George Abbot School

Non Sibi Sed Toti (Not for oneself but for all). This Latin motto, inscribed above the entrance to George Abbot School, captures the ethos of one of Surrey's largest and most successful comprehensive schools. Named after the Guildford-born Archbishop of Canterbury, the school has grown from its 1957 origins into a thriving community of nearly 2,000 students. Academic results consistently place it among the top-performing state secondaries in England, with Progress 8 scores that put it in the top 10% for value added. The sixth form, rated Outstanding by Ofsted, sends over 40% of leavers to Russell Group universities. This is a school where scale creates opportunity rather than anonymity.

The site occupies a generous footprint in a residential area northeast of Guildford town centre. Two substantial 1960s buildings, Elmslie and Raynham, bear the names of the original headteachers when this was two separate schools; one for girls, one for boys. The merger into a mixed comprehensive in the 1970s created something distinctive: a genuinely non-selective school achieving results that rival many selective alternatives.

Year 7 pupils have their own building and playground, a deliberate design that allows the youngest students to find their feet before joining the wider school community. Staggered break times and separate year-group playgrounds mean that despite the numbers, corridors feel manageable. Outdoor spaces include wooden planters tended by pupil gardeners, no-mow areas encouraging biodiversity, and a sculpture garden specifically for Year 7 students.

Kate Carriett has led the school since 2016, bringing experience from a previous headship at Kings College Guildford. A trained music and English teacher who studied at Royal Holloway, she maintains a highly visible presence: daily break duties, regular lesson observations, and cover teaching when needed. She champions student voice, meeting regularly with pupil groups to discuss school matters. Her leadership has overseen a period of sustained improvement, culminating in the 2019 Ofsted inspection that confirmed Good across the board with Outstanding for sixth form provision.

The house system divides students into five communities: Falcon, Gryphon, Martlet, Phoenix, and Wyvern. These vertical groupings create connections across year groups and provide a framework for competition and celebration. The annual Gabbotfest sees pupils running over roughly 150 charity stalls across the school field, raising substantial sums. Sixth form leadership organises Rag Week, including GA6 Culture Day.

Traditional uniform applies up to Year 11, with blazers and ties giving way to house polo shirts during summer term. Sixth formers have no uniform requirement.

GCSE Results

George Abbot ranks 800th in England for GCSE outcomes (FindMySchool ranking), placing it in the top 25% of secondary schools nationally. Within Guildford, it ranks 6th among local secondaries. The combined GCSE and A-level ranking of 717th in England demonstrates consistent strength across both key stages.

In 2024, 35% of GCSE grades were at 9 to 7, with 73% at grades 9 to 5 and 84% at 9 to 4. The Attainment 8 score of 56.6 significantly exceeds the England average. Perhaps more telling is the Progress 8 score of +0.54, indicating that pupils make substantially above-average progress from their starting points. This value-added measure places the school in the top tier nationally for pupil progress.

The school takes a deliberately broad approach to GCSEs. Most pupils sit ten or more qualifications. Although languages are not compulsory, over 80% take a GCSE in French, Spanish, or German. Half of pupils take separate sciences; the remainder complete double science. All Year 10 students sit RE GCSE a year early, and strong results in this early entry demonstrate the school's confidence in pushing pupils to achieve ahead of schedule.

A-Level Results

At A-level, the school ranks 790th in England (FindMySchool ranking), sitting in line with the middle 35% of schools nationally. Locally, it ranks 7th in Guildford. In 2024, 11% of A-level grades were A*, with 31% at A* or A and 53% at A* to B. BTEC results show similar strength, with 80% achieving Distinction* to Merit.

The sixth form advertises around 35 courses across A‑levels and BTECs. Sciences attract the highest numbers, reflecting strong departmental expertise and facilities. Students choose either three or four subjects, with around 20 completing Extended Project Qualifications annually. Sixth formers contribute to the wider school community through leadership roles: academic tutors, reading buddies, and peer mentors.

Four 75-minute lessons each day, punctuated by 25 to 30 minute breaks, create a rhythm that allows for depth rather than surface coverage. Setting starts early in maths (from Year 7), then science from Year 8, with English set from Year 10. Two nurture classes in Year 7 cap at 15 pupils each, providing smaller-group teaching in English, mathematics, and science for those who benefit from more intensive support.

The curriculum extends beyond core subjects. In Years 7 to 9, all students study six creative and expressive subjects: dance, drama, music, textiles, graphics, and art. Vocational qualifications at GCSE level include child development, construction, and sports studies, offering alternative pathways that still lead to meaningful qualifications.

Weekly one-to-one tutoring sessions support sixth form students through their A-level programmes. A dedicated careers team provides guidance from Year 7 onwards, helping pupils understand how their choices connect to future opportunities.

16% of pupils appear on the SEN register, slightly above the England average, and the school maintains strong provision for this cohort. A 19‑strong team delivers support: learning support assistants (now called progress mentors) run one‑to‑one interventions and group programmes, and help teachers differentiate work.

The Haven is a set-aside space for pupils who find mainstream classrooms difficult, letting them work in a more suitable setting while staying connected to the curriculum. Two therapy dogs provide animal-assisted support. Interventions can be practical too — from barista training and gardening projects to outdoor cooking workshops — acknowledging learning doesn’t only happen at a desk.

In the measurement period, 19 students applied to Oxford and Cambridge, with 4 securing places. Three accepted offers from Oxford, one from Cambridge. This places the school in the top 313 nationally for Oxbridge acceptances (FindMySchool ranking), a notable achievement for a non-selective state school.

According to DfE destination data for 2023/24 leavers, 63% progressed to university, with 21% entering employment and 1% starting apprenticeships. Over 40% of university entrants join Russell Group institutions. University destinations include Warwick and Exeter, Nottingham and Cardiff, plus Swansea, Sussex and Portsmouth, along with the local University of Surrey. Three students secured medical school places in 2024.

The school participates in widening participation programmes, ensuring that university aspirations are accessible to students from all backgrounds. Careers guidance begins early, with the dedicated team supporting pupils through application processes and interview preparation.

George Abbot is consistently oversubscribed. In 2024, there were 765 applications for 291 Year 7 places, a ratio of 2.63 applications per place. Over a third of places go to siblings. Admissions are coordinated through Surrey County Council rather than direct application to the school.

After looked-after children and those with EHCPs naming the school, places are allocated primarily by distance, measured as a straight line from the home address point to the nearest student-accessible school gate.

The admissions cycle for September 2026 entry follows standard timings: introductory parent visits in September 2025, applications submitted to the local authority by October 2025, and placement notifications in March 2026. New students attend induction visits on 30 June and 1 July 2026.

Sixth Form Entry

The sixth form takes approximately 315 students into Year 12 annually, with the vast majority being internal progression. Around 15 external places are available, though numbers fluctuate based on internal take-up. Entry requirements are four grade 4s at GCSE minimum, including English and mathematics, though individual subjects may have higher thresholds.

A Cricket Scholar Programme operates in partnership with Surrey County Cricket, recruiting talented players to combine sixth form study with elite coaching.

In-year applications for Years 8 to 11 should be submitted directly to the school using the In-Year Application Form, with outcomes communicated within 15 school days.

Non-teaching heads of year provide the first point of contact for pastoral concerns, accessible during every break time. This structure ensures that academic staff focus on teaching while dedicated pastoral leads handle welfare matters with appropriate attention.

Youth workers and a school counsellor address more complex pastoral needs. Wellbeing Wednesday activities run during tutor time. From September 2024, mobile phone pouches were introduced for Year 7 cohorts, reducing digital distraction during the school day.

A dedicated transition manager supports new pupils, with specific initiatives for SEN students and those arriving without knowing anyone. Formal touchpoints include three progress reports each year, tutor meetings each September, and a single online parents’ evening.

Music

Music sits at the heart of school life. The department, led by a headteacher who herself studied music at degree level, offers exceptional provision. Termly concerts showcase students across ensembles such as orchestra, jazz band and concert band, plus chamber choir and separate senior/junior vocal choirs; there’s also a string group and a boomwhacker ensemble. Individual lessons are available during the school week, free for pupils receiving pupil premium funding.

In their first term, every Year 7 takes part in a mini‑musical, a hands‑on introduction to the school’s performance culture. Music, drama and dance collaborate on ambitious annual productions; a recent Phantom of the Opera involved 150 performers and crew, spanning singers, ballet dancers, instrumentalists and backstage roles.

Sport

The on-site Surrey County Cricket Centre, complete with nets and bowling machines, anchors the sport provision. A sports hall, fitness suite, 3G pitch, and extensive playing fields provide pitches for rugby, football, hockey, and netball in winter; tennis, athletics, cricket, and rounders in summer. Boxing, basketball, and cheerleading extend the range further.

Over 300 fixtures annually span 15 different sports. The swimming team has finished as the highest-placed state school at national finals — especially notable given there’s no pool on site.

Girls' football has flourished. Around two hours weekly of PE lessons ensure all students engage with sport, not just those on elite pathways.

Duke of Edinburgh

Uptake is impressive: around half of Year 9 pupils enrol for Bronze annually. The programme provides structure for outdoor adventure, volunteering, and skill development beyond the academic curriculum.

Trips and Expeditions

International opportunities include physics trips to CERN, biology expeditions to Iceland, classics visits to Greece, choir tours to New York, and ski trips to European destinations. The latest school expedition takes 50 pupils to Nepal.

Creative and Technical Arts

Facilities include a textiles workroom and food-tech workspace, a ceramics studio and photography darkroom, plus four DT labs equipped with laser cutters. Subjects such as DT and textiles, graphics and photography, plus fine art, are available through to A‑level.

The school day runs from 8:30am, with four 75-minute lessons punctuated by substantial breaks. Extracurricular activities divide into active, creative, and curious categories. A supervised homework club operates daily in the library after school.

Study facilities include The Gallery library for Years 7 to 9, open from 8:00am and during break times, and the Upper School Info Centre for Years 10 to 13, open 8:00am to 5:00pm. The sixth-form centre is described as having its own classrooms and IT suite, plus a barista coffee shop.

The school sits within the Learning Partners Academy Trust and partners with 15 nearby state schools. Transport links serve the Guildford area, with the school situated in a residential neighbourhood with reasonable parking availability for events.

Scale may not suit everyone. Nearly 2,000 students create a bustling environment. The school works hard to mitigate this through separate year group spaces and the house system, but pupils who prefer intimacy may find the size overwhelming initially.

Competition for places is intense. With 2.63 applications for every Year 7 place, families cannot assume entry. Distance from the school gate determines allocation after statutory priorities; proximity matters but fluctuates annually based on applicant distribution.

Academic expectations are high. Progress 8 scores in the top 10% reflect genuine stretch. Pupils who coast may find themselves challenged to raise their game. This is feature rather than bug, but families should recognise that comfortable cruising is not the culture here.

Sixth form is competitive. While entry requirements start at four grade 4s, individual subjects often require higher. Students aiming for competitive A-level combinations need strong GCSE performance.

George Abbot delivers comprehensive education as it should be: genuinely non-selective, academically ambitious, and rich with opportunity. Results rival selective schools in the area, yet the intake reflects the local community rather than an entrance exam. The Outstanding-rated sixth form provides a clear pathway to Russell Group universities and beyond. Music, sport, and creative arts flourish alongside academic rigour.

Best suited to families seeking a large, vibrant school where high expectations apply to everyone. Students who engage find endless opportunities; those seeking a quieter, smaller environment may prefer alternatives. The main challenge is securing a place in an oversubscribed school where distance determines allocation.