School etc

The Kimberley School Closed - academy converter Aug. 31, 2012

see new The Kimberley School

The Kimberley School
Newdigate Street

phone: 0115 *** ***

headteacher: Mr C Teal Bsc, Med, Pgdip


school holidays: via Nottinghamshire council

Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
Close date
Aug. 31, 2012
Reason closed
Academy Converter
OSGB coordinates
Easting: 450278, Northing: 344888
GPS coordinates
Latitude: 52.999, Longitude: -1.2523
Accepting pupils
11—18 years old
Ofsted last inspection
Nov. 16, 2011
Region › Const. › Ward
East Midlands › Broxtowe › Cossall and Kimberley
Urban > 10k - less sparse
Admissions policy
Main specialism
Technology (Operational)
Sixth form
Has a sixth form
Trust school
Is supported by a Trust
Learning provider ref #

rooms to rent in Nottingham

Schools nearby

  1. The Kimberley School NG162NJ (1302 pupils)
  2. 0.4 miles Larkfields Junior School NG161EP (223 pupils)
  3. 0.5 miles Larkfields Infant School NG161EP (179 pupils)
  4. 0.5 miles Kimberley Primary School NG162PG (173 pupils)
  5. 0.5 miles Hollywell Primary School NG162JL (175 pupils)
  6. 1 mile Gilthill Primary School NG162GZ (204 pupils)
  7. 1.3 mile Mornington Primary School NG161RF (285 pupils)
  8. 1.5 mile Awsworth Junior School NG162QS
  9. 1.5 mile Awsworth Infant and Nursery School NG162QS
  10. 1.5 mile Awsworth Primary and Nursery School NG162QS (261 pupils)
  11. 1.6 mile Hempshill Hall Primary School NG67AT (479 pupils)
  12. 1.6 mile Horsendale Primary School NG161AP (210 pupils)
  13. 1.7 mile Seagrave Primary School NG86JZ (414 pupils)
  14. 1.7 mile Djanogly Strelley Academy NG86JZ
  15. 1.8 mile Snape Wood Primary and Nursery School NG67DS (203 pupils)
  16. 1.9 mile Greasley Beauvale D H Lawrence Infant School NG162EZ
  17. 1.9 mile Greasley Beauvale Junior School NG162ET
  18. 1.9 mile Greasley Beauvale Primary School NG162FJ (327 pupils)
  19. 2 miles Rufford Infant School NG68LE
  20. 2 miles Priory Catholic Primary School, Eastwood NG163GT
  21. 2 miles Blue Mountain Education NG162SD (4 pupils)
  22. 2 miles Rufford Primary and Nursery School NG68LE (327 pupils)
  23. 2 miles Priory Catholic Primary School, Eastwood NG163GT (208 pupils)
  24. 2.1 miles Brookhill Leys Primary and Nursery School NG163HB (382 pupils)

List of schools in Nottingham

Age group 11-19
Inspection date(s) 16–17 November 2011
Inspection number 380549

The Kimberley School

Inspection report

Unique Reference Number 122856
Local Authority Nottinghamshire
Inspection number 380549
Inspection dates 16–17 November 2011
Report ing inspector David Anstead HMI

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

Type of school Comprehensive
School category Foundation
Age range of pupils 11–19
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 1297
Of which, number on roll in the sixth form 147
Appropriate authority The governing body
Chair John Wilson OBE
Headteacher Chris Teal
Date of prev ious school inspection 2 February 2009
School address Newdigate Street
NG16 2NJ
Telephone number 0115 938 7000
Fax number 0115 938 7001
Email address reveal email: off…


This inspection was carried out by one of Her Majesty’s Inspectors and four
additional inspectors. The inspection team saw 38 lessons and two ‘ready to learn’
sessions taught by 40 teachers. Meetings were held with groups of students, the
school council, staff and members of the governing body. Inspectors observed the
school’s work, and looked at students’ books, analysed assessment data and checked
policies. The views of 462 parents and carers, 183 students and 56 members of staff,
expressed in questionnaires, were taken into account.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • How good is achievement in mathematics and the sixth form?
  • Are higher attaining students being stretched sufficiently?
  • How effective are the actions the school is taking to improve the quality of
    teaching and the use of assessment and are they improving quickly enough?

Information about the school

The school is larger than the average secondary. The proportion of students known
to be eligible for free school meals is average. Around 6% of students are from
several minority ethnic groups. There is a lower-than-average proportion of students
whose first language is believed not to be English and the proportion of students
with special educational needs and/or disabilities is average. The school has
specialist status in technology.

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. Self-evaluation is outstanding, meaning
that the school has an excellent appreciation of its strengths and weaknesses which
informs its improvement work. What the school targets to improve, does improve
and does so quickly. Consequently many aspects of the school’s performance have
improved markedly since the last inspection. Students now make better than
expected progress and consequently, examination results have improved steadily
over the last few years to be above average.
Staff evidently care passionately about the well-being and achievement of the
students in their care. The impact of the outstanding care, guidance and support
students receive is seen in the consistently good and improving outcomes and in the
very high standard of school uniform. The school is a happy and harmonious
community which students value and are proud to be part of. Accordingly, their
attendance is exceptionally high.
The quality of teaching and use of assessment have improved to be good overall
although there remain some inconsistencies in practice. Around 10% of teaching
seen was outstanding. A large majority of lessons provide engaging and challenging
learning activities but in a small minority of lessons, teachers tended to overly
dominate learning by, for example, talking to the whole class for too long. This made
for a dull experience for students because they had too few opportunities in lessons
like this to work independently or collaboratively. Some teachers do not mark

students’ books regularly enough and sometimes pages were ticked but mistakes left

uncorrected. Other instances were seen of teachers providing insufficient written
guidance to students on how to improve their work. Teaching is good in the sixth
form too, but in some lessons students have insufficient opportunities to learn
independently, which is an important skill they need to develop for the next stage in
their education, training or employment. The curriculum is good with well thought
out provision for students to utilise and develop their literacy and information and
communication technology skills when working in other subjects. Cross-curricular
numeracy is less well developed.
The track record of improvements brought about since the last inspection is
impressive. Past underachievement in mathematics has been tackled and students’
performance is now satisfactory and continuing to improve. Overall achievement is
now good and attendance has gone up from above average to now be high. The
quality of provision and of leadership and management in the sixth form and in the

main school are much improved. Questionnaires completed by staff are
overwhelmingly positive about the excellent leadership of the headteacher and his
senior team, and the impact this is having on improving the school quickly. The
ambition and drive demonstrated by senior leaders and the leadership and
management of teaching and learning by senior and middle leaders is outstanding.
Together with the exceptional contribution to the work and direction of the school
made by the governing body, the school has a good capacity for sustained


What does the school need to do to improve further?

  • Raise achievement to be outstanding by ensuring there is consistently good
    teaching in all subject areas and by increasing the overall proportion of
    outstanding teaching by:
    ensuring that all teachers regularly mark students’ work, correct mistakes
    and provide written guidance on how they might improve
    providing more opportunities for students to work independently or
    collaboratively and particularly in sixth form lessons.
  • Develop cross-curricular provision for numeracy so that students have
    opportunities to apply the skills they acquire in mathematics to different
    contexts when working in other subjects.
    Attainment on entry is broadly average. Students make good progress during their
    time at the school so that examination results are generally above average and
    achievement is good. The proportion of students attaining five good GCSE grades,
    including English and mathematics, has improved sharply over the last few years and
    is now just above average. The school’s performance on this important threshold
    measure is limited by relatively weaker achievement in mathematics although this is
    now satisfactory and catching up fast. Historically, lower attaining students and
    students with special educational needs and/or disabilities have made better progress
    than all other students at the school. In the most recent results for 2011, the
    relative performance of these different groups of students is similar. All students in
    2010 and 99% of students in 2011 attained at least five GCSE grades which is
    indicative of the school’s strong commitment to inclusion and the outstanding care,
    guidance and support students receive. The proportion of top A* and A grades
    awarded to higher attaining students in 2011 was just above the national average,
    indicating they are being sufficiently stretched.
    Students say they feel safe in school and parents and carers indicated through a
    questionnaire that they are very happy with the school’s arrangements for keeping
    their children safe. Rare instances of oppressive behaviour are well handled by the
    school and swiftly sorted out. Good behaviour makes a strong contribution to
    promoting good learning because it enables teachers to provide more independent
    learning activities, more variety and less whole-class managed activities, although
    not all teachers choose to do this often enough. In a gripping chemistry lesson, for
    example, the teacher captured his students’ attention by opening with a video clip
    from an action movie where the main characters outrun an exploding fuel tank. He
    then swiftly moved into a demonstration in which he poured a similar fuel into a long
    channel and lit one end to show how quickly the flame raced along it. This
    imaginative opening to the lesson motivated students well during the subsequent
    independent learning activity in which they were keen to construct three-dimensional
    models of different fuels to explore why some are more flammable than others.
    Students look smart because they adhere very well to the school’s high expectations
    for their standard of uniform. This, along with their high attendance and good
    attitudes to learning, makes a good contribution to their future economic well-being
    which is only limited by their satisfactory achievement in mathematics.
Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
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’ attendance


The extent of pupils’ spiritual, moral, social and cultural development 2

How effective is the provision?

Teaching is characterised by interesting tasks which are delivered at a good pace.
Teachers make it explicitly clear to students what is expected of them by the end of
the lesson and link this well to assessment criteria. There are plentiful opportunities
for independent learning and for team work in tackling tasks which require
collaborative working in order for them to be successfully completed. Where teaching
is weaker, it is often because the tasks provided are monotonous or involve the


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

and 4 is low

whole class having to listen to teacher explanations for lengthy periods. Most

teachers diligently assess and correct students’ work, providing them with good

feedback on their current level of attainment and guidance about what they need to
do to improve. However, the use of assessment by a few teachers was not good

The curriculum is broad and balanced and meets students’ needs. There is a good

range of after-school clubs and activities with notably high take up for those in sport
and music. Year 11 students are appreciative of the extensive after-school support
they can access to help them with their technology coursework, one of the school’s
specialist subjects. Parents, carers and students are full of praise for the
exceptionally thorough, sensitive and comprehensive care, guidance and support
they receive.

These are the grades for the quality of provision

The quality of teaching
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 1

How effective are leadership and management?

The governing body has strong links with the community and, together with a
biennial survey they conduct, this ensures that they are extremely well informed
about the reputation and standing of the school. Members of the governing body are
prominent in school during the day through a programme of regular visits to
classrooms. A great deal of the governing body’s time is devoted to evaluating in

detail aspects of the school’s performance. As a result of all these activities,

governors have an excellent understanding of the school’s strengths and weaknesses
and of how well it is improving. When in the past performance has been lower than
the school’s predictions, members of the governing body have been relentless in
pursuing why the outcomes were lower than they had been expecting and in making

sure any improvements required were put right. Excellent governance, combined

with the outstanding ambition and drive of the headteacher and senior leaders, is
bringing about rapid improvement in all aspects of the school’s work.
The school promotes equality of opportunity well because it is effective in narrowing
gaps in achievement and attendance between different groups of students.
Arrangements for safeguarding students are effective and well integrated into the
work of the school. The school regularly evaluates its local, national and international
context and reports this to the governing body. The promotion of community
cohesion is good through, for example, links to schools in Africa and India.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driving improvement
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challe nging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
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 discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for

Sixth form

The 2011 examination results improved significantly on those for 2010 and success
rates were in line with the national average. The proportion of top A* and A grades
doubled between 2010 and 2011 but remain lower than is seen nationally.
Attendance has improved enormously and is now high as a result of the excellent
monitoring and support provided by a learning mentor. Sixth form outcomes are
satisfactory and strongly improving.
The curriculum is satisfactory and offers a range of some 24 different AS and A level
courses. There is limited provision for vocational courses in the sixth form and the AS
and A level courses offered are timetabled for an hour less a fortnight than is
recommended by the examination boards. The quality of teaching is good as in the
main school although in some lessons, too much time is spent with students
passively receiving information and not enough time devoted to allowing them to
manage their own learning. Students speak highly of the outstanding quality of care,
guidance and support they receive in the sixth form which is responsible for their
high attendance and improving success rates. The school can point to examples of
students who failed at a sixth form college but were so well supported on their return
to this sixth form that they went on to succeed. The new leadership and
management of the sixth form are having a good impact on improving provision and
driving up examination results.

These are the grades for the sixth form

Overall effectiveness of the sixth form
Taking into account:


Outcomes for students in the sixth form
The quality of provision in the sixth form
Leadership and management of the sixth form


Views of parents and carers

Parents and carers were most positive about the way the school keeps their children
safe and about how well the school is led and managed. This reflects the good
safeguarding arrangements, the outstanding care, guidance and support as well as
the good behaviour and attitudes to learning demonstrated by students. The
headteacher and senior leaders provide outstanding leadership and management.
Parents and carers were less positive in comparison to national benchmarks about
the way in which the school helps their children to live healthy life styles. Inspectors
found that almost all students participate in three or more hours a week of sporting
activity and the take up of after-school sports activities is extremely high. However,
the proportion of students choosing to eat healthy school meals is lower than is
usually seen.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Kimberley 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 462 completed questionnaires by the end of the on-site inspection. In
total, there are 1297 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 disagree
Total % Total % Total % Total %
My child enjoys school 132 29 281 61 32 7 8 2
The school keeps my child
145 31 297 64 11 2 2 0
The school informs me about
my child’s progress
115 25 290 63 33 7 8 2
My child is making enough
progress at this school
132 29 274 59 28 6 6 1
The teaching is good at this
112 24 301 65 18 4 5 1
The school helps me to
support my child’s learning
89 19 279 60 54 12 9 2
The school helps my child to
have a healthy lifestyle
58 13 311 67 53 11 7 2
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
101 22 284 61 19 4 5 1
The school meets my child’s
particular needs
104 23 300 65 16 3 7 2
The school deals effectively
with unacceptable behaviour
119 26 277 60 26 6 10 2
The school takes account of
my suggestions and
62 13 282 61 33 7 8 2
The school is led and
managed effectively
143 31 276 60 11 2 5 1
Overall, I am happy with my
child’s experience at this
162 35 261 56 23 5 7 2


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

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

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 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
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 school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and
    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.
    18 November 2011
    Dear Students
    Inspection of The Kimberley School, Nottingham, NG16 2NJ
    Thank you for your friendly welcome when we inspected your school.
    We found that your school is a good one. Teaching and the assessment of your work
    are good and, consequently, the progress you are making is also good. Your GCSE
    results are better than the national average and although AS and A level outcomes in
    the sixth form are still satisfactory, they are improving rapidly. The school looks after
    you extremely well, your behaviour is good and you told us that you feel safe at
    school. Your attendance is amongst the best in the country! The headteacher and
    senior staff are doing an outstanding job of making your school better.
    I have asked the headteacher to continue to improve the school by:
  • making sure your work in all subjects is regularly marked, that any mistakes are
    corrected and that your teachers explain to you how to improve your work
  • ensuring lessons include more opportunities when you can work on your own or
    in small groups
  • providing more opportunities in sixth form lessons for you to learn
  • finding ways for you to apply the skills you have learnt in mathematics in other
    You can help by maintaining your excellent attendance record and by following the
    guidance you get from teachers about how to improve your work.
    With best wishes for your future.
    Yours sincerely
    David Anstead
    Her Majesty's Inspector

print / save trees, print less