|Ofsted Inspection Rating||Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||19 September 2017|
|Address||Farnborough Road, Nottingham, NG11 8JW|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||14.3|
|Academy Sponsor||The Spencer Academies Trust|
|Percentage Free School Meals||27.7%|
|Pupils with SEN Support||20.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is part of the Trent Academies Group. Some pupils receive their education at the alternative providers: Channelling Positivity, Thorneywood Education Base and Buxton Training Academy. The school is smaller than the average-sized secondary school. The proportion of disadvantaged pupils is much higher than the average, at almost half of pupils. The proportion of pupils who have SEN and/or disabilities is average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is below the national average. The vast majority of pupils are of White British heritage. Very few speak English as an additional language. In 2016, the school did not meet the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics at the end of key stage 4.
Summary of key findings for parents and pupils
This is an inadequate school Leaders, including the local governing body and the Trent Academies Group, have not ensured that pupils attend school regularly and achieve as well as they should. Leaders’ self-evaluation is too generous about some features of the school. Aspects of school improvement activity lack rigour. Standards are too low. Pupils, including disadvantaged pupils, those who have special educational needs (SEN) and/or disabilities and the most able pupils, do not make the progress they should. Pupils’ achievement at the end of key stage 4 is well below the national average. Too many pupils do not attend school regularly. Pupils’ attendance continues to be below the national average. The number of pupils that are persistently absent from school is too high. Too many pupils, and a greater proportion than found nationally, are excluded from school. The quality of teaching, learning and assessment is inconsistent, particularly in key stage 4. This means that some pupils make slow progress across the subjects that they study. Teachers’ expectations of what some pupils can achieve are too low. The most able pupils do not regularly receive enough opportunities to develop their talents fully. Some pupils who have SEN and/or disabilities do not consistently have their needs fully met. The school has the following strengths Leaders’ efforts to improve the quality of teaching, learning and assessment are beginning to bear fruit. Teachers take care to plan learning that motivates and engages pupils. Pupils say that their lessons have improved. Leaders’ work to promote pupils’ employability and experience of local business is valuable. It is increasing pupils’ aspirations about their future once they leave school. Extensive and high-quality inclusion support is available and is extremely beneficial for the pupils in school that require it. Middle leaders are checking more regularly that pupils are making the progress they should in the faculties that they lead. They are enthusiastic and committed in their mission to improve the school. Senior leaders are holding them to account more successfully.