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School Contact Details
|School Name||Djanogly City Academy|
|Postal address||Gregory Boulevard, Nottingham NG7 6ND|
|Telephone No.||0115 942 1300|
|Enquiries contact name||Gregory Boulevard Campus Reception Team|
|Name of Head of School / Principal||Mr Andy Smith|
|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 and Exclusions
|Admissions arrangements / Policy (Current Academic Year)||The Djanogly City Academy Nottingham now operate our own admissions for 2018/19 and 2019/20. Please also see our admissions page under the information tab on the home page.|
|Admissions arrangements / Policy (Next Academic Year)||We are entering a period of consultation with effect from 3 December 2018 in respect of a proposed trust-wide Admissions Policy for 2020-21. Please see the consultation document here or, this and the proposed policy on our admissions page under the information tab.|
|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
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 report||Our most recent OFSTED inspection was conducted 24th-25th April 2018. Please follow the related link to the OFSTED website or download the inspection report|
Exams and Assessment
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 2018 results our academy score is 0.44 which puts us in the top 10% of schools and academies nationally. For a fuller set of data please download the link document here and visit the compare school performance DfE link.
|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 2018 results our academy score in 43.39 and is up from 40.3 in 2016 and 43.29 in 2017.|
|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 rose to 51% for 2017 on the new measure of a score 4+. This has risen to 57% for 2018.|
|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 score equivalent in the following subjects: English, maths, sciences, a language and either history or geography. In 2018 13% of our cohort achieved this measure and is up from 11% in 2017 and 5% the year before.|
|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 2018 is for pupils who finished year 11 in 2016, which is the most recent data currently available. 89% of our pupils are listed as having met this measure compared to 86% in 2015 and 80% the year before.|
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 16.30hrs Tuesday to Thursday and 08:30 am-12 noon on a Friday for students with a 09:00 am start on a Monday. Pupils have a 30-40 minute lunch break. In Years 7 to 11, pupils are taught 5-hour lessons, a 30-minute vocabulary session and a 1-hour 10-minute cultural sessions Monday to Thursday and three 1 hour sessions on a Friday. In addition to this students also receive a forum and values session for the first 30 minutes of the day Tuesday to Friday and a 1-hour folder and study support session on a Monday. A shape of the day can be downloaded as a linked pdf to this section.|
|Name of Curriculum Lead||We 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 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 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 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 extracurricular 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
To ensure that every student at Djanogly City Academy is working at the correct level we have developed a tiering system centred 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 directly 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.|
|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.
|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 view downloadable document for details on freedom of information scheme.|
|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 DfE.
For the most recent Pupil Premium and Year 7 Catch-up premium web report please follow the link on this page to the pupil premium page.
Year 7 Literacy and Numeracy Catch Up
For the most recent Pupil Premium and Year 7 Catch-up premium web report please follow the link on this page to the pupil premium page.
SEND, Accessibility and Equality
Special Education Needs (SEND) Report
|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||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.
Please see link to view downloadable
Trust Governance Documents
|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 supplemental funding agreement for Djanogly City Academy as a downloadable document here.|
School Governor Information
|Names of Governors of the Local Governing Body||
Ken Maxwell (Chair)
Cipriani Paschevici (Staff)
|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 weblink|
|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.
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:
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