phone: 0115 9261481
headteacher: Mr Andrew Burns
1298 pupils capacity: 104% full
670 boys 50%
685 girls 51%
Last updated: June 24, 2014
Secondary — Academy Converter
- Education phase
- Establishment type
- Academy Converter
- Establishment #
- Open date
- Dec. 1, 2010
- Reason open
- Academy Converter
- OSGB coordinates
- Easting: 458431, Northing: 346054
- GPS coordinates
- Latitude: 53.009, Longitude: -1.1306
- Accepting pupils
- 11—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 12, 2013
- Region › Const. › Ward
- East Midlands › Gedling › Bonington
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Arts (Operational)
- and Science (Operational)
- High performing leading options
- Leadership Partner School - YST
- Sixth form
- Has a sixth form
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Redhill School NG58GX
- 0.2 miles Arnold Mill Primary and Nursery School NG57AX (341 pupils)
- 0.3 miles Derrymount School NG58HN (66 pupils)
- 0.4 miles Richard Bonington Primary and Nursery School NG58FQ (463 pupils)
- 0.5 miles Robert Mellors Primary and Nursery School NG57EX (226 pupils)
- 0.6 miles Roundwood Junior School NG58NE
- 0.6 miles Kingswell Junior School NG56NW
- 0.6 miles Arnold Hill Rise Infant School NG56NW
- 0.6 miles Arnold View Primary School NG56NW (333 pupils)
- 0.6 miles Arnbrook Primary School NG58NE (286 pupils)
- 0.6 miles Arnbrook Primary School NG58NE
- 0.7 miles Pinewood Infant and Nursery School NG58BU (202 pupils)
- 0.7 miles St Margaret Clitherow Catholic Primary School NG55RS
- 0.7 miles St Margaret Clitherow Catholic Primary School NG55RS (209 pupils)
- 0.8 miles Killisick Junior School NG58BY (180 pupils)
- 0.9 miles St Alban's Infant and Nursery School NG56AT
- 0.9 miles Glade Hill Primary School NG55TA (248 pupils)
- 0.9 miles Arnold Hill School and Technology College NG56NZ
- 0.9 miles Daybrook Learning Centre NG56AT (20 pupils)
- 0.9 miles Arnold Hill Academy NG56NZ (1675 pupils)
- 1 mile Burford Primary and Nursery School NG56FX (228 pupils)
- 1 mile Arno Vale Junior School NG54JF (236 pupils)
- 1 mile Ernehale Junior School NG56TA (242 pupils)
- 1 mile Arnold Woodthorpe Infant School NG54JG (181 pupils)
Redhill Road, Arnold, Nottingham, NG5 8GX
|Inspection dates||12–13 March 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Previous inspection:||Not previously inspected|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| GCSE results have improved each year and |
Disabled students and those who have special
Teaching is outstanding. Teachers plan
The academy has well-developed strategies
Students are proud of their academy. They
Attendance is excellent.
achievement has risen substantially since the
academy was established and compared to
the predecessor school. Students make
significantly better progress than seen
nationally, particularly in English.
educational needs are very well supported
and make similar progress to their peers.
lessons that engage and challenge students.
Work is matched well to the needs of
to improve students’ literacy skills across all
feel safe and say bullying is uncommon.
Students behave extremely well in lessons
and around the academy site.
| The leadership of the academy is extremely |
There are very effective systems in place to
Leaders develop teaching well and staff
The governing body works very effectively with
The academy has a strong commitment to
The sixth form is good and improving rapidly.
effective and the strong track record of
improvement demonstrates a clear capacity to
check the academy’s work. Students’ progress
is checked regularly and those not making the
progress they should are provided with the
extra support they need.
performance is very effectively managed. Staff
are provided with excellent professional
development opportunities and this helps
improve their effectiveness.
the academy. They help lead improvement and
share responsibility for planning.
working with and supporting other schools.
Achievement in vocational courses is
|Inspection report:||Redhill Academy, 12–13 March 2013||2 of 10|
Information about this inspection
- Inspectors visited 45 parts of lessons, of which five were joint observations carried out with
- Meetings were held with senior and middle leaders, groups of students, and representatives of
the governing body.
- Inspectors reviewed school documentation, performance data, records relating to behaviour and
attendance, and they looked at samples of students’ work. The schools’ central record of checks
on staff was also scrutinised.
- Inspectors took into account the responses of 43 parents to the online questionnaire (Parent
View). They also considered the views of staff, including those expressed in 37 responses to the
|Nigel Boyd, Lead inspector||Seconded Inspector|
|David Hughes||Additional Inspector|
|Steven Cartlidge||Additional Inspector|
|Carol Worthington||Additional Inspector|
|Charlotte Evers||Additional Inspector|
|Inspection report:||Redhill Academy, 12–13 March 2013||3 of 10|
Information about this school
- Redhill Academy converted to become an academy school on 1
December 2010. When its
predecessor school, Redhill School, was last inspected by Ofsted, it was judged to be
- The academy is larger than the average-sized secondary school.
- Most students are of White British heritage and almost all speak English as their first language.
- The proportion of students known to be eligible for the pupil premium (which provides additional
funding for children in care of the local authority and pupils known to be eligible for free school
meals) is close to the national average.
- The proportion of disabled students and those who have special educational needs supported
through school action is above average. The proportion supported at school action plus or with a
statement of special educational needs is below average.
- The academy meets the government’s current floor standards, which set the minimum
expectations for students’ attainment and progress.
- Alternative provision, at Buxton Training Agency, offers a small number of students additional
support and education.
What does the school need to do to improve further?
- Further increase the amount of outstanding teaching by ensuring that all marking of students’
work provides specific guidance on areas for improvement and students are given opportunities
to respond to their teachers’ comments.
|Inspection report:||Redhill Academy, 12–13 March 2013||4 of 10|
|The achievement of pupils||is outstanding|
- GCSE results have gone up every year since the academy was established and at a rate faster
than the national average. Students typically start at the academy with attainment close to the
national averages. By the end of Key Stage 4, attainment, including the proportion of students
gaining five or more A* to C grades at GCSE including English and Maths, is above average. The
school’s own predictions, based on examination modules already taken and accurate
assessments of how well students are doing, show that students are on track to achieve even
better results in 2013.
- Students make good and outstanding progress in individual lessons. This is reflected in data
which demonstrates that the proportion of students making or exceeding expected progress in
mathematics and English compares very well to national averages and is particularly high in
- The academy is careful to ensure that all learners are included equally in learning and provides
high-quality support for them to do so when necessary. Teachers and support staff ensure that
work is pitched at the right level and the extra help students get makes a lot of difference to
how well they achieve. Consequently, disabled students and those who have special educational
needs make similar progress to their peers.
- Senior leaders and heads of faculties monitor attainment and progress very closely and act
quickly to address any concerns about individual students or groups. For example, the
academy’s pupil premium and Year 7 catch-up funding is used to provide additional and well-
planned support for eligible students. The funding has been used to provide individual mentoring
and additional tuition. This support has been effective in reducing the gap in attainment and
progress in English and mathematics between these students’ and their peers.
- There is very little difference in the progress made by different groups of students. Recent gaps
in achievement between girls and boys have narrowed considerably. The gaps are now very
small and much less than seen nationally.
- A small number of students attend alternative courses, away from the academy. Leaders monitor
the quality of this provision carefully and these students progress well.
- Students benefit from an excellent range of initiatives to develop their reading, writing and
communication. Teachers across all subjects are aware of the need to plan effectively for
students to use these skills in lessons. Well-considered and effective reading support is provided
for students that need it. Consequently, the majority of students read and write well and
communicate confidently. This, alongside very effective teaching, contributes extremely well to
students making better than expected progress in English. The academy is aware that the next
stage will include the development of further strategies for numeracy skills. Plans are in place
but are in their early stages and not yet fully implemented.
- Achievement in the sixth form is good and results are improving strongly. Approximately 45% of
students stay on to attend the academy’s sixth form. By the end of the sixth form, results are at
least in line with, and often above, the national average for most subjects and students are
making good progress from their starting points. Results are typically stronger in vocational
subjects, in which students are making outstanding progress. The school’s predictions, based on
accurate assessments of how well students are doing, show that sixth form students are also on
track to achieve much improved results in 2013.
|Inspection report:||Redhill Academy, 12–13 March 2013||5 of 10|
|The quality of teaching||is outstanding|
- The academy’s records indicate that teaching is rarely less than good and often outstanding.
This was confirmed during the inspection, where the teaching observed was consistently
effective in capturing students’ interest and engagement.
- Teachers plan lessons very effectively and they take account of students’ abilities and prior
achievements. As a result, lessons are pitched at an appropriate level and provide the right level
of challenge. High-quality planning also ensures that lessons are well structured, stimulating and
proceed at a fast pace which helps students to progress well.
- Teachers have very high expectations of all students. Students respond well to the work set and
make excellent contributions to their own and each other’s learning. They respond particularly
enthusiastically to opportunities to work in pairs and small groups. Teachers provide students
with some excellent opportunities to take control of their learning and work independently.
- Disabled students and those who have special educational needs receive high-quality support in
lessons. Teachers and support staff work together effectively and help is matched well to
students’ needs. This ensures the students make progress in all subjects.
- Teachers provide high-quality constructive feedback to students verbally but written feedback, in
the form of marking, is more variable. In the best practice, teachers’ written comments,
providing information to students on what they need to do to improve their work, often
contributes to the progress they make. Students value this kind of feedback, particularly when
they are given the opportunity to reflect and respond to the teachers’ comments. However, this
practice is not yet consistent across the academy.
- Students know what they are aiming for in terms of targets for each subject. Progress towards
their targets is closely monitored and students are able to talk about the aspects of their work
they need to develop in order to meet or exceed them.
- The academy makes good use of homework to reinforce and extend the work students do in
lessons. Students value homework and say it makes a big contribution to their learning and
- Teaching in the sixth form has been no better than good over time which is why achievement in
the sixth form has not been outstanding as it is in the main school. However, teaching in the
sixth form has improved and much of the teaching seen here during the inspection was
outstanding. Consequently, sixth formers are now making excellent progress.
|The behaviour and safety of pupils||are outstanding|
- Students’ behaviour and attitudes to learning are excellent. They attend regularly, arrive on time
to lessons and follow the academy’s expectations readily. Students’ movement around the
academy and behaviour in lessons is calm, considerate and courteous at all times.
- Students make excellent contributions to their own learning, take pride in their work and in their
|Inspection report:||Redhill Academy, 12–13 March 2013||6 of 10|
- Parents and carers, staff and students are all very positive about behaviour. Students are
confident that they are safe in the academy. They are aware of most forms of bullying but say
that they would benefit from more input on bullying in their lessons and assemblies. Students
report that racist incidents or bullying of any kind are very rare and are dealt with quickly and
- Expectations for high standards of behaviour are applied consistently by staff and understood by
students. Incidents of poor behaviour are rare and dealt with quickly, fairly and effectively.
There is also a wide range of opportunities to be rewarded for positive work, behaviour and
attendance. These are very much valued by the students.
- Students willingly give their time and have numerous opportunities to take responsibility. For
example, all Year 11 students have the responsibility of listening to Year 7 students read on a
weekly basis, during tutor time.
The academy chases up students with a history of poor attendance rigorously and,
consequently, attendance levels are above average.
|The leadership and management||are outstanding|
- The Principal, Head of School and other leaders have an ambitious vision for the academy and
they have secured a whole-staff commitment to achieve the best for all students. Leaders have
achieved creditable increases in attainment and progress over time and they demonstrate a
strong capacity to improve further.
- Well-developed systems and processes are used by leaders to check and evaluate the academy’s
performance. As a result, leaders have an accurate view of the academy’s strengths and areas
requiring further improvement. There are well-formulated action plans to ensure the academy
- The academy has a very accurate view of the quality of teaching and learning because leaders
are skilled in making judgements on the quality of lessons. Inspectors carried out five joint
lesson observations with members of the senior leadership team. The judgements of inspectors
and leaders on the quality of teaching and learning matched in every case.
- Teachers and support staff comment positively on the opportunities they have for professional
development and to develop their skills. The impact of training is reflected in the high quality of
teaching and support seen in lessons. Staff morale is extremely high.
- The management of teachers’ performance and pay progression is linked closely to academy
priorities and the achievement of students.
- The range of subjects and courses on offer to students is a strong feature of the academy and
plays an important part in helping students to achieve exceptionally well. The academy ensures
that the individual needs of all students are met. In addition, there is an exceptional number of
extra activities on offer to students outside the normal school day.
- A number of students take GCSE mathematics early. They follow a well-planned course matched
to their needs, which increases their chances of getting a C grade.
- Students’ spiritual, moral, social and cultural development is well supported through an exciting
range of opportunities, both in lessons and through extra-curricular activities. All students sign a
pledge to commit to a range of spiritual, moral, social and cultural activities throughout their
time in the academy. Last year, students raised a considerable amount of money for different
charities, which they chose themselves.
|Inspection report:||Redhill Academy, 12–13 March 2013||7 of 10|
- The academy works effectively with its local schools. The academy has strong links with its
partner academy and has supported its transition out of an Ofsted category of concern. The
‘Redhill Teaching Alliance’ facilitates a support network and professional development for a
group of over 30 neighbouring schools.
- As an outstanding school, the academy receives no significant external challenge and support.
- The responses from parents and carers were overwhelmingly positive about their children’s
experiences at the academy. The responses of staff were also extremely positive.
- The governance of the school:
Governors receive regular and comprehensive information from the Principal and other
leaders. They know the academy very well and are fully aware of its strengths and areas for
improvement because they visit regularly. Each member of the senior leadership team is
linked with a governor, and meets with them regularly. This helps to provide governors with a
strategic overview of all areas of the academy’s work.
The governing body is closely involved in the academy’s development and the improvement
planning process. They help to set ambitious targets for the academy.
Governors have a clear understanding of the quality of teaching and performance
management arrangements. They hold leaders to account for the way in which pay is linked to
Governors ensure that resources are well managed and additional funding, such as the pupil
premium, is targeted at the right students and is used effectively.
|Inspection report:||Redhill Academy, 12–13 March 2013||8 of 10|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Grade 1||Outstanding||A school which provides an exceptional quality of care and |
significantly exceeds minimum requirements.
|Grade 2||Good||A school which provides a high quality of care that exceeds |
|Grade 3||Adequate||A school which meets minimum requirements but needs to |
improve the quality of care it provides.
|Grade 4||Inadequate||A school where minimum requirements are not met and the quality |
of care has serious weaknesses.
|Inspection report:||Redhill Academy, 12–13 March 2013||9 of 10|
|Unique reference number||136361|
|Local authority||Not Applicable|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Academy converter|
|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||1310|
|Of which, number on roll in sixth form||170|
|Appropriate authority||The governing body|
|Date of previous school inspection||Not Previously Inspected|
|Telephone number||0115 9261481|
|Fax number||0115 9676922|
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will use the information parents and carers provide when deciding which schools to
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