Hall Park Academy

Name Hall Park Academy
Ofsted Inspection Rating Good
Inspection Date 14 June 2017
Address Mansfield Road, Eastwood, Nottingham, Nottinghamshire, NG16 3EA
Phone Number 01773786212
Type Academy
Age Range 11-18
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 767 (48% boys 52% girls)
Number of Pupils per Teacher 16.7
Academy Sponsor Redhill Academy Trust
Local Authority Nottinghamshire
Percentage Free School Meals 15.7%
Percentage English is Not First Language 1.2%

Information about this school

The school is sponsored by the Redhill Academy Trust. The school is much smaller than the average-sized secondary school. The proportion of pupils from minority ethnic backgrounds and the proportion who speak English as an additional language are well below the national averages. The proportion of disadvantaged pupils is above average. The proportion of pupils who have special educational needs and/or disabilities is below average. A very small number of pupils attend alternative provision at Redhill Trust Alternative Provision and Stone Soup Academy. 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. In 2016, the school met the government’s current floor standards, which are the minimum expectations for pupils’ attainment in English and mathematics by the end of Year 11.

Summary of key findings for parents and pupils

This is a good school The outstanding leadership of the headteacher and the senior team has led to rapid improvements at the school. Leaders have been relentless in raising standards for all pupils. They have successfully introduced an aspirational culture, which staff and pupils have embraced. The precise and effective support, which the trust and governors have provided to the school, has directly contributed to the rapid improvements. Teachers value the high-quality training available to them from across the trust. Teaching is good and improving, though challenge to pupils in order to stimulate them in their learning is inconsistent. Pupils’ progress, including that of disadvantaged pupils, is very strong in a number of subjects, including mathematics. Progress is not as strong in English, humanities and languages at key stage 4. Leaders’ commitment to raising standards and maximising the life chances of disadvantaged pupils is exceptional. Leaders have ensured that the curriculum is broad and balanced and develops pupils’ spiritual, moral, social and cultural understanding well. Pupils value the rich, wider curriculum provided for them. Pupils who have special educational needs and/or disabilities are supported very well and make good progress. Pupils have an excellent understanding of fundamental British values. Therefore, they are well prepared for life in modern Britain. Leaders have improved 16 to 19 provision. Students make good progress in most subjects and the vast majority complete their courses. Pupils are smart and courteous. They behave well and enjoy working together to support each other’s learning. Disadvantaged pupils and pupils who have special educational needs and/or disabilities are absent from school more often than other pupils. Leaders make sure that systems for keeping pupils safe are robust and effective. They have put in place effective systems to support pupils’ well-being. Pupils say they feel safe and have somewhere to go if they need to talk. However, some parents and pupils need further reassurance about how the school responds to any incidents of bullying.