Chipping Norton School Review 2026: Strong Academic Performance in the Cotswolds

GCSE Performance

In 2024, examination outcomes demonstrated strength across the board. Nearly three-fifths of GCSE entries achieved grades 9-7, placing pupils well above the national average. The Attainment 8 score of 52.9 reflects solid performance across the eight measured qualifications. Progress 8 of +0.29 indicates that students make above-average progress from their key stage 2 starting points to GCSE, a meaningful indicator of added value. The school ranks 1,056th in England for GCSE performance (FindMySchool ranking), placing it within the top 25% of schools nationally. Students achieve particular strength in English and sciences, with widespread success across subjects including geography, history, modern languages, and design technology. Attainment among disadvantaged pupils and those with special educational needs has risen sharply in recent years, demonstrating effective inclusive practice.

A-Level Performance

The sixth form achieves results that exceed the school's main school performance. Over half of all A-level grades achieved A*-B in 2024, the school's best results ever. At A-level, 10% of grades reached A*, and a further 20% achieved A. The sixth form ranks 743rd in England (FindMySchool ranking), placing it in the top 30% nationally. Entry into the sixth form remains competitive, with places going to candidates demonstrating strong GCSE outcomes and genuine academic commitment. The expanded subject range (23 subjects offered in 2025) allows students flexibility whilst maintaining academic challenge, with mathematics and sciences particularly strong.

Teaching follows a structured, knowledge-rich curriculum designed to deepen subject understanding. The inspection confirmed that teachers are experts in their fields and passionate about their subjects. Lessons typically begin with clear explanation of new concepts, with teachers checking understanding in most cases. Within the main school, some variation exists in how quickly teachers identify and address gaps in pupil knowledge, but the school has committed to spreading best practice more systematically. In the sixth form, teaching is characterised as highly effective, with sophisticated guidance enabling students to excel in independent study. Reading is placed central to school life, with pupils reading independently and with peers throughout the day. Those struggling with reading receive focused phonics support. The curriculum balances academic rigour with practical application, particularly in design technology and science, where real equipment and contemporary contexts bring learning to life.

The 2024 leavers cohort (91 students) saw strong progression to further study. 65% of leavers progressed to university, while 29% entered direct employment, 4% pursued apprenticeships, and 4% progressed to further education. For sixth form leavers specifically, destinations reflect the school's positioning: three Cambridge places were secured in 2024, indicating consistent success at Oxbridge level. Beyond Russell Group universities, destinations include a breadth of institutions from research-intensive universities to specialist colleges. The careers programme is described as a particular strength by Ofsted, with high-quality advice helping pupils make informed choices about GCSE options, sixth form entry, and post-18 pathways. Year 12 entrance requires a minimum of seven GCSEs at grade 4 or above, with subject-specific requirements for most A-levels (typically grade 6 minimum).

The school provides one of the strongest extracurricular offerings in the county. The breadth and depth reflect a genuine commitment to enrichment alongside academic study. Throughout the week, lunchtime and after-school clubs operate across multiple areas. Specific offerings include badminton clubs by year group, netball and rugby teams, all-girls football, cricket, and rounders. The Athletics Leaders programme and Sports Leaders qualification develop student responsibility, while the Community Sports Leader Award builds coaching skills.

Music provision remains substantial. Ensembles include a choir and orchestral groups, with musical performances anchoring the school calendar. Drama features prominently, with student-led productions occurring regularly throughout the year. The Duke of Edinburgh's Award operates at Bronze and Gold levels, attracting significant participation.

STEM and technology initiatives extend beyond the curriculum. School clubs provide focused experience, while trips and visits embed learning in real contexts. German exchange trips occur annually, offering language immersion and cultural exchange. Biology and geography field trips use natural and human landscapes as outdoor classrooms. The library operates as a hub for independent reading and research, with carefully selected collections.

The Extra-Time programme offers additional enrichment, with clubs varying termly to maintain engagement. Year 7 transitions receive particular attention, with student leaders mentoring younger pupils. A year-long leadership programme develops sixth form students as tutors and mentors for younger cohorts, with external assessors noting their exceptional engagement compared to peers in other schools.

Entry to Year 7 follows Oxfordshire County Council coordinated admissions. In recent years, the school has experienced rising demand, with families increasingly willing to travel beyond their immediate locality. The furthest distance at which a place was offered (where available) is used as the tie-breaker after looked-after children and those with Education, Health and Care Plans naming the school. Children of families living over three miles from the school receive free transport provided by the local authority.

The school operates an open admissions policy and does not intend to turn away applicants outside the formal catchment area; instead, it expands capacity to meet demand as local housing developments proceed. The school already draws pupils from parts of Warwickshire and Gloucestershire, reflecting its reputation.

Sixth form entry is more selective, with admission requiring a minimum of seven GCSEs at grade 4 or above, plus subject-specific entry requirements for individual A-levels. Applications to the 2026-2027 sixth form cohort opened in January 2025, with an unprecedented number received, indicating strong external recognition.

The provision for pupils' personal development is described as exceptional by the recent inspection. A comprehensive PSHE programme supports healthy choices, respectful relationships, and safeguarding awareness. Character education occupies a central place, with fortnightly lessons exploring morality alongside assemblies and whole-school events. Sixth-form students take active roles in school life and the wider community, mentoring younger pupils and leading assemblies.

The refurbished sixth form study centre provides a dedicated space where students can work responsibly and independently. Sixth formers benefit from high-quality careers guidance tailored to university and apprenticeship pathways. Pastoral care across the main school rests on tutor groups and year group structures, with staff trained to support pupils experiencing academic, social, emotional, or physical challenges. A school nurse provides health support, while external agencies are engaged where pupils require targeted help. Attendance is monitored carefully, with the school working closely with families where support is needed to ensure regular attendance. The majority of pupils demonstrate good attendance patterns.

The school day runs from 8:50am to 3:20pm. Free transport is provided by Oxfordshire County Council for children living over three miles from the school within Oxfordshire; buses serve the area regularly. Parking is available in the leisure centre car park, with access via staff facilities. The school operates a cashless system (MCAS) for meals, with a canteen providing hot and cold options daily. Uniforms are compulsory and ordered through a specified provider.

Sixth Form Competition. The sixth form has grown significantly in reputation and is increasingly competitive at entry. The unprecedented number of applications in January 2025 means that candidates need strong GCSE results and subject-specific entry grades (often grade 6 or above). Families should manage expectations, particularly for highly subscribed subjects.

Variation in Teaching Quality. Whilst much teaching is strong, particularly in the sixth form, the inspection identified some variation in the main school. Teachers do not always check and remedy gaps in knowledge before moving learning forward. For pupils who learn at different paces, this can mean uneven progress in some subjects. The school is working to spread best practice, but families with pupils requiring carefully differentiated teaching should observe lessons if possible.

Growing Catchment. Demand has increased substantially in recent years. The furthest distance at which a place was offered is used as a tie-breaker after priority groups, and distances can change annually. Families from beyond the immediate area should verify current arrangements with the local authority rather than assuming automatic admission.

Chipping Norton School delivers strong academics, genuine pastoral care, and genuine community in a rapidly improving establishment. Behaviour is exemplary, personal development is exceptional, and leadership is confident and inclusive. The school suits families who value both high academic expectation and authentic community life. It is particularly strong for those seeking breadth of opportunity (music, drama, sport, leadership roles, trips) alongside rigorous study. The sixth form is especially impressive for students aiming for competitive universities or vocational programmes.

The main consideration is that entry — particularly to sixth form — has become more competitive. Families beyond the immediate catchment should verify distance arrangements with the local authority, whilst sixth form aspirants should aim for strong GCSE performance and meet subject-specific entry requirements. These are factors of success rather than barriers; they reflect the school's genuine improvement and rising reputation.