Nottingham University Academy of Science and Technology

About Nottingham University Academy of Science and Technology Browse Features

Nottingham University Academy of Science and Technology


Name Nottingham University Academy of Science and Technology
Website http://www.nuast.org
Ofsted Inspection Rating Good
Inspection Date 13 June 2017
Address 93 Abbey Street, Dunkirk, Nottingham, Nottinghamshire, NG7 2PL
Phone Number 01158592040
Type Academy
Age Range 11-19
Religious Character None
Gender Mixed
Number of Pupils 547 (67% boys 33% girls)
Number of Pupils per Teacher 16.1
Academy Sponsor Nova Education Trust
Local Authority Nottingham
Percentage Free School Meals 14.8%
Percentage English is Not First Language 20.3%
Persisitent Absence 13.5%
Pupils with SEN Support 10.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Nottingham University Academy of Science and Technology is an academy free school which specialises in science and technology. It is smaller than the average-sized secondary school. The proportion of pupils who have special educational needs and/or disabilities is smaller than average. No pupils have an education, health and care plan. Consequently, the school receives no additional special educational needs funding. The proportion of disadvantaged pupils is larger than average. 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 sponsored by The Djanogoly Learning Trust and the University of Nottingham. It has been receiving support from The Nova Education Trust. The school does not use any alternative provision. The school meets the government’s current floor standards, which set out the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school Leaders have high aspirations for pupils and a clear vision to support them to succeed. Leaders have a clear understanding of the school’s strengths and areas in need of further development. They take swift and effective action to bring about improvements. The sixth form is outstanding. Students make extremely good progress and are very well prepared for the next steps in their education, training or employment as a result of the strong teaching and care that they receive. Teachers have good subject knowledge. Pupils are generally enthused and interested in their learning. The quality of teaching is good and improving. Leaders continually drive further improvements through a range of support and challenge. Pupils, including disadvantaged pupils, make good progress in a range of subjects. Relationships between pupils and staff are very positive. Pastoral support is strong and pupils appreciate the care and guidance they receive. Pupils’ conduct around school and in lessons is good. They are polite and well mannered. Leaders have developed strong partnerships with other educational providers and employers. Pupils benefit from working in a range of contexts. Teachers have high expectations of what pupils are able to achieve. However, teachers do not always ensure that work matches the needs of all pupil groups, including the least able pupils, to encourage them to make rapid progress. Teachers do not consistently challenge all pupils in following agreed expectations and whole-school policies in their work. Girls’ progress in 2016 was weaker than that of boys. However, girls are currently making much stronger progress throughout the school. Overall attendance has improved, but disadvantaged pupils’ attendance needs further improvement. Leaders have not ensured that pupils participate in regular physical activity to promote their health and well-being.