Djanogly City Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders have shown great determination and skill to successfully improve the school in order to ensure that pupils achieve well and have high aspirations for the future.

In 2017, pupils' progress across the eight key subjects studied in key stage 4, including English and mathematics, was significantly above the national average and in the top 10% of all schools. In 2017, disadvantaged pupils, and pupils who have special educational needs (SEN) and/or disabilities made better progress than national figures across the eight key subjects studied, including English and mathematics. The most able pupils, however, did not make as much progress as others... within the school.

The support given to the many pupils who enter the school speaking little or no English is very successful in helping them to acquire the language. As a result, these pupils make rapid progress. Pupils' conduct around the school and in lessons is good.

They arrive to their learning promptly and are smart in their uniform. Pupils within the sixth form make rapid progress. They are prepared well for life in modern Britain and gain many valuable experiences, including of leadership and of the world of work.

They are prepared well for the next stage in employment, education or training. Teachers have high expectations. The vast majority of teachers plan thoroughly and produce high-quality resources in order to enthuse pupils and stimulate their interest.

Pupils are appreciative of their teachers' efforts. Teaching, learning and assessment are particularly strong in English and mathematics, especially in key stage 4. However, some inconsistency in the quality of teaching, learning and assessment remains.

Rates of attendance have improved but have not yet reached the national average. Although reducing rapidly, the number of pupils excluded from school remains above the national average.

Information about this school

A large proportion of pupils enter the school with no information about their prior attainment.

Some have not received any education when they enter the school. Others have received a fractured experience of education. A large proportion of pupils enter or leave the school at unusual points within the school year.

A large proportion of pupils are from minority ethnic groups. A significant proportion of pupils speak English as an additional language. The proportion of disadvantaged pupils is much larger than the national average.

Some disadvantaged pupils are not entitled to pupil premium funding as they are newly arrived into the country. A small number of pupils receive their education within alternative provision provided by FUEL independent school, Buxton Training Enterprises, TLG Nottingham and Jubilee House. The school is smaller than average.

The sixth form is much smaller than average. The school is part of the Djanogly Learning Trust. The chair of the governing body is a director of this trust.

The Nova Education Trust provide school improvement support. The executive headteacher is a director of this trust. The school meets the government's current floor standards for the end of key stage 4, which set the minimum expectations for students' attainment and progress.