Burford School A GSG School
- Burford School
Cheltenham Road
Burford
Oxfordshire
OX18 4PL - Head: Mrs Kathy Haig
- T 01993 823303
- F 01993 823101
- E [email protected]
- W www.burford.oxon.sch.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: Yes
- Local authority: Oxfordshire
- Pupils: 1,459; sixth formers: 219
- Religion: Non-denominational
- Fees: No day fees; Boarding £10,395 pa
- Open days: 5 November (Sixth Form) Virtual 6 February 2021 (Boarding) 16 September 2021 (Day School & Boarding)- Individual tours welcome by appointment
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 10th May 2018
- 2 Full inspection 1st October 2014
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Offers wide range of subjects to wide ability intake but expects everyone to work hard and fulfil their potential – in line with head’s belief that if you have high expectations then ‘children will live up to what you expect of them.’ Burford hosts schools from Argentina and Australia every year for rugby, hockey, netball and cricket. School has its own equestrian team and runs an inter-house riding competition in the grounds every summer. School hopes to build its own concert hall and recently became music hub for the area, offering workshops by visiting specialists...
What the school says...
Burford School was established by Charter in 1571 and has been maintained continuously since that time. Although traditional in its atmosphere, uniform and annual cycle of events, Burford is thoroughly contemporary in its outlook.
Today we provide outstanding education, both within and beyond the curriculum, for students aged 11-18. This means pursuing academic success at all levels, so that every student achieves his or her full potential.
Our boarders, who number around 100, come from both the UK and abroad, adding a breadth and international richness to our community. Housed in the original grammar school within the town, the boarding house has a warm, family friendly feel.
We feel that our students are the best ambassadors for our school and, therefore, welcome visits on any working day. Please contact our Admissions Officer for an appointment: [email protected] ...Read more
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School associations
State boarding school
What The Good Schools Guide says
Headteacher
Since 2008, Kathy Haig BA MEd (40s). Educated at Burford School herself, followed by Leeds University (food science and nutrition). Taught at schools in Hull, Keighley and Preston before moving to Ellesmere Port Catholic High School in Cheshire. Spent 12 years there, rising to be deputy head. Made a point of focusing on teaching and learning from the minute she arrived at Burford. When it comes to making decisions she always asks ‘does it improve the teaching and learning?’ If not, the school doesn’t do it. Her approach has paid dividends. GCSE and A level results have risen year on year over the last seven years and the school was congratulated by the schools minister for making the top 90 secondary schools – for sustained improvement – in England.
Outgoing,...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
We have a strong learning support department with well qualified and totally committed staff. Considered a major strength of the school, the department was judged as outstanding in our last Ofsted report. 10-09
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | |
| VI - Visual Impairment |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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