Ofsted Accreditation

Ashbourne, like all UK schools and sixth form colleges, is subject to regular inspections to ensure it meets Government standards and regulations. The College’s most recent inspection was conducted by Ofsted on 19 and 25 to 27 November 2024.

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the College’s suitability for continued registration as an independent school.

The College meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

• • Pupils display exemplary behaviours and attitudes to their work and to others. The school, thus, has an extraordinarily happy, calm and purposeful environment.
  • Pupils come from a wide range of countries and cultures.
  • Pupils welcome the opportunities to make new friends and socialise with peers who have different experiences to them. This enriches their knowledge and understanding of people from across the globe.
  • There are very strong working and trusting relationships between pupils and staff.
  • Staff provide pupils with high-quality pastoral and academic support, enabling them to excel in their education.
  • The school strives to, and succeeds in, ensuring that pupils achieve high academic results.
  • Pupils can choose to study courses from a vast range of subjects, each taught by experts.
  • Any barriers to success are identified and removed. For instance, the school organises and adapts its timetables so that every pupil can study all the subjects of their choice.
  • Pupils leave the school extremely well prepared for the next stages of their education.
  • The school encourages pupils to take on responsibilities. For example, pupils can join the model United Nations club. They debate, alongside other schools, as `representatives’ of different countries. Others take initiatives and set up activities at lunchtime, like the entrepreneur club.
  • These opportunities develop pupils’ independence, confidence and sense of citizenship.

• The school has designed a broad, rich and highly ambitious curriculum.
• The school keeps every subject under regular review to make sure that it meets the needs of different cohorts.
• The strong arrangements for subject leadership enable the school to adjust the order in which new knowledge is taught so that it is best suited to the
  needs of each intake.
• Across the subjects, the school gives pupils work that is demanding and thought provoking. This, which includes reading and relevant news articles, broadens and deepens pupils’ understanding.
• Staff provide pupils with effective recall activities that help pupils to remember key knowledge and concepts in the long term.
• The school has effective systems for identifying and assessing the needs of pupils with special educational needs and/or disabilities (SEND). It makes staff aware of how to support these pupils so that they can succeed well in their studies.
• The school also caters well for pupils who speak English as an additional language (EAL). For example, it includes a bespoke course to support entry to British universities for EAL pupils. The support available also ensures that all pupils read English with confidence and fluency.
• Staff check on pupils’ knowledge and understanding effectively. Pupils get personalised support to flourish academically across subjects. These approaches enable pupils, including those with SEND, to address their knowledge gaps and keep up with the expectations of the demanding curriculum.
• Teachers encourage pupils to do their utmost to improve their understanding of subject content. For example, they are readily available to give students extra support and in addition, many subjects run a weekly clinic that pupils can attend and ask for extra help.
• Pupils also value opportunities to record their self-reflections on their learning in each subject, and subsequently set targets and plan for improvement.
• These approaches, combined with high-quality teaching, ensure that pupils progress very well through the curriculum. As a result, pupils’ achievements are consistently high.
• Published national qualification results in all subjects are consistently above national averages.
• Destinations information shows that students go on to study a very wide range of academic subjects.
• Pupils are highly motivated and set to work quickly. They work diligently and with determination to succeed. They use the school facilities for independent study when they have a free lesson. These very positive attitudes play a major role in their academic success.
• The school’s work on careers guidance and information is exceptional. It is well tailored to individual pupils’ interests, ambitions and aspirations. It includes, for instance, an annual careers day, with visiting professionals talking about their roles.
• The school also offers pupils support with finding work experience and volunteering opportunities.
• The school offers impartial advice about university courses as well as apprenticeships. Those applying to overseas universities are equally well assisted.
• This attention to detail, combined with extra bespoke support as required for entry into specific universities and courses, enables pupils to have the very best chance of moving onto their desired placements.
• Pupils have multiple enrichment opportunities beyond the classroom. These are arranged both by the school and by pupils for their peers. Many of these enhance pupils’ formal learning. For example, they visit museums, art galleries, the theatre, observatories and attend lectures at universities.
• Pupils have opportunities to participate in trips to places in the UK, Europe and further afield and to engage in meaningful volunteering work.
• Pupils are also involved in arranging social events such as go-karting and sushi making. The `Revue’ is an annual event that gives pupils opportunities to showcase their work, talents and interests. The programme for this annual event includes modelling of clothes created by pupils in textiles classes and a range of musical performances.
• The proprietor has a very high presence at school and provides strong oversight of all areas of its work.
• The school makes it a priority to support staff professional development and their personal well-being, including a range of approaches to promote a suitable work-life balance. This is a key factor in staff wanting to continue working at the school.
• Staff can, and do, focus clearly on their core roles of teaching and support.
• The school communicates with parents and carers regularly. This includes through half-termly webinars to make it accessible for the many parents who live abroad.
• The proprietor pays much attention to ensuring that the school’s premises are maintained to a high standard. This makes the school a pleasant place to work and learn.
• The school meets the independent school standards.
• The accessibility plan complies with schedule 10 of the Equality Act 2010.

• The arrangements for safeguarding are effective.