Ashby School Review 2026: A large 11 to 19 academy with clear systems, a sizeable sixth form, and improving foundations

A school of Ashby School’s scale can either feel impersonal or impressively organised. Here, the evidence points strongly to the second. The latest inspection describes a calm, inclusive environment with positive staff and pupil relationships, strong safeguarding, and clear routines that help most pupils learn in orderly classrooms.

Leadership is a defining feature. The school is part of LiFE Multi-Academy Trust, and recent years have involved significant improvement work, with leaders moving quickly and with determination to raise consistency across subjects. Dr Jude Mellor is the current headteacher; recruitment materials indicate she arrived in Autumn 2021, and the school website also names her as headteacher.

Academically, the picture is solid rather than selective. GCSE outcomes place Ashby School in line with the middle 35% of schools in England (25th to 60th percentile), while still ranking first locally within Ashby-de-la-Zouch in the FindMySchool rankings. Sixth form outcomes also sit broadly in that middle band nationally, again with a local first-place ranking. This is a school where systems and provision matter as much as raw exam outcomes, and where the post-16 offer is a meaningful part of the story.

The strongest signal from official evidence is how pupils experience daily life. Pupils report feeling safe and happy, with trusted adults available when problems arise. Bullying is not tolerated, and relationships between staff and pupils are described as positive. That matters in a large school, where clarity and follow-through usually determine whether pupils feel known and supported.

A second strand is inclusivity. Expectations are set high for all pupils, including those with special educational needs and disabilities, and most pupils strive to meet those expectations. The school also runs a well-equipped on-site provision offering an alternative curriculum for some pupils, including opportunities to gain academic and vocational qualifications, which is often a key practical support for families who need flexibility alongside mainstream schooling.

Student contribution is part of the culture rather than an add-on. The inspection notes roles such as school council, wellbeing champions, and reading buddies, with pupils proud to hold responsibility and to contribute to the wider community. For parents, this typically translates into a school that expects pupils to play an active role in its standards and climate, not simply follow rules.

The school also positions itself around a clear, repeated message: Anything is Possible. This shows up on the school’s welcome messaging and runs as a theme in how leaders describe aspiration and improvement. For some pupils, that kind of language is motivating and helps create a shared identity. For others, it works best when paired with concrete structures and support, which is exactly where Ashby’s routines and pastoral systems become important.

A final, distinctive element is age and scale. Ashby School was formed in 1567 and celebrated its 450th anniversary in 2018. The history is not used as a gimmick, but it does give the school a long-standing presence in the town. Parents weighing local options often value that continuity, particularly when paired with evidence of improvement in recent years.

Ashby School is a state-funded secondary with sixth form, so the most useful signals for families are GCSE performance, sixth form outcomes, and the school’s progress measures.

GCSE outcomes

Ranked 1,440th in England and 1st in Ashby-de-la-Zouch for GCSE outcomes (FindMySchool ranking based on official data), Ashby School sits in line with the middle 35% of schools in England (25th to 60th percentile).

The 2023 GCSE headline measures show:

• Attainment 8: 47.2

• Progress 8: -0.14

• EBacc average point score: 4.42

• Pupils achieving grade 5+ in English Baccalaureate subjects: 24.2%

A Progress 8 of -0.14 indicates pupils make slightly less progress, on average, than pupils with similar starting points nationally. In practice, this often means outcomes can be uneven by subject, teaching group, or cohort, rather than uniformly weak. The latest inspection’s focus on embedding consistent formative assessment and maintaining high expectations in lessons helps explain why leadership is prioritising consistency as the next improvement step.

Sixth form outcomes

Ranked 1,464th in England and 1st in Ashby-de-la-Zouch for A-level outcomes (FindMySchool ranking based on official data), the sixth form again sits in the middle 35% of schools in England (25th to 60th percentile).

The grade distribution shows:

• A*: 4.24%

• A: 15.2%

• B: 24.42%

• A* to B: 43.86%

For context, the dataset’s England averages are 23.6% at A* to A and 47.2% at A* to B, so the A* to B figure is somewhat below the England benchmark. That does not automatically make it a weak sixth form, especially in a large, comprehensive intake. It does, however, reinforce that the sixth form’s value is likely a blend of breadth of course offer, pastoral structure, and progression guidance, not just headline grades.

The inspection evidence provides unusually clear detail about how learning is structured day to day. Lessons commonly begin with retrieval tasks to check prior knowledge and understanding, and teachers frequently assess what pupils know, including through regular checks during lessons. This is a practical approach that tends to benefit pupils who need structure, especially when routines are consistent across subjects.

Where the school is still working is consistency and pitch. The inspection notes that formative assessment procedures are not yet fully embedded across all subjects, and that teachers’ expectations of the work produced in some lessons are not always high enough to match ambitious intended outcomes. For parents, the implication is straightforward: pupils are likely to do best when they respond well to clear routines and can take responsibility for acting on feedback, rather than waiting for standards to be enforced for them in every lesson.

Support for pupils with additional needs is a strength in intent, with some unevenness in execution. Most staff support pupils with special educational needs and disabilities well, but the curriculum is not always adapted as skilfully as it could be to fully meet learning needs in all lessons. Families who already know their child needs consistent classroom adjustments should ask direct questions about how information about needs is shared with staff and how leaders check quality across departments.

Reading support and library use are also flagged positively. Pupils at an early stage of reading are well supported by trained staff, and pupils make good use of the library. In a secondary school context, that is often a marker of literacy being taken seriously beyond English lessons, and of a culture where independent study is expected.

At sixth form, expectations are described as high, with students applying themselves purposefully and valuing the support offered. That tends to matter most for students who want a structured post-16 experience, including those who need a push on attendance, work habits, and planning for next steps.

Ashby School’s post-16 and destinations story has two strands: general progression for the wider cohort, and high-tariff pathways for a smaller group.

General post-16 progression

For the 2023/24 leavers cohort (294 students), destination data shows:

• 65% progressed to university

• 3% to further education

• 6% to apprenticeships

• 19% to employment

These figures suggest a sixth form where university remains the main route, but where apprenticeships and employment are also meaningful pathways rather than rare outcomes.

Oxbridge and highly competitive routes

’s Oxbridge measurement period, there were 7 applications and 1 student secured a place, specifically at Cambridge. For most comprehensive schools, this is a realistic pattern: a small number of well-supported applicants rather than a high-volume Oxbridge pipeline.

A useful indicator of ambition is the presence of structured stretch opportunities, and Ashby’s site includes a dedicated Med Club for students interested in medicine and healthcare, plus wider support for high attainers, including university-related opportunities and visiting speakers. For families, the implication is that high aspiration is supported, but students still need to bring sustained academic performance and independence.

Ashby School is a state school, so there are no tuition fees. Admission at the main transfer point is handled through the coordinated local authority process, even though the school is an academy. The school’s admissions guidance highlights the national closing date for secondary applications as 31 October, with offers made on 1 March.

For families considering Year 7 entry, the most relevant practical point is timing. The school notes that its open evening for Year 7 entry in 2026 took place on Thursday 2 October 2025. In future years, families should reasonably expect a similar early-October pattern, but should always check the school’s published events for the current cycle because dates can shift.

For sixth form entry, Ashby’s process is clearer than many. Applications for entry in autumn 2026 close on 9 January 2026, and the school expects interviews during February and March 2026, with exact dates to be confirmed. Entry requirements are published: students should achieve at least five GCSEs at grade 4 or above, including maths and English language or English literature, and the school expects attendance of at least 95%.

Families comparing local options should use the FindMySchool Local Hub comparison tool to set Ashby’s results alongside nearby schools, then drill into subject-level patterns via school information evenings. If travel is a deciding factor, FindMySchool Map Search is a sensible way to compare real-world commute time across different routes before applications are submitted.

Pastoral care is a consistent strength in the available evidence. Pupils report trusted adults, strong feelings of safety, and a clear stance against bullying. The school also uses pupil roles such as wellbeing champions and reading buddies, which helps normalise support-seeking and peer responsibility, particularly for pupils who might be reluctant to speak to staff directly.

Behaviour is managed through clear systems. Most pupils learn in calm classrooms, and there is a system in place to deal with behaviour issues. The inspection also records that some pupils feel disruption occurs in some lessons, so it is not a claim of perfection. The practical takeaway is that the school is doing the foundational work well, and the next gains are likely to come from consistent classroom expectations across subjects.

At sixth form, the school sets high expectations and students are described as purposeful in lessons. This is usually important for students who want structure and clear boundaries around attendance, work habits, and academic effort.

Safeguarding is a clear baseline requirement, and Ashby School meets that standard. The arrangements for safeguarding are effective.

Ashby’s enrichment offer is best understood as a mix of broad participation and targeted pathways.

A busy after-school and lunchtime programme

The school states that education does not stop at 3.10pm and highlights a varied programme, including activities such as trampolining and a Show Club for stage performers. It also flags structured support options, including homework club, revision activities, and catch-up sessions for coursework. For many families, that blend matters more than a long list of clubs, because it directly supports pupils who need a supervised working routine after lessons.

Trips and visits are presented with useful specificity. Examples include Space Centre visits, geography field trips, arts theatre trips, Christmas markets, and residential experiences such as ski trips and visits to Osmington Bay. The implication is that pupils who engage with co-curricular life will find plenty of opportunities, including experiences that support confidence and wider cultural exposure.

Targeted academic and career pathways

For students with specific ambitions, there are named programmes that make the offer feel more concrete. Med Club runs weekly after school for students interested in medicine or healthcare, supported by visiting speakers and university-linked opportunities. Creative Writing Club is also explicitly referenced as a regular activity, with a defined time and location, which tends to be a useful signal that enrichment is operational rather than aspirational.

The school also describes an enrichment model where students select at least one enrichment option, including examples such as faculty prefecting, core maths, volunteering in local primary schools, and the Extended Project Qualification. This approach suits pupils who need a nudge into structured participation, rather than leaving engagement entirely to self-motivation.

Performing arts and student leadership

The school calendar and communications point to regular productions, including a staged school edition of Les Misérables in late January 2026. Student leadership is also formalised at sixth form level, with named head students for 2025/26. For parents, leadership structures like this usually correlate with a school that expects older students to set standards, and creates a visible progression route from participation to responsibility.

The school day runs from 8.40am to 3.10pm, delivered through a 10-day timetable. After-school activities and support sessions follow the main timetable, and there is also a programme of lunchtime activities.

For travel, the school directs families to local authority transport processes. School bus passes for eligible students are issued through the county’s School Transport department rather than being allocated by the school. Families considering Ashby should plan travel early, especially if they expect to use transport support, because eligibility and routes are managed externally.

• Consistency of classroom expectations. The inspection highlights that teachers’ expectations of work are not always high enough in some lessons, and that assessment practice is not fully consistent across subjects. For pupils who need very tight consistency day to day, it is worth asking how leaders are monitoring and embedding common practice.

• Support for pupils with additional needs can be uneven by lesson. Most support is described as effective, but adaptation is not always as skilful as it could be in every classroom. Families should explore how information about needs is translated into classroom practice across departments.

• Personal development breadth at GCSE and sixth form needs strengthening. The inspection notes that key stage 4 and 5 curriculum does not yet ensure that other faiths and cultures are taught explicitly and remembered by pupils, and recommends placing equal emphasis across spiritual, moral, social and cultural education. If this area matters to your family, ask how it has been developed since January 2024.

• A solid but not high-flying Progress 8 picture. A Progress 8 score of -0.14 suggests slightly below-average progress overall for the cohort. Pupils who are self-motivated and respond well to feedback may still thrive, but families should probe subject-level support and intervention where needed.

Ashby School combines scale with structure. The evidence supports a school that is safe, inclusive, and increasingly well led, with clear routines and a serious approach to pastoral care. Best suited to families who want a comprehensive 11 to 19 pathway with a substantial sixth form, and who value structured support, enrichment, and clear behavioural systems alongside steady academic outcomes. The most important question for prospective families is consistency, particularly how uniformly high expectations and SEND adaptations are delivered across subjects.