The Good Schools Guide: Nottingham High School

HEADMASTER Since 2007, Kevin Fear BA PGCE, educated at Douai and Southampton University.

Head of history at King’s Chester before joining Nottingham High in 2000 as senior teacher and then deputy head with academic and marketing responsibilities.

In appearance reassuring and kindly, Kevin is fast talking and driven, an example of how staying in one school for some time can result in racing car pace, constantly pushing forward from a position of secure inside knowledge. He wants the High School to be unquestionably the top school in the region. His development plans include growing the school from the bottom up once the fabulous-looking new junior school is completed later this year, then it’s on to classrooms and a new refurbishment of the science block as the larger numbers move through the school.

W H AT T H E G O O D S C H O O L S G U I D E S AY S The Good Schools Guide provides parents with independent, unbiased and entertaining reviews of over 1,000 of the country’s best schools. Writers, many of whom are parents themselves, visit each school, talk to pupils, staff and parents, and paint a portrait of every aspect of school life. Schools cannot pay to be in the Guide, which has been described as the ‘educational equivalent to Michelin’.

Kevin, like an increasing number of top heads, has had an external business coach for years, and he is determined that neither for himself nor for anyone else in school community should there be a culture of unreasonably long hours. He supports Arsenal and has coached his son’s football team in the past. His son is now in the sixth form at the High School and his daughter, who joined in the sixth form, is at Exeter reading English. Parents love his blogs and Twitter feeds. Pupils find him approachable and tell us that he attends ‘everything’. His headmaster’s lunches held weekly are seen as a practical manifestation of his desire to get to know each pupil and understand their concerns.

Head of infants and juniors since 2013, Clare Bruce MA PGCE. Educated at Hutchesons’ Grammar School, Glasgow, read English at St Andrews. Spent two years in business. Head of Derby Grammar Junior School before moving to Nottingham High.

Clare combines a professionalism with a warmth that endears her to both parents and children. Her comments on everyone’s end of term reports are much valued by the children, as are her quotes of the week. A year 5 pupil reeled off the quote for the week we visited with considerable aplomb: ‘ If the world gives you a rainy day, jump in the puddles’. We liked it!

Clare has a daughter who went through the sixth form at the High School, now reading psychology at Queen’s Belfast, and a son still at the school.

A C A D E M I C M AT T E R S First and foremost, parents choose the school for its academic reputation. Exam results were especially strong in 2017, lifting it into the top 40 schools in the country. All subjects are achieving highly but the sciences, economics and maths stand out in terms of numbers doing very well and the pupils undoubtedly see these as a real strength, attracting girls particularly in the sixth form. In 2017, 50 per cent of grades at GCSE were at A*/8-9, which is showing an increase year on year, with 74 per cent A*-A/9-7.

At A level, too, results are increasingly strong. Nearly 66 per cent were at A*/A grades in 2017 with the percentage at B and above being consistently around 85. There is a good subject range, much as you would expect in an academically selective school. Facilities for academic teaching are good with some new, such as the food and nutrition room, and much modernisation and upgrading evident.

The school is using the longer run up to A levels to good effect – for example in the vibrant art department, the first term in the sixth form is spent exploring round the subject, not grinding through exam specifications. Three A levels is now the norm, and EPQ is big, with everyone doing the skills part of this to support future independent study, which in fact starts as early as KS2, where an hour a week is devoted to it.

In the infant and junior school, the selective nature of the intake means that the school doesn’t have to focus exclusively on numeracy and literacy but can work on core skills in a wide range of other subjects, giving time to these areas that is hard to find within the state system. There are topic weeks. When we visited it was Explore week and the children were having great fun going out exploring Nottingham.

Class sizes in year 7 are around 20 to 24, getting smaller higher up the school. The reception class has a maximum of 16 pupils, with a good mix of boys and girls. Much attention is being given to the transition phases, ensuring the moves through the entire school are as positive as possible. There is a culture of professional development for staff that means all staff are on a learning journey themselves, building the sense of the school as a complete learning community.

There is general agreement that IT could be further enhanced as is common in most schools – it all moves on so quickly; but the school is keeping going on developments. Parents like the app that enables them to see their child’s homework.

Pupils responded positively to the staff’s high expectations.

‘Teachers really push you, even if you are never going to get an A*,’ we were told. The high performers are given regular extension tasks all through the school, often encouraging them to look at the bigger picture.

Two staff are dedicated to supporting a variety of learning needs. Pupils are screened on entry to the senior school and encouraged to disclose any learning difficulties before they take the admissions exam so accommodation, where possible, can be made. Support may be in small group tuition or one-to-one. There is no extra charge for this. Pupils and staff say there is no stigma attached to needing support. There are lunch time drop in groups for most subjects, where a member of staff and a sixth former can help with any particular queries. In the infant and junior school, parents are kept closely informed of any concerns and there is careful tracking of academic progress. If the school thinks a child would not be happy in the senior school, discussions with parents will start around year 4. Lots of support is put in place by the school and the aim is that everyone will be able to move into the senior school. There is a teaching assistant who can give help in every class up to age 7, after that the learning support department might take over.

GAMES, OPTIONS, THE ARTS Sport is strong but ‘we don’t live or die by it,’ says the head. The introduction of girls has widened the offer and as there are so few girls, lots get to play in teams that might not have done in an all girls’ school. Many sixth form girls have returned to playing team games upon joining the school. The juniors were delighted that they could choose which sport they wanted, so younger girls are doing rugby and boys high fives. Boys’ and girls’ hockey are both building up. Some parents suggest there is still a bit too much emphasis on rugby for the boys at the senior school, and safety issues around rugby are clearly much more of an issue nationally than used to be the case, but the school places a great deal of emphasis on the safety of this sport. Some boys wish there were more sports options in games lessons lower down the senior school.

From year 9, pupils can choose between CCF, Scouts, involvement in the production team and a community action programme. We visited on a Monday, when those volunteering for the CCF wore their uniform all day. This, combined with the huge war memorial that dominates the magnificent frontage of the school, sends out a particular message which will appeal to some families. D of E is popular. There is much involvement right through the school in the very strong music department, with a lot of boys and girls alike wanting to sing in choirs. Students in years 10-13 can take part in the thriving Arts Society, which provides cut price tickets to local professional music and theatre productions. Plays and musicals in school are much appreciated by both those involved and audiences.

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There is a poetry reciting competition – something that has been going on long before the arrival of girls, lots of keenly anticipated house music events and various sporting competitions.

The co-curricular opportunities are wide. There is a thoroughly enjoyed Model United Nations and a degree of political awareness that makes the mock elections dynamic occasions. Perhaps this is the influence of alumni Ken Clarke and Ed Balls. Senior pupils are urging the school to become more eco-friendly and looking at plans for more recycling and sustainability generally. In the infant and junior school, the advent of girls has encouraged the staff to look afresh at what is on offer, and they are delighted to see lots of the boys joining the knitting club and pom-pom group as well as dance. Because the choice is so wide, a few senior school parents do worry about their children becoming overloaded and see them being pulled in too many directions. However, parents also liked the way that pupils could be involved in lots of areas and didn’t have to commit to just sport or just music.

There are masses of trips, including some adventurous ones overseas that often combine some form of community work.

The pupil voice includes a suggestion box in the juniors and school council throughout. The school is keen to offer leadership opportunities wherever possible.

B A C K G R O U N D A N D AT M O S P H E R E Founded 1513 by Dame Agnes Mellers in memory of her husband. Originally situated in the Lace Market, moving to present site in 1868. It is very pleasing architecturally. The frontage is impressive and there have been some delightful modern extensions, including the sixth form centre and dining room, that are airy infills. The original Player school hall is oak ceilinged and can seat the whole school. A more modern hall allows for tiered seating and modern lighting equipment for the frequent drama productions. The pupils can soak in the Victorian gothic studious atmosphere of the libraries.

The infants are currently in a Victorian villa across the road from the main school, which is something of a rabbit warren, though a homely, comfortable one. A spanking new junior school, which will open in 2018, will give the juniors and more of their own facilities while the infants will stay in their original building with its delightful outdoor continuous space areas.

The school is not in the most affluent area of Nottingham, but public transport links are excellent with a tram stop very close and school buses from far and wide.

The school started taking girls in 2014 and has admitted them throughout the school from 2016. There are currently 176 girls in the school as a whole. Nottingham High prepared very carefully for going co-education and has put considerable thought into the changes that might be necessary. What these changes have been are not that easy to pin down – though food and nutrition has been introduced (school assures us this is not just due to the advent of girls) and there are more dressing up activities and role play in the infant school.

There have been more quiet spaces created, enjoyed by both girls and boys. The pupils say nothing much is different and certainly the boys and girls sound very comfortable with it all.

Does it still feel like a boys’ school? After all, there is only about two girls to every 10 boys at the moment. Well no, it doesn’t feel like a traditional boys’ school.

The head says the reason it has been such a smooth transition is twofold – firstly it is a school that has had at its core a focus on the individual and now it carries on focusing on individual boys and girls. This is certainly a message that goes down well with parents and is reiterated by staff. The second reason is that Nottingham High has always been a superb school and not specifically a superb boys’ school. Sixth formers said it works because everyone has a common vision of success, which we would confirm.

PA S T O R A L C A R E , WELL-BEING AND DISCIPLINE Current well-being and mental health issues are well bedded in. Pupils tell us that everyone is relaxed about sexual orientation, though there doesn’t seem to be any gender transitioning at the moment. ‘No problem if there were’, the senior pupils say. ‘When boys have come out, we treat them as they want to be treated, not how we think they should be treated’ – a throw-away comment that was a great endorsement of the liberal ethos of the school.

The vertical tutor group system is seen as the highly successful foundation of pastoral as well as academic care. The aim is that pupils stay in the same group right through the school with the same tutor. Tutors keep in as close touch with families as necessary and are renowned for speedy phone calls and emails.

If any unkindness is going on between pupils, tutors, who know their group so well over time, pick up on it quickly. The older ones in the tutor group are also ready listeners over pastoral concerns. There is a school counsellor as well as an outside counsellor. The PSHE programme is extensive and covers the usual areas, with a proactive approach that includes parental education on internet safety.

The school prides itself on being very tolerant and open to diversity, which includes embracing the quirkiness of the pupil who doesn’t conform to the usual stereotypes. There was a kindness and concern expressed by pupils and staff towards each other. The emphasis is on praise to reinforce good behaviours. Behaviour expectations are high and largely met.

In terms of discipline measures, there is the usual tiered approach if work is not being done and a very occasional expulsion, but this does not loom large in any sense.

PUPILS A N D PA R E N T S Communications with parents are a strength and an aspect the school is passionate about, constantly searching for ways to improve. The head makes effective use of social media.

We found his tweets added a human dimension to the school.

There are a lot of parents from the Nottingham hospitals and universities and the school probably reflects the aspirations of that group. The current 15 means-tested bursaries a year means there is a range of parental income and there are plenty of families who are pulling out all the financial stops to keep children here.

You wouldn’t mistake these pupils for those in the big London day schools. They are not particularly polished or alpha confident but nor are they arrogant or awkward. One young mother told us that when she went to university, she was struck by a group of students from Nottingham High – super bright but very down to earth and comfortable in their own skins. She married one of them. There was an ease about the pupils we met and they are clearly proud of their school without taking anything for granted. The school is keen on outreach in the deprived areas of Nottingham, bringing in children for special days, working with teachers and giving the high school pupils the opportunity to understand more about the social needs of others.

ENTRANCE

M O N E Y M AT T E R S

The school is selective all the way through. The bursaries are highly competitive and the whole school is selective, but the feepaying places slightly less so. The entry process is about spotting potential at all levels, we were told, and it is not only the super bright who can get a place. For year 7, exams in English, maths and reasoning plus interview for all non junior school candidates.

In the infant and junior school, admission is mainly at 4 but there may be spaces higher up. Children spend a few hours at the school and are given a series of activities which will reveal their potential to learn.

There is a very determined attempt to keep fees reasonable.

The necessary ‘extras’ such as uniform are deliberately kept simple. You can buy an ASDA blazer and stick on a Nottingham High badge. The school is working hard on building its development fund to provide more bursaries and keep fees down.

EXIT A few leave at the end of year 11, mainly to study vocational courses. Virtually everyone goes to strong universities, with sciences and engineering being consistently popular; 12 to Oxbridge in 2017 and 15 medics, dentists and vets. Sixth formers told us they were very well prepared not only to get through the UCAS process but also for navigating life once they are at university.

We were pleased to learn that there is practical discussion about money and what might be feasible to earn while studying.

OUR VIEW The school is growing. The infant school started 10 years ago with one reception class and has now grown to three reception classes with a total of 47 pupils. There are families who are heaving a sigh of relief that male and female siblings can be offered a shared school experience in the Nottingham area.

Though it is too early to comment of the full impact of co-education, early signs are hopeful.

Achievements are celebrated both formally in assemblies, on notice boards etc and in smaller ways – the heads are very good at sending the appropriate and much valued thank you note. It is a school that fosters positive competition and is not afraid to draw attention to success, but also emphasises effort and the importance of striving for your best as an individual. There is a culture of hard work and achievement valued by everyone in the community.

This is a school that is not standing still, where the staff are encouraged to keep looking at the experience of pupils and parents to make it the very best it can be.

Nottingham High School, Waverley Mount, Nottingham, NG7 4ED Telephone: 0115 978 6056 Email: info@nottinghamhigh.co.uk

www.nottinghamhigh.co.uk