Setting

Peter Holyk Principal Nottingham Girls' Academy Robin's Wood Road Nottingham NG8 3LD

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No formal designation monitoring inspection of Nottingham Girls’ Academy

Following my visit with Wayne Norrie, Her Majesty’s Inspector, to your academy on 13 November 2013, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the inspection findings.

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No formal designation monitoring inspection of Nottingham Girls’ Academy

The inspection was a monitoring inspection carried out in accordance with no formal designation procedures and conducted under section 8 of the Education Act 2005. The inspection was carried out because the Chief Inspector was concerned about the effectiveness of leadership and management at the academy. These concerns were raised due to a significant decline in the academy’s 2013 GCSE English examination results.

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Evidence

Inspectors scrutinised the academy’s correspondence with the examination board. They also examined the school’s current data on achievement in English and the English subject leader’s report to senior leaders, alongside documentation relating to the management of staff performance. Inspectors met with all members of the teaching staff in the English department, the Principal and Executive Principal, a group of Year 12 students, and representatives from the academy sponsor and council, which provides for the governance of the academy.

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Evidence

Having considered all the evidence I am of the opinion that at this time:

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Evidence

 the quality of leadership and management is good.

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Context

With 535 students on roll, Nottingham Girls’ Academy is smaller-than-average secondary school. The majority of students come from a wide range of minority Serco Inspections 20 Colmore Circus Queensway Birmingham B4 6AT T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 0121 679 9158 Direct email: rachel.dayan@serco.com ethnic backgrounds. The largest group in the academy are of Pakistani heritage. About one in four students speaks English as an additional language. An above- average proportion of the students is eligible for the pupil premium, which provides additional funding for looked after children, students known to be eligible for free school meals and some others. The proportion of students who are supported at school action plus or who have a statement of special educational needs is below average. The proportion supported at school action is above average.

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Context

The academy is sponsored by the Greenwood Dale Foundation Trust. A Local Academy Council is appointed by the Trust.

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Context

The academy has appealed against the examination board’s moderation of its GCSE English results.

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The quality of leadership in and management of the school

Leaders at all levels share an absolute commitment to providing the best possible education for the students at the academy. After receiving the examination results in August, senior leaders conducted a thorough analysis of all aspects of provision and practice in the English department. This included a detailed evaluation of the quality of teaching. Inspectors agree that these investigations have confirmed that the leadership of English is good. Academy data show that students are making good progress, including in English.

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The quality of leadership in and management of the school

Academy leaders have acted swiftly to minimise any future risk to their GCSE English results. They have replaced the former GCSE examination syllabus with one that is taught by other academies within the trust. Subject leaders from these academies are supporting the English department to deliver this new qualification. This has resulted in additional opportunities for professional development as well as increased opportunities to moderate students’ work across the trust. Teachers speak very positively about the impact this is having. They feel supported by the academy’s leaders and are rapidly regaining their confidence.

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The quality of leadership in and management of the school

Regardless of the outcome of the appeal, academy leaders have rightly ensured that no students will be disadvantaged in the next stage of their education. Those students who have transferred to the academy’s sixth form have all been accepted onto their chosen courses and they will have the opportunity to improve their GCSE English grade this year. Leaders have ensured that students who have left to study in other institutions will also have this opportunity. Students speak extremely positively about the quality of the support they have received.

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The quality of leadership in and management of the school

Students receive good advice and guidance. They feel safe in school and appreciate the strong focus that leaders have on the progress they make as individuals. They describe a vision of ‘greater care and mutual respect’.

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The quality of leadership in and management of the school

The school’s arrangements for safeguarding students meet statutory requirements.

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External support

The Greenwood Dale Foundation Trust is providing additional support to the English department through expert practitioners from two of its other academies. They have confirmed the accuracy of moderation practice in the English department and they are now supporting teachers in the delivery of the new syllabus. The Foundation Trust also provides effective challenge to the academy through the Executive Principal. He works with the Principal to monitor closely the progress students are making across all subject areas.

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External support

I am copying this letter to the Secretary of State for Education, the Chair of the Local Academy Council and the Academies Advisers Unit at the Department for Education. This letter will be published on the Ofsted website.

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