School etc

The Elizabethan Academy

The Elizabethan Academy
Hallcroft Road
Retford
Nottinghamshire
DN227PY

phone: 01777 713700

acting principal: Mr Jason White

web: www.elizabethan.notts.sch.uk

school holidays: via Nottinghamshire council


1101 pupils aged 11—18y mixed gender
1258 pupils capacity: 88% full

555 boys 50%

11y7712y10213y9914y9815y10316y3717y3418y6

545 girls 50%

11y7312y9613y9314y8415y9516y5617y3918y9

Last updated: Oct. 6, 2014


Secondary — Academy Converter

URN
138076
Education phase
Secondary
Establishment type
Academy Converter
Establishment #
4456
Open date
April 1, 2012
Reason open
Academy Converter
OSGB coordinates
Easting: 469921, Northing: 382099
GPS coordinates
Latitude: 53.331, Longitude: -0.95154
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 19, 2014
Region › Const. › Ward
East Midlands › Bassetlaw › East Retford North
Area
Urban > 10k - less sparse
Admissions policy
Comprehensive
Main specialism
Science (Operational)
Private Finance Initiative
Part of PFI
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Free school meals %
11.00
Trust school
Is supported by a Trust
Learning provider ref #
10037017

Rooms & flats to rent in Retford

Schools nearby

  1. The Elizabethan High School DN227PY
  2. 0.3 miles Hallcroft Infant and Nursery School DN227QH (116 pupils)
  3. 0.6 miles Carr Hill Primary and Nursery School DN226SW (407 pupils)
  4. 0.6 miles St Joseph's Catholic Primary School DN227BP (224 pupils)
  5. 0.7 miles Retford Oaks High School DN227NJ
  6. 0.7 miles Retford Oaks Academy DN227NJ (771 pupils)
  7. 0.8 miles St Swithun's CofE Primary School DN226LD (120 pupils)
  8. 0.8 miles St Giles School DN227NJ (132 pupils)
  9. 1 mile Ordsall Hall School DN227PL
  10. 1 mile The King Edward VI School DN226AU
  11. 1.3 mile Ordsall Village Nursery and Infant School DN227SL
  12. 1.4 mile Ordsall Junior School DN227SL
  13. 1.4 mile Thrumpton Primary School DN227AF (238 pupils)
  14. 1.4 mile Lorne House School DN227EB
  15. 1.4 mile Ordsall Primary School DN227SL (427 pupils)
  16. 1.6 mile Bracken Lane Primary and Nursery School DN227EU (240 pupils)
  17. 1.9 mile Sutton-Cum-Lound CofE School DN228PP (44 pupils)
  18. 2.1 miles Clarborough Primary School DN229JZ (132 pupils)
  19. 2.2 miles Freyburg School (Keys Group Ltd) DN228JW (7 pupils)
  20. 2.6 miles Al Karam Secondary School DN220PR (93 pupils)
  21. 2.8 miles Worksop College Preparatory School, Ranby House DN228HX (225 pupils)
  22. 3.1 miles Ranby CofE Primary School DN228HZ (91 pupils)
  23. 3.6 miles Bramcote Lorne School DN220QQ
  24. 3.9 miles Gamston CofE (Aided) Primary School DN220PE (101 pupils)

List of schools in Retford


School report

The Elizabethan Academy

Hallcroft Road, Retford, DN22 7PY

Inspection dates 19–20 March 2014
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

Students make good progress in a range of
Teachers develop students’ literacy skills well.
Disabled students and those who have special
Behaviour and safety are good because
subjects. Achievement in modern foreign
languages is particularly strong.
There is some outstanding teaching in a
number of subjects, including English, drama
and science.
educational needs make good progress
because they receive high-quality support.
students get on well with their teachers.
Mixed-age tutor groups help develop
students’ social skills well.
Senior leaders’ plans for improvement identify
Governors understand the school’s strengths
The sixth form is good. Students achieve well
the correct priorities. Subject leaders check the
quality of teaching through a robust
programme of monitoring activities. As a result
the school is improving.
and weaknesses. Link governors hold subject
leaders to account well.
and many go on to study at leading
universities.
Occasionally, lesson activities are too easy for
Marking is not yet consistently effective
some students and too hard for others.
across all subject areas.
Boys and the most able students do not
Not all school improvement plans identify
achieve as highly as other groups of students.
measurable targets.

Information about this inspection

  • Inspectors observed 44 lessons, four of which were observed jointly with senior leaders.
  • Inspectors undertook a thorough work scrutiny that examined students’ progress in a number of
    subjects across several year groups.
  • Inspectors held meetings with senior and subject leaders, groups of students, the Chair of the
    Governing Body and other governors.
  • Inspectors considered the views of the 34 parents who responded to Parent View, Ofsted’s
    online questionnaire, and the school’s own surveys of parents.
  • Inspectors looked at the school’s data on students’ progress, lesson plans, minutes of meetings
    and records relating to behaviour, safety and attendance. They also reviewed the school’s
    checks on how well it is doing and school improvement plans.

Inspection team

Lisa Fraser, Lead inspector Additional Inspector
Paul O'Shea Additional Inspector
Gwendoline Onyon Additional Inspector
Annette Patterson Additional Inspector

Full report

Information about this school

  • The school is larger than most secondary schools.
  • Most students are from White British backgrounds.
  • The proportion of students who speak English as an additional language is below average.
  • The proportion of students supported by the pupil premium is broadly average. The pupil
    premium provides additional funding for students who are known to be eligible for free school
    meals, those looked after by the local authority and those with a parent in the armed services.
  • The proportion of disabled students and those who have special educational needs supported
    through school action is above average. The proportion of students supported at school action
    plus or with a statement of special educational needs is below average.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for students’ attainment and progress by the end of Year 11.
  • Twenty students in Years 8, 9, 10 and 11 attend off-site alternative provision for part of their
    learning at a range of providers including North Notts College, Retford College of Motor Vehicles,
    Yasig in Gainsborough, Wetlands in Sutton Cum Lound, Northern Racing College, Cast Angling
    project in Newstead Village and Getahead in Retford.
  • The Elizabethan Academy converted to become an academy school in November 2012. When its
    predecessor school The Elizabethan High School was last inspected by Ofsted, it was judged to
    be good overall.
  • The school works in partnership with Retford Oaks Academy and North Notts College to offer
    courses in the sixth form at The Retford Post-16 Centre.

What does the school need to do to improve further?

  • Improve the quality of teaching so that the achievement of all students, particularly boys and
    the most able, improves by:
    making sure that work provides sufficient challenge for the most able and is not too difficult
    for others
    sharing the good practice in marking which exists in some subjects more widely across the
    school.
  • Improve the quality of leadership by making sure that:
    all school improvement plans identify measurable targets so that governors can better hold
    senior leaders to account when evaluating their success.

Inspection judgements

The achievement of pupils is good
  • Students enter the school with average skills in reading, writing and mathematics. In 2013, in its
    first year as an academy, the proportion of students achieving five GCSEs at grades A* to C,
    including English and mathematics, was in line with the national average. The proportions of
    students making and exceeding expected progress from Year 7 to Year 11 were below national
    averages. However, the school’s data and evidence from the inspection indicate that both
    standards and progress have improved in the current year, and that students are on track to
    achieve much better results in 2014.
  • Inspectors observed students’ good progress in lessons across a range of subjects. Students
    achieve particularly well in languages as a result of strong subject leadership which ensures that
    students begin to develop the skills they need to be successful in the GCSE examination from
    Year 7. In the past, boys have not achieved as well as girls, but leaders have collected data
    which show that the gender achievement gap is now closing.
  • Disabled students and those who have special educational needs make good progress because
    they are supported well by teaching assistants in lessons. Their overall achievement is tracked
    and monitored well by the head of special educational needs because school leaders are
    committed to securing equality of opportunity. Weaker readers are supported in learning phonics
    (linking the letters to the sounds they make) by outstanding teaching which is helping them to
    make rapid progress.
  • Gaps in attainment between students supported by the pupil premium and their classmates
    remain. In 2013, the results of these students at the end of Year 11 were around a grade lower
    than those of their peers. However, more effective use of the additional funding is reducing the
    gap. For example, students in Year 10 who are supported by the pupil premium are now just
    over half a grade behind their peers in both English and mathematics. Additional funding is spent
    on a range of initiatives, including one-to-one support sessions, music tuition, instrument hire
    and providing access to cultural activities such as trips to London museums and the National
    Space Centre.
  • Year 7 catch-up funding has been used to provide weaker readers and students below Level 4 in
    mathematics with intensive 10-week programmes of support. As a result, both students’ reading
    ages and number skills have considerably improved.
  • Students are entered early for GCSE examinations in some subjects including English and
    mathematics. In mathematics, the proportion achieving A* and A grades is below average.
    Although they make good progress in some lessons, the most able students have not made
    consistently good progress over time.
  • In the sixth form, students are well prepared for the next stage in their learning because
    achievement at A level is good. Many go on to study at a range of universities on courses which
    include medicine, veterinary science and engineering. Students perform less well at AS level.
    Good leadership ensures those who are underachieving receive extra help and support. In
    geography, students make excellent progress as a result of teachers’ expert subject knowledge
    and enthusiasm for the subject.
  • A small number of students in Key Stage 4 study off-site for part of their learning with other
    providers. Their attendance and progress are monitored closely by school leaders to ensure most
    achieve well.
The quality of teaching is good
  • The quality of teaching is typically good and there is some outstanding teaching in a number of
    subjects, including English, science and drama.
  • In the large majority of lessons, relationships between students and teachers are good because
    teachers plan lessons carefully. Teachers use good questioning techniques to probe the most
    able students for more detailed answers.
  • Some teachers provide particularly imaginative and creative activities to stimulate and interest
    students. For example, GCSE students from a mix of year groups made outstanding progress in
    their understanding of character when working on imaginative activities in a drama lesson. In a
    science lesson in Year 10 on power, students were inspired by the teacher’s excellent subject
    knowledge and high aspirations. As a result, students made outstanding progress.
  • Teaching assistants are linked to particular subjects and give good support to disabled students
    and those who have special educational needs.
  • Senior leaders’ initiatives to ensure that all teachers develop students’ literacy skills have made a
    difference. Inspectors observed good reinforcement of literacy skills across the range of
    subjects, particularly in history and geography where students are often asked to write
    imaginative extended pieces of writing.
  • Students commented that the school’s online ‘virtual learning environment’ helps them to
    organise their homework tasks.
  • There is not yet a consistent approach to marking across the school. In most subjects, but not
    all, marking lets students know what they need to do to improve their work, but they are not
    always expected to respond to this feedback.
  • In a few lessons, work is not pitched at a suitable level for all students to make rapid progress.
    It is too easy for some and too hard for others, and teachers do not always keep a close check
    on students’ understanding in order to adjust the difficulty of work as the lesson progresses.
  • Teaching in the sixth form is characterised by a positive working atmosphere and strong
    relationships.
The behaviour and safety of pupils are good
  • The behaviour of students is good. Students have positive attitudes to learning as a result of the
    school’s encouraging ethos. In lessons, students are nearly always cooperative and keen to do
    well. Around the school students are polite, well-mannered and friendly. Punctuality to lessons is
    good and students behave responsibly at lunch and break times in the dining hall.
  • Attendance is improving and is in line with the national average. Fixed-term exclusions are
    reducing as a result of better and more consistently applied systems of sanctions and rewards.
    Leaders have also introduced an ‘inclusion centre’ which offers extra support for students who
    may be falling behind in lessons.
  • The school’s work to keep students safe and secure is good. Students say they feel safe at
    school and their parents agree. Students have a good understanding of the different types of
    bullying. Students commented that sometimes they overhear racist comments but inspectors
    found that these instances are taken seriously by school leaders and meticulously logged.
  • Leaders have focused on developing leadership opportunities for students. There are numerous
    examples of students supporting younger pupils in primary school events and local sports
    activities. One student explained that she was a ‘pastoral ambassador’ who had received training
    to help sort out the problems of other students.
  • Although the great majority of students are positive about their learning, there are a few, often
    boys, who choose to sit quietly and not fully take part in lessons. Students do not behave quite
    as well in lessons led by temporary teachers as with their regular teachers.
  • Sixth formers say they enjoy their learning, feel well supported and are happy at school.
The leadership and management are good
  • The school’s monitoring and evaluation indicate that senior leaders know the school well. Plans
    for improvement have already been effective in improving the quality of teaching and students’
    achievement. The current school improvement plan identifies appropriate priorities for further
    development.
  • Systems for checking the quality of teaching are good and improving. Assessments of teachers’
    performance are used to inform decisions around pay and to reward good performance.
    Teachers’ pay rises and promotion are linked to students’ good progress.
  • Subject leaders make a good contribution to monitoring the quality of teaching through an
    effective programme of activities throughout the school year. This includes scrutiny of homework
    and students’ work, visits by governors and checks on students’ progress with senior leaders.
  • Staff benefit from coaching by experienced colleagues. Some staff have been supported to
    improve their teaching through the school’s ‘Improving Teacher Programme’. All staff have at
    least two formal lesson observations. In addition, leaders make regular unannounced ‘drop-in’
    visits to lessons.
  • Students’ spiritual, moral, social and cultural development is good, clearly seen in the numerous
    high-quality displays in corridors and reinforced well in several subject areas. For example, in an
    art lesson in Year 8 on African masks, students made outstanding progress because they had
    the opportunity to improve their work following discussion and review with their classmates.
  • Powerful assemblies help students develop compassion and a sense of empathy with others.
    Students demonstrate good levels of respect for each other and staff. Mixed-age tutor groups
    are popular with students and help to develop their social skills.
  • The range of subjects on offer has recently been reviewed. Students are now taught in mixed-
    age groups from Year 9 onwards in some subjects. Leaders are monitoring this closely to make
    sure that all students make the progress expected. The overall choice and range of subjects
    meet students’ needs and interests.
  • Senior leaders have a wealth of data available to them but they are not always using this in their
    improvement planning to identify specific and measurable targets. This makes it difficult for the
    governing body to hold leaders to account over whether these plans are making as much
    difference as they should to students’ attainment.
  • As an academy the school is no longer obliged to work with the local authority, but good links
    have been maintained.
  • The school takes all reasonable steps to ensure good behaviour and the safety of students when
    attending off-site provision.
  • The governance of the school:
    Governors have an appropriate knowledge of published data about the school’s performance.
    Link governors contribute to raising standards in all areas of the school’s work by examining
    the work of subject departments closely. Governors are well briefed on the arrangements for
    the management of teachers’ work and understand the link between good teaching and salary
    progression. The governing body receives regular reports on how additional funding is being
    used to support students eligible for the pupil premium. Governors seek to update their
    knowledge and skills by attending appropriate training. The governing body makes sure that
    arrangements for keeping students safe are secure and meet national requirements.

What inspection judgements mean

School

Grade Judgement Description
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
improvement
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.

School details

Unique reference number 138076
Local authority Nottinghamshire
Inspection number 440691

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.

Type of school Secondary
School category 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 1098
Of which, number on roll in sixth form 174
Appropriate authority The governing body
Chair Ronald Parry
Principal Lynn Kenworthy
Date of previous school inspection Not previously inspected
Telephone number 01777 713700
Fax number 01777 713711
Email address reveal email: off…@elizabethan.notts.sch.uk

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