South Nottinghamshire Academy
Interim Principal: Mr Michael Dennison
School holidays for South Nottinghamshire Academy via Nottinghamshire council
700 pupils capacity: 69% full
240 boys 50%
240 girls 50%
Last updated: June 28, 2014
Secondary — Academy Sponsor Led
- Education phase
- Establishment type
- Academy Sponsor Led
- Establishment #
- Open date
- Sept. 1, 2011
- Reason open
- New Provision
- OSGB coordinates
- Easting: 465032, Northing: 339129
- GPS coordinates
- Latitude: 52.946, Longitude: -1.0336
- Accepting pupils
- 11—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 8, 2013
- Region › Const. › Ward
- East Midlands › Rushcliffe › Trent
- Town and Fringe - less sparse
- Admissions policy
- Sixth form
- Has a sixth form
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Dayncourt School Specialist Sports College NG122FQ
- 0.1 miles Radcliffe-on-Trent Infant and Nursery School NG122FU (275 pupils)
- 0.2 miles Radcliffe-on-Trent Junior School NG122FS (268 pupils)
- 2.1 miles Holme Pierrepont CofE Primary School NG122LF
- 2.2 miles Netherfield Primary School NG42LR
- 2.2 miles Carlton Netherfield Infant and Nursery School NG42FQ
- 2.2 miles Netherfield Primary School NG42LR (466 pupils)
- 2.4 miles Cotgrave CofE Primary School NG123HS (79 pupils)
- 2.5 miles Manvers Junior School NG123JG
- 2.5 miles Cotgrave Manvers Infant and Nursery School NG123JG
- 2.5 miles St John's CofE Primary School NG42ED (201 pupils)
- 2.5 miles Cotgrave Candleby Lane School NG123JG
- 2.5 miles Cotgrave Candleby Lane School NG123JG (577 pupils)
- 2.6 miles Highfield Primary and Nursery School NG123JG
- 2.6 miles Carlton le Willows School and Technology College NG44AA
- 2.6 miles Ash Lea School NG123PA (81 pupils)
- 2.6 miles Carlton le Willows Academy NG44AA (1387 pupils)
- 2.7 miles Hobby Horse Nursery School NG138SD
- 2.9 miles Priory Junior School NG43LE (186 pupils)
- 2.9 miles Willow Farm Primary School NG44BN (212 pupils)
- 2.9 miles All Hallows CofE Primary School NG43JZ (217 pupils)
- 2.9 miles Sacred Heart Catholic Primary School, Carlton NG41EQ
- 2.9 miles Sacred Heart Catholic Primary School, Carlton NG41EQ (245 pupils)
- 3 miles Carlton Central Junior School NG41QT (180 pupils)
South Nottinghamshire Academy
Glebe Lane, Off Cropwell Road, Radcliffe on Trent, Nottingham, NG12 2FQ
|Inspection dates||8–9 May 2013|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Not previously inspected|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The students make good progress as a result |
The sixth form is good. Here also, the
Much of the teaching captures the students’
of effective teaching. In the academy’s first-
ever set of GCSE results in 2012, the
students’ achieved standards that were well-
students make good progress as a result of
interests and, in conjunction with the very
good relationships that the teachers establish
with the students, leads to the students
having positive attitudes to learning.
| The students behave well in lessons and |
Senior leaders have rapidly engendered a
around the academy. They are generally
courteous and well mannered towards each
other, the staff and to visitors. Behaviour has
improved rapidly this year, so that there have
been significant reductions in instances of
misbehaviour compared with the academy’s
first year of operation.
sense of community spirit and a collective
sense of purpose at the academy. As a result,
they are able to demonstrate notable
improvements in the quality of teaching and in
the students’ achievement and behaviour in a
| Although good overall, there are still |
variations in the quality of teaching, so that
some teaching requires improvement.
| The students’ attendance is below average in |
the main academy and is lower in the sixth
form than in the rest of the academy.
|Inspection report:||South Nottinghamshire Academy, 8–9 May 2013||2 of 10|
Information about this inspection
- The inspectors saw 31 lessons in a broad range of subjects and age groups, an assembly, looked
at students’ work within lessons and scrutinised a sample from English, mathematics, and
- They held meetings with teachers, leaders and managers, and with representatives of the
governing body and the Trust of which the academy is a part. They spoke with groups of
students formally and many students in lessons and around the academy.
- The inspectors checked responses from parents and carers on Parent View, Ofsted’s online
questionnaire, and other letters sent to the inspectors. They analysed questionnaires completed
by 43 members of staff.
- The inspectors looked at a range of documentation, including the academy’s development plan
and self-evaluation, policies and records of monitoring in relation to: the quality of teaching, the
students’ achievement, attendance, behaviour and safeguarding, and minutes of governing body
|Clive Moss, Lead inspector||Her Majesty’s Inspector|
|Shannon Moore||Additional Inspector|
|Alan Brewerton||Additional Inspector|
|Inspection report:||South Nottinghamshire Academy, 8–9 May 2013||3 of 10|
Information about this school
- The academy opened in September 2011. It is well below the average size of secondary schools.
- The proportion of students from minority ethnic groups is around one third of the national
- The proportion of disabled students and those with special educational needs supported through
school action is broadly average and the proportion supported at school action plus or with a
statement of special educational needs is well-below average.
- The proportion of students known to be eligible for free school meals is average. The academy
receives additional government funding for these students, known as the pupil premium.
- The academy meets the government’s floor standards for the attainment and progress of
- The academy works with Central College Nottingham to make alternative provision for 40
students, who attend the College for one or two afternoons per week, depending on the course
being studied. The College is also the academy sponsor.
- The academy specialises in sport and mathematics. It has received several awards for aspects
of its work, including: Sportsmark Gold, the Football Association Charter Standard for Schools,
and Healthy Schools Gold. Also, students have achieved Gold and Silver Awards in the UK
What does the school need to do to improve further?
- Ensure consistent use of the best teaching evident at the academy, in particular, by:
providing clear guidance when marking the students’ work on how to improve and not praising
work too highly, when it does not deserve to be
using questions systematically to identify what the students have learned and to provide
challenge for them to improve
sticking to the academy’s policies for improving the students’ literacy skills
identifying more opportunities for improving the students’ numeracy skills in a range of
insisting on high standards for the presentation of students’ work
increasing the students’ engagement in lessons by providing more opportunities for them to
ask questions about the aspects of learning that interest them and to be involved in deciding
what should be learned about and how.
- Increase the attendance of students in the main academy and in the sixth form.
|Inspection report:||South Nottinghamshire Academy, 8–9 May 2013||4 of 10|
|The achievement of pupils||is good|
- In the first-ever Year 11 results for the academy, the achievement was well-above average
overall and above average in English and mathematics. Students from different ethnic
backgrounds made similar progress to others. The academy’s data for the current year show
that students are making better progress than last year.
- The attainment of students on entry to the sixth form is below the average for sixth forms. The
students make good progress and their examinations results in 2012 were broadly average.
- Disabled students and those with special educational needs make similar progress to other
students at the academy. Additional support provided to students with low levels of reading skills
is very successful and results in significant and rapid improvements in reading ability, which the
students are able to sustain after the additional support has ended.
- The attainment in English and mathematics of students known to be eligible for the pupil
premium is lower than for those who are not eligible. As a result, the eligible students’ GCSE
results are about three-quarters of a grade lower than their peers in English and two-thirds of a
grade in mathematics. This group of students does better in both English and mathematics at
the academy , however, than similar groups do nationally.
- The students are prepared very well for the next stage of their education or employment. Almost
all of the students go on to further education or training after the end of Key Stage 4 and a high
proportion of sixth-form students goes on to university courses of their choice, or other suitable
|The quality of teaching||is good|
- Teaching is, typically, good and ensures that what the students have learned already is secured
and then built upon. It includes the following features:
- high-quality questioning that probed the students’ understanding, prompted them to think
more deeply and reinforced the learning
- a good variety of activities and work set in contexts that were relevant to the students and
so captured their interest, including topics that promoted their spiritual, moral, social, and
- opportunities for the students to learn independently and for them to lead the activities
- information about how the students’ learning was to be assessed and what was needed to
reach particular levels and opportunities for them to assess each other, with support to
enable them to do so accurately
- regular assessment and feedback to the students during lessons and marking of their work
that offered clear guidance on how to improve.
- The inspectors saw examples of outstanding teaching in both the main academy and the sixth
form. In one English lesson, careful questioning ensured that all students engaged with the
learning and made rapid gains in their knowledge of the forms of language needed to perform at
a high level. In a sixth form media lesson, the teacher pitched questions deftly for each student
individually, ascertaining what they had learned and using excellent knowledge of the subject to
prompt discussions and push the students to greater levels of understanding.
|Inspection report:||South Nottinghamshire Academy, 8–9 May 2013||5 of 10|
- In less-effective examples of teaching:
- lessons were directed too much by the teacher
- questions were not used systematically to identify and then adapt the lesson to meet the
students’ learning needs
- literacy and numeracy skills were not promoted consistently
- the quality of marking varied and high levels of praise were used when the work did not
- activities were not sufficiently engaging for all students and resulted in passive behaviour, or
- students were not encouraged to present work carefully and with pride, resulting in poor
- Disabled students and those with special educational needs are included well within lessons. The
teachers’ planning does not always indicate sufficiently clearly, however, how the teaching has
been adapted to meet their particular learning needs, rather than simply what outcome might be
expected from them.
- Recent work to enable teaching assistants to support students with learning needs better is
beginning to have an impact as they are deployed more effectively in lessons. Additional support
for students with particular difficulties and who are falling behind with their learning, for
example, in reading, are effective and assist the students in making up lost ground quickly.
|The behaviour and safety of pupils||are good|
- The academy places much emphasis on establishing mutually respectful relationships
throughout, reflecting sporting values of teamwork and fair play consistent with the academy’s
sports specialism. The staff work hard to achieve that and their work is appreciated by the
students, who respond well, feel safe, and speak warmly about the academy and the significant
efforts made by the staff.
- The students’ behaviour in lessons and around the academy is predominantly calm and sensible,
even on the narrow lane leading to the academy’s gate and the not-much-wider road at the end
of the lane, where the students must get off and board school buses.
- Much emphasis is placed on rewarding good behaviour and this contributes to the quality of the
relationships evident during the inspection. It has contributed also to significant improvements in
behaviour this year compared with last. All of the data on the use of internal sanctions for
misbehaviour and for exclusions show marked reductions; the staff and students alike say that
behaviour has improved well. Those parents and carers who responded to the online
questionnaire expressed predominantly positive views about behaviour and about the academy
- There are clear systems for dealing with misbehaviour, which are known and understood by the
students, and which are effective in dealing with the small number of instances of bullying or
racism that occur. The academy can point to examples of highly personalised approaches for
students experiencing significant difficulties in their lives, with notable successes, reintegrating
rapidly students who have been unable to participate fully in lessons, or leading to major
improvements in attendance.
- Attendance in the main academy is below the national average. It has improved in the current
academic year, as a result of a structured approach to tackling absence, but is still below
average. Attendance in the sixth form is lower than that in the main academy.
|Inspection report:||South Nottinghamshire Academy, 8–9 May 2013||6 of 10|
|The leadership and management||are good|
- The Executive Principal exudes a sense of confidence and pride in the academy that has
percolated the staff, which, with the support of other senior leaders, is the foundation of rapid
improvements that have been made in the quality of teaching and in the students’ behaviour.
There is a commitment to openness which ensures that the academy’s judgements about the
quality of its work are informed by a wide range of relevant evidence, areas for improvement
and, occasionally, of inadequate performance, which are identified and tackled.
- There is a carefully structured approach to managing the performance of the staff which ensures
that pay progression and enhancements are linked with evidence gathered through the
academy’s systems for monitoring the quality of teaching and the achievement of the students.
There are effective arrangements for the professional development of the staff through a variety
of means, such as networks and partnerships with other schools, including a teaching school.
- The curriculum has been designed innovatively to enable the academy to respond to the
particular needs of the students. It has significant strengths in a varied range of extra-curricular
and other activities that are much valued by the students. The activities are numerous and make
a strong contribution the students’ spiritual, moral, social, and cultural development, exemplified
most effectively, perhaps, by the academy’s highly regarded signing choir. They include
charitable work, opportunities to take responsibilities in the academy, and community work
undertaken by sixth-form students.
- The pupil premium and Year 7 ‘catch-up’ funding are used to support a range of activities and
interventions from which the eligible students benefit. The activities include extra-curricular
opportunities and the very effective interventions that reduce the differences between some of
the students’ reading skills and those of their peers. Other actions have resulted in much-
improved attendance by students with previously very low levels of attendance.
- The academy’s close relationship with the college of further education that is also its sponsor
enables it to offer a range of vocational courses to meet the needs and interests of some
students. There are effective arrangements in place to ensure good communications between
the academy and the college in order to track the students’ attendance and achievement on the
courses. The arrangements have ensured that students attending the courses are on track to be
successful and involvement in the courses has resulted in improved attendance rates and more-
positive attitudes to learning.
- The academy has taken a cautious and carefully considered approach to entering students for
mathematics GCSE at an earlier time than usual. Early entry is used with a minority of students
only, on occasions when the academy has evidence to indicate that it would be of clear benefit
to a student. It has, for example, enabled the academy to increase the number of students
taking mathematics courses at a higher level than GCSE.
- The academy has established a productive relationship with the local authority within which it is
situated, enabling it to obtain regular external evaluation of its work, which informs the
academy’s own evaluations.
|Inspection report:||South Nottinghamshire Academy, 8–9 May 2013||7 of 10|
- The governance of the school:
The governing body and the Trust of which the academy is a part work together to ensure
effective scrutiny of and strategic direction for the academy. Together, they have a clear
understanding of the students’ achievement and the quality of teaching in different subjects
and areas of the academy.
They are well informed, by detailed reports from senior leaders and through their own
structures and links with the staff, which enable governors to obtain information about the
work of the academy directly. That includes information about the use of the pupil premium
and the achievement of the students eligible for it. The governors and the Trust use the
information effectively to question and challenge the senior leaders at the academy.
The governing body is fully involved in establishing the academy’s policy for managing the
performance of the staff. It draws upon external advice for the performance management of
the Executive Principal via the relationship it has established with the local authority.
Arrangements for safeguarding meet current requirements.
|Inspection report:||South Nottinghamshire Academy, 8–9 May 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.
|Inspection report:||South Nottinghamshire Academy, 8–9 May 2013||9 of 10|
|Unique reference number||137112|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Academy sponsor-led|
|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||520|
|Of which, number on roll in sixth form||92|
|Appropriate authority||The governing body|
|Principal||Michael Dennison (Executive Principal)|
|Date of previous school inspection||Not previously inspected|
|Telephone number||0115 9110091|
|Fax number||0115 911 0092|
|Email address||m. reveal email address|