The Cotswold Academy Review 2026: Five-Time Outstanding Comprehensive

Beneath the rolling Cotswold hills sits a school with an unusual distinction: five consecutive Outstanding Ofsted ratings since 2002. The Cotswold Academy, rooted in the picturesque village of Bourton-on-the-Water and set across 32 acres, began as a merger between a secondary modern and a grammar school in 1988. What emerged was something different, a comprehensive institution that has consistently defied the notion that state education and academic excellence must be an either-or proposition. With 1,500 students aged 11-18 and a principal, Mr Will Morgan, who has led the school since 2012, this academy has achieved sustained performance in the top tier of English schools while maintaining a genuinely inclusive character.

The school's location is striking. Bourton-on-the-Water, known as the "Venice of the Cotswolds," provides a serene setting for learning, yet the school itself is unmistakably ambitious. GCSE results place it in the top 19% of schools in England (FindMySchool ranking), while A-level performance sits in the top 13% (FindMySchool ranking). The most recent Ofsted inspection in March 2025 judged the school Outstanding across all categories, an accolade rarely seen in state education. The Sunday Times named it Comprehensive School of the Year for the Southwest in 2023.

Walking across the campus immediately signals a school with purpose. The blend of Victorian buildings alongside modern extensions, the 2013 Mathematics Block, the 2018 Sixth Form Study Suite, and the 2022 English Block, tells a story of continuous investment. During construction of the Mathematics Block, excavations revealed what lies literally beneath: the school stands on a Roman cemetery with Iron Age graves, a reminder of the centuries of education happening on this site.

The atmosphere strikes a balance rarely achieved in comprehensive schools. Students move purposefully between lessons, but without the stilted formality of more selective institutions. Staff greet pupils by name. The school's values, friendship and knowledge, symbolised on the badge, are genuinely lived rather than merely displayed. The house system (Artemis, Zeus, Poseidon, and Apollo) creates smaller communities within the larger school, fostering both identity and accountability.

Mr Morgan's leadership has shaped a culture where high expectations are paired with genuine care. The inspection noted that the headteacher's commitment to ambition and aspiration has profoundly influenced the school's ethos. Teaching assistants and support staff are visible and engaged. Pastoral care is not a checkbox but a lived commitment, with tutors knowing their students individually and meeting with them each morning for registration and guidance. The school employs specialist counsellors and works closely with the local community, including partnering with St Johns Ambulance and local Rotary clubs for student development.

The environment is calm but alive. Music drifts from practice rooms; displays showcase student work; extracurricular activities fill the timetable. Yet there is no sense of chaos or stress. The discipline policy is fair and consistent. Behaviour is exemplary without being oppressive.

GCSE Performance

The 2024 GCSE cohort achieved an Attainment 8 score of 55.2, compared to the England average of 45.9. This represents a difference of nearly 10 points, substantial by any measure. Roughly one-third of entries (34%) achieved grades 9-7, compared to 54% in England, placing the school above average. The Progress 8 score of +0.49 indicates pupils make well-above-average progress from their starting points, meaning students achieve better outcomes than expected based on prior attainment.

The school ranks 868th in England for GCSE outcomes (FindMySchool ranking), placing it comfortably in the top 19% of schools. Locally, it ranks 7th among schools in Cheltenham, reflecting strong performance in a competitive area. The English Baccalaureate pass rate stands at 38%, with an average EBacc APS of 5.09, both indicators of curriculum breadth and rigour.

These metrics reflect what Ofsted found: pupils develop deep understanding, teachers have high expectations, and the school pursues academic excellence deliberately and systematically.

A-Level Performance

Sixth form results demonstrate sustained excellence. In 2024, 12% of entries achieved A*, 30% achieved A, and 32% achieved B grades. This means 74% of all A-level entries landed in the A*-B range, compared to an England average of 47%, a difference of 27%age points. This is exceptional performance for a state school.

The school ranks 350th in England for A-level outcomes (FindMySchool ranking), placing it in the top 13%. Locally, it ranks 3rd in Cheltenham, once again demonstrating strength in a competitive area. The combined GCSE and A-level ranking places the school 376th in England (FindMySchool composite).

These results reveal a sixth form experience characterised by rigorous teaching and genuine stretch. The range of subjects offered (26 at A-level) means students can pursue both traditional academic paths and vocational interests within the same institution.

University Destinations

In the 2023-24 cohort, 51% of leavers progressed to university, 6% to further education, 2% to apprenticeships, and 26% to employment, with the remainder pursuing other pathways. The school achieves one Oxbridge place for every 16 applications, with one student securing a Cambridge place in recent years. Beyond Oxbridge, the school places students regularly at Russell Group universities, reflecting the academic rigour of sixth form teaching.

The school operates a traditional academic curriculum taught by specialists, many of whom are Oxford and Cambridge graduates. All subjects are taught separately, including sciences at Key Stage 4. Languages (French and German) begin in Year 7 and are offered to GCSE and A-level. Classics, including Latin and Greek, is available for advanced study.

Teaching is consistently high-quality. Lessons are characterised by clear explanation, probing questions, and high expectations for all learners. The Ofsted report noted that teachers design engaging lessons that captivate students' interests while promoting deeper understanding. Lessons balance direct instruction with collaborative work. Pupils are expected to think critically, not merely to reproduce knowledge.

Stretch and challenge are embedded. High achievers are not left to coast; extension tasks push them further. Underachievement is addressed through targeted intervention. After-school study sessions provide additional support in core subjects. Homework is set regularly and marked with detailed feedback. Subject competitions and external challenges (Maths Olympiad, writing prizes, debating competitions) are actively promoted.

The school has invested in technology where it enhances learning. Visualisers in Design & Technology lessons improve demonstration of techniques. Specialist equipment enriches practical work across sciences and practical subjects. Yet the school resists the idea that technology alone drives excellence. The foundation is strong teaching informed by expert subject knowledge and high expectations.

The breadth of extracurricular provision distinguishes this school from many peers. The school offers far more than token clubs; there is genuine infrastructure supporting student interests across sport, music, drama, and academia.

Sports: Rugby and Broad Participation

Sport is integral to school life. Rugby is prominent, with fixtures at regional and national level. Football, netball, cricket, and athletics provide pathways for students of all abilities. Floorball has emerged as a popular activity alongside traditional sports. The school runs two sports lessons per week for all students, building foundational fitness and skills. House competitions in rugby, netball, and athletics create friendly rivalry while fostering team cohesion.

The sports facilities are solid. The school benefits from on-site courts and fields, with plans to expand further. Specialist coaching is available in key sports. Representative honours are celebrated, yet the underlying message is that sport builds character and community, not merely individual achievement.

Music: Ensembles and Performance Culture

Music features prominently. The school maintains multiple ensembles: chapel choir, symphony orchestra, smaller chamber groups, and jazz ensembles. Annual concerts provide platforms for performance. Whole-year music lessons have featured in the curriculum, ensuring broad exposure rather than limiting music to the select few. Instrumental tuition is available, with fees charged separately. The school recognises that musical training develops discipline, collaboration, and expressiveness, skills transferable beyond the classroom.

Musical performances are part of school culture. Events are attended by families and the local community. Students describe music as accessible, not elite.

Drama: Professional-Standard Productions

The drama programme produces outstanding results. Recent shows have included Sister Act, Billy Elliot, and Mary Poppins, all of which ran for multiple nights and achieved "sell-out" status according to school documents. These are professional-standard productions with orchestras, elaborate sets, and significant casts. Students describe the experience as transformative.

Drama is offered at GCSE and A-level. The course includes theatre history, practical work, and live theatre trips. Students work with demanding scripts and collaborate intensively. The pastoral benefit of drama, building confidence, friendships, and belonging, is substantial.

Academic Enrichment and Clubs

A Key Stage 3 and Key Stage 4 History Film Club operates alongside subject teaching, deepening engagement. The school runs writing competitions internally and encourages participation in national competitions. Debating and public speaking are promoted. Subject clubs and societies are regularly mentioned in school communications. Students engage in community fundraising and local service.

The Sixth Form Study Suite, opened by television presenter Adam Henson (a notable connection to Cotswold life), provides dedicated space for independent study and small-group tutorials. Tutors meet sixth formers individually to discuss progress and aspirations.

Trips and Residentials

School trips span remarkable distances and provide genuine educational experience. Recent trips have included visits to France (Club Correze for Year 7, featuring adventure activities including water sports, rock climbing, and archery), Iceland (with visits to lava museums, waterfalls, and glaciers), and educational trips to London, China, and America. Battlefield trips to France and Belgium connect history learning to physical sites. A Barcelona trip allowed exploration of art and urban culture. These are not one-off treats; they are embedded in the curriculum as tools for learning.

The school is heavily oversubscribed at entry. In the most recent data, 437 applications were received for 240 places, a ratio of 1.82:1. This reflects the school's reputation in the local area. Admissions are non-selective; the school operates on a distance-based system (along with standard admissions criteria for looked-after children and those with statements of special educational needs).

The catchment area is wide, with pupils travelling up to 45 minutes from surrounding areas including Chedworth, Cheltenham, Guiting, and beyond. The school draws from 30+ primary schools, creating a socially diverse cohort.

The school's commitment to pastoral care is genuine. The tutor system is foundational. Each student has the same tutor from Year 7 through Year 11 (a new tutor joins in Year 8, remaining through Year 11), creating stability and trust. Morning registration is a time for contact and brief activities, not merely an administrative function.

The Head of Year 7 role is active and visible. Miss Lamb, the current Head of Year 7, is described in school materials as someone who recognises that transition can be unsettling and who proactively supports families. Older students act as mentors. The school acknowledges anxiety about secondary transfer and builds structures to ease it.

Special Educational Needs and Disabilities (SEND) provision is coordinated by a trained team including the SENDCo, teaching assistants, and an Inclusion Officer. Students identified as needing additional support have individual meetings with families to understand strengths and strategies. Support is integrated into the mainstream setting where possible, with specialist intervention where needed. The school holds the Inclusion Quality Mark, an external recognition of quality SEND provision.

Mental health support is available. A trained counsellor visits weekly. The school works with external professionals (St Johns Ambulance, Rotary Club) to provide specialised guidance. Form time includes explicit teaching on wellbeing, decision-making, and healthy relationships.

Behaviour expectations are clear and consistently enforced. The discipline policy references the school's core values (friendship and knowledge) and treats students with respect while maintaining high standards. Students reported exemplary behaviour during inspection, with high respect for staff and peers, good attitudes to learning, and a sense of safety.

The school day operates 8:50am to 3:20pm for most students. Registration takes place between 8:50am and 9:05am. Lunch is provided on-site, with students eating in designated areas. The school supports student wellbeing through access to counselling, first aid training, and pastoral support.

Transport to the school is by car or bus for most students. The nearest railway station is Moreton-in-Marsh, approximately 20 miles away. Most pupils are driven or take dedicated school coaches. The nearest significant town is Cheltenham, about 10 miles south; Oxford is approximately 25 miles north. The location is rural and car-dependent, which is worth considering for families without direct access to vehicles.

The school website provides detailed admissions information, term dates, and department overviews. Open days are typically held in October and November for prospective Year 7 and Sixth Form entrants.

This is a state school with no tuition fees. Charges are made for optional extras including school trips, residential visits, music lessons, and classroom materials, consistent with state school policy. The school operates a transparent charges policy available on request.

Oversubscription is severe. With nearly two applications for every place, entry relies heavily on distance from the school. Families should verify their proximity to Bourton-on-the-Water before committing to the catchment. While the school's reputation is deserved, securing a place requires either living locally or applying for a space when siblings enter the school.

The rural location presents practical challenges. The school is not accessible by public transport. Families without cars, or those relying on public buses, may find the location limiting. The nearest secondary schools serving comparable catchments require similar travel times.

High expectations require genuine engagement. This is not a school that accommodates passivity. Teachers expect homework to be completed to a high standard. Students are expected to participate in extension activities, attend clinics for additional support, and take their learning seriously. Students who thrive here are those with genuine academic interest or willingness to develop it. Families seeking a more relaxed secondary experience should look elsewhere.

Sixth form entry requires specific grades. While the school welcomes external applications to the sixth form, entry is competitive. A-level places typically require GCSE grades of 6 and above (and subject-specific requirements for advanced subjects like sciences and languages). The sixth form is not a safety net for students who underperform at GCSE; it is genuinely selective.

The Cotswold Academy is a state school delivering results and ethos typically associated with independent education. Five consecutive Outstanding Ofsted ratings are exceptional. GCSE and A-level performance consistently exceeds the England average by significant margins. The teaching is rigorous and informed by deep subject expertise. The pastoral care is genuine. The extracurricular provision is outstanding, not in the hyperbolic sense, but in the literal sense of standing out.

The school is best suited to families within or very close to the Bourton-on-the-Water catchment who value academic excellence and broad enrichment, and whose children are motivated learners willing to engage with genuine challenge. It is a superb school, and its reputation, earned through consistent delivery, is well-deserved. The primary barrier is admission; once a place is secured, the educational experience is exceptional.