|Name||Nottingham University Academy of Science and Technology|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 June 2017|
|Address||93 Abbey Street, Dunkirk, Nottingham, Nottinghamshire, NG7 2PL|
|Number of Pupils||547 (67% boys 33% girls)|
|Number of Pupils per Teacher||16.1|
|Academy Sponsor||Nova Education Trust|
|Percentage Free School Meals||14.8%|
|Percentage English is Not First Language||20.3%|
|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.