Chipping Norton School A GSG School
- Chipping Norton School
Burford Road
Chipping Norton
Oxfordshire
OX7 5DY - Head: Mr Barry Doherty
- T 01608 642007
- F 01608 644530
- E office.4010@chipp…norton.oxon.sch.uk
- W www.chipping-n…ton.oxon.sch.uk
- A state school for boys and girls aged from 11 to 18.
- Read about the best schools in Oxford and Oxfordshire
- Boarding: No
- Local authority: Oxfordshire
- Pupils: 965
- Religion: Does not apply
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Outstanding 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 5th May 2023
- 2 Full inspection 7th November 2017
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: Inadequate on 15th December 2015
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
CNS is an exciting rural community school which is doing things differently. Following a hope-based curriculum, teachers across all subjects follow the same principles of good practice with an emphasis on uncluttered tasks with eye-catching visuals and quality resources. Thorough doesn’t begin to cover it – thought even gone into how much text-to-image ratio optimises memory and cognitive function. Many teachers are established and there’s a low turnover. All staff are on board with the school’s inclusive values and ambitious goals as well as a sensible and compassionate ‘work smarter not harder’ culture which is intended to…
What the school says...
Chipping Norton School has specialisms as a Training School and a Performing Arts College. We are located in the east Cotswolds, serving a mainly rural community. The school shares a site with a well equipped leisure centre and has excellent sporting facilities.
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What The Good Schools Guide says
Head teacher
Since 2018, Barry Doherty, BA in history from the University of Liverpool and PGCE at Bristol. Grew up in Birmingham attending his local comprehensive. He and his two sisters were the first in the family to go to university. He says of his first PGCE placement, ‘The school was tough and quite eye-opening but there were some brilliant things going on, such as a project with the Royal Ballet. I could see the difference school was making and it stayed with me.’ His next placement was in Gambia (unheard of in teacher training). He says,’ You saw children walking eight miles or more to school. It really consolidated my view that while money is important, desire to learn is far more so. Motivating children to want to learn is key.’
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
At Chipping Norton School we strive to ensure that every pupil fulfills his or her potential both through examinations and as rounded individuals with the social skills and confidence to succeed in further education and the world of work. We have in recent years successfully included pupils with Hearing Impairment, Dyslexia, Dyspraxia, Aspergers, Emotional and Behavioural Difficulties, Physical difficulties and Moderate Learning Difficulties. Implicit in our success has been our effective partnership with outside agencies, with local special schools and most importantly with parents. We offer an appropriately differentiated curriculum to our SEN pupils in Key Stage 3 and a work related option in key stage 4 along with work experience and college placements to suit individual 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
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