Cheltenham Bournside School and Sixth Form Centre Review 2026: Large, structured comprehensive with an established sixth form

A large 11 to 18 comprehensive with the advantages and trade-offs that scale brings. There is breadth in subject choice, a deep extracurricular timetable, and a sixth form that retains a high proportion of students after Year 11. The school’s own history points to steady growth across decades, including its move to the current Warden Hill Road site in the early 1970s and the later development of a dedicated Sixth Form Centre.

The latest Ofsted inspection (27 and 28 September 2022) judged the school to be Good across all areas, including sixth form provision.

This is a state school with no tuition fees. Most families’ costs are the practical ones, uniform, transport, trips, and any optional extras such as instrumental lessons.

The headteacher’s welcome on the school website sets a tone that combines ambition with pastoral intent, framed by the school’s historic motto, Usque ad finem (Until the end). That message is backed by external evidence that places pupil welfare alongside academic outcomes as a defining leadership priority, rather than a bolt-on.

Size is part of the school’s identity. The capacity is 1,958 and the age range runs from 11 to 18, which means students are moving through an institution that operates more like a small town than a single corridor community. For some children, that is liberating, it widens friendship circles, keeps options open, and supports a strong choice architecture at GCSE and post 16. For others, it can feel busy, especially at transition points such as the start of Year 7, GCSE options, and the move into sixth form.

The pastoral model is reinforced by a house system, referenced repeatedly on the website as a way of ensuring that students in a large school still feel known. The school also highlights pastoral initiatives that are intentionally accessible, including a school dog used for individual and wider pastoral work as part of the pastoral and culture team. This kind of feature is only meaningful when it sits inside a wider, consistent support structure, and the available evidence suggests it is treated as one element within a broader wellbeing approach rather than a headline gimmick.

Behaviour and relationships are described in grounded, practical terms. Anti-bullying ambassadors are mentioned as part of the school’s approach, with bullying characterised as uncommon and handled swiftly when it arises. For parents, the implication is not that issues never occur, but that reporting routes and response expectations are made clear, which tends to matter more day-to-day than lofty statements about culture.

At GCSE level, the school’s outcomes sit in line with the middle 35% of secondary schools in England (25th to 60th percentile). Ranked 1,636th in England and 8th in Cheltenham for GCSE outcomes (FindMySchool ranking based on official data), the picture is broadly solid rather than ultra selective.

The attainment and progress indicators show a school that adds value. The Progress 8 score is 0.44, which indicates students make above average progress from their starting points across eight subjects. The Attainment 8 score is 49.2, providing a helpful benchmark for overall GCSE achievement across the same suite.

At the top end, 12.6% of entries were graded 9 to 8, and 24.4% were graded 9 to 7. This is not a “top grades only” profile; instead it suggests a broad spread with a meaningful high-attaining cohort, alongside a large middle that will benefit from consistency in teaching and strong routines.

The EBacc entries and outcomes add additional texture. The average EBacc point score is 4.19, and 13.7% of students achieved grade 5 or above across the EBacc measure used here. For families who care about academic breadth, EBacc participation and language continuation matter because they can influence sixth form pathways and university subject access, particularly in languages and humanities.

At A level, outcomes again sit in the middle 35% of sixth forms in England (25th to 60th percentile). Ranked 1,307th in England and 8th in Cheltenham for A level outcomes (FindMySchool ranking based on official data), performance looks steady rather than rarefied.

The grade distribution helps parents understand what that means in practice. 4.57% of grades were A*, 12.98% were A, and 31.25% were B. Taken together, 48.8% of grades were A* to B, slightly above the England average of 47.2% for A* to B. The combined A* to A rate is 17.55%, below the England average of 23.6% for A* to A. This profile points to a sixth form that can support strong outcomes for motivated students, while remaining realistic about the proportion of elite grades.

Parents comparing options locally can use the FindMySchool Local Hub and Comparison Tool to place these GCSE and A level indicators alongside other Cheltenham schools, which is often more informative than looking at raw figures in isolation.

The strongest available evidence about day-to-day learning is about curriculum intent and implementation. An ambitious curriculum is stated as a core strength, with broad provision intended to prepare students for the next stage, academically and culturally. That ambition matters most when it translates into coherent sequencing, strong explanations, and pupils retaining knowledge over time.

Where the evidence becomes especially useful is in the nuance. Most subjects are described as well designed, with key concepts introduced at the right time; however, a smaller number of subjects were identified where the focus on essential concepts and sequencing is less secure, resulting in weaker long term retention, with a sharper impact on disadvantaged pupils. This is not a sweeping criticism, but it is a practical “watch point” for families, especially those whose child thrives when curriculum structure is very explicit.

Literacy is treated as a whole-school priority, with reading for pleasure promoted and subject leaders in some areas building subject-appropriate texts into the curriculum to expand vocabulary. That approach aligns well with a large comprehensive, where students arrive with a wide range of starting points and reading confidence.

The sixth form transition is also treated with intention, with transition units and reading material referenced as preparation for post-16 study. For parents, the implication is that the school recognises that A level success starts before Year 12 begins, particularly for students who might otherwise underestimate the step up in independent reading and extended writing.

The most reliable destinations data available here is the published 16 to 18 leavers destination profile for the 2023/24 cohort. In that cohort, 36% progressed to university, 6% to further education, 5% to apprenticeships, and 39% to employment. This is a mixed destinations picture rather than a single track university pipeline, which can suit a wide range of students, including those who want employment or apprenticeships straight after Year 13.

Because Oxbridge application and acceptance counts are not available in the current dataset for this school, it is better not to over-interpret the sixth form as a specialist high-tariff route. The more useful message for parents is that outcomes appear diverse, and that careers education is described as beginning early, with careers guidance provided from Year 7 onwards and an annual careers fair referenced as part of the model.

For sixth form students, the website signals a structured approach to pathways, including academic and vocational routes, and a focus on alignment between GCSE profile and chosen subjects. That matters because destinations improve when students make realistic choices early, particularly where a student is combining A levels with vocational qualifications.

Year 7 admissions are coordinated through Gloucestershire’s normal admissions round. For September 2026 entry, the timeline published by the school shows the online application facility opening on 03 September 2025 and the closing date for applications on 31 October 2025, with allocation day on 02 March 2026. For families looking beyond that cohort, the pattern is a useful guide, early autumn application with allocations in early March, but the local authority and school pages remain the definitive source for each year.

The school also references open events as part of the admissions journey. For the September 2026 cycle, an open evening took place in September 2025 and open mornings were scheduled through mid October 2025, with booking required. Because those dates are cycle-specific, parents should treat the month pattern as the takeaway and check the current calendar for the next round.

Sixth form admissions are far more explicit, which is helpful for Year 11 families. For September 2026 entry, the school sets out a clear timeline: an open evening on 22 January 2026, applications opening that evening, and applications closing on 23 February 2026. Interviews are indicated for March and April 2026, with conditional offers in April to May 2026, then enrolment aligned to GCSE results day in August 2026.

Entry requirements are also plainly stated and broken into pathways. For three A levels, the baseline includes grade 4 in Maths and English (Language or Literature) and grade 5 in chosen subjects; four A levels requires the same baseline plus an average GCSE points score of 7.0 or above. Vocational and mixed pathways have their own criteria, with an emphasis on related GCSE performance.

Families weighing catchment realities can use the FindMySchool Map Search to understand practical distance and travel time trade-offs relative to other shortlisted schools, even where published “last distance offered” data is not available.

Pastoral strength is described in concrete terms, safety, listening culture, and a school where most students show respect to each other and adults, with structured systems for those who need more help managing behaviour. This is a useful framing for a large comprehensive; strong systems matter more than informal “everyone knows everyone” familiarity.

Safeguarding is explicitly described as effective, with a vigilant designated safeguarding lead and regular staff training, and with policies intended to raise awareness of risks including online abuse. Families should read this as reassurance that safeguarding is treated as a living practice rather than a compliance folder.

Wellbeing provision also shows up on the website through parent-facing resources, including a Family Wellbeing Hub and signposting to local services. While parents will rightly focus on what happens in school corridors and classrooms, practical support and clear information routes can make a meaningful difference when issues arise.

Extracurricular breadth is one of the clearer advantages of a large school, provided it is well organised and genuinely accessible. The school’s published timetable illustrates that this is not a token offering, it is a structured weekly programme spanning sport, culture, academic clubs, and targeted support.

The computing and digital strand is particularly distinctive because it combines curriculum intent with named enrichment activity. The school describes engagement with external employers and higher education events, such as a Year 9 cyber event with South West employers, a Year 12 cyber careers event at UWE Bristol, and workshops with organisations including L3Harris Technologies. The implication for students is twofold: real-world context that can make computing feel purposeful, and early exposure to careers information that can shape subject choices.

This theme is reinforced by club provision. Coding Club, Robotics Club, and Creative Media Club are explicitly referenced by the computing team. The wider extracurricular timetable also lists clubs that signal academic and cultural range, including Year 7 Science Club, Eco Club, KS3 debating, chess, tabletop games, archaeology, and a range of drama and dance activities. The practical benefit for families is that a student can usually find at least one “anchor” activity that gives routine and belonging, which can be especially important in Years 7 and 8.

Performing arts appears to have dedicated spaces and structured participation routes. The drama page describes a Drama Studio, dance studio access, and technical equipment for productions, supporting the idea that performance is built into the weekly rhythm rather than left for an annual show. Music is positioned as similarly inclusive, with ensembles and groups such as choir, orchestra, folk band, and guitar group signposted as options.

The Duke of Edinburgh’s Award also functions as a powerful “character” programme at secondary level, because it combines volunteering, skills, physical activity, and expedition training. The school states it can take students through Bronze, Silver, and Gold, which matters for families who want continuity rather than a one-off Bronze experience.

Sport and fitness provision is strengthened by the presence of an on-site sports centre that serves both the school and the local community. Facilities listed include two sports halls, a gymnasium with sprung floor and equipment, a floodlit astroturf pitch suitable for hockey and football, and a broader mix of pitches and courts. For students, this tends to translate into more reliable training space and a broader fixture and activity programme.

The published school day runs from 8:45am to 3:15pm. The timetable graphic indicates a structured day with clear movement time, break, and lunch, with differences between Years 7 to 9 and Years 10 to 13 that reflect older students’ timetables and the demands of GCSE and sixth form study.

As a large secondary school, wraparound care is not typically offered in the primary-style “late club” format, but the breadth of extracurricular activity before and after school can function as the practical equivalent for many families, especially where parents are managing work hours.

For travel, most families will plan around local bus routes and car drop-off patterns rather than dedicated school transport. The school sits in north Cheltenham on Warden Hill Road, and students coming from further afield often combine buses with walking. Parents should sanity-check the journey at the times their child would actually travel, including winter weather and after-school club finishes.

• Curriculum consistency varies by subject. Most subjects are described as well designed, but a smaller number were identified where key concepts and sequencing are less clear, which can affect long-term retention, especially for disadvantaged pupils.

• Reading support is still developing for the weakest readers. Additional support is described, but the evidence indicates it was too early to evaluate impact at the time, with a need to ensure a suitable phonics approach is in place so all students can access the full curriculum.

• A large school can be brilliant, or overwhelming. Scale brings choice, facilities, and extracurricular depth; it also requires students to manage movement, routines, and social complexity. Children who prefer smaller settings may need more transition support at the start of Year 7.

Cheltenham Bournside School and Sixth Form Centre offers the breadth that many families actively want from a comprehensive, a wide subject platform, structured systems, and a sixth form with clear admissions timelines and defined pathways. Outcomes at GCSE and A level sit broadly in line with the middle of England’s performance distribution, with progress measures suggesting students can do well from their starting points.

Best suited to students who will benefit from a big-school offer, strong routines, lots of clubs, and a realistic mix of academic and vocational post-16 routes, with families who value breadth and community structure over a narrowly selective, exam-only culture.