Alderman White School and Language College Closed

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Alderman White School and Language College Closed

Name Alderman White School and Language College Closed
Ofsted Inspection Rating Good
Inspection Date 22 June 2011
Address Chilwell Lane, Bramcote, Nottingham, Nottinghamshire, NG9 3DU
Phone Number 0115 9170424
Type Secondary
Age Range 11-18
Religious Character Not applicable
Gender Mixed
Number of Pupils 864

Information about the school

Alderman White is an average sized school which is part of the White Hills Park Federation that serve the Bramcote and Beeston areas of Nottingham. Sixth form provision is organised within the federation and the numbers of post-16 students are rising. The sixth form are taught on a separate site. The number of students in each year group is variable because of local reorganisation of provision. When numbers have stabilised the school will be smaller than average. The proportion of students known to be eligible for free school meals is above the national average. The percentage of students from minority ethnic backgrounds is average as is the proportion of students whose first language is not English. The proportion of students with special educational needs and/or disabilities is above average, although the proportion of students with a statement of special educational needs is low. There is a headteacher for the whole federation as well as the head of school who has the overview of the day-to day-running of the school. The school is a specialist languages college and has received a number of national awards including the FA Charter Standard, the Quality in School Support and has been identified as one of the most improved schools by the Specialist Schools and Academies Trust. The proportion of students gaining five or more GCSE A*to C grade passes, including in both English and mathematics, has been above the current government floor target for the last three years.

Key findings

Effective leaders and members of the governing body have worked very well to bring together the different schools so that the federation is successful while individual schools retain their identity. The school is effective in raising achievement and is rightly proud of its award as being recognised as one the most-improved schools. The GCSE results in modern foreign languages, the school’s specialist area, are well-above average and support for the local community in learning a foreign language is excellent. In the sixth form, good leadership has enabled it to become established with far greater numbers staying on. Results are improving. Records and module results to date indicate that students make good progress. However at times, targets are not sufficiently challenging. A very large majority of students who answered the questionnaires say they feel safe in the school and this was supported by responses from parents and carers. Responses from the students’ questionnaires showed that a very large majority felt that behaviour is good in the school and in lessons. Responses from the parent and carer questionnaires indicated that a large majority felt behaviour was good. However, approximately half felt that lessons were disrupted by bad behaviour. Those who added written comments say that this was often when classes were not taken by the usual teacher. Students commented that when lessons were disrupted it was usually because : students were chatting to each other or some were calling out. They commented that while this was annoying it did not greatly detract from their learning. Leaders, at all levels and across the federation, have been successful in improving the quality of teaching. In the large majority of lessons teaching is good. The proportion of outstanding teaching has increased just as the satisfactory teaching has reduced to a small minority of lessons. Lessons typically include opportunities for students to work in groups or individually, generate enthusiasm and a desire to learn with good support for lower-attaining students. Lessons generally meet the needs of students well but when teaching is less successful it is because work fails to challenge all students, often but not always, the middle-ability groups.

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