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|School Name||Djanogly City Academy|
|Postal address||Gregory Boulevard, Nottingham NG7 6ND|
|Telephone No.||0115 942 1300|
|Enquiries contact name||Emma Greaves, PA to the Principal and Vice Principal|
|Name of Head of School / Principal||Mr D Hooker|
|Name of the Chair of the Local Governing Body||Mr K Maxwell (Chair)|
|Name of SENDCo||Mrs K Newton (SENDCo). Please follow the related link here to our SEND policy|
|Admissions arrangements (Current Academic Year)||The Djanogly City Academy Nottingham now operate our own admissions for 2017/18. Please also see our admissions page under the informations tab on the home page.|
|Exclusions arrangements||Effective teaching and learning are dependent on good behaviour and a disciplined environment. The Behaviour Policy underpins this. At Djanogly City Academy we endeavour to facilitate an environment conducive to learning and one that safeguards the rights of all students to be educated free from disruption, bullying, discrimination and any form of harassment.|
This policy adheres to the expected standards of behaviour in the Djanogly Learning Trust Behaviour policy and the incorporated Code of Conduct (March 2013).
This policy will apply at all times when students are the responsibility of Academy staff and when they are out of Academy, under the charge of a teacher, and are acting in such a way as to promote the Academy in a positive light or, to bring the academy into disrepute e.g. making their way to and from Academy, on educational visits, work experience etc.
|Progress 8 score||Progress 8 tells us how well pupils have progressed between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils in other schools who got similar results at the end of primary school. This is based on results in up to 8 qualifications, which include English, maths, 3 qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications. Based on 2016 results our academy score is -0.41|
|Attainment 8 score||Schools get a score based on how well pupils have performed in up to 8 qualifications, which include English, maths, 3 qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications. Based on 2016 results our academy score is 40.3|
|English and Maths (Basic)||Pupils achieving a grade C or better in English and maths GCSEs.. Based on 2016 results our academy percentage for this measure is 42%|
|EBACC||The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications. A pupil is considered to have ‘achieved’ the English Baccalaureate if they achieve a grade C or better in the following subjects: English, maths, sciences, a language and either history or geography.Based on 2016 results 5% of our cohort met this measure.|
|Student Destinations||This measures the number of pupils who either stayed in education or went into employment after year 11 (after key stage 4). The data published in October 2016 is for pupils who finished year 11 in 2014, which is the most recent data currently available.80% of our pupils are listed as having met this measure.|
DfE Performance tables
|DfE Performance Tables||Please follow the related link|
Parents and other members of the public can find out more about the curriculum we offer by visiting our Curriculum page.
|Curriculum content||In years 7 and 8 pupils follow a wide and varied curriculum that includes:|
English, mathematics and science
Humanities, art and design, design and technology, languages, drama and physical education.
Please also refer to the curriculum page on the website and individual subject page links that can be found towards the top of this page.
|Curriculum approach||Our school day starts at 08.30 hrs, and finishes at 15.30hrs. Pupils have a 25 minute break in the morning, and a 40 minute lunch break. In Years 7 to 11, pupils are taught eight 40 minute lessons and receive a 20 minute tutor period each day after lunch. In some subjects, some lessons are ‘doubles’ lasting 1 hour 20 minutes. This allows teachers to plan a range of different activities, including those of a practical nature, and allows greater flexibility and more effective use of our resources.|
|Name of Curriculum Lead||We operate achievement teams in year 7 and 8. Each achievement team is made up of a senior leader, head of year, student welfare officer, lead teacher and teacher mentors. Please visit our year 7 and year 8 pages to see the teams listed.|
|GCSE Qualifications||At Djanogly City Academy our pupils have access to a wide range of qualifications that run through years 9-11. Pupils opt for some subjects in addition to the core subjects of English, mathematics and science and further details can be found on the related link. Please also use the subject specific links that can be found under the subjects tab towards the top of this page.|
|Name of Curriculum Lead||We operate achievement teams in year 9, 10 and 11. Each achievement team includes a senior leader, head of year, student welfare officer, lead teacher and form tutors. Please visit our year team pages to see the teams listed.|
Values and Ethos
|Values and Ethos||Ethos|
Work Hard, Be Kind
At Djanogly City Academy we value traditional qualities; hard work, honesty, good manners and consideration for others.
Through applying these values fairly and consistently we shape and mould our students into confident, mature and independent young people.
Every child can succeed
Djanogly City Academy is committed to providing our students with the very best start in life. We believe that every child matters and with the correct support, guidance and care, every child can succeed.
We understand that every student is different and we will provide the individual support and guidance that will allow your child to reach their full potential both academically and as a young person ready to enter the wider world.
Djanogly City Academy also values the opportunities and benefits that extra curricular activities can offer. We are developing an exceptional range of after-school activities providing every student with the opportunity to explore their full potential.
At Djanogly City Academy we believe that outstanding, inspiring and exciting teaching is critical to the happiness, well-being and progress of every child.
To ensure this takes place we have a clear set of expectations that informs all the work we do at Djanogly City Academy.
We have high expectations of students and staff
We believe every student can succeed
We will ensure barriers to learning are challenged and overcome
We expect teaching to be well planned, varied and stimulating
We believe learning should be active, focused and engaging
Student centred learning
To ensure that every student at Djanogly City Academy is working at the correct level we have developed a tiering system centered on a child's individual needs.
Tiering allows our teachers to deliver lessons carefully designed around the learning needs of the students in each tier. The tiers are regularly monitored and students can move tiers when their learning needs change.
Tiering is a cornerstone of the belief at DCA
|Behaviour Policy||Effective teaching and learning are dependent on good behaviour and a disciplined environment. The Behaviour Policy underpins this. At Djanogly City Academy we endeavour to facilitate an environment conducive to learning and one that safeguards the rights of all students to be educated|
Please download our policy from the related link here
|Safeguarding/Child protection||This is statutory guidance from the Department for Education issued under Section 175 of the Education Act 2002, the Education (Independent School Standards) Regulations 2014 and the Education (Non-Maintained Special Schools) (England) Regulations 2011. Schools and colleges must have regard to it when carrying out their duties to safeguard and promote the welfare of children.|
|Anti-bullying policy||The following link refers to the DfE policy for Anti-Bullying. DCA policy is currently being reviewed and will be published shortly.|
|Health and Safety policy||This policy is written within the context of the Health and Safety at Work etc. Act 1974, the Management of Health and Safety at Work Regulations 1999.|
It is the Policy of the Trust to take all necessary steps, through a risk management approach, to meet its responsibilities under “The Act”, Regulations made under The Act:
a. Providing and maintaining facilities, plant, equipment, systems and working conditions which are safe and without risk to the health of employees, visitors, contractors and the general public
b. Ensuring that arrangements are in place for the safe transport, handling, storage and disposal of articles and substances which may be hazardous to health
c. Providing information, instruction and supervision to all employees to enable them to carry out their work activities in a safe manner
d. Ensuring that employees and/or their representatives are able to raise health and safety related issues and have these resolved effectively
e. Taking full account of health and safety considerations in project planning and decision making.
Please follow the links here to download our full policy and use the website link to navigate direct to the health and safety executive website where further information on the overarching document can be found.
|First Aid Policy||As an academy we use electronic platforms for recording staff incidents and accidents through the "Well worker" platform hosted by our authority and the EVOLVE accident book platform for recording and monitoring pupil incidents and accidents. These are both overseen by our health and safety advisor and senior leaders at the academy and by the Djanogly Learning Trust reporting officer. Please follow the related link to our policies page where a copy of our first aid policy can be downloaded.|
|Complaints policy||Governing Bodies of Academies, Free Schools and Independent|
schools are required, under The Education (Independent Schools
Standards) Regulations 2014 to have in place a procedure to deal
with complaints relating to the institution and to any community
facilities or services that the institution provides. The law also
requires the procedure to be publicised.
There are certain complaints which fall outside the remit of the
Complaints Procedure, for example, staff grievances or
disciplinary procedures. It is recommended that the Djanogly
Learning Trust (the Trust) ensures that any third party providers
offering community facilities or services through the use of its
premises or facilities [even if, for example, it is hiring them out
for a wedding reception], have their own complaints procedure in
The term “complainant” has been used for all those bringing a
complaint against the Trust/Academy and includes all
complainants, not specifically parents or carers.
|Complaints received||Please refer to the complaints policy|
|SEND Policy||Definitions of special educational needs and disability (SEND) taken from section 20 of the Children and Families Act 2014.|
A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
a) have a significantly greater difficulty in learning than the majority of others of the same age; or
b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.
|Publication Scheme||Please find as downloads the trust annual accounts and articles of association along with trust governance, register of interests and attendance register.|
|School Complaints Procedure||Please download the linked document for a full description of our policy and complaints procedure.|
|Charging and Remissions Policy||Djanogly Learning Trust is committed to ensuring equal opportunities for all pupils,|
regardless of financial circumstances, and has established the following policy and
procedures to ensure that no child is discriminated against by our offering of
school trips, activities and educational extras.
In addition, we are committed to adhering to legal requirements regarding
charging for school activities, and meeting all statutory guidance provided by the
Not to charge for education provided during school hours.
To inform parents on low incomes and in receipt of relevant benefits of the support available to them when asking for contributions.
|Pupil Premium Funding Allocation||For full details and information about pupil premium funding for schools please visit – https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings|
What is ‘Pupil Premium Funding’?
The Pupil Premium funding stream was introduced in April 2011 by the coalition government. The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers and continues under the current government.
In 2013/14 schools were allocated a total of £1.85 billion funding for children from low-income families who were eligible for free school meals, looked after children (LAC) and those from families with parents in the Armed Forces (AF). For the academic year 2014/15 this increased to £2.5 billion and has now seen a slight fall for 2015/16 and 16/17 (£2.4 billion). This funding is given to schools and academies at approximately £935 per pupil at secondary and we at Djanogly City Academy track how this funding is spent and what impact this has on the performance of our students.
Funding at Djanogly City Academy 2015/16
Approximately 50% of our pupil body were eligible for pupil premium funding through current take up of free school meals qualification or the ever 6 list during this academic year. This resulted in the academy receiving £387,090 split across the 4 payments received.
We have continued to evaluate and develop the framework that supports early identification and provides targeted support where it is needed. We then monitor progress through the whole school tracking system, class tests and discussions with individual pupils.
Working with departments across the academy our senior leaders have used the pupil premium fund to bring about positive impact across the key stages and some of these interventions are summarised below along with the spend summary.
* Further qualification opportunities to support pupils in achieving 5 or more A*-C grades at GCSE
* Small group and 1-2-1 tuition in both core and foundation subjects where it is identified that pupils need this form of support to rapidly improve their performance
* Saturday and holiday schools to support catch-up after absence or support progress
*Attendance and student welfare officer support to ensure pupils are in school and ready to learn
* Resource support to ensure pupils have the materials and equipment they need to allow them to access all aspects of the curriculum and perform to their best.
* Senior staff mentoring
A summary of the 2015/16 spend is below.
Spend Area Totals
External tutoring and mentoring £16,598.00
Online 1-2-1 tutoring £30,990.00
Alternative provision £20,467.00
Attendance support £167,387.00
Breakfast club £467.00
ECDL IT qualification £11,789.00
Trip support £5,570.00
Home education £10,328.00
Educational consultancy (Evlove) £2,848.00
Reading and literacy intervention £6,674.00
Exam resource support £1,457.00
Safeguarding/home relations £62,764.00
Small group teaching £35,978.00
Subject specific resources £11,542.00
Uniform support £1,986.00
Family IT support resource £245.00
This funding is crucial to the way in which we as an academy are able to support the progress of our disadvantaged cohort. Some of the areas list above represent the total spend for the academy in that area, while others represent the contribution made by the pupil premium fund as part payment for services and interventions taken up by PP and non-PP pupils.
This, along with information on our use of EEF research, previous spend summary downloads and current interventions can be found here for 2016/17: http://www.djanogly.notts.sch.uk/page.php?p=premium
The next full review Sept 2017
|Year 7 Literacy/Numeracy Catch Up Funding Allocation||Year 7 Catch-up Premium|
The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve expected standard in reading or mathematics at the end of key stage 2 (KS2).
In 2015/16 we as an academy were allocation: £22,500
Teaching and support staff work with pupils in our PIC and we allocate a proportion of funds to the teaching of small groups by other staff in our fresh start groups splitting our year 7 set 5 class. This includes students who arrive below a level 4c and need targeted support to ensure their integration into mainstream lessons.
Allocated for resources:
Maths and English
All students eligible for catch up premium are invited to reading booster sessions running in and out of curriculum time. After school homework club supports Maths and English each week.
All catch up students receive a dictionary at KS3 revision booklets produced in school to support them in preparations for academy trust examination and have received some support in providing equipment for school.
Fresh start, Lexia and Accelerated Reader
One lesson per week in year 7 is now devoted to library sessions where pupils engage with the relevant platforms. This tests students reading levels and suggests appropriate reading materials. Pupils are then tested at the next check point to analyse comprehension as well as fluency.
Students identified as achieving below a level 4 at KS2 Reading tests and who have low scores on the academy reading tests which are part of the focused literacy and reading groups also receive one to one and small group intervention from learning support staff within English. Students are retested termly and groups adapted accordingly.
In discussion with the curriculum leader, one lesson per week for our catchup pupils in year 7 is now devoted to numeracy. Schemes of work have been adapted and students focus on the key skills which underpins their mathematical understanding while developing techniques in preparation for assessment.
Plans are being developed to target catch up students who have not already been identified as part of the nurture or fresh start groups, take part in numeracy intervention sessions. These groups would be adapted following regular assessment and progress monitored using an Accelerated Mathematics programme.
The summary of our 2015/16 year 7 catch-up spend is below.
Area of Allocation Totals
External Teaching Costs £3150
Educational Consultancy £300
Student Transport £144.96
Curriculum Visits £300
Achievement rewards £171.04
IT platform resource support £2604
Literacy salary support £12,410
Please also see the full pupil premium and year 7 catch-up page on this site:
Special Education Needs (SEND) Report
|SEND report for the current academic year||Please use the related link to navigate to this website policy page where you can download the SEND policy and report and the SEND specific page using the related link or navigating to this using the "Study Support" - "Learning Support" link in the menu towards the top of this page.|
Accessibility Plan for Disabled Pupils
|Accessibility Plan for Disabled Pupils||Please follow the related link to our policies page and navigate to the Accessibility plan download under the sub-heading of safeguarding pupils|
|Equality Objectives||The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics. For our academy, this means that it is unlawful to discriminate against students or treat them less favourably because of their gender; race; disability; religion or belief; gender reassignment; sexual orientation; pregnancy or maternity.|
Under the Act, the academy is expected to comply with the Public Sector Equality Duty. This requires us to:
* Eliminate unlawful discrimination, harassment and victimisation
* Advance equality of opportunity between different groups
* Foster good relations between different groups
As a public organisation, we are required to:
* Publish information to show compliance with the Equality Duty. This is done via our Equalities Policy at the related link.
* Publish Equality Objectives which are specific and measurable
Our Equalities Policy is in line with national guidance and contains information about how the academy complies with the Public Sector Equality Duty. We also give guidance to staff and outside visitors on our approach to promoting equality.
Our Equality Objectives reflect our priorities as an academy and these are:
* To use performance data to monitor student achievement and respond to variations between groups of learners, subjects, courses and key stages, trends over time and comparisons with others
* To raise the awareness and skills of staff to promote fairness, equality and good relations in the context of their role
* To provide an environment that welcomes, protects and respects diverse people
* To ensure that all students are given the opportunity to make a positive contribution to the life of the academy.
|Annual accounts||Please see the related link to the Djanogly Learning trust page where a copy of the annual accounts and the trust annual report can be downloaded.|
|Business and pecuniary interests||Please see link to the DLT page where this information can be downloaded.|
|Governance arrangements||Please see link to the DLT page where this information can be downloaded.|
|Memorandum and Articles of Association||Please find a downloadable PDF|
|Funding Agreement||Please find a PDF of the master funding agreement with DLT as a downloadable document here.|
School Governor Information
|Names of Governors of the Local Governing Body||• Ken Maxwell (Chair)|
• Adrian Stephenson (Vice Chair)
• Phil Gould
• Stephanie Mallory
• Hannah Rees
• Karl Edwards
|Financial Interests||Please see link to the Djanogly Learning trust page where this information can be downloaded.|
|Governance roles in other schools||Please follow the related web link|
|Structure and responsibilities||The local governing body at Djanogly City Academy is a committee of the Board of Directors of the Djanogly Learning Trust. The committee has responsibilities delegated to them by the Trust Board of Directors. Please go to the link for details of the Trust’s Scheme of Delegation.|
The DCA local governing body has a Progress & Attainment Committee which reports to the governing body on student progress and attainment across the Academy.
Ken Maxwell is the Chair of governors with responsibility for safeguarding.
Adrian Stephenson is Vice Chair of governors with responsibility for special educational needs.
Members of the Progress & Attainment Committee are:
Adrian Stephenson (Chair)
Trust Governor Information
|Names of Trustees/Directors||Please follow the related website link to our trust site|
|Names of Members of the Academy Trust||Please follow the related website link to our trust site|
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|Trading disclosures||Registered name - Djanogly Learning Trust |
Limited Company Reg. No. - 04544722
Place of registration – England
Registered Office - Sherwood Rise, Nottingham, NG7 7AR
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Introduction to Python (Whole School - 27/06/2017)
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Silver Medalists (Physical Education - 15/06/2017)
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Cricket Success (Physical Education - 15/06/2017)
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Win in the first round (Physical Education - 08/06/2017)