Alderman White School and Language College Closed - academy converter Sept. 30, 2012
phone: 0115 *** ***
head of school: Mrs Helen Redford
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Sept. 30, 2012
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 451130, Northing: 336987
- GPS coordinates
- Latitude: 52.928, Longitude: -1.2409
- Accepting pupils
- 11—18 years old
- Ofsted last inspection
- June 22, 2011
- Region › Const. › Ward
- East Midlands › Broxtowe › Chilwell East
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Language (Operational)
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Learning provider ref #
- Alderman White School and Language College NG93DU (787 pupils)
- 0.4 miles Sunnyside Primary and Nursery School NG94HQ (86 pupils)
- 0.4 miles Sunnyside Primary and Nursery School NG94HQ
- 0.5 miles Bramcote CofE Primary School NG93HE (197 pupils)
- 0.6 miles Eskdale Junior School NG95FN (225 pupils)
- 0.6 miles Alderman Pounder Infant and Nursery School NG95FN (260 pupils)
- 0.8 miles College House Junior School NG94BB (266 pupils)
- 0.8 miles Foxwood Foundation School and Technology College NG93GF
- 0.8 miles Foxwood Academy NG93GF (104 pupils)
- 0.9 miles Bramcote Hills Primary School NG93GE (359 pupils)
- 0.9 miles Meadow Lane Infant School NG95AA (209 pupils)
- 0.9 miles Stevenson Junior School NG98BD
- 0.9 miles Round Hill Primary School NG91AE (436 pupils)
- 0.9 miles The Bramcote Park Sport,Business and Enterprise School NG93GD
- 0.9 miles Parkview Sixth Form NG93GD
- 0.9 miles The Bramcote School NG93GD (508 pupils)
- 1 mile Frederick Harrison Infant and Nursery School NG98BD
- 1 mile Bramcote Hills Sport and Community College NG93GA
- 1 mile Wadsworth Fields Primary School NG98BD (281 pupils)
- 1.1 mile Beeston Fields Junior School NG92RG
- 1.1 mile Beeston Fields Infant and Nursery School NG92RG
- 1.1 mile St John's CofE Primary School NG98AQ (91 pupils)
- 1.1 mile Beeston Fields Primary School and Nursery NG92RG (354 pupils)
- 1.2 mile Chilwell School NG95AL (849 pupils)
|Inspection date(s)||22–23 June 2011|
Alderman White School and Language
|Unique Reference Number||122851|
|Inspection dates||22–23 June 2011|
|Report ing inspector||Michael Smith HMI|
This inspection was carried out under section 8 of the Education Act 2005 under pilot arrangements; it
was also deemed a section 5 inspection under the same Act .
|Type of school||Secondary|
|Age range of pupils||11–18|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Nu mber of pupils on the school roll||867|
|Of which, number on roll in the sixth form||214|
|Appropriate authority||The governing body|
|Headteacher||Kevin Dean (Executive Headteacher)|
|Date of prev ious sc hool inspection||3 June 2009|
|School address||Chilwell Lane|
|Telephone number||0115 917 0424|
|Fax number||0115 917 0494|
This inspection was carried out by one of Her Majesty’s Inspectors and four
additional inspectors. They visited 40 lessons and observed 40 teachers. They held
meetings with staff, students, and members of the governing body. They observed
the school’s work, interrogated the school’s assessment records and looked at the
minutes of the meetings of the governing body, the minutes of meetings with the
School Improvement Partner, subject evaluations and school action plans and
evaluations. They also scrutinised 122 parent and carer questionnaires, 65 staff
questionnaires and 140 student questionnaires
Information about the school
Alderman White is an average sized school which is part of the White Hills Park
Federation that serve the Bramcote and Beeston areas of Nottingham. Sixth form
provision is organised within the federation and the numbers of post-16 students are
rising. The sixth form are taught on a separate site. The number of students in each
year group is variable because of local reorganisation of provision. When numbers
have stabilised the school will be smaller than average. The proportion of students
known to be eligible for free school meals is above the national average. The
percentage of students from minority ethnic backgrounds is average as is the
proportion of students whose first language is not English. The proportion of
students with special educational needs and/or disabilities is above average,
although the proportion of students with a statement of special educational needs is
low. There is a headteacher for the whole federation as well as the head of school
who has the overview of the day-to day-running of the school.
The school is a specialist languages college and has received a number of national
awards including the FA Charter Standard, the Quality in School Support and has
been identified as one of the most improved schools by the Specialist Schools and
Academies Trust. The proportion of students gaining five or more GCSE A*to C grade
passes, including in both English and mathematics, has been above the current
government floor target for the last three years.
|Leadership and management||2|
|Behaviour and safety||3|
|Does the school adequately promote the pupils’ well-being?||Yes|
|Does the school adequately promote community cohesion?||Yes|
|Does the school provide value for money?||Yes|
- Effective leaders and members of the governing body have worked very well to
bring together the different schools so that the federation is successful while
individual schools retain their identity.
- The school is effective in raising achievement and is rightly proud of its award
as being recognised as one the most-improved schools. The GCSE results in
modern foreign languages, the school’s specialist area, are well-above average
and support for the local community in learning a foreign language is excellent.
- In the sixth form, good leadership has enabled it to become established with far
greater numbers staying on. Results are improving. Records and module results
to date indicate that students make good progress. However at times, targets
are not sufficiently challenging.
- A very large majority of students who answered the questionnaires say they
feel safe in the school and this was supported by responses from parents and
- Responses from the students’ questionnaires showed that a very large majority
felt that behaviour is good in the school and in lessons.
- Responses from the parent and carer questionnaires indicated that a large
majority felt behaviour was good.
- However, approximately half felt that lessons were disrupted by bad behaviour.
Those who added written comments say that this was often when classes were
not taken by the usual teacher.
- Students commented that when lessons were disrupted it was usually because
students were chatting to each other or some were calling out. They
commented that while this was annoying it did not greatly detract from their
- Leaders, at all levels and across the federation, have been successful in
improving the quality of teaching. In the large majority of lessons teaching is
good. The proportion of outstanding teaching has increased just as the
satisfactory teaching has reduced to a small minority of lessons.
- Lessons typically include opportunities for students to work in groups or
individually, generate enthusiasm and a desire to learn with good support for
- Lessons generally meet the needs of students well but when teaching is less
successful it is because work fails to challenge all students, often but not
always, the middle-ability groups.
What does the school need to do to improve further?
- Consolidate and further improve achievement by ensuring:
a greater proportion of sixth form students make good progress against
their challenging targets
lessons, for all ages, consistently challenge students of all abilities,
particularly those in the middle-ability band within classes.
- Eliminate concerns about weaker behaviour in some lessons by:
working closely with students, parents and carers to identify the
frequency, causes and extent of any disruption
implementing procedures to minimise their impact upon learning.
Alderman White provides good opportunities for students to develop into mature
young adults. The school’s drive for improvement has meant they have been
successful in raising their achievement. The ambition from senior leaders and the
governing body is very clear and well understood by all staff. In 2010 attainment at
the end of Key Stage 4 was average. The school’s accurate records indicate that this
is due to rise significantly again this year. This demonstrates good progress from
students’ starting points as they generally enter the school with attainment which is
just below average. The focus upon improving mathematics and English, including
targeted individual support, has been successful. The proportion who gained the top
grades of A and A* in GCSE examinations rose to above average in 2010. Higher
attaining students make far better progress than students of similar abilities across
the country. Results in modern foreign languages are very high with the large
majority of students who have been at the school for all five years gaining a GCSE
pass at grade A* to C.
Leaders, well supported by the governing body, are integral in ensuring the
federation works well to carry on improving. The federation is a strength and it is
able to provide additional support from, and for, both schools. This means, for
example, that subjects with fewer teachers are able to share expertise with more
staff, joint professional development is accessed by larger numbers of staff and
lessons are often jointly planned across the whole federation. The federation
improvement group also works well so that a wider range of expertise is available to
Leaders and managers at all levels have worked well to improve the quality of
learning. Teaching has improved significantly since the previous inspection because
there is now a professional expectation of helping all teachers to become more
effective through sharing their best practice and trying innovatory approaches. There
is a culture of wanting to develop teaching skills so that all students achieve their
maximum potential and this healthy climate sees teachers as constantly improving
practitioners. There is an accurate understanding of how well the school is achieving
and a well-formulated improvement plan to ensure it meets these high expectations.
These, along with the good and improving success to date, demonstrate a good
capacity to improve. The school complies with current safeguarding requirements
and provides good value for money.
The school community is harmonious and students were keen to let inspectors know
how they feel safe and that behaviour is generally good. The school is aware,
through its forum for parents and carers, of some concern about behaviour when
classes are taken by different teachers from usual. Consequently, these lessons are
always started by a senior member of staff and extra vigilance is taken as part of the
school's own monitoring of student behaviour. The school has good systems in place
to support behaviour and to quickly intervene if any problems arise. The number of
exclusions has fallen significantly and is low. The seclusion room, where students
who misbehave are sent, is used appropriately and the school monitors its effect,
including the proportion of students who are sent to it more than once. Rewards are
used well to motivate students.
Students are aware of the different types of bullying and say they have received
good support to overcome instances of bullying through the use of mobile phones or
the internet. They confirm that incidents are rare and that staff respond well to
support individuals if any cases arise. Students are very sociable and they enjoy
being part of a multi-cultural society. The school is inclusive and ensures equality of
opportunity, so that all students can achieve. A number of parents commented upon
the good work the school did to support their children with disabilities and special
educational needs and some others commented on how their children had been
helped when enduring medical difficulties.
During the inspection, students were observed making good and sometimes
outstanding progress in lessons. In many lessons, students were fully engaged and
responded well to the interesting activities which included working in groups,
practical work and investigations. Behaviour observed during the inspection was
good with students working well in lessons and wanting to achieve well. Students
commented that at times some behaviour was distracting, especially when classes
were taken by staff other than the normal teacher. These distractions were generally
silly behaviour, chattering or calling out.
The school has good records of how well students are progressing so any who are
underachieving can be quickly identified and then given additional support. Records
show that there are no significant differences for their progress between students
from different ethnic backgrounds or those who are known to be eligible for free
school meals. Students whose circumstances make them more vulnerable are well
supported, as are students with special educational needs and/or disabilities or those
learning English as an additional language. The school identified a group of students
who had a complex range of problems, mainly with aspects which were beyond the
school’s control. Very good support enabled most to do well and complete their
education. They then achieved suitable qualifications to gain employment or to carry
on to higher education. This shows how well the school meets the needs of all
students and works very well to ensure they can, and do, achieve to overcome
disadvantages. Attendance rates are above average.
In the sixth form, strong leadership has been successful in creating a clear sixth form
identity and increased students’ confidence. The proportion of students from the
federation who are opting for the sixth form has increased greatly and this is
enabling the school to offer a greater variety of courses. In previous years the
number of students in the sixth form was very low. Students entered the sixth form
with attainment which was typically below average and they made satisfactory
progress, although attainment was below average. Recent module results and the
school’s tracking are very encouraging and show much improved progress. The very
large majority of students carry on into Year 13 from Year 12.
Teaching has improved strongly and is good. The support across the federation has
been key to this improvement along with support from advanced skills teachers and
support from the specialist area of languages. Students explained that the lessons
observed were typical of those which they generally get. Relationships between
adults and students and between students themselves are productive. In the large
majority of lessons where teaching is good or better, teachers are very effective at
matching the work to the needs of nearly all students. For example, in a
mathematics class higher-attaining students were given additional expressions to
expand once they had mastered the ones for the majority of the class. These
expressions were more complex rather than just consisting of more awkward
numbers. Support for students with special educational needs and/or disabilities and
low-attaining students is good so that they make good progress. This often includes
good support from teaching assistants. Lessons are well planned and include
appropriate work for different levels. They also include good opportunities to
enhance literacy within lessons, and to a lesser extent numeracy. At times, work
does not always meet the needs of all ability levels within a class and in these cases
it is often the middle-ability children who are not stretched.
During the inspection, learning was good because most lessons included diverse,
interesting, activities for students to undertake. Teachers are patient and make good
use of praise to secure students’ motivation and progress. Learning in some lessons
is outstanding. These lessons are characterised by teachers who are able to excite
students with the subject being taught and through the highly memorable class
work, students’ own interest and determination to succeed. This drives up the
standard of students’ work and creativity. In the small number of lessons where
progress is satisfactory, work is less demanding; teachers expect less and do not
give students the feedback to help them to improve. Marking is often good and gives
very clear overview of how well students are doing and what they need to do to
improve. However, at times, it does not show students where their work has not met
expected standards and guide them on how to improve.
The school has ensured that literacy is promoted well across the curriculum and this
is especially noticeable in the demanding written tasks that students often undertake.
Specialist vocabulary is introduced and students are encouraged to give thoughtful
and extensive answers to many of the questions they are asked in their classes.
During tutor time, students often develop their literacy and numeracy skills as part of
a whole school focus, while others consider the social and emotional elements of
their learning. This is also key in developing spiritual awareness. Students take part a
rich variety of cultural and social activities and have a clear understanding of moral
issues. Lessons often include essential elements to make sure students have a good
understanding of growing up in a varied and multi-cultural Britain and beyond. The
language specialism does much to enhance community awareness.
Responses from parents and carers to Ofsted’s questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Alderman White School and
Language College 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 12
statements about the school.
The inspection team received 122 completed questionnaires by the end of the on-site inspection. In
total, there are 867 pupils registered at the school.
The table above summarises the responses that parents and carers made to each 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%.
My child is happy at school
My child feels safe at school
The school helps my child to
achieve as well as they can
The school meets my child’s
The school ensures my child
is well looked after
Teaching at this school is
There is a good standard of
behaviour at this school
Lessons are not disr upted by
The school deals with any
cases of bullying well
The school helps me to
support my child’s learning
The school responds to my
concerns and keeps me well
The school is well led and
What inspection judgements mean
|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
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
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 31 December 2010 and are
consistent with the latest published official statistics about maintained school inspection outcomes
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.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning, development or training.
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
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.
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
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
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 achievement of all pupils.
- Behaviour and safety.
- The quality of teaching.
- The effectiveness of leadership and
and taking into consideration
- how well the school promotes pupils’ spiritual,
moral, social and cultural development.
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.
24 June 2011
Inspection of Alderman White School and Language College, Nottingham,
When I visited your school recently with my colleagues, we met some of you at
lunchtime and talked to others during lessons and at break. Thank you very much for
your help and cooperation. During the inspection we were impressed with your good
behaviour, manners and how well you contribute to the life of the school and local
community. Thank you also for answering our many questions so we could get a
better understanding of what it is typically like in the school. As one of you said,
‘Teachers here don’t have to act different because they are good all the time.’ We
were concerned about the different opinions on behaviour between you and your
parents and carers. You told us that occasionally lessons were distracting when other
students were chattering or calling out. We have asked the school to work with you
all to get a good understanding of how much of a problem this is and then the school
can set about ensuring it improves. I know the headteacher is keen to hear your
views so please help him. You enjoy school and this is one of many reasons why we
judge your school to be good. Your responses to staff and your keenness to do well
are key elements as to why you make good progress. Well done!
Results in your GCSE examinations, have risen sharply. We observed over 40 lessons
and judged that teaching is good. Lessons were best when you had plenty of
opportunities to work independently and that all of you in the class were stretched.
There are good relationships with staff, and most of your lessons are challenging and
interesting with a rich variety of activities. We have asked the school to make sure
that continues to improve. This is particularly the case in the sixth form now that far
more of you are staying on. We have recommended that sixth form students have
more challenging targets and that lessons always make sure all of you are
Staff care for you well. You have a very good understanding of your local
community. Your headteacher and other senior leaders have very clearly identified
what needs to be done and they are very determined to carry on improving the
school and the work within the federation. They are supported by some good subject
and pastoral leaders, teachers, governors and other staff. We wish you well at this
good school of which you are justifiably proud.
Her Majesty's Inspector