it should, we think, be eminently logical, make perfect sense, like the human skeleton. But, of course, the skeleton is arbitrary, too. Why twelve pairs of ribs rather than eleven or thirteen? Why thirty-two teeth? It has something to do with evolution and functionalism—but only sometimes, not always. So there are aspects of grammar that make good, logical sense, and others that do not.”
—John Simon (b. 1925)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)