Statutory Information

This page provides information and/or links to information which we are required to publish by law.​ If you require a paper version of any of this any other information on this website please do not hesitate to contact us. This service is provided free of charge.

School NameDjanogly City Academy
Postal addressGregory Boulevard, Nottingham NG7 6ND
Telephone No.0115 942 1300
Enquiries contact nameGregory Boulevard Campus Reception Team
Name of Head of School / PrincipalMr Damian Belshaw
Name of Executive HeadteacherMr David Hooker
Name of the Chair of the Local Governing BodyMr K Maxwell (Chair)
Name of SENDCoMrs 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 arrangementsEffective 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

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.
Most recent OFSTED reportOur most recent OFSTED inspection was conducted 24th-25th April 2018. Please follow the related link to the OFSTED website or download the inspection report

KS4 results

Progress 8 scoreProgress 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 2017 results our academy score is 0.61 which puts us top in Nottingham and in the top 3% nationally. For a fuller set of data please download the link document here and visit the compare school performance DfE link.
Attainment 8 scoreSchools 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 2017 results our academy score in 43.23 and is up from 40.3 in 2016.
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 was 42% and has now risen to 51% for 2017.
EBACCThe 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/equivalent score 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 and in 2017 those achieving a strong pass in the English Baccalaureate has risen to 11%.
Student DestinationsThis 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 2017 is for pupils who finished year 11 in 2015, which is the most recent data currently available. 86% of our pupils are listed as having met this measure compared to 80% the previous year.

DfE Performance tables

DfE Performance TablesPlease 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 contentIn 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 approachOur school day starts at 08.30 hrs, and finishes at 16.30hrs Monday to Thursday and 9am-12 noon on a Friday for students. Pupils have a 30 minute lunch break. In Years 7 to 11, pupils are taught 5 hour lessons, a 30 minute vocabulary session and a 1 hour 30 minute cultural sessions Monday to Thursday and three 1 hour sessions on a Friday. In addition to this students also recieve a forum and values session for the first 30 minutes of the day Monday to Thursday. A shape of the day can be downlaoded as a linked pdf to this section.
Name of Curriculum LeadWe operate graduate and achievement teams in year 7 and 8. Each team is made up of a senior leader, Achievement leader (Head of year) and is supported by our team of Deans and teaching teams. Please visit our year 7 and year 8 pages to see the teams listed.


GCSE QualificationsAt 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 LeadWe operate graduate and achievement teams in year 9, 10 and 11. Each team includes a senior leader, achievement leader (head of year) and is supported by our team of Deans and teaching teams. Please visit our year team pages to see the teams listed.

Values and Ethos

Values and EthosEthos
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 PolicyEffective 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 protectionThis 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 policyThe following link refers to the DfE policy for Anti-Bullying. DCA policy is currently being reviewed and will be published shortly.
Health and Safety policyThis 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 PolicyAs 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 policyGoverning 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 receivedPlease refer to the complaints policy
SEND PolicyDefinitions 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 SchemePlease find as downloads the trust annual accounts and articles of association along with trust governance, register of interests and attendance register.
Charging and Remissions PolicyDjanogly 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
We promise:
 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 AllocationFor full details and information about pupil premium funding for schools please visit –

What is ‘Pupil Premium Funding’?
Pupil Premium funding was introduced in April 2011 by the coalition government. The additional funding given to publicly funded schools in England aims to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

In 2013/14 schools were allocated £1.85 billion 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 saw a slight fall for 2015/16 and 16/17 (£2.4 billion). This funding is given to schools and academies at £935 per pupil at secondary and we track how this funding is spent and what impact this has on the performance of our students.
For the academic year 2017/18 we have 148 currently eligible for free school meals (FSM) and a further 184 qualifying for the pupils premium funding based upon the Ever-6 criteria; that is they have received FSM in the last 6 years. As a result, our funding for 2017/18 will be £310,420 and is a slight increase on the 2016/17 fund of £309,252.

Funding at Djanogly City Academy 2016/17
Approximately 45% of our pupil body were eligible for pupil premium funding.
Since our external pupil premium review took place by academy appointment in July 2015 to support the newly appointed senior leader, we have continued to develop the framework that supports early identification and provides targeted support. We monitor progress through the whole school tracking system, class tests and discussions with individual pupils and staff.

Working with departments across the academy our senior leaders have used the pupil premium fund to bring about positive impact across the year groups and some of these interventions are summarised below.

* Further qualification opportunities to support pupils in achieving 5 or more good grades/scores at GCSE
* Small group and 1-2-1 tuition in both core and foundation subjects
* Saturday and holiday schools to support keep-up and catch-up sessions after absence or support progress
* Enhanced the learning environments to support 1-2-1 interventions, tutoring and raise aspirations
*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.

A summary of the 2016/17 spend is below.

2016/17 Pupil Premium Fund Allocation
External tutoring and mentoring £16,380.00
Online 1-2-1 tutoring contribution £28,987.00
Alternative provision/curriculum contribution £25,538.59
Attendance, behaviour and academic mentoring support £92,974.00
Breakfast club £385.00
Additional educational courses, course related excursions/Student Transport £12,263.00
Support platform licencing contribution (Reading/Literacy & Welfare) £3,882.00
Curriculum Support Hardware (IT 1-2-1 facility development and raising aspirations across the school) £8,238.20
Revision guides and past exam paper support £7,816.65
Safeguarding/home relations £33,049.15
Small group teaching (class withdrawal intervention for specific boosters) £53,041.70
Teaching OT/Holiday Boosters £18,886.82
Subject specific resources £4,897.89
Uniform support £2,786.00
Family IT support resource £126.00
Total Spend £309,252.00

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 as all our intervention platforms are open to use by any pupil in need of that support.

This, along with information on our use of EEF research, previous spend summary downloads can be found here

Review Sept 18
Year 7 Literacy/Numeracy Catch Up Funding AllocationYear 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 2016/17 we as an academy were allocation: £23,084

Staffing contributions:

Teaching and support staff work with pupils in nurture and support group sessions that operate in addition to our main curriculum as this allows us the staffing levels needed to run this additional platform. An example of this was the fresh start groups operated and the groups splitting our year 7 set 5 class to allow for more intense and closely differentiated small group teaching.

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 supported Maths and English each week and ran through the support department.

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 was devoted to library sessions where pupils engage with the relevant platforms. This tests students reading levels and suggests appropriate reading materials overseen by library support staff. Pupils are then tested at the next check point to analyse comprehension as well as fluency and targets adjusted and developed as they progress.

Reading intervention

Students identified as achieving below a level 4 at KS2 Reading tests and who achieved low scores on the academy reading tests which were part of the focused literacy and reading groups also received one to one and small group intervention from learning support staff within English. Students were retested termly and groups adapted accordingly.


In discussion with the curriculum leader, one lesson per week for our catch-up pupils in year 7 focused upon numeracy. Schemes of work were adapted and students focus on the key skills which underpin their mathematical understanding while developing techniques in preparation for assessment.

Numeracy intervention

Plans continue to develop in this subject and catch up students who have not already been identified as part of the nurture or fresh start groups also took part in numeracy intervention sessions. These groups were adapted following regular assessment and progress monitored using an Accelerated Mathematics programme.

The summary of our 2016/17 year 7 catch-up spend is below.

Area of Allocation Totals
Teaching costs – Nurture groups £16,353
Software licencing contributions £3,968
Literacy & Numeracy Specific Resources £2,319
Non-Core subject catch-up intervention £371
Student Transport £39
Additional Resource printing £34
Total £23,084

Special Education Needs (SEND) Report

SEND report for the current academic yearPlease 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 PupilsPlease follow the related link to our policies page and navigate to the Accessibility plan download under the sub-heading of safeguarding pupils

Equality Objectives

Equality ObjectivesThe 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.
Privacy Notice for Pupil DataPrivacy Notice
Annual accountsPlease 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 interestsPlease see link to the DLT page where this information can be downloaded.
Governance arrangementsPlease see link to the DLT page where this information can be downloaded.
Memorandum and Articles of AssociationPlease find a downloadable PDF
Funding AgreementPlease 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 (Current Academic Year)Please see link to the Djanogly Learning trust page where this information can be downloaded.
Governance roles in other schools (Current Academic Year)Please follow the related web link
Structure and responsibilitiesThe 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)
Phil Gould
Stephanie Mallory
Hannah Rees

Trust Governor Information

Names of Trustees/DirectorsPlease follow the related website link to our trust site
Names of Members of the Academy TrustPlease follow the related website link to our trust site
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Trading disclosuresRegistered name - Djanogly Learning Trust
Limited Company Reg. No. - 04544722
Place of registration – England
Registered Office - Sherwood Rise, Nottingham, NG7 7AR

November 2018


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