Tupton Hall School review 2026: Big-school breadth with a strong house and sixth form culture

A large 11 to 18 school serving Old Tupton and the wider Chesterfield area, Tupton Hall combines the scale of a modern secondary with a deliberately structured pastoral model. The house system is central, with vertical tutor groups and daily tutor time used for guidance, personal development, and inter-house competition.

The current headteacher is Andrew Knowles, in post since September 2012. The school joined Redhill Academy Trust in October 2019, a change that shaped governance and school improvement planning in the current era.

On the accountability side, the most recent full inspection outcome is Good, with sixth form provision also judged Good. For families, the headline question is fit: this is a sizeable, comprehensive intake with a broad offer, but outcomes are mixed, so it suits students who benefit from routine, a clear behaviour framework, and access to multiple pathways at 16 and 18.

The school presents itself as inclusive, with an explicit emphasis on high expectations, respect, and pastoral consistency. The prospectus sets out a vertical tutoring model, where each tutor group belongs to one of five houses, Cavendish, Gladwin, Hunloke, Kenning and Turbutt, with heads of house coordinating support and competition. In practical terms, this structure matters in a large school: it creates smaller, recognisable communities inside a much bigger organisation, which can help new Year 7 students settle and can make safeguarding communication clearer for parents.

Pastoral staffing is described as broader than tutors alone, with non-teaching pastoral support available during the day alongside teaching staff. That blend typically appeals to families whose children may need fast access to the right adult for attendance, friendship issues, anxiety, or day-to-day organisation.

As a school within a multi-academy trust, there is also a “system” feel, with shared approaches and common expectations. Ofsted notes the school joined Redhill Academy Trust in October 2019, and this provides useful context for families weighing leadership stability and governance oversight.

Outcomes at Tupton Hall are a mixed picture across Key Stage 4 and post-16, with the data pointing to stronger performance for some students and weaker progress overall when compared with pupils’ starting points.

GCSEs

Ranked 3035th in England and 7th in Chesterfield for GCSE outcomes (FindMySchool ranking, based on official data), the school sits below England average overall.

The school’s Attainment 8 score is 39.3, and Progress 8 is -0.51, indicating students, on average, make less progress than peers nationally from similar starting points. (Figures are from the provided dataset.)

EBacc indicators suggest a relatively small pipeline: 9.2% of pupils achieved grade 5 or above across EBacc subjects, and the average EBacc APS is 3.4. (Figures are from the provided dataset.) For parents, the implication is that the school’s academic pathway is not uniformly EBacc-heavy for all students, and subject uptake patterns may be shaped by option structures and individual pathways.

A-levels

Ranked 1651st in England and 3rd in Chesterfield for A-level outcomes (FindMySchool ranking, based on official data), the sixth form also sits below England average overall. (Figures are from the provided dataset.)

Grade distribution shows 2.47% of grades at A*, 14.07% at A, 25.43% at B, and 41.98% at A* to B combined. (Figures are from the provided dataset.)

The practical takeaway is that students aiming for highly competitive courses should look closely at subject-by-subject support, predicted grade processes, and independent study expectations, while students seeking a broad sixth form offer with clear entry requirements and strong pastoral scaffolding may find the model works well.

Parents comparing results locally can use FindMySchool’s Local Hub pages and the Comparison Tool to view GCSE and A-level measures side-by-side with nearby schools.

The published curriculum model highlights breadth in Years 7 to 9, with Year 9 described as a transitional year that begins GCSE study alongside continued skill development. The prospectus also describes a whole-school emphasis on reading and literacy, supported by a library and “whole school expectations”.

At Key Stage 4, the prospectus indicates encouragement to take a language and a humanities subject to support EBacc achievement where appropriate. This is worth probing at open events, particularly given the relatively low EBacc attainment measure. Ask how option guidance is delivered, how the school balances vocational and academic choices, and what additional help is offered for students targeting grade 5 and above in core subjects.

In the sixth form, the admissions page sets an entry expectation of five GCSE grades 9 to 4 (or equivalents), preferably including a grade 5 in English Language or Mathematics, plus subject-specific requirements for chosen A-levels. For many families, that clarity is helpful: it gives students a realistic threshold while leaving room for subject suitability discussions through the interview process described.

Where Students Go Next

Tupton Hall has a functioning pipeline to multiple post-16 and post-18 routes, including university, apprenticeships, and employment, which matters in a school with a genuinely comprehensive intake.

Post-16

The school has an on-site sixth form with a dedicated wing, including computer suites, a common room, and silent study provision. It also positions itself as open to students from multiple local secondary schools, suggesting a sixth form community that is not limited to internal progression.

Post-18

For the 2023 to 2024 leavers cohort, the dataset records 49% progressing to university, 12% to apprenticeships, 24% to employment, and 2% to further education (with remaining destinations not shown). (Figures are from the provided dataset.)

For highly academic applicants, the Oxbridge pipeline exists but is small in scale: 2 applications with 1 acceptance recorded in the measurement period provided. (Figures are from the provided dataset.) The implication is that Oxbridge support is likely to be bespoke and targeted for a small number of students each year, rather than a dominant feature of sixth form culture.

For Year 7, admissions are coordinated through Derbyshire’s normal co-ordinated process, with the school publishing a clear timeline for the 2026 entry cycle. For September 2026 entry, the published closing date is 31 October 2025, and National Offer Day is 02 March 2026. The school also publishes an appeals deadline of 27 March 2026, with hearing dates confirmed later.

The dataset indicates the school is oversubscribed on the published application figures available, with 366 applications and 248 offers recorded for an entry route. (Figures are from the provided dataset.) Because secondary-route application totals are not included families should treat competition as likely but verify the latest local authority figures for the specific year group they are applying for.

For sixth form entry, the school states applications open in October 2025 with an application deadline in January 2026, supported by an interview as part of the process. The sixth form open evening for September 2026 entry is published as 15 October 2025, with taster days listed as to be confirmed.

If you are weighing catchment and travel practicality, FindMySchool’s Map Search is useful for checking your precise distance and shortlisting realistic alternatives.

A large school lives or dies by consistency, and Tupton Hall’s published model leans heavily on structured pastoral routines. Tutor time is positioned as a daily anchor, with activities designed to build character and support students’ role as future citizens, alongside enrichment and inter-house activity.

The school also publishes wellbeing guidance and signposting, and the wider site content emphasises access to clubs, activity, and support routes for students. Families with children who are anxious, easily overwhelmed, or who need close monitoring should ask specifically how heads of house, form tutors, and non-teaching pastoral staff coordinate support, and how quickly parents can expect communication when issues arise.

The most recent Ofsted inspection (30 November 2022) judged the school Good across Quality of Education, Behaviour and Attitudes, Personal Development, Leadership and Management, and Sixth Form Provision.

Extracurricular life is organised through a structured programme, referred to on the curriculum page as ENRICH, and supported by a wider Curriculum+ offer. What makes the offer more tangible is that the school publishes specific clubs and activities rather than relying on generic headlines.

Examples include the Debate Club, which the school states runs on Mondays after school and is open to all years. For students who enjoy structured speaking and argument, that kind of regular weekly cadence often builds confidence quickly, especially when linked to competitions.

There is also evidence of specialist-interest clubs and enrichment strands, including KS3 Mythology Club, KS3 Maths Society, Crest Club, and a senior choir called The Tuptones, alongside subject revision and practical catch-up sessions. The implication is a blend of enrichment and targeted academic support, useful for students who need extra scaffolding in core subjects as well as those wanting stretch activities.

For wider achievement and personal development, the school participates in the Duke of Edinburgh’s Award, including silver and gold activity referenced in school news. This can be a strong fit for students who respond well to goal-setting, expedition teamwork, and evidence-based CV building for sixth form and post-18 applications.

Creative pathways are also visible. A Media Club won Into Film’s Film of the Month competition, showing there are opportunities for students whose strengths sit in production, storytelling, and collaborative work.

The school day runs from 8:30am to 3:00pm, totalling 32.5 hours of compulsory school time per week (breaks included). The school also publishes travel information and a bus timetable online, which is particularly relevant given the broad area served.

Because this is a state secondary, costs are not tuition-related, but families should plan for the usual additional expenses such as uniform, equipment, trips, and optional clubs where applicable.

• Academic progress measures are below average. A Progress 8 figure of -0.51 suggests students, on average, make less progress than peers nationally from similar starting points. Families should ask how intervention works for students at risk of falling behind, especially in English and maths.

• EBacc pathway looks limited for many pupils. EBacc attainment indicators are low, which may reflect option choices, cohort profile, or subject entry patterns. If EBacc matters to you, ask how many students take a language and humanities combination and what support is offered.

• Scale can be a positive or a challenge. A large school can provide breadth in subjects, staffing and clubs, but some children prefer smaller settings where adults know them immediately. The house model is designed to mitigate this, so it is worth testing in conversation with current families.

• Admissions timings are fixed and early. For September 2026 entry, the published deadline is 31 October 2025, with offers on 02 March 2026. Missing deadlines narrows options quickly.

Tupton Hall School offers the practical advantages of scale, broad curriculum planning, a visible enrichment structure, and a sixth form with dedicated facilities. At the same time, the published performance measures indicate that academic outcomes and progress are not consistently strong across cohorts, so families should look closely at subject support, option guidance, and how the school responds when students struggle.

Who it suits: students who value routine, clear pastoral structures, and access to a wide set of clubs and post-16 pathways, including those who want an on-site sixth form with structured entry requirements. For families prioritising top-end exam outcomes across the board, it is worth comparing local alternatives carefully.