When John Mason School opened in September 1960 with just 69 students, few could have predicted the school's trajectory into a significant educational institution serving over 1,000 pupils from across Oxfordshire. Named after a sixteenth-century diplomat and spy born in Abingdon, the school has evolved from a selective grammar school into a genuinely inclusive comprehensive, retaining a particular legacy in visual and performing arts. Under the leadership of headteacher Alastair West, appointed in September 2023, the school operates as part of the Abingdon Learning Trust and shares its sixth form with neighbouring Fitzharrys School through the partnership JMF6 Abingdon. With approximately 133 sixth form students joining around 870 in the main school, John Mason operates as a non-selective mixed academy on Wootton Road in central Abingdon, accessible to families across the town and surrounding areas.
The school's three houses – Stert, Ock, and Thames, named after Abingdon's watercourses – form the backbone of pastoral care and celebration, fostering a sense of belonging that extends beyond individual tutor groups. Students move through a campus shaped by decades of incremental development, with the purpose-built 06 Gallery standing as the visible symbol of the school's 2004 designation as a specialist school for visual and performing arts. The gallery hosts both student exhibitions and visiting professional artists, creating a working exhibition space rather than a static display.
The prevailing atmosphere emphasises what the school terms its three core values: Opportunity, Respect, and Determination. Leadership and staff explicitly work to ensure these are lived rather than simply articulated. Students describe meaningful relationships with teachers, and the recent investment in improving behaviour expectations through renewed clarity of standards suggests movement toward greater consistency across departments.
Headteacher Alastair West, in his welcome message, articulates a philosophy centred on "success for all, not just the many." This reflects a school genuinely grappling with the challenge of supporting 28% ethnic minority students, 11% whose first language is not English, and 23% eligible for free school meals – all considerably above national averages. Behaviour appears generally calm; the school emphasizes de-escalation techniques and house-based positive reinforcement rather than punitive approaches.
The latest GCSE outcomes place John Mason at 41.1 on the Attainment 8 score, below the England average of 45.9 (FindMySchool data). Looking at broader achievement, 33% of pupils achieved grades 5 or above in both English and mathematics, compared to the England average of 47%. These figures indicate a school performing below national benchmarks in headline GCSE outcomes.
The Progress 8 score of -0.52 indicates pupils make below-average progress from their Key Stage 2 starting points, a measure of value-added that suggests the school's pupils do not progress at the rate expected when compared to peers nationally with similar prior attainment. This is a significant data point for families considering entry, as it signals that students enter sixth form having made less progress than similarly-attaining cohorts elsewhere.
John Mason ranks 2,756th in England for GCSE performance (FindMySchool ranking), placing it in the middle 35% of schools nationally (25th to 60th percentile). Locally, among Oxfordshire secondaries, the school ranks 5th.
The sixth form shows markedly stronger performance. At A-level, 53% achieved A*-B grades, with 13% at A* and 16% at A grades. The England average for A*-A sits at 24%, meaning John Mason's A*-A combined figure of 29% exceeds national performance. The school ranks 779th in England for A-level results (FindMySchool ranking), placing it in the top 29% of sixth forms nationally. Locally, the sixth form ranks 5th among Oxfordshire providers.
This divergence between GCSE and A-level performance is noteworthy: students who progress to sixth form at John Mason achieve above-average grades. Either the school provides particularly effective post-16 teaching, or students' self-selection and motivation at sixth form drives stronger outcomes.
England ranks and key metrics (where available)
A-Level A*-B
53.05%
% of students achieving grades A*-B
GCSE 9–7
—
% of students achieving grades 9-7
Teaching follows structured frameworks reflecting the school's commitment to moving beyond inconsistency. The school emphasises evidence-based pedagogy and has invested heavily in staff recruitment over the last 18 months, with all teaching positions currently filled and no unfilled vacancies, a significant operational strength compared to many secondaries.
The curriculum is broad. Four languages are taught (French, German, Spanish, and Mandarin), reflecting a commitment to genuine breadth. English incorporates a daily reading programme, and the science curriculum offers separate GCSE qualifications rather than combined science. At Key Stage 3, drama and music receive dedicated curriculum time despite not being statutory requirements, signalling the school's commitment to the performing arts beyond exam qualification.
The school's STEM commitment is explicit. Students can access computing, STEM, and astronomy clubs, with projects ranging from programming robots to 3D printing to stargazing expeditions to Wales. This hands-on, project-based learning contrasts with purely theoretical approaches and suggests genuine effort to make STEM relevant and engaging.
Independent learning and resilience feature prominently in the taught curriculum through personal development programmes, including sessions on managing emotions, dealing with stress, and overcoming obstacles. This explicit attention to metacognition and self-regulation is increasingly understood as foundational to academic success beyond examinations.
Quality of Education
N/A
Behaviour & Attitudes
N/A
Personal Development
N/A
Leadership & Management
Good
The drama programme is substantial. Rather than existing at the margins of school life, drama receives dedicated Key Stage 3 curriculum time. Productions span year groups and genres: Year 7 explores stories through devising and movement, Year 8 works on character and perspective-taking, and Year 9 addresses contemporary social issues through theatre. At GCSE and A-level, students may specialise either as performers or as designers (costume, set, lighting, sound), broadening access beyond those with pure acting talent.
The school regularly invites the entire parent body to performances throughout the year, signalling confidence in the quality of work and a commitment to celebrating student achievement publicly. Recent productions have drawn on texts ranging from Roald Dahl to contemporary plays addressing issues of identity, belonging, and family.
Music equally shows institutional commitment. The curriculum spans world music, film composition, blues, pop songwriting, and classical forms. Key Stage 3 students sing in groups, build keyboard skills, and complete ensemble performances. Students can pursue music further at GCSE and A-level, with performance recording occurring throughout the course to build portfolios. Concert series throughout the year provide performance opportunities beyond GCSE requirements.
The legacy of the school's 2004 specialist arts status remains visible in the dedicated 06 Gallery, opened in 2006 using specialist school funding. The space functions as a working exhibition venue where students mount end-of-course shows (particularly impressive A-level exhibitions), local artists exhibit alongside professional work, and the community accesses high-quality visual arts experiences. This provides Art and Design students with professional context for their practice and differentiates the school's arts offer considerably.
Art and Design teaching spans traditional fine art practices (drawing, painting, sculpture) alongside graphic design, textiles, and digital media. A-level students have achieved a 100% progression rate to Art Foundation and Art degrees, a remarkable statistic that reflects both strong teaching and genuine student passion.
Football, netball, and rugby form the core competitive sports, with "excellent teams" in each according to school materials. However, the curriculum introduces lacrosse, futsal, dance, and a broader array including GCSE options in swimming, golf, and horse riding. Annual Sports Day at Tilsley Park celebrates this breadth, and the school emphasises competition at high levels for those motivated while providing access to all.
The teaching team "willingly go the extra mile," evidenced by the breadth of GCSE practical options. This suggests teacher passion extends beyond statutory requirements.
The Welsh Farm – purchased by the John Mason Association in 1969 for £1,500 and situated near Llandovery in West Wales – remains central to the school's character. Every Year 8 undertakes a transformative four-day residential in the Welsh countryside, engaging in hill walking, outdoor survival skills, collaborative cooking and maintenance of the farmhouse, and reflection on personal resilience. Former John Mason students recall this trip as life-changing, and the school funds places for disadvantaged pupils to ensure equitable access.
Geography pupils may return for dedicated fieldwork, and additional optional trips include a Triple Science Observational Cosmology trip to the farm in Year 12. This is not tokenistic outdoor education; it is embedded in the pastoral and academic curriculum.
All Year 10 students are encouraged to enrol in Duke of Edinburgh Bronze, with the school employing a dedicated DfE leader to manage the programme. Progression to Silver and Gold is available. The scheme explicitly teaches teamwork, resource management, orienteering, and self-reliance, aligning with the school's emphasis on building determination and resilience.
Named clubs include Chess, Gardening, Computing, STEM, and Astronomy (with dedicated stargazing trips). The school invites visiting authors and theatre companies, organises visits to Germany, Italy, France, and China, and funded attendance at an opera performance for students last academic year. Library provision is described as "excellent," with a dedicated librarian promoting reading across genres and authors.
Post-16, a diverse range of subjects extends choice. Destinations include Oxford and Cambridge alongside Russell Group universities, degree-level apprenticeships, and foundation art courses. The school explicitly claims to have supported students to these varied pathways, though detailed progression data is limited on published materials.
The school is oversubscribed with approximately 3.06 applications per place in recent admissions rounds. Entry is through non-selective admissions coordinated by Oxfordshire Local Authority. Families apply during the standard autumn admissions window; the school website recommends checking the LA's admissions timeline for exact dates, which vary slightly year-on-year.
As a non-selective school, admission is determined primarily by proximity to Wootton Road (unless the pupil is looked after, has an EHCP naming the school, or has a sibling already attending). Families should verify current distances with Oxfordshire LA or the FindMySchool distance tool, as distances vary annually based on applicant distribution.
The school actively supports transition from primary to secondary, with a dedicated Year 7 team focused on ensuring a successful, safe, and enjoyable environment. Tutor groups are designed to allow staff to understand each student's talents, hopes, and concerns early.
Entry to the sixth form (JMF6 Abingdon) does not require residence within the immediate catchment, widening the potential cohort. Specific entry requirements for A-level subjects should be verified with the sixth form directly, but GCSE mathematics and English at grades 5 or above are typically prerequisites for most subjects.
Applications
419
Total received
Places Offered
137
Subscription Rate
3.1x
Apps per place
The house system provides the primary pastoral framework, with each house celebrating achievements through assembly recognition and inter-house competitions. Tutors work with small groups and have the responsibility for knowing each young person's academic and personal progress.
The school is explicitly committed to positive mental health, with statements confirming this priority. Behaviour support focuses on de-escalation and mutual respect rather than purely punitive sanctions. Staff receive training in de-escalation techniques, and behaviour policies emphasise that "everyone can be better" through reflection and support rather than exclusion.
For pupils with special educational needs or disabilities, inclusion support is available, though one inspection observation noted that consistency varies across subjects in how effectively pupils with social and emotional difficulties are supported. A dedicated Learning Support team works alongside mainstream teaching staff.
8:50am to 3:20pm (standard secondary hours).
The school is centrally located in Abingdon on Wootton Road. Public transport connections to Abingdon town include bus services. Families should verify current transport options with Oxfordshire Highways or the school's admissions information.
Applications for Year 7 are made through Oxfordshire LA's online portal, with closing dates in October and offers made in March. Families are encouraged to visit the school's admissions pages for up-to-date dates and to attend open events typically held in September/October each year.
Applications
419
Total received
Places Offered
137
Subscription Rate
3.1x
Apps per place
Progress 8 performance. The Progress 8 score of -0.52 indicates pupils make below-average progress from Key Stage 2 to GCSE compared to national peers with similar starting attainment. Families should understand that a student entering this school should expect, statistically, to make slightly less progress than in a school performing at or above national average. For some pupils this will not be a concern; for others pursuing competitive destinations post-16, the cumulative effect may matter.
Oversubscription. With over 3 applications per place, securing entry depends significantly on proximity. Families without close proximity to the school should investigate alternative secondaries early.
Sixth form strength vs. GCSE performance. The divergence between GCSE (below average) and A-level (above average) outcomes suggests the sixth form is an area of school strength. For pupils progressing internally, motivation and subject choice become critical post-16.
Post-6th form destinations. While the school claims to support students to Russell Group and Oxbridge places alongside apprenticeships and foundation courses, detailed breakdown of leavers' destinations is not published. Families should request this data from the school directly if university progression is a priority.
John Mason School serves as a genuinely comprehensive secondary where admission is based on proximity rather than selection, and where the school's particular strength lies in the performing and visual arts alongside a serious outdoor education programme. GCSE performance is below national average, and pupils make less progress than comparable cohorts nationally, indicating the school faces particular challenges in translating pupils' starting points into strong exam outcomes at 16. However, the sixth form performs above average, suggesting the school provides a supportive environment for post-16 study and that internal progression yields better results than headline KS4 figures might suggest.
The school is best suited to families within the catchment area who value pastoral care, outdoor education, and genuine breadth in arts and sports provision. The Welsh Farm experience and Duke of Edinburgh programme are distinctive strengths unlikely to be matched elsewhere locally. For families prioritising GCSE excellence and guaranteed progression to selective universities, it is worth comparing outcomes with other Oxfordshire secondaries. The school is currently on a trajectory of improvement under recent leadership, and the 2024 ungraded Ofsted inspection signals that further change may be imminent as the framework shifts toward subject-specific assessment. Current parents report a caring school community; prospective families should factor in oversubscription challenges and verify their proximity before relying on admission.
John Mason School was rated Good by Ofsted in May 2019, with particular praise for the sixth form, which was rated Outstanding. The school underwent an ungraded inspection in December 2024 under Ofsted's new framework (which no longer assigns overall grades). For GCSE, the school performs below England averages with an Attainment 8 score of 41.1 compared to the national average of 45.9. However, A-level results are above average at 29% achieving A*-A grades. The school excels in arts and outdoor education, with a dedicated sixth form that outperforms main school exam results.
John Mason School is a state-funded comprehensive school. There are no tuition fees. Parents may incur costs for uniforms, school trips (including the Year 8 Welsh Farm residential), and optional music lessons, but the school provides subsidies through its Pupil Premium programme to ensure disadvantaged pupils can access all trips and experiences.
John Mason receives approximately 3.06 applications for every place offered at Year 7, making it significantly oversubscribed. Entry is non-selective and determined primarily by distance from Wootton Road, with looked-after pupils, those with EHCPs naming the school, and siblings receiving priority. Families should verify their distance from the school using Oxfordshire LA's admissions maps or the FindMySchool distance tool before relying on admission.
The school offers a wide range of clubs including Computing, STEM, Astronomy (with annual stargazing trips to Wales), Chess, and Gardening. Drama and music are taught as curriculum subjects with regular public performances and concert series. Sports include football, netball, rugby, lacrosse, futsal, and dance. All Year 8 pupils undertake a four-day residential at the school's Welsh Farm in Wales, and Year 10 students are encouraged to participate in Duke of Edinburgh Bronze, with progression to Silver and Gold available.
Students can study French, German, Spanish, or Mandarin Chinese. Language learning begins at Key Stage 3, and students can continue their chosen language to GCSE and A-level. The school organises regular trips to Germany, Italy, France, and China, providing immersive cultural experiences.
The sixth form is shared with Fitzharrys School through the JMF6 Abingdon partnership, with 133 sixth form students. A-level results are above average (29% achieving A*-A), and the school supports leavers to a range of destinations including Russell Group universities, Oxbridge, degree-level apprenticeships, and foundation art courses. Sixth form entry requires GCSE grades 5 or above in English and mathematics for most A-level subjects; specific prerequisites should be verified with JMF6 directly.
The school includes a Learning Support team working with pupils with special educational needs and disabilities. Inclusion is an explicit value, and the school provides support for pupils with SEND, though one recent inspection observation noted that consistency in support for pupils with social and emotional difficulties varies across subjects. Families with pupils requiring specific support should contact the school's inclusion team directly.
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