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  • Oxted School
    Bluehouse Lane
    RH8 0AB
  • Head: Mr Russell Bond
  • T 01883 712425
  • F 01883 723973
  • E [email protected]
  • W
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Surrey
  • Pupils: 1728
  • Religion: Does not apply
  • Open days: Thursday 6 October 2016 (5.30pm-9.00pm) no appointment necessary
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 8th February 2022
  • Previous Ofsted grade: Requires improvement on 15th May 2018
  • Ofsted report: View the Ofsted report

What the school says...

Oxted School, part of The Howard Partnership Trust, is amongst the largest and most dynamic comprehensive schools in the country. Nestled at the foot of the North Downs in the lush countryside of East Surrey, the School has a unique character and ethos which draws out the best from every individual student who we have the privilege to educate.

Founded in 1929, Oxted School is strongly rooted in the local community, and combines the traditions and values of the last 87 years with the very best facilities and the latest developments in Quality First Teaching. Academic rigor is combined with a strong emphasis on creativity and physical activity, supported by an inclusive House system providing tailored pastoral care. Students benefit from a vast array of enrichment activities, including one of the largest Duke of Edinburgh programmes in England, and leave the School as confident, well-rounded, community minded individuals: ready to face life's many challenges.
...Read more

This is not currently a GSG-reviewed school.

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Unusual sports

Equestrian centre or equestrian team - school has own equestrian centre or an equestrian team.

Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Oxted School has had a Specialist Centre for the Visually Impaired since 1988. The current Specialist Centre for the Visually Impaired is housed on the ground floor of the Meridian Building and comprises a suite of several small teaching and equipment rooms and two offices. The main body of the department is fitted with the resources, technology and specialist equipment which enables the VI team to adapt all the resources for the students we support. The level of adaptation will depend on whether the resources are required in large print, or in a tactile version, such as braille. The Specialist Centre supports both blind and visually impaired students and is one of five such bases in Surrey – three in secondary schools and two in primary. It can currently accommodate up to 12 students. All students will have a Statement of Special Educational Needs which details Visual Impairment as their primary need. Some students come from bordering authorities such as Croydon, Bromley, Sutton or Kent. The students are fully included in mainstream lessons and are withdrawn from some lessons to focus on specific skills such as mobility, life skills or Braille Maths. “… the Centre excels at developing independence in their students. There is a real focus on ensuring that students are not only successful in their current setting but ensuring that they have the skills, knowledge, ability and resilience to be successful beyond school” - PSSS Joint Monitoring Visit, December 2015. The school has an experienced inclusion team which has expertise in special educational needs, behaviour, removing social barriers and developing emotional well-being. All students are screened for literacy and for their cognitive ability when they first join. These results are explained and shared with staff. Students who are identified as having below average standard scores are then assessed in a more in-depth test. Any student identified as having complex needs is placed on a SEND Support Arrangements document, where identified staff work in the ‘assess, plan, do, review’ format to meet the needs of this young person. We have a tailored personalised curriculum for some of our students. When the school has a significantly low attaining student, they are likely to follow a modified curriculum which includes additional maths and English lessons. We hold meetings with parents before options evening at KS4 so both parents and our young people are fully aware of the options and challenges each route will pose for them. The curriculum choices at KS4 are broad and varied and we offer support, advice and guidance throughout the options process. The curriculum in Year 7, 8 and 9 is challenging and has been modified to meet the new government standards.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
English as an additional language (EAL)
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 Y

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:

most years
quite often
sometimes, but not in this year

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