Tupton Hall School

Inspection of Tupton Hall School Station New Road, Old Tupton, Chesterfield S42 6LG

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Inspection dates: 30 November and 1 December 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 30 November and 1 December 2022

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What is it like to attend this school?

Pupils are proud of their school. It is a school rooted in the community. Pupils are happy and feel safe. Pupils have warm relationships with staff. They know that staff care about their education and well-being. Leaders expect pupils to treat everyone with kindness and respect, and they do. Pupils said that everyone can be themselves. Pupils do not worry about bullying. It is rare and staff deal with it quickly.

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What is it like to attend this school?

The school has high expectations of all pupils. Most pupils work hard and behave well. In lessons, most teachers explain things clearly and give pupils the help they need. Reading is important in this school. The school has a programme designed to help all pupils to read well so that they can learn well. Students in the sixth form enjoy their experience. Staff encourage and support them to be ambitious about their next steps in life.

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What is it like to attend this school?

Pupils have opportunities to be leaders and have influence in their school. Staff listen to their views and make changes. The school provides a wide and varied range of clubs and activities through the ‘Enrich @ THS’ programme. Sport, music, drama, board games, arts and crafts are all popular with pupils.

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better?

Leaders have brought about significant improvement at this school. They focus on providing a supportive, calm learning environment where each pupil can do their best. They have designed an ambitious curriculum. Pupils in key stages 3 and 4 study a suitable range of subjects. Students in the sixth form choose from a wide range of academic courses. A small number of pupils in key stage 3 follow the ‘foundation pathway’. These pupils study the full curriculum, appropriately adapted to meet their needs. This is a strength of the school’s provision.

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better?

With effective support from senior leaders and the trust, subject leaders have thought carefully about the curriculum. They have identified what they want pupils to know and be able to do. They have set out the order in which pupils will learn key knowledge and when they will have a chance to revisit it. Leaders continue to develop and improve their curriculum.

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better?

In most lessons, teachers share clear explanations. They make sure that pupils understand how new learning connects to what they have learned before. They check pupils’ understanding before moving on. However, some teachers do not present information clearly. Sometimes pupils do not understand what to do. Not all teachers identify gaps and misconceptions in pupils’ learning, so they do not address them. Leaders are providing effective support to these staff to improve their practice. 30 November and 1 December 2022

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The provision for pupils with special educational needs and/or disabilities (SEND) is strong. The SEND team works well with pupils and their families. Teachers value the information and advice they receive from the special educational needs coordinator. Pupils receive the right support in lessons and they participate fully in the curriculum.

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Leaders prioritise reading. They have designed a reading curriculum to support and encourage all pupils to read well. Pupils in key stage 3 read every day. Leaders ensure that the books pupils read are appropriate to help improve their reading. Leaders identify pupils who need additional support. They have set up a new phonics programme to meet pupils’ needs.

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The sixth-form curriculum is broad and ambitious. Students value the positive relationships they have with staff. In most courses, teachers’ subject knowledge is strong. Assessment is consistent and effective. Students receive appropriate advice and guidance about their next steps in education, training or employment. Leaders have set out an effective programme for personal development in the sixth form. Most students engage well with this.

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Pupils know and understand leaders’ high expectations of their conduct and effort. There is a clear behaviour policy. Most staff apply it consistently and pupils appreciate this. Low-level disruption is usually dealt with swiftly and fairly. Pupils receive rewards for doing the right thing. Leaders provide effective support to pupils who need help to behave well consistently.

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Leaders identify pupils who do not attend school as often as they should. They work with pupils and their families to improve pupils’ attendance. This work is beginning to have a positive impact. However, leaders recognise that there is more to do to reduce rates of absence.

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Leaders ensure that improvements are sustainable. They provide staff, including those new to teaching, with high-quality training and development opportunities. The school receives good support from the trust and the local academy board. Governors share leaders’ commitment to the school and the community.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is a culture of vigilance and care in this school. Staff are well trained and know their duties well. Pupils know they can speak to staff if they are worried. They trust staff to help and support them. Pupils learn to keep themselves and others safe, including online.

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Safeguarding

Leaders are knowledgeable and skilled. They are alert to the risks that pupils may face. They ensure that pupils get the support they need, including from the school counsellor and nurse. Leaders make extensive use of the external agencies and organisations available, to help their pupils. 30 November and 1 December 2022

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(Information for the school and appropriate authority)

 Not all teachers present information clearly. Some do not routinely check pupils’ understanding. They do not identify gaps and misconceptions before moving on. Leaders must ensure that all teachers give clear explanations. They should ensure that teachers check that pupils have a secure understanding of the key knowledge before moving learning on so that pupils learn as well as they should.  Some pupils do not attend school as often as they should. Pupils who are vulnerable are absent more often than others. They are missing out on learning. Leaders should continue their efforts to improve attendance so that pupils attend school and make the most of the learning opportunities the school provides.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 30 November and 1 December 2022

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School details

Inspection number 10257098 Type of school Secondary Comprehensive

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provision

Number of pupils on the school roll 1,556

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 The school opened and joined the Redhill Academy Trust in October 2019.  The school uses one registered alternative provider and six unregistered alternative providers.  The school uses the Derbyshire Reintegration Centre run by the Redhill Academy Trust. A small number of pupils who need to improve their behaviour attend this centre for short-term support.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical qualifications and apprenticeships.

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The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with senior leaders, other leaders, staff and pupils.  The lead inspector held a meeting with the chief executive officer of the trust and members of the local academy board.  Inspectors scrutinised a range of documents, including those relating to safeguarding, behaviour and attendance.  Inspectors carried out deep dives in art, English, history, mathematics and physical education. As part of the deep dives, inspectors visited lessons, spoke with curriculum leaders, reviewed curriculum plans and reviewed pupils’ work. They also spoke with pupils and teachers.  Inspectors visited lessons and challenge time. They listened to pupils read.  The lead inspector visited the Derbyshire Reintegration Centre and spoke to a

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representative from the alternative providers used by the school.  Inspectors observed pupils at various times of the school day, including at breaktime and lunchtime.  Inspectors considered the views of pupils, parents and staff through discussions during the inspection and the Ofsted surveys.

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Inspection team

Aoife Galletly, lead inspector His Majesty’s Inspector

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Inspection team

Julie Sheppard Ofsted Inspector 30 November and 1 December 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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