Ormiston Ilkeston Enterprise Academy Review 2026: A secondary with a clearer curriculum direction, and a strong push on behaviour and reading

There is a purposeful, rules based feel here, underpinned by a values framework the academy uses consistently. For families in Kirk Hallam and the wider Ilkeston area, the practical appeal is simple: a local 11 to 16 comprehensive with a large Year 7 intake, and an improving inspection picture.

The academy opened in September 2013 following a merger of two Ormiston Academies Trust schools, so its identity is rooted in a joined-up, trust-led model rather than a long single-school history.

Day-to-day expectations are communicated clearly. The published school-day timings are precise, and enrichment is positioned as a routine part of the week rather than an occasional extra.

Culture here is built around consistency. Staff talk about high standards and routine, and the academy formalises that through its CARE values (courage, ambition, respect, excellence). Pupils are expected to know the rules and follow them, and the language of values is used as a practical behaviour tool rather than a poster on a wall.

Pastoral organisation is reinforced through a house system. Every student is allocated to one of four houses, stays in that house through to Year 11, and can take part in regular inter-house competitions. This matters for a school of this size, it creates smaller communities inside the wider year group, and gives families clearer routes into support when something is not going well.

Leadership visibility is also clear on the academy’s own pages. Mr Simon Leach is listed as Principal, and governance documents indicate he has held the ex officio Principal role since 01 January 2023.

The most useful way to read the outcomes is as a school that is still rebuilding headline results while tightening curriculum delivery.

On GCSE outcomes, the academy is ranked 2,890th in England and 2nd in Ilkeston (FindMySchool ranking based on official data). This places it below England average, within the bottom 40% of schools in the FindMySchool distribution for GCSE outcomes.

The attainment picture is currently mixed. Attainment 8 is 41.9, and Progress 8 is -0.41, which indicates pupils, on average, make less progress than similar pupils nationally. Entry to the English Baccalaureate pathway is also an area to watch: 5.7% of pupils achieved grades 5 or above in the EBacc measure and the EBacc average point score is 3.61.

What this means for families is straightforward. If your child is already a secure high attainer, you will want to scrutinise subject-by-subject support and stretch. If your child needs structure and clear routines to keep learning on track, the academy’s tightening approach may suit, especially where reading, vocabulary, and classroom practice are being prioritised.

A defining feature of the academy’s teaching model is its emphasis on deliberate practice and recall. The academy explicitly describes “The Red Zone” as a sustained period of independent practice in lessons, completed in silence, focused on the most challenging task of the session. The intent is clear, build concentration, push pupils into harder thinking, and help knowledge stick over time.

The latest Ofsted inspection in June 2024 judged the academy Good across all areas, and confirmed safeguarding arrangements are effective.

Beyond the headline grade, the same report describes an ambitious, well organised curriculum with defined knowledge and vocabulary, and frequent checks on what pupils remember. It also flags an important next step, in some subjects, tasks do not consistently help some pupils develop ideas and extend answers. That is a very specific teaching-and-learning improvement target, and it is exactly the sort of detail parents should ask about at open events or conversations with curriculum leaders.

Reading is treated as a cross-curricular priority. The inspection report describes carefully chosen texts being used across subjects to strengthen vocabulary, with extra help for pupils who fall behind in reading.

Because the academy is 11 to 16 with no sixth form, the main transition point is post-16 progression into sixth forms, colleges, apprenticeships, and training providers.

A strong careers programme is part of the current direction. External evidence points to structured work on future employment and technical pathways, which is relevant in a Derbyshire context where families often want clarity on practical next steps, not only academic routes.

For parents, the practical question is: how well does the academy guide students towards the right post-16 destination, and how early does that start? A useful way to test this is to ask how subject choices at Key Stage 4 connect to post-16 options, and how the school supports students who are undecided. The academy’s approach will suit students who benefit from clear guidance, deadlines, and step-by-step planning.

This is a state school with no tuition fees. Admissions for Year 7 are coordinated through Derbyshire County Council rather than directly by the academy.

For September 2026 entry, Derbyshire’s published window for secondary applications runs from 08 September 2025 to 31 October 2025, with offers released on 02 March 2026.

The academy’s published admission number for Year 7 is 210 places.

Demand has been higher than capacity: 327 applications for 210 offers, which is about 1.56 applications per place, and first-preference demand matches first-preference offers.

If you are weighing likelihood of offer, it is worth treating this as competitive but not extreme. A ratio around 1.5 applications per place typically means many families will get a preferred offer, but late applications and weaker preference positioning can still be costly. Parents can use the FindMySchool Map Search to check practical travel distance and compare local alternatives, especially where sibling logistics and transport time matter.

The dataset does not provide a last-distance-offered figure for this school, so families should rely on Derbyshire’s published oversubscription rules and the academy’s admissions policy when making realistic decisions.

Pastoral care is organised through houses, tutor groups, and safeguarding leadership. The academy frames values as behaviour tools, and uses them to support consistent expectations across lessons and social times.

Bullying is described in external evidence as rare, with pupils reporting that staff act when it occurs. Pupils also report feeling safe and able to raise concerns with staff.

Attendance is a key watch point. External evidence identifies that some pupils, particularly some disadvantaged pupils, are absent too often, and this limits access to both curriculum and wider experiences.

For parents, that is both a challenge and an opportunity: schools that improve attendance often see results improve afterwards, because consistency is a prerequisite for learning progress.

Enrichment is structured around defined “pillars” and runs as a weekly expectation, not only as a seasonal add-on. The academy publishes a wide menu, and while not every activity will run every term, the breadth is meaningful for a school without a sixth form, as it builds identity and engagement.

A strong sign of specificity is the range of named clubs and programmes. Examples include Digital Photography, Digital Media Club, Lego Club, Choir, Chess Club, Creative Writing and Digital Animation, and a Matilda cast and crew activity.

The enrichment timetable also gives concrete examples of how this looks in practice, including UNITE Performing Arts (dance, drama, music), Book Club, Science Club, Global Club, and a long-running Magic: The Gathering and Homework Club.

Sport is present both in enrichment options and in scheduled clubs. In the published enrichment materials, football and netball feature as after-school options, alongside activities such as badminton and gym sessions.

External evidence also points to students running a school newspaper, participating in performances, and engaging in visits that broaden horizons, including international trips. Not every family will prioritise this, but for many students, these experiences are what make secondary school feel worth showing up for.

The academy recommends students arrive by 08:25 for roll call at 08:30. The day starts at 08:35 and ends at 15:05 from Monday to Wednesday, and 14:35 on Thursday and Friday. Enrichment sessions then run after school.

Families should plan travel for peak-time traffic and local parking constraints around the site. If your child will travel independently, a practice run during a normal weekday can reduce first-week stress.

• Results are still catching up. GCSE measures place the academy below England average in the FindMySchool distribution, with Progress 8 at -0.41. For families prioritising exam outcomes above all else, it is sensible to compare nearby alternatives carefully.

• Attendance is a known pressure point. External evidence highlights that some pupils, particularly some disadvantaged pupils, do not attend regularly enough, which limits learning and access to wider experiences.

• Curriculum consistency varies by subject. While the curriculum model is ambitious and structured, external evidence notes that in some subjects, tasks do not always help some pupils extend answers and develop ideas.

• Admission is competitive. The dataset shows 327 applications for 210 offers, about 1.56 applications per place. Families should align preferences carefully and meet Derbyshire’s deadline.

Ormiston Ilkeston Enterprise Academy is a school with a clearer curriculum direction, a consistent behaviour framework, and a practical commitment to reading and enrichment. Results remain a challenge relative to England averages, but the inspection picture and day-to-day structures suggest an organisation building stronger foundations.

Who it suits: families who want a structured 11 to 16 comprehensive in Ilkeston, and whose child benefits from clear routines, consistent expectations, and a school culture that treats enrichment and personal development as part of the core week. The main trade-off is that published GCSE measures are still behind the direction of travel.