Chellaston Academy Review 2026: A Strong State School with Growing Ambition

Nearly fifty years after opening in 1977, Chellaston Academy has evolved into a comprehensive secondary with genuine academic weight and ambition. The school now occupies Derby's largest sixth form, drawing students from across South Derbyshire and beyond. Recent infrastructure investment reflects confidence: a £2 million mathematics block completed in 2016, an extended sports facility, and a dedicated theatre within the Music and Drama block provide the physical foundations for a school that combines solid academic outcomes with extensive extracurricular opportunities. Rated Good by Ofsted in September 2023, the academy serves approximately 1,800 students aged 11 to 18 in a supportive environment built on the core values of Integrity, Care, and Excellence.

Chellaston Academy operates as a genuinely inclusive comprehensive school serving the suburban communities of South Derbyshire. The catchment area spans Chellaston itself, Aston-on-Trent, Weston-on-Trent, Melbourne, Ticknall, Barrow upon Trent, and surrounding villages, creating a diverse intake across a wide geographic area. Students progress through a structured pathway: lower school academic banding places pupils into either an academic track following English Baccalaureate subjects or a vocational pathway, ensuring flexibility as young people develop their interests.

Phil Smith assumed the role of Headteacher in September 2023, bringing fresh leadership and direction. The school's ethos rests on four interconnected principles: Question, where students develop critical thinking; Explore, where curiosity drives learning both inside and outside the classroom; Give, emphasizing service and respect; and Succeed, celebrating achievement whilst developing resilience when initial efforts fall short. This framework shapes daily life, from classroom structures to pastoral support systems.

The school has introduced a house system comprising five houses named after Derbyshire peaks, fostering community identity within the larger institution. This structure provides pastoral continuity and support, ensuring that students feel known and cared for even within a school of this size.

GCSE Performance

Chellaston Academy's GCSE outcomes sit solidly within the middle band of English schools. In the most recent reported year, the school achieved an Attainment 8 score of 48.4, placing it in the 38th percentile nationally (FindMySchool ranking). This represents performance in line with the middle 35-60% of schools in England, reflecting solid outcomes without exceptional elevation.

Key GCSE-specific findings: three-quarters of students achieved grade 4 or above in both English and mathematics, representing functional competence across core subjects. Just over half achieved grade 5 or above in both subjects, indicating strong performance at the higher-ability threshold. English Baccalaureate achievement stands at 15%, below the England average of around 41% entry, though this reflects the school's commitment to vocational pathways for students for whom academic breadth is less appropriate.

The Progress 8 score of -0.07 indicates pupils make slightly below-average progress from their starting points, suggesting that whilst absolute outcomes are solid, value-added progress is marginally constrained. This warrants discussion with the school about how individual progress is tracked and supported.

A-Level and Sixth Form Performance

The sixth form, the largest in Derby, demonstrates stronger performance at advanced level. Chellaston Academy's A-level results place it in the 28th percentile nationally (FindMySchool ranking), positioning the school in the top 30% for post-16 outcomes.

Recent performance data shows approximately 58% of A-level grades at A*-B, above the England average of 47%. 8% achieve A*, with a further 21% at A grade. The average grade across all A-level subjects sits at high grade C, indicating solid overall attainment. Vocational qualifications return distinctions at comparable rates, underlining broad success across the qualification landscape.

The Oxbridge picture is modest. In recent measurement, the school saw one student secure a Cambridge place out of five total Oxbridge applications, with three applications to Oxford yielding no offers. This reflects the school's role as a comprehensive serving local demographics rather than an explicitly selective or super-selective institution.

Curriculum structure emphasises breadth and balance. A comprehensive range of GCSEs sits alongside the Extended Project Qualification (EPQ), Core Maths, and enrichment sessions in topics ranging from British Sign Language to Financial Awareness. This approach acknowledges that success post-18 encompasses multiple pathways: degree-level university study, higher-level apprenticeships, and direct employment all feature prominently in Next Steps planning.

Teaching quality receives consistent endorsement. The Ofsted inspection of September 2023 confirmed that teaching standards are strong, with inspectors impressed by the outcomes students achieved despite the school's complex circumstances in the preceding years. Staff training emphasizes consistent approaches to lesson delivery, retrieval practice, and knowledge organizers, building long-term retention rather than superficial learning.

English provision exemplifies this approach. Small group intervention sessions (termed 'Boost') target Year 8 and 9 students with specific gaps, typically operating with fewer than 10 pupils per session. Afterschool enrichment includes theatre visits, literature-specific events, and discussion groups. Year 7 students remain in stabilized class groups throughout the year, allowing social settling before setting moves in Year 8, a structure that eases transition from primary.

Mathematics investment mirrors this commitment. The 2016 Mathematics block provides modern facilities alongside specialist teaching spaces. Curriculum design reflects DfE guidance, and progression is carefully sequenced to support students moving from GCSE arithmetic through to advanced algebra and calculus in the sixth form.

The sixth form's principal strength lies in destination planning. Formal Next Steps and careers guidance ensures students understand the full range of post-18 options: university (including research-intensive and teaching-focused institutions), degree apprenticeships (notably with employers including Jaguar Land Rover and the Civil Service), higher-level vocational courses, and direct employment.

In the 2023-24 cohort (144 leavers), 58% progressed to university, 1% to further education, 15% to apprenticeships, and 16% to employment, representing a positive spread across pathways. University progression reflects realistic outcomes: not every student targets degree-level study, and the school makes explicit space for alternative progression routes without stigma.

Year 13 students receive structured employer engagement. Mock interviews with local business figures provide realistic practice ahead of applications and job hunting. The Careers Fair in summer term exposes Year 10 and 12 pupils directly to local employer representatives, demystifying work-based pathways.

Extended learning forms a genuine pillar of school life, underpinned by substantial investment in facilities and programming. The Music and Drama block, completed in 2004 and subsequently extended, provides a dedicated theatre for student performances alongside individual practice spaces and ensemble rehearsal rooms. This infrastructure invites serious cultural engagement beyond classroom music lessons.

Music & Performance

The school supports instrumental learning with specialist tuition and multiple ensemble opportunities. Students opt into individual instrumental study, ranging from traditional orchestral instruments to contemporary options. Annual theatrical productions provide regular performance platforms, with multiple shows enabling accessibility across ability and interest levels. The theatre extension delivers professional-standard performance space, elevating school productions beyond school-hall aesthetics.

Sport & Physical Education

Sports facilities have expanded materially over recent years. The original sports hall received extension, and outdoor pitches support rugby, football, hockey, cricket, and tennis. The school competes across major sports, with fixtures throughout the academic year building a genuine sporting culture. Physical education is compulsory to GCSE, after which A-level PE sits alongside BTEC Sport qualifications for those pursuing specialization.

STEM & Technology

Science benefits from dedicated laboratory infrastructure. In 2011, three new laboratory spaces were added to the existing Science Block, reflecting investment in practical investigation and hands-on learning. Biology-specific facilities support the revised curriculum. This infrastructure enables students to engage with authentic scientific practice rather than relying solely on demonstrations.

Design Technology facilities support traditional making skills, including textiles (wet and dry), product design, and graphics. The Technology block, substantially extended in 1994, provides access to workshop machinery and CAD design tools.

Clubs & Enrichment

The school hosts an active club programme. Lunchtime and after-school clubs include academic enrichment (English discussion groups, mathematics support), performance-focused activities (choir, drama societies), and skills-building clubs (coding, leadership). The EPQ enables sixth formers to pursue independent research projects in any subject area, resulting in substantial coursework portfolios.

The Uganda Project, running continuously since 2006, reflects genuine community service commitment. Sixth form students and staff fundraise throughout the year, then travel to Uganda to work on the John Dickins House orphanage, engaging in building work, activity leadership, and direct service alongside adventure activities (bungee jumping, white water rafting). This extended immersion program develops global awareness, resilience, and empathy beyond typical school contexts.

Enrichment sessions for sixth formers span practical life skills: First Aid certification, cooking on a budget, stress management, and preparation for independent living. These sessions acknowledge that education extends beyond exam content to equip students for adult life beyond school.

Houses & Student Leadership

The five-house system provides pastoral structure and social identity. House names draw on Derbyshire geography, creating local connection. Student leadership extends beyond traditional head boy/girl appointments to encompass form representatives, subject leaders, house officials, and specialist roles (safeguarding student leads, mental health champions). This distributed leadership creates opportunity for a wider cohort to develop responsibility and voice.

The school operates oversubscribed at primary entry (Year 7), with 1.59 times more applications than offers in recent cycles. Places are allocated through coordinated admissions via Derby City Local Authority, not directly to the school. Distance from the school gates provides the primary criterion after looked-after children and those with EHCPs naming the school. No formal catchment boundary exists, though oversubscription creates de facto distance bands.

Sixth form entry requires students to meet subject-specific requirements and demonstrate sustained academic commitment. GCSE grades (typically grade 5 minimum in core subjects, subject-specific requirements for specialist subjects like A-level Mathematics, Music, or Science) provide the entry threshold, alongside predicted grades, pastoral recommendations, and interview performance. Students not maintaining a good conduct record through Year 11 are refused sixth form entry, creating clear expectations about behavioral standards.

External sixth form admission is possible, though the majority of cohort arises from internal progression. A-level students access both traditional academic subjects (across sciences, humanities, languages, mathematics) and vocational BTEC qualifications, ensuring genuinely mixed KS5 populations.

The school operates on a traditional timetable: school days run approximately 8:50am to 3:20pm, with staggered breaks and lunch timings for different year groups. Term dates follow the standard pattern (autumn, spring, and summer terms with half-term breaks).

Transport links include local bus services connecting Derby and surrounding villages. The school occupies a suburban location on Swarkestone Road, accessible by public transport and car. Parking availability should be confirmed with the school, though many students walk, cycle, or use public transport.

Before and after-school care operates through external providers (Premier Sports, Junior Adventures Group UK), enabling families to extend school day hours for children requiring wraparound support. Details and booking procedures are available via the school website.

School meals are managed by an external catering company as part of the Healthy Schools programme. Free school meal eligibility is assessed per Local Authority criteria; eligible families can register through the school's admissions or parent portal.

The tutor system provides primary pastoral contact. Form tutors know students personally and track wider wellbeing alongside academic progress. This relationship extends through form periods, where PSHCE content covers relationships and sex education, healthy lifestyle choices, financial awareness, and character development topics.

Sixth form students receive additional support structures. Dedicated staff within each year group provide progression guidance, welfare checks, and support during the transition from GCSE examination pressure to A-level study and subsequent Next Steps. The tutor commitment to UCAS applications, work experience coordination, and university research support is explicit and active.

Mental health support is available through school counseling services (visiting counselor, school-based support). Staff training in mental health awareness and self-harm awareness ensures early identification and appropriate escalation. Online safety education and radicalisation/Prevent training form part of curriculum and staff induction.

Behavior expectations are clear and consistently applied. The school emphasizes respect, attendance, punctuality, and professional uniform standards. Sanctions for poor behavior are proportionate, ranging from verbal warnings through detention to temporary or permanent exclusion for serious breaches.

Sixth form overselection risk. Despite Good inspection status, sixth form receives significant external interest, and entry requirements are meaningful. Students aiming to progress internally should ensure they meet subject-specific criteria in Year 10/11, particularly for competitive subjects like Science and Mathematics A-level.

Limited Oxbridge placement culture. The school serves comprehensive intakes from non-selective primary schools, reflected in modest Oxbridge outcomes (one Cambridge place in recent measurement from five applications). Families with specific Oxbridge aspirations may need to arrange additional mentoring or prepare students for the competitive applications process independently.

Value-added concerns. The Progress 8 score of -0.07 indicates pupils make slightly below-average progress from starting points, though absolute GCSE outcomes are solid. This suggests students enter in the lower bands for their cohort nationally and leave with mid-range outcomes. For high-achieving primary leavers, this signals the school may not provide sufficient stretch at GCSE level.

Oversubscription at Year 7. Entry is competitive; distance from the school gates is critical. Families relocating to secure a place should verify exact catchment distance with the Local Authority before committing, as last distances offered can vary year to year.

Chellaston Academy delivers solid, unexceptional secondary education within a supportive comprehensive environment. GCSE results sit in the middle of national performance; A-levels demonstrate stronger outcomes. Teaching quality is confirmed strong by recent inspection, facilities have been meaningfully upgraded, and pastoral systems aim to support the whole student. The school suits families seeking a local, well-resourced comprehensive where their child will be known, respected, and supported through secondary and post-16 education, without expectation of exceptional academic acceleration or elite-tier outcomes. The geographic location in suburban Derby, combined with genuine competitive entry, means this is a realistic option for families within or near the catchment, but unlikely to be a destination choice from further afield. Best suited to families within the oversubscribed catchment area who prioritize comprehensive intake, inclusive values, and solid middle-tier outcomes over academic selectivity.