Ibstock School

What Ofsted said

From the inspection on 8 April 2025

Many pupils are positive about the school. Their experiences in school have improved recently and they enjoy learning in a safe and supportive environment. Pupils study a wide range of subjects as part of a well-planned curriculum. However, this is not always taught effectively. Sometimes pupils, including some with special educational needs and/or disabilities (SEND), do not achieve as well as they should. Pupils enjoy positive relationships with a staff team that cares about them. Staff inspire them for the future. Pupils often enjoy learning and gain more knowledge over time. However, in some cases, pupils do not value their education well enough or take sufficient pride in their work. Pupils' behaviour is improving; however, it is inconsistent. Many pupils appreciate how they are expected to conduct themselves and behave well. At times, however, some pupils do not engage fully with the school's high expectations. When this happens, they behave less well and disrupt the learning of others. Pupils have wide-ranging opportunities to engage with extra-curricular activities. These include trips, such as to Belgium and Berlin. Pupils learn teamwork and leadership skills, for example through The Duke of Edinburgh's Award and various sporting activities.

What the school should improve

• The curriculum is not implemented consistently well. At times, teachers do not teach or adapt curriculum content effectively enough to help pupils secure new knowledge. When this is the case, pupils struggle to remember what they have been taught and cannot apply it to new learning. The school should ensure that the well-planned curriculum is implemented effectively in every subject.
• The needs of pupils with SEND are not being met consistently well. Some pupils with SEND do not get the support necessary to be able to engage fully with their learning. The school must ensure that staff have the necessary knowledge and expertise to be able to support pupils with SEND so that these pupils can access learning that is well suited to their needs.
• Strategies to manage pupils' conduct are not always applied consistently or effectively. As a result, some pupils find it hard to behave well, either in lessons or around the school site. This affects how well these pupils learn, as well as disrupting the learning of others. The school must support staff to use the agreed approach to managing pupils' behaviour so that all pupils understand the school's high behaviour expectations.
• Some pupils do not attend school often enough, particularly disadvantaged pupils. Even when in school, a small minority of pupils choose not to attend lessons. All of these pupils miss out on important learning and wider experiences. The school should further develop effective strategies to improve attendance.
• Aspects of the programme that supports pupils' personal development are at an early stage of development. Pupils' understanding of important aspects, such as modern British values and different faiths and cultures, is variable. The school must ensure that all pupils benefit from an effective programme of personal development that prepares them well for adulthood.
• Recent changes to improve the school are not always communicated effectively enough to all stakeholders. Some staff and parents do not share the school's aims and aspirations for the pupils. Some of these stakeholders do not think that their views or opinions are considered when the school makes the changes that are needed. The school should continue to strengthen its work with all stakeholders to remove any obstacles that prevent the school from continuing to improve.

Read the full Ofsted report (opens in a new tab)