School etc

The Nottingham Bluecoat School and Technology College Closed - academy converter Dec. 31, 2011

see new Bluecoat Academy

The Nottingham Bluecoat School and Technology College
Aspley Lane

phone: 0115 *** ***

headteacher: Mrs S Hampton


school holidays: via Nottingham council

Secondary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
Close date
Dec. 31, 2011
Reason closed
Academy Converter
OSGB coordinates
Easting: 454301, Northing: 341590
GPS coordinates
Latitude: 52.969, Longitude: -1.1929
Accepting pupils
11—18 years old
Ofsted last inspection
March 9, 2011
Diocese of Southwell
Region › Const. › Ward
East Midlands › Nottingham South › Leen Valley
Urban > 10k - less sparse
Admissions policy
Main specialism
Technology (Operational)
SEN priorities
ASD - Autistic Spectrum Disorder
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Learning provider ref #

rooms to rent in Nottingham

Schools nearby

  1. Bluecoat Academy NG85GY (1981 pupils)
  2. 0.3 miles Manning Comprehensive School NG83LD
  3. 0.3 miles Nottingham Girls' Academy NG83LD (536 pupils)
  4. 0.4 miles Aspley Wood School NG83LD
  5. 0.5 miles Woodlands School NG83EZ (48 pupils)
  6. 0.6 miles Robert Shaw Primary and Nursery School NG83PL (382 pupils)
  7. 0.6 miles Whitemoor Primary and Nursery School NG85FF
  8. 0.6 miles Ambleside Primary School NG85PN
  9. 0.6 miles Ambleside Infant and Nursery School NG85PN
  10. 0.6 miles Whitemoor Academy (Primary and Nursery) NG85FF (468 pupils)
  11. 0.6 miles Ambleside Primary School NG85PN (692 pupils)
  12. 0.7 miles Berridge Junior School NG75LE
  13. 0.7 miles Rosslyn Junior School NG85PN
  14. 0.7 miles Rosslyn Infant School NG85PN
  15. 0.7 miles St Teresa's Catholic Primary School NG83EP
  16. 0.7 miles William Crane School NG85PN
  17. 0.7 miles The Trinity Catholic School NG83EZ
  18. 0.7 miles St Teresa's Catholic Primary School NG83EP (429 pupils)
  19. 0.7 miles The Trinity Catholic School NG83EZ (1122 pupils)
  20. 0.7 miles Berridge Primary School NG75GY (684 pupils)
  21. 0.8 miles Berridge Infant and Nursery School NG75GY
  22. 0.8 miles Ellis Guilford School and Sports College NG60HT (1307 pupils)
  23. 0.8 miles Glaisdale School NG83GP
  24. 0.8 miles Hadden Park High School NG83GP (434 pupils)

List of schools in Nottingham

The Nottingham Bluecoat School and

Technology College

Inspection report

Unique Reference Number 122894
Local Author ity Nottingham City
Inspect ion number 359327
Inspect ion dates 9–10 March 2011
Report ing inspector Michael Smith HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to
achieve excellence in the care of children and young people, and in education and skills for learners of all
ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family
Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and
skills training, adult and community learning, and education and training in prisons and other secure
establishments. It assesses council children's services, and inspects services for looked after children,
safeguarding and child protection.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full
cost of reproduction may be made for any other copies supplied.
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Royal Exchange Buildings
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T: 0300 123 4234
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Type of school Secondary
School category Voluntary aided
Age range of pupils 11–18
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Nu mber of pupils on the school roll 1829
Of which, number on roll in the sixth form 279
Appropriate authority The governing body
Chair Ronnie Ogier
Headteacher Sian Hampton
Date of previous school inspection 20 February 2008
School address Aspley Lane
Aspley, Nottingham
Telephone number 0115 9297445
Fax number 0115 9426257
Email address reveal email: off…
Age group 11–18
Inspect ion dates 9–10 March 2011
Inspect ion number 359327


This inspection was carried out by one of Her Majesty's Inspectors and five additional
inspectors. They visited 52 lessons or parts of lessons and observed 50 teachers. They
held meetings with staff, pupils, and members of the governing body. They observed the
school's work, interrogated the school's assessment records and looked at the minutes of
the meetings of the governing body, aspects of community work, the minutes of meetings
with the School Improvement Partner and school action plans and evaluations. They also
scrutinised 174 parent and carer questionnaires, 31 staff questionnaires and 221 student
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • The extent to which the dip in performance at Key Stage 4 in 2010 is a blip or the
    start of a downward trend.
  • How effective leaders, at all levels, have been in improving the provision and raising
    standards across all years, including the sixth-form.
  • How effective the sixth-form is at building upon the success of students after Key
    Stage 4.

Information about the school

This is a much larger than average Church of England school and specialist technology
college which occupies two sites approximately one and a half miles apart. Just under a
half of the students are from White British backgrounds. The remainder are from a range
of British minority ethnic backgrounds, the largest of which is those of Pakistani heritage.
Over a quarter of the students speak English as an additional language and a larger than
average proportion of students is known to be eligible for free school meals. The
proportion of students identified with special education needs and/or disabilities is above
average with many having autistic spectrum disorders (ASD). The school has a specialist
unit for six ASD students as well as provision for deaf students and those with sight
problems. The school has gained Healthy Schools status and the Information and
Communication Technology (ICT) mark.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

Bluecoat is a good school. It provides a good quality of education with outstanding
provision for students' pastoral support and guidance. The school community is extremely
harmonious and students were keen to let inspectors know how they enjoy and celebra te
the cultural diversity as well as saying they feel extremely safe and well cared for. Faith is
important and valued by all, while Christianity is the main faith, students from across all
faiths feel very well supported. This is one reason why the school has excellent equality of
The highly effective headteacher, very well supported by the senior leadership team, have
empowered staff so that they are all committed to continually improving the quality of
teaching and increasing the rate of learning. Leaders at all levels hold staff to account and
the lessons learned when results dipped in 2010 mean that now the progress of students
towards their target grades is very robustly monitored and any potential
underachievement is quickly and effectively dealt with. Teaching groups are carefully
matched to the expertise of teachers. This has meant that school records indicate results
in 2011 are expected to be at least in line with those in 2009 when standards were above
average and students made good progress. In the sixth form, strong leadership has
brought about significant improvements to the provision and results are starting to rise.
Recent module results are very encouraging. The school has a well-established and shared
ambition to continue its momentum, so that it can carry on improving. There is an
accurate appraisal of how well it is achieving and a well-formulated improvement plan to
ensure it meets these high expectations. These demonstrate a good capacity to improve
Teaching has improved and is good. Some lessons are outstanding. A highlight of lessons
and of the work of the school is the excellent relationships between staff and students.
This creates a productive climate for learning and develops students' confidence in their
ability to try new things, to answer questions and to work co-operatively. As a result,
students respond well in lessons, make a good contribution to their own learning and their
behaviour is good. They enjoy school and show mature attitudes. When teaching is less
effective, lessons lack challenge. Consequently, the pace of learning is slower. Work is not
always matched to students' abilities and the start of some lessons were too teacher-led,
meaning students remain passive. Questioning is used well to identify what students know
and then staff use their responses well as teaching points, although questions do not
always challenge the majority of the class and involve all students. Marking is generally
constructive, but at times it does not provide detailed and specific feedback as to how well
students are doing and how they could improve. Even when marking is good, time is not
always made available for students to respond to teachers' comments.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

The school utilises its specialist status well. Good provision for ICT equipment is used to
support learning, for example the use of flip cameras. The specialism is also used well to
support other schools within the area and to greatly enhance the excellent work within the
community. Members of the governing body work well with senior leaders to set the
direction of the school and to hold it to account. They have worked effectively to ensure
that the school is able systematically to reduce its loan for previous overspending so that
now it provides good value for money.

What does the school need to do to improve further?

  • Improve further the quality of learning by ensuring that:
    work is well matched to students' abilities so that they are challenged and
    initial expositions by teachers are short and ensure students are engaged in
    learning quickly.
  • Build upon the improvements to the quality of assessment by ensuring that marking
    consistently informs students how to improve and that time is made available for
    students to respond to and act on the advice.
Outcomes for individuals and groups of pupils 2

Attainment on entry to the school is average. Results have shown that attainment has
been consistently above average until 2010 when results fell. This dip has been rectified
so that the school's data and results that students have already achieved, shows that they
are back on track to reach above average standards. Progress is good and students with
special educational needs and/or disabilities receive very good support to make similar
progress to their peers, as do students from different ethnic backgrounds, including those
who are learning English as an additional language and students known to be eligible for
free school meals. Students who attend the ASD unit are very well supported and make
good progress.
During the inspection, students were observed making good and often outstanding
progress in lessons. In many lessons, students were fully engaged and responded well to
being given opportunities to work in groups. Behaviour is very good when students are
engaged and enthusiastic in lessons and want to achieve, however there are occasions
when students are merely compliant because they are not fully motivated. Behaviour
around school is good and students are thoughtful when travelling around the narrow
corridors. Any misdemeanours are quickly and effectively dealt with, although responses
from questionnaires show that at some times behaviour can be more problematic.
Responses to their questionnaire show that students feel exceptionally safe and enjoy
coming to school. The respect shown for each other is a strong feature and also
demonstrates excellent social skills. Many students take part in activities to help them
keep fit and they have a good understanding of how to keep themselves healthy, although
in their questionnaire responses, this was an aspect on which students, parents and carers
felt the school could do more. Students are aware of the opportunities provided to support
their mental health, especially when dealing with the stresses of adolescence or
examinations. Students report that the very few incidents of bullying are dealt with
immediately and effectively.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Students develop an excellent understanding of moral issues, along with very good inter-
personal and social skills. A very strong spiritual element is evident throughout the school.
Students make a very good contribution to the local community. For example, supporting
elderly residents during icy weather as well as the regular coffee mornings they hold
which are enjoyed by local residents. Students also explore philosophical ideas and moral
dilemmas. They consider the impact of other cultures, such as African culture in art,
medicine in history, and through visits to faith centres. Above average attendance, along
with good key skills, ensure that students are well prepared for their futures.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behav iour 2
The extent to which pupils adopt healthy lifesty les 2
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 1


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Students make good progress through a combination of good teaching, a curriculum which
meets their needs well and outstanding care, guidance and support. Staff know their
students very well and have good subject knowledge which engages students. Well-
focused questioning is used well to extend students' learning, although this is not
consistent across all lessons.
The curriculum meets the needs, interests and aspirations of students There are clear
pathways for students to follow with opportunities to take GCSE examinations before the
end of Year 11.The curriculum is enhanced by a wide range of extra-curricular activities,
visits and visitors and well-received enrichment days. The take-up of clubs at lunchtimes is
very impressive. ICT is well developed across the curriculum, literacy is starting to be

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

better coordinated but the use of numeracy in subjects other than mathematics is
Students whose circumstances make them vulnerable and those who are looked after are
very well supported and their needs are well met, often including very good working with
a variety of external agencies. Deaf students receive highly effective support, including
working with students from other schools. The very supportive way in which ASD students
are met at the start of school ensures they are better able to meet the demands of the
school day without undue stress or worry. Students with special education needs and/or
disabilities are very well supported through effective individual support both from the
learning support faculty and teaching assistants. Students say that they are very well
informed and supported prior to arriving at the school, and when they make choices for
the next phase of their education or work.

These are the grades for the quality of provision

The quality of teaching 2
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 headteacher has a clear overview of how the school is to develop and is not afraid to
make tough decisions in order to bring about the best for the students. The great
improvement to the overview of data has ensured the school has a far better
understanding of how well students are progressing towards their demanding targets at
Key Stage 4. Staff share this vision and ambition and are highly motivated in continuing
the improvements within the school. All members of staff who submitted their
questionnaire said they were proud to be a member of the school and that it was well led.
This is testament to how effective the leadership has been in motivating and supporting
staff. The school has been very successful in improving the quality of teaching, and has
utilised effective support through its specialist areas. Middle leaders evaluate the work of
their departments and then work to bring about identified improvements. The school has
good arrangements with other local schools and external agencies. Parents and carers are
regularly asked for their views on proposed changes and the recently introduced parent
support officer is available to support parents and carers when necessary or requested.
Students and parents are also able to influence the work of the governing body, which is
supportive of the school through its well defined and effective committees. Community
cohesion is very effective but the impact of this work is not fully evaluated. Safeguarding
procedures ensure the safety of students but some of the relevant documentation is not
as comprehensive as it could be. The inclusive nature of the school, together with an
exceptionally thorough analysis of examination data, including information for those

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

students known to be eligible for free school meals, and the take-up of extra-curricular
activities, has enabled the school to ensure excellent equality of opportunity.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
improveme nt
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decis ively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and we ll-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
The effectiveness of safeguarding procedures 3
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 2

Sixth form

Leaders and managers have worked hard to improve the effectiveness of the sixth form.
They have made significant improvements to the quality of guidance, the curriculum and
the quality of teaching. Students now receive good advice and guidance, especially with
their preparation for higher education and their initial choice of courses. The quality of
teaching and learning is good, with many lessons that are engaging, well planned and well
resourced. Students are supported to discuss and apply prior learning to new situations,
including increasing opportunities for them to research work for themselves. The good
curriculum now ensures courses are better matched to the needs of students. These
improvements mean that students are making at least satisfactory and often good
progress, although the full impact of these improvements has yet to be seen in a complete
set of A level results.
The leadership of the sixth form is good. An A level information service is used to set
students' targets. However, some students commented that they found these targets
unchallenging and they were already working above their target level. Students' response
to sixth form life is good and they have enthusiastically taken up charity fundraising,
mentoring of younger students, and wider responsibility in school and the community.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for the sixth form

Overall effectiveness of the sixth form 3
Taking into account:
Outcomes for students in the sixth form
The quality of provision in the sixth form 2
Leadership and management of the sixth form 2

Views of parents and carers

There were a smaller proportion of responses than normally seen from a school of this
size. Responses from parents and carers were positive, with the very large majority saying
that their child enjoyed school. While some areas are not as positive for all questions, the
very large majority of responses showed a high degree of satisfaction with the school.
Parents and carers also commented on how well the school had supported their child. One
comment, reflecting others, said: 'Bluecoat is an excellent safe environment with positive,
enthusiastic staff who make learning interesting for my daughter.'
A very small proportion of responses identified particular issues. Poor behaviour in a few
classes was raised as an issue by a small proportion. The inspection team found behaviour
to be good, although they were aware from students that there are very rare incidents of

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Nottingham Bluecoat School
and Technology College 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 174 completed questionnaires by the end of the on-site
inspection. In total, there are 1829 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 Strongly
Total % Total % Total % Total %
My child enjoys school 71 41 93 53 9 5 0 0
The school keeps my child
72 41 96 55 5 3 0 0
My school informs me about
my child's progress
75 43 82 47 17 10 0 0
My child is making enough
progress at this school
68 39 94 54 10 6 1 1
The teaching is good at this
61 35 102 59 8 5 0 0
The school helps me to
support my child's learning
50 29 94 54 27 16 0 0
The school helps my child to
have a healthy lifestyle
35 20 117 67 18 10 0 0
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
61 35 87 50 12 7 3 2
The school meets my child's
particular needs
54 31 103 59 13 7 1 1
The school deals effectively
with unacceptable behaviour
67 39 80 46 16 9 3 2
The school takes account of
my suggestions and concerns
48 28 89 51 21 12 3 2
The school is led and
managed effectively
60 34 93 53 12 7 2 1
Overall, I am happy with my
child's experience at this
77 44 91 52 4 2 1 1


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 improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

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 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspec tion outcomes (see

The sample of schools inspected during 2009/10 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 school.
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 pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
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.

11 March 2011
Dear Students

Inspection of The Nottingham Bluecoat School and Technology College,
Nottingham, NG8 5GY

When I visited your school recently with my colleagues, we met some of you at lunchtime
and talked to others during lessons and at break. Thank you very much for your help and
cooperation. It was interesting to be greeted as 'Mr Ofsted' by so many of you. We were
impressed with your good behaviour, manners, the excellent harmony there is between
different groups and how well you contribute to the life of the school and local community.
You told us that you greatly enjoy school and this is one reason, of many, that we judge
your school to be good.
You make good progress. Results in your GCSE examinations, which fell last year, are
expected to be back above average again this year. We observed over 50 lessons and
judged that teaching is good overall with some outstanding lessons. The good curriculum
enables you to take a wide variety of subjects and many of you take part in extra-
curricular activities and lunchtime activities. There are excellent relationships with staff,
and most of your lessons are challenging and interesting with a rich variety of activities.
We have asked the school to make sure that more lessons are of the top quality by
ensuring work is well matched to your abilities and that you are challenged and motivated.

We have also asked that teachers' lesson introductions do not go on for too long so that

you are able to get down to work quickly at the start of lessons. We have asked the school
to make sure your work is always marked thoroughly. You can help by always taking note
of your teachers' comments and responding to their advice.
Staff care for you exceptionally well to prepare you for your next phase of education or
the world of work. You have a very good understanding of your local community. Your
headteacher and other senior leaders have very clearly identified what needs to be done
and they are very determined to carry on improving the school. They are supported by
some excellent subject and pastoral leaders, teachers and other staff.
We wish you well at this good school of which you are justifiably proud.
Yours sincerely

Michael Smith
Her Majesty's Inspector


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