Djanogly City Academy

Age group 11–18 Inspection date(s) 5–6 October 2011 Inspection number 381648 Djanogly City Academy Nottingham Inspection report

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Unique Reference Number 134253 Local Authority N/A Inspection number 381648 Inspection dates 5–6 October 2011 Reporting inspector Dilip Kadodwala HMI

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Academy School category Non-maintained Age range of pupils 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1571 Of which, number on roll in the sixth form 380 Appropriate authority The governing body Chair Ron Kenyon Headteacher Elaine Crookes and Giora Berman (Principals) Date of previous school inspection 22 January 2009 School address Sherwood Rise Nottingham Road Nottingham NG7 7AR Telephone number 0115 9424422 Fax number 0115 9424034 Email address info@djanogly.notts.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and

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other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by one of Her Majesty’s Inspectors and five additional inspectors, including one who focused for half a day on the academy’s provision for safeguarding students. Inspectors visited 45 lessons taught by 45 different teachers and some of the lesson observations were undertaken jointly with senior leaders. Inspectors spoke with staff, members of the governing body and groups of students. Inspectors looked at the analysis and tracking of students’ progress, attendance records, academy leaders’ monitoring records, academy development planning and risk assessments. Inspectors also analysed the questionnaires received from 107 students, 68 staff and 53 parents and carers.

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Introduction

The inspection team reviewed many aspects of the academy’s work. It looked in detail at a number of key areas.

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Introduction

 How strongly is students’ attainment improving, especially in mathematics?  To what degree is the quality of teaching ensuring that learning and progress are improving securely and quickly for all students, including historically underachieving groups such as boys, students identified as having special educational needs and/or disabilities, and students from minority ethnic heritages?  How effective is the quality of leadership and management at all levels in tackling underperformance and improving students’ achievement?  How effective is the drive to improve all aspects of the sixth form?

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Information about the school

This academy is larger than the average secondary school and located on two sites, each with its own Principal. Around 27% of the students are of White British heritage. A significant proportion are from Asian or Asian British backgrounds, mostly from Pakistani heritages. Other significant minority ethnic groups include those from White and Black Caribbean and African backgrounds. The proportion of students who speak English as an additional language is well above the national average. The proportion of students who are known to be eligible for free school meals is high. The proportion of students who are identified as having special educational needs and/or disabilities is well above the national average, although the proportion who have a statement of special educational needs is below average. Djanogly opened as an academy in 2003 and has received a number of awards in recent years for its provision in information and communication technology (ICT).

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Information about the school

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Djanogly is a satisfactory academy and it is improving. Students’ learning and progress are satisfactory, but rising securely and quickly. They are making greater gains in English than in mathematics. The proportion of students gaining five or more good passes at GCSE is on an upward trend and was average this year, showing the positive impact of a good curriculum that includes vocational options and some imaginative elements in Key Stage 3 that contribute particularly well to students’ enjoyment of learning. The proportion gaining five or more GCSE passes at grades A* to C including English and mathematics is also rising, but from a low level in recent years. In order to accelerate the trend, leaders have set challenging and realistic targets for standards to be raised significantly.

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Main findings

Students say that they feel safe and the great majority of parents and carers agree. Safeguarding arrangements are robust. Students adopt healthy lifestyles by participating in a wide range of health-promoting activities and the majority eat healthily. Students receive good care, guidance and support, including those whose circumstances make them potentially vulnerable. This reflects the impact of strong partnerships. For example, academy staff work closely with external support agencies to ensure that barriers to learning are removed. Students make a good contribution to the academy and the wider community. Students have a clear sense of right and wrong and racial harmony is evident on both sites. The majority of students form good relationships with each other and with adults. Strategies to raise students’ attendance and reduce persistent absence are showing a positive impact and the number of fixed-term exclusions is reducing, but attendance levels over each

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Main findings

year remain low. Partly, this is because of holidays taken by families during term time. The attendance rate at the time of the inspection was broadly average, reflecting the impact of the academy’s strategies to sustain improvement over time.

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Main findings

The quality of teaching and learning is satisfactory, including in the sixth form. Some good and outstanding practice was seen during the inspection, but teaching is not yet consistently good enough to overcome the legacy of underachievement. In the most effective lessons, students’ needs and abilities are understood well so that teachers tailor activities closely to students’ needs. They also apply time limits effectively and encourage independent learning skills. However, these effective practices are not yet widespread throughout the academy, and progress in lessons is sometimes limited when students are not actively engaged in learning. The marking of students’ work is generally regular and constructive, but it does not consistently provide detailed feedback to show students how to improve their work. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

The quality of leadership and management is satisfactory. Senior leaders and the governing body have set a clear sense of purpose and ambition for higher achievement. The senior leaders’ determination to eradicate weaknesses through changes in leadership and dealing robustly with inadequate teaching is making a difference. The academy’s self-evaluation systems and development plan identify the right things to secure further gains, although some of the leaders’ evaluations of lessons are not always sufficiently sharply focused on learning outcomes. The academy’s growing strengths have not yet had a sustained impact on attainment, and so its capacity for further improvement is satisfactory at this stage.

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Main findings

Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Increase the proportion of students gaining five or more A* to C grades at GCSE including English and mathematics by ensuring that more of the teaching is good or better, particularly by:  closely matching work to students’ individual needs  providing more challenging tasks to secure students’ active engagement in learning  providing more opportunities for students to demonstrate independent learning  ensuring that there is consistency in the marking of students’ work so that they all know how to improve.

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What does the school need to do to improve further?

 Raise standards of attainment in mathematics and ensure that students make the expected progress by the end of Key Stage 4 to at least match the gains made by students nationally.

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What does the school need to do to improve further?

 Improve the leadership and management of teaching and learning by:  sharpening up the quality of lesson observations so that there is a greater focus on the quality of students’ learning, rather than the quality of teaching.

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What does the school need to do to improve further?

 Ensure that actions taken to improve attendance and reduce persistent absence are sustained and effective, so that students’ attendance is at least in line with national figures by the end of the academic year.

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Outcomes for individuals and groups of pupils 3

From below average starting points on entry to the academy, students’ achievement is satisfactory. They consistently make the expected progress in English and unvalidated GCSE results for 2011 show that this continues to be the case. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 3

Achievement, however, is uneven across different subjects and courses by the end of Key Stage 4. In most of the vocational courses students make at least the expected progress. Students have generally good ICT skills because technology is used well to enhance learning across different subjects. The 2011 results show that in mathematics, students have still not made the expected progress. However, in all the lessons observed in mathematics across both key stages, students made at least satisfactory progress and in some lessons it was good. This reflects the energy and drive brought to the subject by the recently appointed subject leader and the determination of senior leaders to reverse the trend of underachievement. For example, in a Year 9 lesson on algebra students were challenged to think more deeply about their solutions through the teacher’s probing questions. In a Year 7 numeracy lesson, the use of a wide range of approaches met students’ different

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Outcomes for individuals and groups of pupils 3

learning needs well, including those of several students who have learning difficulties.

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Outcomes for individuals and groups of pupils 3

Meticulous and more robust recording and analysis of how well students are doing ensure that any underachievement is tackled and corrected quickly. Specific teaching programmes and strategies are used to develop weaker literacy skills. As a result, the attainment of students who are known to be eligible for free school meals is now broadly in line with national figures, and the academy has dealt well with the underachievement of students from minority ethnic heritages that was evident in 2010, as well as those identified as having special educational needs and/or disabilities. Students from the latter group progress as well as their peers and those who receive additional support make good progress, a point made by a few parents and carers in response to the questionnaire.

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Outcomes for individuals and groups of pupils 3

Students’ enjoyment of learning is satisfactory, as is their behaviour. Occasional bullying and the very few incidents of racist behaviour are dealt with promptly and suitably. Students keenly contribute to life in the academy, for example working with the parents and carers’ forum to produce the home-school agreement. Students also willingly support activities which benefit the local and wider communities.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils’ outcomes Pupils’ achievement and the extent to which they enjoy their learning Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 2 Pupils’ behaviour 3 The extent to which pupils adopt healthy lifestyles 2

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Outcomes for individuals and groups of pupils 3

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 3

The extent to which pupils contribute to the school and wider community 2 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils’ attendance 1 The extent of pupils’ spiritual, moral, social and cultural development 3

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How effective is the provision?

Where teaching is good or better, carefully-designed and imaginative tasks allow students to work independently on their own or in small groups, and to show responsibility. For example, in a Year 11 media studies lesson students designed their own advertising campaigns based on a clear understanding of audiences and methods. Such successful lessons are characterised by a high level of teachers’ subject expertise allowing them to extend students’ knowledge and to generate enthusiasm. The less successful lessons are too teacher-led and do not challenge the full ability range. In such cases, all students are required to proceed through the same activities at the same pace, so they are passive and compliant rather than active and directly involved in their learning.

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How effective is the provision?

The curriculum provides imaginative and effective opportunities for learning. For example, the range of ‘rich tasks’ activities in Key Stage 3 provide investigative projects encompassing the humanities, arts and languages. There are good links with other institutions and the academy is seen as a centre for effective languages provision. Students have access to a varied range of enrichment activities and take- up is good, particularly with regard to sporting activities.

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How effective is the provision?

Students benefit from the strengths in pastoral support. For example, targeted help is directed well for students whose circumstances make them potentially vulnerable. Support for those who speak English as an additional language, particularly those who are new arrivals to the country, is effective in enabling them to acclimatise to learning routines. Transition arrangements ensure students settle into academy life quickly. Although there are some inconsistencies in the guidance students receive about improving their work, overall tracking of their progress and reporting to parents and carers are good. Students also receive good quality advice and guidance to enable them to make informed choices about their future. The work of the learning support unit is making an important difference to reducing disruptions in lessons and fixed-term exclusions are reducing.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils’ needs, including, where 2 Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective is the provision?

relevant, through partnerships The effectiveness of care, guidance and support 2

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How effective are leadership and management?

The two Principals, ably supported by the governing body, have realigned management structures and systems over the last year. Success in the drive for improvement is evident in the proportion of students who gain good passes overall at GCSE. But leaders recognise that improvements have not yet gone far enough and the appointment of some new subject leaders is a step in the right direction. Essential systems for monitoring and evaluating the academy’s performance underpin senior leaders’ drive to embed ambition and drive improvement, crystallised in the setting of challenging targets for raising GCSE standards, improving the quality of teaching and improving students’ attendance and behaviour. The accountability of leaders at all levels is now more robust and firmly based on the routine tracking of students’ progress. Greater accuracy of assessments is enabling a reliable targeting of interventions but the impact of these developments has yet to be fully

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How effective are leadership and management?

Governance is good. The governing body members routinely gain first-hand evidence of the academy’s performance and are informed well so that they are able to hold leaders to account through rigorous challenge. Good action is taken to engage parents and carers and to keep them informed. A parental forum provides a useful channel to exchange ideas and implement changes that benefit students, for example with regard to the curriculum.

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How effective are leadership and management?

Effective partnerships offer many activities that students benefit from and which the academy could not provide by itself, for instance the range of diploma courses which yield successful results. Students have good equality of opportunity. Where necessary, homes have been supplied with a computer to enable access to learning. The performance of different groups is analysed carefully and the results lead to timely interventions so that, for example, the gap in achievement between boys and girls is narrowing. Good community cohesion promotes links between the academy, local religious leaders and representatives of community groups. Students’ horizons are also widened through the academy’s international links and trips. Safeguarding is good because all aspects of it are managed well and rigorously by highly-qualified staff. The single central record is maintained meticulously and policies are updated

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How effective are leadership and management?

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the 2 Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for money

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Sixth form

Standards attained are in line with national averages and students make satisfactory progress from their broadly average starting points. With 98% of students continuing their studies from Year 12 into Year 13, retention is very high.

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Sixth form

The curriculum is flexible, enabling students to retake or extend their range of level 2 qualifications before embarking on level 3 qualifications. The quality of teaching is typically satisfactory, and sometimes good or better. Students have opportunities for independent study and generally engage positively in their lessons. However, a few students in Year 12 have not yet developed sufficient responsibility for their own learning. Students receive suitable advice and guidance about course options as well as career and other educational opportunities after completion.

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Sixth form

There are some recreational and enrichment opportunities and some students take advantage of these. However, this is dependent on the energy and commitment of individual students. Although the value of these experiences is recognised by the senior leaders, such opportunities are not an integral part of the provision. The quality of leadership and management is satisfactory. There is a clear understanding of strengths and weakness and the actions required for further improvement. The students confirm that the provision for them has improved in the last year. They appreciate the recent availability of a common room and the individual support they receive from their assigned adult. The academy has a credible and appropriate plan for the development of its sixth form provision over the next two years.

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Sixth form

These are the grades for the sixth form Overall effectiveness of the sixth form Taking into account: Outcomes for students in the sixth form The quality of provision in the sixth form Leadership and management of the sixth form Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Views of parents and carers

The proportion of parents and carers who returned the inspection questionnaire was very low, but the very large majority agree that their children enjoy school and that overall, they are happy with their children’s experience at the academy. A small minority were less positive about how the academy takes account of their suggestions and concerns, and about the help given to support their children’s learning. All concerns raised were discussed with academy leaders, while ensuring that the anonymity of parents and carers was protected. Inspectors concluded that the academy provides a broad range of opportunities for consultation, for instance through the five academic review days and the parents’ forum, and that wherever feasible, parents and carers’ views do help to inform improvements. Additionally, technology is increasingly being used, along with the Saturday school, to assist parents and carers in supporting their children.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Djanogly City Academy Nottingham to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 53 completed questionnaires by the end of the on-site inspection. In total, there are 1571 students registered at the academy.

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Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 23 43 29 55 1 2 0 0 The school keeps my child safe 19 36 32 60 2 4 0 0 The school informs me about my child’s progress 28 53 21 40 4 8 0 0 My child is making enough progress at this school 20 38 29 55 4 8 0 0 The teaching is good at this school 16 30 33 62 3 6 0 0 The school helps me to support my child’s learning 15 28 31 58 7 13 0 0 The school helps my child to have a healthy lifestyle 12 23 34 64 4 8 2 4 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 18 34 28 53 6 11 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 17 32 30 57 5 9 0 0 The school deals effectively with unacceptable behaviour 14 26 31 58 3 6 2 4 The school takes account of my suggestions and concerns 16 30 27 51 5 9 2 4

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 18 34 26 49 2 4 3 6 Overall, I am happy with my child’s experience at this school 22 42 28 53 3 6 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The table above summarises the responses that parents and carers made to eac h statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 8 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Djanogly City Academy Nottingham, Nottingham NG7 7AR

Thank you for the positive contribution that you made to our recent inspection. Your views, alongside the questionnaire responses from your parents and carers, were helpful in assisting us with our work. Yours is a satisfactory academy, with a satisfactory sixth form. Some aspects are good. You told us that you feel safe and we judge that you adopt healthy lifestyles, having had your say in the catering arrangements and the way that very many of you take up sporting activities. You make a good contribution to the academy and the wider community, for example through your involvement in local projects and the creation of websites like ‘Just ask Nottingham’. Staff take good care of you and provide you with support when you most need it.

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Inspection of Djanogly City Academy Nottingham, Nottingham NG7 7AR

The two Principals, the governing body and other leaders are keen to drive improvement, so that more of you make better progress in your learning than has been the case in recent years. Your achievement is satisfactory but the proportion of GCSE A* to C grades including English and mathematics is significantly below average, especially in mathematics. Challenging targets for improvement have been set by senior leaders. We have asked them to ensure that these targets are met or exceeded. Your behaviour and punctuality are satisfactory but some of you do not attend regularly, and this has a very negative impact on the overall attendance rate. We have asked that this improves and you can play your part by attending regularly.

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Inspection of Djanogly City Academy Nottingham, Nottingham NG7 7AR

Teaching and learning are satisfactory overall, and we observed some good and outstanding teaching. We have asked staff who monitor teaching to concentrate more on how well you learn in lessons, so that judgements made about the quality of lessons are more accurate. To bring the quality up to the best standard we have asked leaders to ensure that more of the teaching gives you challenging activities matched to your different abilities, so that you participate more actively and develop your independent learning skills further. We have also asked the teachers to consistently provide you with advice about how you can improve your work. You can all help by following their advice.

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Inspection of Djanogly City Academy Nottingham, Nottingham NG7 7AR

Dilip Kadodwala Her Majesty’s Inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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