Burford School A GSG School
- Burford School
Cheltenham Road
Burford
Oxfordshire
OX18 4PL - Head: Mr Matthew Albrighton
- 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: 1,475; sixth formers: 250
- Religion: Non-denominational
- Fees: No day fees; Boarding £11,250 pa
- Open days: 12 February 2021 (Boarding only) September: Day & Boarding November: Sixth Form & 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..
With over 40 acres of land and a long heritage, Burford is a formidable competitor in the local leagues. Cricket on the home square, in front of a picturesque thatched pavilion, is particularly strong, frequently earning the school a place in the Cricketer Top 100 schools. There are tutors for academic support, a school parliament for day-to-day issues and the school has formal arrangements with independent listeners, as well as a counsellor for mental-health support. ‘You’ll always get…
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
Sports
Equestrian centre or equestrian team - school has own equestrian centre or an equestrian team.
What The Good Schools Guide says
Headteacher
Since 2021, Mr Matthew Albrighton MA (Cantab) PGCE FRSA (40s). No stranger to the region, he was born in Northamptonshire and attended Warwick Grammar School before reading geography at Cambridge and training as a teacher. First post was at King Edward VI Birmingham, followed by a return to his alma mater before taking over as head of geography and IB co-ordinator at Wellington College, then deputy head at St Edward’s Oxford.
Describes this as 'a very special school - we sit in a niche space, 450 years old this year, so it’s got that real heritage, that cultural heritage’. As for moving from the independent sector, ‘there are some nuances round resources, but in the end it’s still young people - there will be times when they get it right and...
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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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