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  • The Cotswold Academy
    The Avenue
    GL54 2BD
  • Head: Mr Will Morgan
  • T 01451 820554
  • F 01451 810658
  • E [email protected]
  • W
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Gloucestershire
  • Pupils: 1400; sixth formers: 280
  • Religion: None
  • Open days: The first Wednesday in October, morning and evening visits
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 18th March 2015
  • Ofsted report: View the Ofsted report

What says..

The complete Cotswold spectrum, socially, from the landed to the dispossessed. Does this lead to stratification at school? Cliques? No, say the students, but we didn’t take no for an answer and drilled down. And, d’you know, they’re right. It turns out that the school really is what it sets out to be: socially, a level playing field. The school wants, said a parent, 'everyone to be busy, to try new things, never to miss out”, especially the less confident and those from deprived homes...

Read review »

What the school says...

Highly popular, happy and successful, The Cotswold School consistently appears amongst the country's top state schools at both GCSE and A Level. Judged 'Outstanding' across all categories by Ofsted (2015), The Cotswold School is The Sunday Times' Comprehensive School of the Year 2015/16 and is ranked in The Sunday Times Top 20 Comprehensives in England and Wales. In the Daily Telegraph’s League Table, with 71.4% of grades at A*, A or B, The Cotswold School’s Sixth Form ranks as the top comprehensive in Gloucestershire, and 14th in England, Wales and N. Ireland. The school is known for its highly effective preparation for University education, curriculum enrichment programme and flourishing facilities. ...Read more

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Unusual sports


What The Good Schools Guide says


Since 2011, Will Morgan BSc (Econ) NPQH and Ofsted inspector. Born in Wales, the lilt lingers. Born to teach, too, something that strikes you at once, in his case vocation being not so much innate as congenital, for his father was a teacher also. Has been at The Cotswold since 1997. Promoted from the ranks to head of sixth form in 2002, from thence to the top, quite an achievement since fortune rarely favours the internal candidate and everyone was after this job. Fizzing with physical energy, the possessor of a mind 100 per cent present in the moment, he gives you his complete attention. He’s the sort - you can see this at first sight - who gets things done and makes things happen, but he’s not one of these kickass super-heads drafted...

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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

The Cotswold School has a dedicated Special Education Needs and Disabilities Coordinator (SENCo), a trained team of Teaching Assistants, and a dedicated Inclusion Officer. We value the contribution that every child and young person can make and aim to make all pupils feel valued as individuals. The school seeks to raise achievement, remove barriers to learning and to increase physical and curricular access for all. All children with SEN are valued, respected and equal members of the school. We seek to work closely with pupils and parents, to listen to what they have to tell us and to work together to achieve positive outcomes academically, socially and for life. Most pupils who need additional support are identified in the Year 6/7 transition. The SENCo, Assistant SENCo and the Learning Support team liaise with feeder primary schools and hold individual meetings with parents to listen to their views regarding their child’s needs, and strengths and strategies that have proved successful, in order to gain as clear a picture of the pupil as possible. All the information gathered at transition is used to draw up a pupil profile to inform staff and their planning. On entry in September all Year 7 pupils take a reading and spelling test and use the Accelerated Reading programme. This can help to highlight any pupils where special needs have not previously been recognised. Year 7 pupils also take CATS tests on entry which gives a profile of verbal, non-verbal and quantitative ability, and highlights areas of difficulty. Some pupils are identified as being in need of additional support at a later date when concerns are raised by a parent/carer, by a subject teacher, or by the pupil. We use a range of different screening tools including Dyslexia Portfolio, LUCID RAPID and Dyscalculia Screener. Where necessary the school would seek support and guidance from outside agencies. The Educational Psychologist and the Advisory Teaching Service are involved in training and providing advice for staff as well as NHS specialists such as Speech and Language Therapy.

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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