Old Swinford Hospital A GSG School
- Old Swinford Hospital
Heath Lane
Stourbridge
West Midlands
DY8 1QX - Head: Mr Paul Kilbride
- T 01384 817300
- F 01384 441686
- E [email protected]
- W www.oshsch.com
- A state school for boys and girls aged from 11 to 18.
- Boarding: Yes
- Local authority: Dudley
- Pupils: 837; sixth formers: 211
- Religion: Church of England
- Fees: Day free; Flexi boarding £6,660; Tailored Boarding £13,320 pa
- Open days: September and June
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 2
- 1 Short inspection 26th January 2022
- 2 Full inspection 6th February 2013
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.
- Previous Ofsted grade: Good on 19th May 2010
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Rugby is king, say pupils and parents, though head says he’s ‘never been convinced we’re a rugby school.’ Either way, the school is well able to hold its own with the large independent schools, with a former England player running a values-driven rugby coaching programme of humility and hard work. Drama a bit thin on the ground. Art gets good numbers at GCSE and A level. The school is highly committed to boarding. In fact, the last head did away with…
What the school says...
Old Swinford Hospital is one of the UK's leading state boarding schools, and a happy, vibrant and distinctive school where tradition, community and values sit comfortably alongside innovation.
Rated ‘Outstanding for boarding’ by Ofsted and bringing together boarders and day students within its community, OSH prides itself on offering a unique educational experience where learning doesn’t end at the afternoon school bell. It is a community of many parts where each student is encouraged to be themselves, and also to make their own contribution to it. Diversity of life is embraced, and learning to live – not simply work – alongside one another is a life skill that cannot be underestimated.
Approximately two-thirds of the pupils are boarders who benefit from the combination of opportunity, structure and care which a boarding education offers. Pupils are expected to work hard, to acquire good study habits and to develop other useful skills that will help them in their future careers. High standards of personal presentation and behaviour are set and pupils are expected to demonstrate consideration for the needs of others within the School, in the local community and far beyond. They are encouraged to be creative and to consider the deeper questions, matching their academic attainment and physical fitness with emotional maturity. ...Read more
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School associations
State boarding school
Sports
Shooting
Sailing
What The Good Schools Guide says
Headmaster
Since 2014, Paul Kilbride, previously deputy head at Bethany School, Kent. Has taught in just about every type of school – state and independent, day and boarding, selective and non-selective, single-sex and mixed. Good grounding for this hybrid school. His own education was at a British Army school in Germany from where he went on to Magdalen College, Oxford to read modern history. Career options (he felt) were limited to police (‘I was too short sighted’), army (‘I didn’t like the rigid structure and hierarchy’) and teaching (‘I liked the idea of public service and the autonomy’). So teaching it was. Tremendously popular. Pupils say he’s the staff member they see the most of, his energy, engagement and informality clearly putting them (and us) immediately at ease. ‘It’s crazy, but he knows every single...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
The school aims to provide equal opportunities for all its students, including those with special educational needs (SEN), to follow a broad, balanced, and relevant curriculum; demonstrate their full potential recognising strengths as well as weaknesses; to fully participate in all school activities; and meet physical, emotional and intellectual needs.
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
Who came from where
| School | Year | Places |
|---|---|---|
| The Blue Coat School Birmingham | 2024 | 1 |
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