Chesterfield College Review 2026: A large, career focused post 16 provider in central Chesterfield

For many families, the key decision at 16 is not simply A levels versus vocational routes, it is about finding a place that keeps options open while still feeling purposeful. Chesterfield College operates at scale, with provision spanning A levels, technical programmes, adult learning and apprenticeships, supported by specialist facilities such as a Digital Centre (with a VR suite and industry specification equipment) and student run commercial environments like Taste.

The college traces its origins to 1841 and its main Infirmary Road building began life as a cheese factory in that year, a detail that still shapes how the estate has evolved around a long standing skills mission. Julie Richards OBE is CEO and Principal of The Chesterfield College Group and was appointed to that role in 2017.

The latest Ofsted inspection (15 to 18 November 2022) judged the college Good overall, with all key areas also Good.

As a post 16 provider, the “feel” is closer to a professional learning environment than a school, with students expected to manage deadlines, travel, and independent study. That independence is balanced by a clear support structure. The inspection evidence points to students valuing staff encouragement, including the impact of LEAP mentors who help students develop strategies to manage physical and mental health.

Facilities are a significant part of the experience, particularly for students choosing technical and industry aligned pathways. Published college materials highlight the Digital Centre’s VR suite and large video wall, alongside sector specific spaces such as professional kitchens, salons and specialist workshops. For many learners, working in public facing environments, for example Taste (a student run licensed restaurant and associated outlets), turns employability from a slogan into repeated practice.

There is also an estate story that matters for sixth form students. The induction materials describe a dedicated Sixth Form Centre in a historic building, positioned as a distinct study and social space for A level students.

A levels sit within a broad college offer, so outcomes should be read as part of a mixed profile that includes substantial vocational and apprenticeship pathways. On the FindMySchool A level measures provided, the college is ranked 2,287th in England for A level outcomes (FindMySchool ranking based on official data), which places it below England average overall.

Grade distribution in the provided dataset shows 27.01% of A level grades at A* to B combined, compared with an England average of 47.2%. A* to A grades are 7.30% combined, compared with an England average of 23.6%. These figures suggest that families prioritising very high A level grade concentration should look closely at subject level performance and entry expectations, rather than assuming uniform outcomes across a large provider.

The college also publishes a 2022 A level pass rate of 97%, which is a different measure to high grade rates and tends to reflect the breadth of entries and subjects taken.

The strongest thread running through the evidence base is progression focus. Curriculum planning is described as structured around routes into employment and next steps, including clear progression pathways for students who begin at entry level. Employer and university engagement is positioned as a routine part of how courses are designed and refreshed, with investment in industry standard resources aligned to local skills needs.

Teaching quality appears consistent for most learners, with examples in the inspection report illustrating a practical, skills building approach. Media students are described as benefiting from weekly technical sessions moving from basic camera use through to complex editing software. Hairdressing teaching is described as using increasingly demanding practical activities so students reach industry standard cutting times quickly, and catering teaching is described as planned repetition to embed safety critical knowledge such as cooked food temperature ranges.

Where improvement is needed, the evidence points to variation in lesson time use in a minority of areas, and to the importance of consistent attendance for GCSE English and mathematics resit classes.

Where Students Go Next

This is a college where destinations are naturally diverse. In the provided 2023 to 2024 leavers destinations dataset (cohort size 1,249), 15% progressed to university, 15% to apprenticeships, 36% to employment, and 8% to further education. These figures imply a strong emphasis on employment and apprenticeship routes alongside higher education progression.

This breadth is reinforced by inspection evidence describing apprentices often securing permanent roles following their studies, and adults gaining qualifications to progress to higher education. For families weighing post 16 options, the practical question is not whether progression exists, but which pathway is best matched to the student’s learning style, grades, and intended career direction.

Applications are open for courses starting in 2026, with the college explicitly promoting 2026 to 2027 entry routes across vocational courses, A levels, apprenticeships and university level study. Course entry requirements vary, so families should expect a course by course decision process, often including guidance discussions or course interviews where appropriate.

Open events are a useful way to understand facilities and support. The published open day calendar includes a Disability Support Open Evening on 22 January 2026 (4:30pm to 6:30pm). A broader Open Evening Showcase is advertised for 24 June 2026 (4:00pm to 7:00pm), positioned as an opportunity to meet tutors and support teams and to explore course options.

For families using FindMySchool tools, it is worth shortlisting several post 16 options and then comparing each one’s strengths by pathway, not just by A level outcomes, since apprenticeship and technical routes may be the deciding factor.

Support structures are a clear strength in the inspection evidence. Students are described as having access to a wellbeing hub for specialist advice, and staff are described as vigilant in responding to concerns. The same report confirmed safeguarding arrangements are effective.

Practical support also matters at post 16. The college describes bursary support that may help eligible students with travel, meals, or materials, with applications routed through student services. The induction materials also describe support with travel, including guidance on subsidised travel and bus pass support for eligible students.

Personal development is presented as a structured strand rather than an optional add on. The college highlights community projects, topical debates, environmental awareness, volunteering, and a Community Save a Life Scheme, which together point to a deliberate approach to citizenship and wider skills.

The inspection report supports this picture with specific examples, including students participating in a clothes swap linked to sustainability and designing clothes with school children to promote inclusivity, alongside access to clubs and societies and volunteering opportunities. For students who are motivated by applied learning, these activities can add confidence and evidence for CVs, apprenticeships, or UCAS applications.

Transport and access look straightforward for many learners. Published college guidance notes that the site is centrally located, that buses run into the town centre with a short walk to campus, and that Chesterfield railway station is nearby. For drivers, the open day guidance refers to on site parking for visitors and the induction materials describe a large free car park offered on a first come, first served basis.

Daily timetable hours are not presented as a single uniform “school day” in the sources reviewed, which is typical for colleges where contact time varies by programme. Families should expect course specific timetables, plus independent study time expectations.

• A level high grade concentration is below England average. The provided A level grade profile (A* to B at 27.01% versus an England average of 47.2%) suggests students aiming for very high A level grade density should check subject level expectations and support closely.

• Attendance expectations matter, especially for GCSE resits. The inspection evidence highlights that a minority of young people do not always attend GCSE English and mathematics classes at the same level as other provision, and consistent attendance is part of success on these routes.

• Large provider variation. With provision spanning A levels, vocational courses, adult learning, apprenticeships, and high needs pathways, experience can differ by department. Open events and course interviews are useful for testing “fit” by subject area, not just by institution.

• Estate change can affect delivery. Plans for new specialist spaces, such as the Engineering and Life Sciences Centre, are forward looking and can be a positive signal, but families should ask what is available now versus what is due to open in 2026.

Chesterfield College suits students who want a clear progression route into employment, apprenticeships, or higher education, and who value learning that connects directly to industry practice. The combination of student support structures, specialist facilities, and breadth of pathways is likely to appeal to both school leavers and adults retraining.

It is best suited to learners who will benefit from practical, structured teaching and are ready to take ownership of their timetable and independent study. For families focused primarily on top end A level grades, the sensible approach is to assess course level outcomes and support in detail before committing.