School etc

Christ The King School Closed - academy converter Sept. 30, 2012

see new Christ The King Voluntary Academy

Christ The King School
Darlton Drive

0115 *** ***

Executive Headteacher: Mr Michael Naisbitt

School holidays for Christ The King School via Nottinghamshire council

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Secondary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
Close date
Sept. 30, 2012
Reason closed
Academy Converter
OSGB coordinates
Easting: 459718, Northing: 345124
GPS coordinates
Latitude: 53, Longitude: -1.1116
Accepting pupils
11—18 years old
Ofsted last inspection
Sept. 22, 2010
Diocese of Nottingham
Region › Const. › Ward
East Midlands › Gedling › Mapperley Plains
Urban > 10k - less sparse
Admissions policy
Sixth form
Has a sixth form
Learning provider ref #

Rooms & flats to rent in Nottingham

Schools nearby

  1. Christ The King Voluntary Academy NG57JZ (809 pupils)
  2. 0.2 miles Coppice Farm Primary School NG57LS (184 pupils)
  3. 0.3 miles Arnold Hill School and Technology College NG56NZ
  4. 0.3 miles Arnold Hill Academy NG56NZ (1675 pupils)
  5. 0.4 miles Ernehale Junior School NG56TA (242 pupils)
  6. 0.4 miles Ernehale Infant School NG56TA (191 pupils)
  7. 0.5 miles Kingswell Junior School NG56NW
  8. 0.5 miles Arnold Hill Rise Infant School NG56NW
  9. 0.5 miles Killisick Junior School NG58BY (180 pupils)
  10. 0.5 miles Robert Mellors Primary and Nursery School NG57EX (226 pupils)
  11. 0.5 miles Arnold View Primary School NG56NW (333 pupils)
  12. 0.6 miles Pinewood Infant and Nursery School NG58BU (202 pupils)
  13. 0.7 miles Arnold Woodthorpe Infant School NG54JG (181 pupils)
  14. 0.7 miles The Good Shepherd Catholic Primary, Arnold NG54LT
  15. 0.7 miles The Good Shepherd Catholic Primary, Arnold NG54LT (368 pupils)
  16. 0.8 miles Arno Vale Junior School NG54JF (236 pupils)
  17. 0.9 miles Richard Bonington Primary and Nursery School NG58FQ (463 pupils)
  18. 0.9 miles Mapperley Plains Primary and Nursery School NG35LD (369 pupils)
  19. 1 mile Arnold Mill Primary and Nursery School NG57AX (341 pupils)
  20. 1 mile Redhill School NG58GX
  21. 1 mile Redhill Academy NG58GX (1352 pupils)
  22. 1.1 mile Hazel Hurst School Mapperley Ltd NG36DG (37 pupils)
  23. 1.1 mile Coteswood House School NG54HT
  24. 1.1 mile Derrymount School NG58HN (66 pupils)

List of schools in Nottingham

Ofsted report transcript

Christ The King School

Inspection report

Unique Reference Number 122899
Local Authority Nottinghamshire
Inspect ion number 359328
Inspect ion dates 22–23 September 2010
Reporting inspector Michelle Parker HMI

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

Type of school Secondary
School category Voluntary aided
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 704
Of which, number on roll in the sixth form 106
Appropriate authority The governing body
Chair Mr David Wilson
Headteacher Mr Carlo Cuomo
Date of previous school inspection 14 May 2008
School address Darlton Drive
Arnold, Nottingham
Telephone number 0115 9556262
Fax number 0115 9556363
Email address
Age group 11–18
Inspect ion dates 22–23 September 2010
Inspect ion number 359328


This inspection was carried out by one of Her Majesty's inspectors and three additional
inspectors. The team observed 27 lessons and 32 teachers. Meetings were held with
parents, carers, groups of students, representatives of the governing body, staff and
members of the local community. Inspectors observed the school's work, and looked at
whole-school planning, teachers' planning, the staff handbook, school policies and 165
parental questionnaires.
The inspection team reviewed many aspects of the school's work. It looked in detail at the

  • The effectiveness of strategies to raise attainment of all groups of students,
    especially middle attaining girls, those eligible for free school meals, students whose
    first language is not English and Black students.
  • The progress of all students especially middle attaining girls, those eligible for free
    school meals, those whose first language is not English and Black students.
  • The effectiveness of the school's tracking and assessment procedures to ensure that
    there is no underperformance of any student.
  • How robust school systems are to ensure it can sustain improvement.

Information about the school

This is a smaller than average sized secondary school. The majority of students are from
White British backgrounds. Around a third of the students are from a range of minority
ethnic backgrounds and 16% of the students speak English as an additional language,
which is higher than the national average. Over half of these students are in the early
stages of learning English. A significant number of these are recent arrivals whose first
language is Polish. There is high student mobility. The proportion of students known to be
eligible for free school meals is lower than average. The proportion of students identified
with special educational needs and/or disabilities is below average and the proportion that
has a statement of special educational needs is well below average. The headteacher was
appointed in September 2009.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

This is a good and rapidly improving school. This is because of the determination of the
headteacher and all staff and their hard work in striving to make this a good school.
Parents and carers are very happy with the school and the progress that their children
make. The school has successfully integrated a nurturing and caring ethos with robust
systems to ensure that every student can gain the most from their education. This is
evidenced in the improving trend in examinations results over the last three years,
culminating in the summer with students gaining 88% five or more GCSE A* to C grades.
The school has continued to work hard to improve results in English and mathematics, and
the five or more A* to C grades including English and mathematics result rose to 54%.
This is broadly in line with the national average for English and mathematics. The school
has a thorough understanding of where it needs to focus efforts to ensure that it
continues this good rate of improvement, including accelerating achievement in
The robust tracking of students' progress with timely interventions has ensured that all
groups of students make good progress, and an increasing number make progress which
is outstanding. The school correctly identified that, in the past, students from different
backgrounds, including those known to be eligible for free school meals, Black students,
those whose second language is English and middle attaining girls failed to make expected
progress. Effective action has been taken and now all groups make at least expected
Teaching and learning and the curriculum are now good. Improvements in these have
ensured that students engage activities well and enjoy their learning. A good range of
vocational subjects in Key Stage 4 connect with students' interests and meet their needs.
Success in these courses has led to increasing numbers of students progressing into the
sixth form and higher education. Attendance has greatly improved and is now good.
Teaching has begun to use assessment information well to match work to students' prior
learning so they can readily take the next steps. However, teachers do not always take
sufficiently into account students' answers in lessons and so miss opportunities to check
their understanding and to challenge them further, especially in mathematics.
Community cohesion is outstanding and is woven into every aspect of school life.
Consequently, students hold mature views of tolerance and respect for others. The
school's rich cultural diversity is valued by all. An inclusive ethos promotes equal
opportunities and vigorously challenges discrimination.
Leadership and management at all levels have improved. School self-evaluation is
accurate and speedy actions were taken to address the development points from the
previous inspection. Monitoring is embedded in plans and practices throughout the school.
The school is supported by the well led and competent governing body. Staff feel valued.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

The leadership team keenly supports them to seek posts of extra responsibility in the
school because they appreciate the high calibre of internal candidates. The school
recognises the importance of and provides all staff with, good opportunities for training
and development. These are appropriately closely aligned to school improvement targets.
Thus, the school has robust systems to ensure that improvements can be sustained.
The sixth form provides a good quality education because of good leadership and the keen
understanding that teachers have of students' needs. Teaching is stimulating and
challenging. The curriculum is highly responsive to students' needs and interests. As a
result, more students now progress into the second year of the sixth form; they attain well
and make at least good progress, with increasing numbers of students making outstanding

What does the school need to do to improve further?

  • Raise standards further in mathematics by ensuring that teachers are clear about
    students' understanding in lessons and plan activities that effectively build on it.
Outcomes for individuals and groups of pupils 2

The school carries out a detailed analysis of all its data and uses it to monitor the
attainment and progress of all groups of students. All students know their targets and
understand what they need to do to achieve them. There is good support for all students.
Teaching assistants work alongside students that need extra support and this helps them
to participate fully in lessons. As a result, students who have special educational needs
and/or disabilities make good progress. Students entitled to free school meals are carefully
tracked and supported so that their achievement is getting closer to that of other groups
of students. Many Black students now make better progress than in schools nationally.

The school has well thought out strategies to challenge, support and integrate newly

arrived students at the school and, in particular, those who are at the early stages of
learning English. This enables students to be successful in lessons and make good
progress, both in speaking and understanding English and in their school work.
Consequently, many choose to stay on in school post-16. Parents and carers were
overwhelmingly positive and fulsome in their praise of the work of all staff in helping their
children to integrate fully into school life and to be successful learners.
Students say they feel safe in school and are confident that the rare incidences of bullying
are promptly and effectively dealt with. A few students say that there are some areas
around the school site where they feel less comfortable. The school is aware of this and
has increased levels of staff supervision where necessary.
Behaviour in lessons is good and the school has set high expectations for standards both
around the school and outside. The school responds rapidly to any complaint regarding
the conduct of students received from the public and enjoys a deservedly high reputation
in the community.
The school's Catholic ethos strongly underpins its spiritual work and valuing of different
cultures and faiths. This is reflected in the value the school places on citizenship, students'
good moral and social development and parents' and carers' views that 'the school
nurtures the whole child'.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
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 2
The extent to which pupils adopt healthy lifestyles 2
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' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

The quality of teaching has improved and is now good with some which is outstanding.
Teaching and learning reflect the high expectations of the senior team. Good routines for
learning are embedded across the school. Students work diligently and cooperatively on
tasks. Clearly expressed learning outcomes provide good frameworks which help students
to organise their learning. Feedback from teachers in lessons helps students to take the
next steps in learning themselves and they are increasingly confident in assessing their
own progress. Teachers' questioning increasingly prompts students to explain their
reasoning and clarify their thinking. The level of challenge is increasing in line with steadily
rising staff expectations and students' confidence.
The good Key Stage 4 curriculum has contributed strongly to improving examination
outcomes. There are good opportunities for vocational learning providing learning
pathways for students which link well with provision in the sixth form. The Year 6
transition programme is very comprehensive and ensures that all pupils feel confident
about the change to the 'big' school. This is supported both by key staff visiting and
working with pupils in their primary schools and older students' involvement in PE
coaching. Well thought out strategies support Year 9 students into Key Stage 4 with, for
example, taster days for new subjects.
Care, guidance and support for students are good. Careful testing takes place for all new
students, both in Year 7 and other groups. This gives the school a good picture of

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

students' strengths and weaknesses, especially those newly arrived in Britain and whose
first language is not English. Teachers use this information effectively to support and
challenge students.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Leadership and management at all levels are strong and improving. The vision and drive
of the headteacher are exceptional. In a relatively short period of time, he has gained the
confidence of the whole school community. Staff, parents and carers and students speak
highly of his ability to lead and their pride in the improvements in provision and outcomes
for students. The headteacher has established a clear direction for the school and is
unswerving in his commitment to improving achievement. The senior team work very
effectively together in planning and implementing improvements. Middle leaders are well
supported. They increasingly understand their roles and senior staff hold them to account.
Their monitoring of their departments has strengthened teaching and learning and has
improved students' attainment, particularly in Key Stage 4. There is a growing culture of
sharing best practice.
The governing body ensures that it is well informed about the all aspects of school life.
Members of the governing body use their professional expertise to good effect, both in
supporting the school and holding it to account.
This is a very inclusive school. The emphasis on respect for individuals and enabling
everyone to achieve their best underpins every aspect of the school's work. It enables
those newly arrived in Britain, with little or no English to integrate quickly and benefit from
all the school offers so that they make at least good progress.
Safeguarding meets all statutory requirements. Procedures and policies are regularly
updated. All staff are appropriately trained. The senior leadership team have reviewed and
tightened procedures, to improve them and quality assurance checks are now in place.
Community cohesion is seen in every part of school life. The school believes this is central
to their work. It provides a wide range of opportunities for every student to engage with
issues from the Holocaust and the Year 9 visit to the Beth Shalom centre to supporting
pupils in primary schools in mathematics and sport. Sports partnership work is strong and
fully exploited to maximise the benefit for students and the community. Relationships with
parents and carers are good, founded on overwhelming confidence in the school's

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
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
discriminat ion
The effectiveness of safeguarding procedures 3
The effectiveness with which the school promotes community cohesion 1
The effectiveness with which the school deploys resources to achieve value for money 2

Sixth form

The school has worked effectively to improve the effectiveness of the sixth form. Students
attain well and make at least good progress. Many make outstanding progress. This is
because target setting has greatly improved and students are fully involved in assessing
their own learning and what they need to do to improve. Teaching in the sixth form is
stimulating and exacting. They are continually challenged to aspire to higher
achievements. They participate fully in school and community activities and enjoy taking
on leadership roles. All students continue into Year 13 because of the support they receive
and the relevance to them of the courses offered. The school is very responsive to the
views of students and thus is keen to provide a wide range of courses which reflect this.
As a result numbers of students staying on into the sixth form has greatly improved.

These are the grades for the sixth form

Overall effectiveness of the sixth form 2
Taking into account:
Outcomes for students in the sixth form
The quality of provision in the sixth form 2
Leadership and management of the sixth form 2

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Views of parents and carers

Parents and carers who spoke to inspectors and those who completed questionnaires were
extremely positive about the school and their child's education. Inspectors followed up the
concerns of some parents and carers with regard to concerns about behaviour; one parent
was concerned that their child was not making sufficient progress and one parent was
concerned about behaviour and safety on a bus on which their child travelled to school.
Inspectors pursued these matters with vigour, and were able to confirm that the school
took any concerns of parents and carers seriously and followed them up assiduously. The
school has appropriate policies in place with regard to these issues and procedures are
followed consistently.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Christ The King School 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 165 completed questionnaires by the end of the on-site
inspection. In total, there are 704 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%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 74 45 78 47 11 7 0 0
The school keeps my child
64 39 96 58 0 0 0 0
My school informs me about
my child's progress
47 28 85 52 12 7 6 4
My child is making enough
progress at this school
48 29 95 58 5 3 2 1
The teaching is good at this
41 25 107 65 6 4 0 0
The school helps me to
support my child's learning
36 22 99 60 12 7 2 1
The school helps my child to
have a healthy lifestyle
31 19 102 62 21 13 2 1
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
43 26 95 58 10 6 1 1
The school meets my child's
particular needs
43 26 101 61 6 4 3 2
The school deals effectively
with unacceptable behaviour
46 28 95 58 9 5 3 2
The school takes account of
my suggestions and concerns
31 19 98 59 14 8 2 1
The school is led and
managed effectively
67 41 85 52 1 1 0 0
Overall, I am happy with my
child's experience at this
71 43 82 50 5 3 0 0


What inspection judgements mean

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.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

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 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 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. Secondary school figures include those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

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 school.
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 school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
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 September 2010
Dear Students

Inspection of Christ The King School, Nottingham, NG5 7JZ

Thank you for the warm and friendly welcome you gave to the inspection team. We were
very impressed with how smart you looked in your uniforms and the mature and helpful
way in which you contributed to the inspection. We agree with you that you go to a good
and improving school.
Your headteacher has worked with vigour to make improvements to the school in the
short time he has been in post. He is very ably supported by the senior leadership team
and all staff share his vision and work hard together to achieve it.
Results have improved again this year to 88% five or more A* to C at GCSE. The school is
aware that, while results in English and mathematics have continued to improve, this is at
a slower rate than other subjects. Results have also improved in the sixth form with 100%
pass rate. Your attendance is good. Learning in lessons is good. Teachers question you
effectively about what you understand. However, in mathematics, they do not always use
this information in lessons to plan work to build on this. We have asked your teachers to
do this. The curriculum is good and provides you with a good breadth of subjects.
You need to continue to attend school regularly and tell teachers when you are unsure in
We wish you continued success in all you do.
Yours sincerely

Michelle Parker
Her Majesty's Inspector


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