The Bolsover School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Pupils' attainment across their best eight subjects is consistently higher than national averages, and 100% achieved grades A* to G in 2015, which is significantly higher than average. Current pupils make good progress in both key stages 3 and 4, across a range of subjects, including English and mathematics.

Attainment and progress in mathematics is consistently strong. Excellent leadership has meant that the progress of low-attaining pupils and those who have special educational needs and/or disabilities is consistently good. Disadvantaged pupils' attainment is improving quickly towards that of their peers nationally and in school in mathematics ...and English this year.

Due to excellent leadership, the quality of teaching has improved; most is now consistently good or better. Weaker teaching is addressed robustly. Specific focus on the most able at key stage 4 has led to strong progress for this group currently, especially in English, mathematics, science and humanities.

Pupils behave well most of the time and engage well with the school's extra-curricular activities. They enjoy school and attend regularly. The school's work to improve pupils' spiritual, moral, social and cultural understanding is wide- ranging and effective.

The senior leadership team has delivered clear and consistent messages and successfully communicated a clear vision of high expectations and ambition. Reforms to governance have significantly strengthened the way governors hold leaders to account and monitor the school's progress. It is not yet an outstanding school because : While increasing, the proportion of pupils exceeding expected progress in English and mathematics is still too low.

The proportion of middle- and high-attaining pupils from disadvantaged backgrounds making expected progress in English and mathematics, while increasing, is lower than their peers. Pupils' achievement in languages is too low. The quality of teaching in this subject is inconsistent.

A small proportion of teaching at key stage 3 does not inspire or challenge pupils sufficiently.

Information about this school

This is a smaller than average-sized secondary school. The majority of pupils are White British.

The proportion of pupils supported by the pupil premium and the proportion of disadvantaged pupils is higher than the national average. The proportion of pupils supported with special educational needs and/or disabilities is lower than the national average. The proportion of pupils who have an education, health and care plan is higher than average.

A very small minority of pupils follow alternative courses at Hasland Support Centre, run by Derbyshire local authority. In 2015, the school met the government's floor standards for achievement at the end of key stage 4. These are the minimum expectations for pupils' achievement.

The school has had a significantly increased number of mid-year admissions from pupils over the past two years. The majority of these pupils are in receipt of pupil premium funding. The school meets requirements on the publication of specified information on its website.

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