The Kimberley School Closed - academy converter Aug. 31, 2012
phone: 0115 *** ***
headteacher: Mr C Teal Bsc, Med, Pgdip
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 #
- The Kimberley School NG162NJ (1302 pupils)
- 0.4 miles Larkfields Junior School NG161EP (223 pupils)
- 0.5 miles Larkfields Infant School NG161EP (179 pupils)
- 0.5 miles Kimberley Primary School NG162PG (173 pupils)
- 0.5 miles Hollywell Primary School NG162JL (175 pupils)
- 1 mile Gilthill Primary School NG162GZ (204 pupils)
- 1.3 mile Mornington Primary School NG161RF (285 pupils)
- 1.5 mile Awsworth Junior School NG162QS
- 1.5 mile Awsworth Infant and Nursery School NG162QS
- 1.5 mile Awsworth Primary and Nursery School NG162QS (261 pupils)
- 1.6 mile Hempshill Hall Primary School NG67AT (479 pupils)
- 1.6 mile Horsendale Primary School NG161AP (210 pupils)
- 1.7 mile Seagrave Primary School NG86JZ (414 pupils)
- 1.7 mile Djanogly Strelley Academy NG86JZ
- 1.8 mile Snape Wood Primary and Nursery School NG67DS (203 pupils)
- 1.9 mile Greasley Beauvale D H Lawrence Infant School NG162EZ
- 1.9 mile Greasley Beauvale Junior School NG162ET
- 1.9 mile Greasley Beauvale Primary School NG162FJ (327 pupils)
- 2 miles Rufford Infant School NG68LE
- 2 miles Priory Catholic Primary School, Eastwood NG163GT
- 2 miles Blue Mountain Education NG162SD (4 pupils)
- 2 miles Rufford Primary and Nursery School NG68LE (327 pupils)
- 2 miles Priory Catholic Primary School, Eastwood NG163GT (208 pupils)
- 2.1 miles Brookhill Leys Primary and Nursery School NG163HB (382 pupils)
|Inspection date(s)||16–17 November 2011|
The Kimberley School
|Unique Reference Number||122856|
|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|
|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|
|Date of prev ious school inspection||2 February 2009|
|School address||Newdigate Street|
|Telephone number||0115 938 7000|
|Fax number||0115 938 7001|
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.
|Overall effectiveness: how good is the school?||2|
|The school’s capacity for sustained improvement||2|
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:
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|
|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:
|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
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 |
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 |
|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 |
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
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%.
|My child enjoys school||132||29||281||61||32||7||8||2|
|The school keeps my child |
|The school informs me about |
my child’s progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child’s learning
|The school helps my child to |
have a healthy lifestyle
|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
|The school meets my child’s |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and
|The school is led and |
|Overall, I am happy with my |
child’s experience at this
What inspection judgements mean
|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|
|Pupil referral |
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,
- 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
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.
Her Majesty's Inspector