Redborne Upper School and Community College

In the heart of Bedfordshire, where the market town of Ampthill meets the commuter belt of Flitwick, Redborne Upper School serves a community that values both academic ambition and practical pathways. This 13 to 18 upper school offers a distinctive entry point at Year 9, giving students five years to build towards their futures rather than the standard seven of most secondary schools. With over 1,500 students on roll, including a substantial sixth form of more than 400, Redborne operates at scale while maintaining the pastoral structures that help young people thrive. The school gained academy status in April 2011 and has since established itself as one of the stronger state options in Central Bedfordshire, combining academic achievement with vocational excellence and a distinctive practical ethos.

Three words define life at Redborne: Aspiration, Respect, and Responsibility. These values are not merely decorative. They structure the curriculum, inform the behaviour policy, and shape how staff speak about their students. Mr Olly Button, Headteacher since September 2019, leads a school that takes pride in its academic record while placing equal emphasis on community links and pastoral care. His predecessor, Stephen Gray, departed for Calday Grange Grammar School, and Mr Button has maintained the school's upward trajectory while introducing his own emphasis on preparing students for the world beyond education.

The physical environment reflects an institution comfortable with its dual identity as both upper school and community college. The site accommodates not only classrooms and sports facilities but also a working school farm, an unusual asset that provides hands-on learning opportunities and contributes to the school's practical, grounded character. Facilities are available for community hire, including the sports hall, conference room, and football pitch, embedding the school within the broader life of Ampthill and its surroundings. This community focus is not accidental; the school's full name includes Community College, a designation that reflects its mission to serve the area beyond the school gates.

Students arrive at 13, typically from Woodland and Alameda Middle Schools, and this common origin creates strong cohorts with established friendships. The transition from middle to upper school is well managed, with feeder school relationships prioritised in the admissions criteria. By the time students reach sixth form, they have typically spent three years together, creating a settled community where staff know students well. The student-teacher ratio of 16:1 supports this personal attention, enabling form tutors and subject teachers to track individual progress meaningfully.

The atmosphere is described as calm and purposeful. Unkindness is not tolerated and is challenged quickly. Large numbers of students engage with the Duke of Edinburgh Award, reflecting a culture that values challenge, service, and outdoor experience alongside academic achievement. The school's Artsmark Gold award from Arts Council England, received in July 2019, demonstrates that creative expression is valued alongside sport and academic study.

GCSE Results

At GCSE, Redborne's results sit in line with the middle band of schools in England, placing it between the 25th and 60th percentile. The school ranks 2,284th in England for GCSE outcomes (FindMySchool ranking), and 10th among schools in the Bedford area. While this positions Redborne solidly rather than spectacularly, the Progress 8 score of +0.08 indicates students make slightly above expected progress from their starting points; a more meaningful measure for families seeking value added rather than headline figures alone.

The average Attainment 8 score of 45.3 compares closely with the England average of 45.9, suggesting students achieve broadly in line with their peers nationally. The EBacc entry rate of 11.7% achieving grades 5 or above reflects a curriculum that offers vocational pathways alongside traditional academic routes, a deliberate choice that serves the diverse aspirations of the student body rather than pursuing a narrow academic focus.

For context, the combined A-level and GCSE England rank of 1,066 (FindMySchool composite ranking) places Redborne in a stronger overall position than GCSE figures alone would suggest, indicating that the school's sixth form significantly lifts its standing. This pattern suggests particular strength in supporting students during the post-16 phase.

A-Level Results

The sixth form tells a stronger story. Redborne ranks 1,081st in England for A-level outcomes (FindMySchool ranking), placing it within the top 40% of sixth forms nationally and 4th among providers in the Bedford area. This represents a significant improvement on the GCSE position, suggesting the school adds particular value at post-16 and that students who remain or join for sixth form benefit from a supportive environment tailored to advanced study.

At A-level in 2024, 53% of grades were A* to B, exceeding the England average of 47%. The proportion achieving the highest grades (A* to A) stood at 24%, closely aligned with the national figure of 24%. Within that, 4.6% achieved the top A* grade. These results reflect a sixth form that serves students across the ability range effectively, with particular strength in supporting students to grades that open doors to university and competitive apprenticeships.

The sixth form's scale enables subject specialists to develop deep expertise and provide targeted support for examination preparation. With over 400 students across Years 12 and 13, departments maintain critical mass in most subjects, avoiding the thin cohorts that can limit teaching in smaller sixth forms.

The curriculum at Redborne spans nearly 40 different subjects at sixth form level, ranging from traditional A-levels to vocational qualifications such as BTECs in Health and Social Care and Cambridge Technical awards in Sport. This breadth is possible because of the sixth form's scale; with over 400 students across Years 12 and 13, popular subjects can be offered in multiple option blocks, maximising student choice. Students seeking combinations that might be impossible elsewhere, such as psychology with product design and health and social care, can typically find a pathway.

The school organises courses across five option blocks, allowing the overwhelming majority of students to pursue their preferred combination. This flexibility distinguishes Redborne from smaller sixth forms where timetabling constraints force difficult choices. The Extended Project Qualification is available for students seeking to demonstrate independent research skills, a particularly valuable addition for university applications.

Teaching has been judged Good across all categories in the most recent Ofsted inspection of July 2024. Staff expectations are clear, and the curriculum is structured to build knowledge systematically. The PE department exemplifies the school's approach, with a progression model organised around year group themes: Year 9 focuses on physical literacy and self-management under the banner of Responsible ME; Year 10 emphasises resilience and determination as Resilient ME; Year 11 builds teamwork and leadership skills through Employable ME, explicitly linking sport to life beyond school.

Redborne holds designated training school status, maintaining partnerships with the University of Bedfordshire, Oxford Brookes University, and Bedford College. This commitment to teacher development creates a culture of professional learning that benefits students, while the Graduate Teacher Programme and Access to Education Scheme provide routes into the profession for career changers. New staff benefit from structured induction and ongoing mentoring, and the school delivers the Early Career Framework for teachers in their first years.

The curriculum at Key Stage 4 balances academic and vocational pathways. GCSE options include traditional subjects alongside OCR Sport Studies and ICT qualifications that provide alternative routes to success. Students can pursue GCSE or A-level in Dance, PE, or the vocational Cambridge Technical Certificate in Sport and Physical Activity, a two-year course equivalent to one A-level developed in collaboration with industry experts.

In 2024, 47% of Year 13 leavers progressed to university, with a further 38% entering employment directly and 5% beginning apprenticeships. This distribution reflects the school's comprehensive character; students leave prepared for multiple pathways, not funnelled towards a single destination. The 1% progressing to further education typically pursue specialist qualifications not available at Redborne.

The school has supported successful applications to Oxford and Cambridge, with one student securing a place in the most recent cohort from ten applicants. The Oxbridge acceptance rate of 10% from applications is realistic for a comprehensive school, and the Cambridge place demonstrates that able students can reach the highest destinations from Redborne. Beyond Oxbridge, students have gained entry to competitive courses in medicine and veterinary science, demonstrating that academic ambition is nurtured and supported. The school provides explicit guidance on Russell Group entry requirements and refers students to the Informed Choices website for course-specific advice.

The 38% employment figure is notably high compared to many sixth forms and reflects a curriculum that prepares students for immediate workforce entry as well as further study. The Cambridge Technical qualifications in Sport and Health and Social Care provide industry-relevant credentials, while the school's community links and work experience programmes connect students with local employers. The apprenticeship route, taken by 5% of leavers, demonstrates that the school supports high-quality vocational pathways as genuine alternatives to university.

University preparation begins early in sixth form, with UCAS guidance embedded in the tutorial programme. Personal statement workshops, interview preparation, and targeted support for competitive courses help students present their strongest applications. The school's training school status means staff are attuned to what universities seek, and links with local higher education providers offer insight into admissions processes.

Redborne admits 380 students to Year 9 annually, making it a substantial intake that nonetheless remains oversubscribed. In the most recent admissions round, 543 applications competed for 379 offers, a subscription ratio of 1.43. This level of demand reflects the school's reputation within the local three-tier system and the limited alternative provision for upper school places in the Ampthill and Flitwick area.

Applications are made through Central Bedfordshire Council, not directly to the school. The deadline falls in line with the national upper school admissions timetable, typically in late October for September entry the following year, with offers released on the national offer day in early March. Late applications, even from families living in the catchment area, cannot be guaranteed places if this would exceed the published admission number. This makes timely application essential for families prioritising Redborne.

Oversubscription Criteria

When oversubscribed, places are allocated in the following priority order: looked-after children and previously looked-after children first; then catchment area residents with siblings already at the school; children of staff who have been employed for at least two years; catchment area students attending Woodland or Alameda Middle Schools; other catchment area residents; non-catchment siblings; exceptional medical grounds; other Woodland or Alameda students; and finally all remaining applicants.

The tie-breaker is straight-line distance from the North School main gate. Where distances are identical, a random draw determines allocation. This means families at the edge of catchment face greater uncertainty than those living closer to the school, and the boundary itself becomes significant for property decisions.

Families can check their catchment area through Central Bedfordshire Council at 0300 300 8037 or admissions@centralbedfordshire.gov.uk. Living in catchment provides priority but does not guarantee a place if demand exceeds the admission number.

Sixth Form Entry

The sixth form admits 270 external students to Year 12, with 490 places available across Years 12 and 13. Entry requirements include a minimum of five GCSEs at grades 4 to 9, with individual subjects specifying additional requirements. Many academic subjects require grade 6 or above in the relevant GCSE; prospective students should check specific requirements carefully.

Applications are processed first-come-first-served after priority categories (looked-after children and those with SEN statements naming the school), creating an incentive for early application. Students are allocated their top three subject choices first, with fourth subjects offered if capacity allows. This system rewards prompt decision-making and may disadvantage students who take longer to finalise their choices.

Prospective students and families can explore the school through a virtual open evening at tour.redborne.com, where Mr Trapp answers frequently asked questions through short films. For current open day dates, contact the school directly at admin@redborne.com or 01525 404462.

The school is committed to safeguarding and promoting the welfare of children and young people, an expectation that extends to all staff and volunteers. The pastoral system is described by Ofsted as effective, with students feeling safe and well supported. The July 2024 inspection confirmed that behaviour and attitudes remain Good, noting the calm environment and clear expectations.

Behaviour is managed through clear structures, with the school describing itself as a calm environment where expectations are consistent. The three values of Aspiration, Respect, and Responsibility provide a framework for discussing conduct and community membership. Students understand what is expected of them, and the consistency of approach across staff creates predictable boundaries.

Each year group has a dedicated Head of Year supported by tutors who meet their groups daily. This structure enables staff to notice changes in individual students and intervene early when concerns arise. The ratio of one adult to sixteen students supports meaningful relationships, though the overall size of the school means individual attention requires deliberate effort.

The sixth form benefits from dedicated pastoral support alongside academic tutoring. Smaller tutor groups enable staff to monitor progress and wellbeing closely, identifying concerns before they become crises. Students have access to a common room, PC room, and private study areas, creating physical spaces that support both social connection and independent work. The transition from Year 11 to Year 12 is managed carefully, with internal students receiving preparation and external joiners integrated through induction activities.

Sport

Redborne's history as a specialist Sports College continues to shape its provision. The PE curriculum includes dance, hockey, badminton, trampolining, fitness, handball, and athletics, with students in Years 10 and 11 contributing to activity selection through a consultative process. The Level 3 Cambridge Technical Extended Certificate in Sport and Physical Activity provides a vocational pathway developed in collaboration with industry experts, offering genuine career preparation alongside fitness development.

Beyond curriculum time, an extensive extracurricular sports programme runs throughout the academic year. Teams compete in local leagues and county competitions, while recreational clubs cater to students seeking participation without the pressure of competitive fixtures. Students can pursue leadership qualifications including sports coaching and first aid certification, credentials that support summer employment and volunteering opportunities. The Redborne School Sports Partnership extends the school's sporting influence into feeder schools and the local community.

Duke of Edinburgh Award

The Duke of Edinburgh programme is a significant feature of school life, with large numbers of students participating across Bronze, Silver, and Gold levels. The Ofsted inspection specifically noted the high engagement with the award as evidence of the school's commitment to personal development. The school maintains dedicated social media accounts (@RedborneGold) to update families during expeditions, reflecting the programme's prominence in school culture.

The programme develops skills in volunteering, physical activity, skill development, and expedition. Students undertake increasingly challenging outdoor expeditions as they progress through the levels, building resilience, teamwork, and navigation skills. The Gold award, typically completed in Year 12 or 13, represents a significant achievement that university admissions tutors and employers recognise.

Arts and Enrichment

In July 2019, Redborne received an Artsmark Gold award from Arts Council England, recognising excellence in arts education. This achievement reflects curriculum provision and enrichment opportunities in drama, music, and visual arts. The award process requires schools to demonstrate commitment to arts education across the curriculum and in extracurricular provision.

Regular events include talent shows and fundraising initiatives, while subject departments organise educational visits to support learning. The History department, for example, offers Year 12 students a visit to Berlin and younger students the opportunity to explore First World War battlefields. These trips connect classroom learning with direct experience, deepening understanding and creating memorable moments.

The School Farm

An unusual asset for any secondary school, the working farm provides hands-on learning opportunities and contributes to Redborne's practical, grounded character. The farm connects to the curriculum through science and vocational courses while offering enrichment activities for students across year groups. Animal husbandry, land management, and food production offer learning experiences impossible in conventional classroom settings.

The farm embodies the school's broader philosophy: that education should prepare students for practical life as well as academic achievement. Students interested in agriculture, veterinary science, or environmental management gain direct experience, while others simply enjoy the opportunity to engage with animals and outdoor work.

The school day runs from 8:35am to 3:10pm, structured around five one-hour lessons with a 25-minute morning break and 30-minute lunch. Registration begins at 8:35am, with the first lesson starting at 9:05am. Five-minute movement periods between lessons allow students to travel between classrooms across the campus.

The detailed daily structure is as follows: movement and registration from 8:35am to 9:00am; lesson one from 9:05am to 10:05am; lesson two from 10:10am to 11:10am; break from 11:10am to 11:35am; lesson three from 11:35am to 12:35pm; lesson four from 12:40pm to 1:40pm; lunch from 1:40pm to 2:10pm; and lesson five from 2:10pm to 3:10pm.

Redborne is located on Flitwick Road in Ampthill, accessible from both the town centre and neighbouring Flitwick. The site sits within Central Bedfordshire, with transport links serving the surrounding villages from which the school draws its students. Most students travel by bus or are dropped by parents; the school's location between two towns means few live within walking distance. The exam office is open daily during term time from 8am to 4pm Monday to Thursday and 8am to 3:30pm on Friday for students needing examination support.

Year 9 entry point. Students join at 13, not 11, which means families must navigate the middle school system first. While this suits the local three-tier structure, families relocating from areas with standard two-tier systems may find the transition age unfamiliar. The five years to GCSE and A-level, rather than seven, concentrates the academic journey and leaves less time to address gaps in foundational knowledge.

Oversubscription and catchment. With 1.43 applicants per place, securing entry requires living in the catchment area or attending a feeder middle school. Families outside these categories face uncertain prospects. The first-come-first-served element of sixth form admissions for non-priority applicants creates additional pressure for early decision-making. Parents considering relocation should verify catchment boundaries before committing to property purchases.

GCSE performance context. While A-level results place Redborne in the top 40% of sixth forms nationally, GCSE outcomes sit closer to the middle of the distribution. Families prioritising headline GCSE grades may find stronger results elsewhere, though the positive Progress 8 score suggests students achieve appropriately given their starting points. The school's comprehensive intake means results reflect the full ability range rather than a selective cohort.

Scale. With over 1,500 students, Redborne is a large school. The pastoral structures are designed to provide individual attention, but the sheer numbers may not suit students who thrive in smaller, more intimate settings. Equally, the scale enables curriculum breadth and subject specialism that smaller schools cannot match. Students must be comfortable navigating a busy campus and taking initiative to access support.

Redborne Upper School offers a solid, well-rounded education within the Central Bedfordshire state system. The sixth form is a particular strength, with results exceeding England averages and nearly 40 subjects providing genuine choice. The school's practical character, evident in vocational pathways, training school status, and the working farm, serves students heading directly into employment as well as those bound for university.

Best suited to families in the Ampthill and Flitwick catchment who value a comprehensive sixth form with strong pastoral support and genuine breadth of opportunity. The entry point at Year 9 distinguishes Redborne from most secondary schools, creating a five-year journey that suits students ready for a more mature educational environment. The combination of academic and vocational pathways means students can find routes that match their strengths, while the Duke of Edinburgh programme and arts provision ensure education extends beyond examination preparation.

For those who secure a place, this is a school that takes its community responsibility seriously while preparing young people for whatever comes next. Entry remains the primary hurdle; for families who clear it, Redborne delivers a reliable state education with strong sixth form outcomes and genuine career preparation.