Alderman White School


Name Alderman White School
Website http://aldermanwhite.school/
Ofsted Inspection Rating Good
Inspection Date 08 March 2017
Address Chilwell Lane, Bramcote, Nottingham, Nottinghamshire, NG9 3DU
Phone Number 01159170424
Type Academy
Age Range 11-18
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 756 (47% boys 53% girls)
Number of Pupils per Teacher 12.8
Academy Sponsor The White Hills Park Federation Trust
Percentage Free School Meals 12.6%
Percentage English is Not First Language 13.8%

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Alderman White School is an averaged-sized secondary school. The school’s post-16 students are educated on a separate site, known as Bramcote College. The school is part of a small educational trust, The White Hills Park Federation Trust, which also includes Bramcote School. A single governing body for both schools is known as the board of directors. The executive principal leads both schools. Most pupils are from a White British background, with some pupils from a wide range of other ethnic backgrounds. The proportion of disadvantaged pupils is average. The proportion of pupils who have special educational needs and/or disabilities is below average. A small number of pupils from the school have alternative arrangements for part of their education through three providers: Central College; Fuel Education and Stone Soup Academy.

Summary of key findings for parents and pupils

This is a good school The executive principal and other senior leaders provide strong direction and leadership. The school is now improving rapidly. School leaders and the board of directors have an accurate understanding of the school’s strengths and the areas that still need development. Leaders have taken effective action to make sure that the quality of teaching, learning and assessment is consistently good or better. Pupils learn exceptionally well in modern foreign languages. The sixth form has improved and is now good. Sixth-form students attend well and are punctual. They make good progress in both academic and vocational courses, but their progress is not yet exceptional. Directors have the skills to challenge and support senior leaders. The board ensures that pupils have ambitious achievement targets. It watches pupils’ progress towards these targets carefully. Pupils now make good progress in both English and mathematics. Pupils’ examination results in these subjects are above national averages. Standards in mathematics have improved but, in key stage 4, some pupils find complex problem-solving activities difficult. The curriculum matches most pupils’ needs. Pupils of all abilities have opportunities to succeed. Pupils have exceptional opportunities linked to learning languages. Leaders make careful checks on the quality of teaching. These checks take into account pupils’ work and the progress they make. Pupils’ conduct is exemplary. They behave well in lessons and around the school. Pupils are usually self-disciplined and follow the school’s rules without much prompting from adults. In 2016, the school’s pupils reached higher standards in examinations than pupils nationally. Disadvantaged pupils and some pupils who have special educational needs and/or disabilities, however, made less progress than others at the school. Leaders have ensured that these pupils are now making better progress. Pupils’ attendance has improved and is now above the national average. The attendance of disadvantaged pupils and those who have special educational needs and/or disabilities, however, has not improved as rapidly as that of others.