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Manchester Grammar School

Student rating 5/ 5 by University of Cambridge student
Old Hall Lane Rusholme Manchester Lancashire M13 0XT United Kingdom


Manchester Grammar Schoolreview by University of Cambridge student. The academic excellence of the Manchester Grammar School is, I believe, due to the breadth of subjects taught. The dropping of subjects is delayed as late as possible, leading to a well rounded education, and allowing subjects to be taught for the understanding, rather than just to pass exams. The teachers themselves formed a well-balanced mix of young and old, male and female. For the lower sets in maths (the only subject at the school to be setted), there are teachers who excel at communicating the basics clearly and memorably. At the other end of the scale, are teachers so knowledgeable, that they can expand on topics for as long as you ask. The school has very high standards, and expects excellence in the core subjects such as maths, English, and the sciences, which are mandatory until after GCSE year. The three sciences (which are taught separately after year 9), are taught in large, well equipped laboratories every lesson, which allows the theory to be demonstrated easily. The range of subjects available for study is extremely broad. The facilities available for Art & Design are among the best in any school, with a well equipped pottery workshop, screen printing equipment, and a computer controlled Laser cutter, as well as fine art materials. The school also boast a newly refurbished theatre and many practice rooms for drama, and a highly practical electronics course. On the classics side, the school teaches a year of Latin and Classical Civilisations to all students before subject choices are made, introducing children to culture they may not otherwise have considered. The school is undergoing much change at the moment, but I am confident that it will live up to its reputation. The range of languages taught seems constantly to be expanding, and the school is now accepting children from younger ages than ever before. The most recent introduction was the optional uptake of the International Baccalaureate. This broad-based and challenging qualification aims to counter the perception that exams are getting easier. The school also enters students for iGCSE exams rather than GCSE in the sciences, to avoid the free marks from coursework diminishing the meaning of high grades. The class size starts at about 26 pupils per class in year 7, but gradually decreases as one moves up the school, and makes subject choices. By sixth form, the class sizes can be less than halved. A support system is available for those with special requirements to get the help they require, and students in wheelchairs are accommodated (although the arrangements are not ideal as yet). All in all, the academic performance of the school is what you would expect from such a selective institution.

College Counseling

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Sample insights on college counseling
  • "They have contacts at most of the major universities and feel perfectly comfortable picking up the phone and advocating for a student to get accepted somewhere they feel is a good fit for that student. However, these counselors are certainly not magic bullets. They cannot guarantee that a student will get into an Ivy League university…"
  • "For those wishing to move on to Oxford or Cambridge, the provision is second-to-none. In the months running up to application and interview, every subject faculty offers classes (often run by former Oxbridge tutors) exploring further areas of their subject as well as offering advice on personal statements, interview technique and more…"

Admissions - Getting Accepted

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Sample insights on admissions
  • "Most younger siblings have an easy time in the admissions process. I can only think of one case of a younger sibling not being admitted. About half of the students who entered with me had come from public schools. The remainder came from private K-6 schools, or had transfered from other New York private schools The Elizabeth Morrow School and St. Bernard's were two of the larger feeder schools…"
  • "For the interview, dress conservatively. Try to be very clean and put together. Also, I was a tour guide for two years and at the end of every tour, we were asked to evaluate the candidate so if you think the tour is not apart of the process, you are very wrong. Ask questions and be interested. Also, tip for the parents*the kids speak on the tour. Don't ask their questions for them because their evaluation will be affected by the fact that the guides didn't hear a thing from the kid…"

School Life

MGS has a strong pastoral system, particularly in the first year. Every form has a form tutor, who is the first port of call for academic or pastoral issues. The head of year is usually quite approachable for more serious issues, particularly in the higher years, and the college nurse(s) are always available for students to discuss and concerns they may be having in confidence. Special counsellors are employed to help those with special educational requirements. In first year, each form is also allocated a number of form prefects, who help the new students to settle in and get used to the working of the school. One of the most useful pastoral support systems is the "MGS friends" scheme. Every new student is allocated to a volunteer from a higher year, who lives close by. Getting the school bus on the first day can be the most daunting thing for a new student, particularly if the bus looks full and rowdy. The job is also very rewarding for the volunteer, who is often only a year or two older. The school has a very large catchment area due to its selective intake, so has a very culturally diverse population. There are strong Jewish, Christian and Muslim presences in the school and people come from all ethnic backgrounds. On Fridays, all religions are catered for in separate religious assemblies (there is one for non-religious too). During my time at the school, I found the atmosphere to be very tolerant, and witnessed very little discrimination on any grounds. The school is boys only, which may put off some potential students, but MGS has strong ties with the girls schools Manchester High School for Girls across the road, and Withington Girls school slightly further away. The three schools share transport to and from school every day, as well as being involved with each other in societies. Going off-site during lunch break, however, is only allowed in sixth form. In terms of the work load - the amount of mandatory homework is highest in first year, and gradually decreases as one progresses up the school. This, I assume, is because the students are trusted to do enough work and reading out of their own interest to make up for the decrease in assignments. The average student probably spends about 1-2 hours each evening completing homework, although the school may like to say it was longer! The only main detriment to quality of life from attending MGS is the travel time that is involved. I spent about an hour each way travelling to school by a public bus, meaning that I did not get home until nearly 5pm. Although most students are able to get special school buses (it is school policy that all students should be able to reach the school by public transport), this experience would be true of the majority of students. Despite the inevitable moaning that always accompanies mass catering, the school dinners at MGS were really very good by the end of my time at MGS. Well balanced, healthy meals were provided, at a reasonable price, averaging about £2.50 per day in 2009. For those who did not wish to take out a dinner contract, a separate easting area was available to purchase fast-food meals. Many students however still brought packed lunches. In general, MGS is a very friendly, welcoming community, and I am proud to have been a part of it

The range of extra-curricular activities available is too large to list, but the school participates in many sports, including swimming and water polo in its own pool. The rugby, football, and cricket teams are very competitive, frequently winning trophies against other schools. More exotic sports such as scuba diving and climbing are even available at various ages through the school. A large focus of the extra curricular calendar are the school camps. These are a long-standing tradition at the school, and are week-long trips at the end of term. Depending on the camp, activities will include hiking, pony trekking, sailing, rafting, orienteering, and almost anything you could think of. During my time at the school, a dedicated "activities week" period was set aside at the end of term, to encourage people to broaden their horizons. In addition to the school camps, activities such as baking, photography, drama camp, and army training week and a residential powerboating course were available. Throughout the year, the school has many societies to join, ranging from the intellectual "pishop" and "philsoc" - giving weekly maths and science talks respectively, to community action and young enterprise. Community Action particularly is very much encouraged by the school, and students in the two years before university application are expected to do at least an hour of community action a week. This may be in their own time, or in free periods in the timetable. As an estimate, I would say the average student spends between 1-4 hours a week doing extra-curricular activities, with the larger time commitments being for those on the sports teams. Some of the societies meet during lunchtimes, but many require staying behind after school.