Recruitment at NUAST

Hands Off Our Schools has just issued this Press Release:

Press Release 9 January 2016 IMMEDIATE

A campaign group is claiming that recruitment to Nottingham University Academy of Science and Technology (NUAST) is “chaotic”, with low and fluctuating recruitment and a significant drop-out rate, that are putting the school at “serious risk of failure”. Secretary of Nottingham-based ‘Hands Off Our Schools’, Colin Tucker, has obtained details of the numbers of students recruited and retained, via ‘Freedom of Information’ requests.

“These show that the school only managed to recruit 67 students into its Year 10 in September 2014, of whom 14 left during the year; others apparently joined and by the beginning of this academic year (November 2015) there were 61 in that cohort. Recruitment into a school whose buildings weren’t even open might be expected to be poor – but it was even poorer during 2015 and the number in the NEW Year 10 (November 2015) is only 48!” explained Mr Tucker.

He went on, “The drop-out rate in Year 12 – first year Sixth Form – was very high. They started with 35 in September 2014 but by November of this year, that had dwindled to just 19! (in Year 13). All the more surprising, then, that numbers in the current Year 12 are high with 92 students. Recruitment is, frankly, all over the place – it’s chaotic. They clearly don’t know from one year to the next how many students they’re likely to have.” During the first academic year, according to NUAST 6 teaching staff also left. “I’m not clear if this figure includes the Principal, Mr Sohel, who suddenly disappeared in July, just before the end of term,” added Mr Tucker.

The ‘HOOS’ group supports schools that serve and connect to their local communities, and campaigns against forced academisation and so-called ‘free’ schools (NUAST is a hybrid of a new academy and a ‘free’ school). Mr Tucker says they have analysed the figures. “It always seemed likely to us that NUAST would struggle to persuade students to leave their current school at the end of Year 9 and that is borne out by the figures,” he said. “Whereas, students traditionally decide at the end of Year 11, after GCSEs, whether to stay in their current school’s Sixth Form or to go elsewhere, perhaps to a specialist Sixth Form College. On the basis of these figures, we can predict that NUAST – which we think is at serious risk of failure overall – may well end up trying to be a Sixth Form-only institution. In which case, it has failed to carry out its purpose. However, we know from staff and parents of established local Sixth Form colleges, such as Bilborough, that they are under capacity and struggling for funds. We can also see that, in three of its four year groups, NUAST is a long way from viable, and can only keep going with heavy subsidies from the tax-payer. ‘HOOS’ has consistently said that the money lavished on NUAST – the original building alone cost £10 million – could have been spent far more efficiently on enhancing facilities and teaching at existing schools.”



At the turn of the year…

It has to be said right from the start that 2015 has not been a good year for those of us who defend publicly-accountable education. Obviously the election was a big blow and, although a Labour victory would hardly have heralded the end of campaigning, the Conservatives in government on their own, spells real trouble. The recent election of Jeremy Corbyn as Labour leader has led to a change of heart in the Opposition who have finally come out unequivocally against ‘free’ schools and academies but that will be of little consequence if the Conservative ‘project’ is fully entrenched by 2020,  before any conceivable Labour-led administration can begin to undo the mess.

‘Mess’ is undoubtedly the right word. It has been obvious to many of us from the word go – back in 2010 – and should be crystal clear to everyone else by now, that the Conservatives are intent on changing a publicly-funded and publicly-accountable state education system into a fragmented and privatised (albeit ‘quasi’ privatised) one, but still supported entirely from the public purse. Gove and now Morgan have ignored and brushed aside any objection or evidence-based argument against their relentless drive. We have said many times before but it is worth stating again, in the most straightforward of language: there is no evidence that turning schools into academies makes them any better, or that ‘free’ schools perform better than their Local Authority equivalents. 

The Conservatives are running a two-track policy: on the one hand, teachers and other education professionals are attacked and undermined, not just for their opinions or attitudes but at the most basic level in terms of funding, salaries, pensions and so forth, leading  not only to public confusion and apathy but also to the diversion of union energy from the existential fight over the purpose of our education system. The Conservatives therefore present themselves and their policies as improving so-called under performing schools and teachers: a crusade against children having to languish in failing schools. Meanwhile, their policies stealthily remove schools from local and parental accountability and effect changes to the GCSE syllabuses, even the exam’s grading system (from A* to G to 1-9) and the abolition of the use of National Curriculum levels (chaos and confusion now reigns as no-one seems to know how to communicate attainment to parents or fellow professionals). As so often with any recent government, and certainly with one headed by Cameron, PR is high on the agenda. The most important consideration is, how can we make it appear to the general public? Hence, for example, Troops to Teachers, the approval of the Sevenoaks ‘grammar school’, The National Teacher Service.

Over at OFSTED, Wilshaw appears to plough an independent furrow and occasionally to contradict government policy. Yet his and his organisation’s malign influence is fundamentally assisting in the whole scheme. The changes in the criteria for inspecting schools and judging good from bad have led to caricatures, whereby schools everyone locally knows to be perfectly OK, are damned. Perhaps the cleverest, but most nefarious, move was for Wilshaw to start talking (in his annual report) of the numbers of students in schools that were ‘failing’. In a simple stroke, having reclassified ‘satisfactory’ as ‘requires improvement’. Wilshaw was able to give the impression that hundreds of thousands of children were being badly let down.

Locally, we have campaigned against two local academisations of primary schools (Beeston Fields and Edwalton) and, with the use of Freedom of Information, tried to expose their scandalously pitiful ‘consultation’. The fact that they can so easily get away with this means that, right though campaigners were to rail against Morgan’s removal of even this skimpy veil from the new measures to fast-track academisation, in reality, it makes little difference. We have got the evidence but no-one in the media seems interested – even our local paper didn’t pick it up. Even worse, when we thought we’d got a proper ‘scandal’ (the hasty departure of the Principal of the Nottingham University Academy of Science and Technology just before the end of the academic year), the local press – despite requesting and getting our FOI information – let them off the hook.

So, is it all doom and gloom? It does look that way – the only prospect we can see of anything changing soon,  is if the wheels start to come off the ‘Gove-Morgan Project’. There has been a steady stream recently of stories about teacher shortages from a number of sources that are hard to argue against, as these represent the real experiences of head teachers in real schools. The DfE response – that there are more teachers now than ever – seems pretty thin. How long before the shortage raises practical problems and impacts on real students and their parents? In addition, some time in the next two or three years, GCSE results will start to appear in large numbers from enforced academies and ‘free’ schools so that campaigners will be able to demonstrate trends – though these will be hotly contested and ‘spun’ by government apologists – to replace the anecdotes of poor practice we mainly have at the moment.

As 2015 ends, a story reaches us of a mother and son in the teaching profession. The mother loves it so much she was planning to keep going beyond what many would consider a sensible retirement age. That was until a new head arrived in September. Within weeks, all staff had been told they weren’t good enough (they were ‘Good’ at a recent inspection!) and everything is being changed (even an internal wall is being knocked down, courtesy of one of the Head’s builder mates). She apologies to friends that she had barely had time to write Christmas cards in the last few weeks, so busy had she been re-writing schemes, plans etc. Needless to say, she’s retiring at the next available opportunity! Meanwhile, her son, at the start of his career, and into his second year, simply handed in his notice and left at Christmas with nothing else to go to. He cited the mountain of paperwork and a culture of bullying in his highly successful academy as being to blame. There it is, in microcosm: good people being chased away or burned out for the sake of ideological dogma.

Sixth Form Colleges

It’s barely a week since the ‘spending review’ and already the discussion has moved on, overtaken by other momentous events. So, not unnaturally, some of the more obscure details – beyond ‘the cuts that didn’t happen’ – in Child Tax Credits and the police – never got a mention at the time and now probably will only surface on specialist blogs like this one.

For a number of years, there has been an anomaly in education funding, whereby schools were exempt from VAT, with the exception of Sixth Form Colleges. On the face of it, it would seem a simple ‘mistake’ for a chancellor to put right, but we have to understand that successive governments wanted to bolster school sixth forms, which have often been too small to be properly viable but nonetheless a badge of prestige for the school, especially in middle-class areas. Sixth Form students also attract a larger per capita funding.

Being part of an 11-18 school, continuing with teachers who already know you, being part of a smaller entity, has an appeal to some students; for others, a move to a bigger institution, akin almost to a small university, where the teachers only teach post-16 courses, is a more attractive option.

George Osborne could have responded easily to those who have been campaigning for the removal of the VAT anomaly from Sixth Form Colleges by, well, simply removing it. Instead, he has chosen a cynical course to push more institutions down the academisation route: Sixth Form Colleges are now permitted to become academies, and thus, save themselves paying VAT. Cash-strapped college principals will find themselves with little alternative.

We are bound to ask why, if, as this government frequently claims, academies are the best way forward for all, they have to practise this kind of financial arm-twisting to bring it about?



Annual Report 2015

Hands Off Our Schools

Annual Report 2015

We have continued to meet and discuss issues relating to local schools, especially academisations and ‘free’ schools. We have also conducted campaigns via direct action and through publicity.

  1. NUAST – We were very concerned at the stories we were hearing about NUAST, its numbers and its inner turmoil. We lobbied an open evening in February where we distributed leaflets, spoke to prospective parents and even to the Chair of Governors. Subsequent lobbies did not take place due to lack of numbers. Following a Freedom of Information tussle with NUAST, and some research, we were able to obtain and publish information that we believed to be highly damaging to NUAST; following an anonymous tip-off from a parent we were able to alert the local press to the sudden departure of the Principal; we fed information to the press but were unable to get them to publish the more damaging aspects of the information we received. A further FoI request is being sent to attempt to quantify current numbers at NUAST and examination outcomes. We plan to contact local schools potentially affected by NUAST recruitment and seek support in distributing literature.
  2. Beeston Fields Primary – We learnt part-way into the so-called consultation that academisaton was imminent. We wrote and used Freedom of Information to reveal the shoddy nature of the process which we then publicised. We tried to put pressure on the Governors and wrote to the Secretary of State – a contact which went unacknowledged. Once again, the press failed to pick up and publicise this story and we understand the school has become an academy under the ‘Flying High’ Trust.
  3. Edwalton Primary – Also to be academised with ‘Flying High’, this primary school appeared to be going through the same process as Beeston Fields. We once again wrote and put the case against and also supported a parent who became active but could not drum up enough support for a concerted opposition.
  4. We have kept track, as far as possible, with other plans and developments locally in the hope that, if necessary, we can react to potential academisations or new ‘free’ schools.
  5. The election saw a depressing result for HOOS as the Conservatives have vowed to accelerate the pace of academisations and increase the number of ‘free’ schools. The one ray of light was the change of heart of the Labour Party who now oppose ‘free’ schools and have talked about taking all schools back into democratic control. Groups like HOOS have kept the arguments for democratic control of state-funded schools alive and we must continue to do so.


UPDATE to ‘NUAST Factfile’

Checking the NUAST website, we note that their staffing DOES now list a teacher of History (the new Head of Post-16) and a teacher of Modern Foreign Languages (the latter being the existing Vice-Principal who previously had no subject specialism against her name).

We note also the Principal’s claim that NUAST has doubled in size this September, which sounds impressive but, since this is their second year and students are following two-year courses, it means they have only recruited the same numbers as last year. If, therefore, for example, about seventy joined Year 10 this year and the existing 70 (round figures) rolled through into Year 11, and, similarly in Year 12/13, the total number on roll would be around 190. Since the Year 11s and the Year 13s will be leaving at the end of this academic year (2015-16), this would suggest NUAST cannot expect to go much beyond around 200 unless they manage to vastly increase their recruitment next year. No doubt they will be leaning on Year 11s to progress into the Sixth Form. NOTE These figures are ’round’ and estimates,  based on known figures in 2014-15 and the Principal’s remark.

So, round figures, estimates, but,  if we’re in the right ‘ball park’,  NUAST is, surely, non-viable and currently a very inefficient user of public funds.

Incidentally, we looked in vain on the website for results of external examinations which will have been received over the Summer and which would have been the first evidence of the quality of teaching and learning at NUAST. They’re not there.

The NUAST Fact File

As a result of our Freedom of Information requests to the Nottingham University Academy of Science and Technology and our further research, we are able to publish the following ‘fact file’. Information given in this document is taken from the FoI responses and from our research into publicly-available documents and on-line sources. There is a degree of interpretation and comment as well but we think it is clear where we are stating ‘facts’ and where we are conjecturing or commenting. If anyone wishes to challenge anything included here they are welcome to comment via the ‘Contribute’ button on the home page of this website. We will publish unedited any such comment.

“The NUAST Fact File

The following is based on: responses to Freedom of Information requests and research using publicly-available on-line documents and websites.

Setting up NUAST

The Nottingham Academy of Science and Technology was set up during 2013 and 2014, and opened in borrowed premises in September 2015, moving into the brand new facilities in Dunkirk in December 2015. According to its own figures, the academy opened with barely 100 students (102 to be precise). During the setting up period, the original principal, Ailsa Gough ‘left’ to be replaced by Harikreet Sohel.


It is generally accepted that the new building cost around £10 million. It has cost a further, unknown, amount of money to equip the building. In addition, NUAST will have had to pay for teaching and non-teaching staff and the usual running costs of any significant building and institution. A further unknown but substantial amount has been spent on publicity which has included glossy leaflets delivered door-to-door in parts of the ‘catchment’ area, hoardings on buses in the area and, recently, at least one tram on the new Line 2 which passes close to the academy, painted in NUAST ‘livery’. As far as we are aware, all of these costs have been borne by the public purse. Obviously, with its ’Funding Agreement’ with the DfE, NUAST will have received more than the ‘per capita’ allowance a local community school would be granted. It can therefore be argued with certainty that NUAST is not currently ‘good value for money’ and it is unclear when in the future it could be considered so.

Student Numbers

According to NUAST’s responses to our FOI requests, the numbers on roll and who subsequently left are as follows (NB In response to our FoI requests two separate disclosures have been made and the numbers given do differ slightly.)

Year 10 – there were 67 students registered at the start of the year (41 male, 26 female) and 14 of those left during the year (9 male, 5 female)

According to NUAST 10 students overall (not broken down by Key Stage or gender) joined the academy during the year.

NUAST told us that the final number on roll in Year 10 was 65 (however, taking into account the two separate responses, we believe the number could not have been higher than 63).

Year 12 – there were 35 students registered at the start of the year (28 male, 7 female) and 10 left during the year (6 male, 4 female)

NUAST told us that the final number on roll in Year 12 was 23 (although, of course, this does not quite tally with what NUAST also told us in the ‘break down’ of student numbers, above).

We do not believe that NUAST has deliberately misled us over these numbers but there is a clear discrepancy. However, the following can be stated:

There was considerable flux during the year, with more than a fifth of the Year 10 student body leaving during the year and up to one third of the Sixth Form leaving. Whilst movement of students in and out is likely to occur in any school, these sorts of proportions are very high. The figures on student numbers, where the school started with 102 students in two year groups and ended with fewer than 90; linked with the flux in staff and the sudden disappearance of the principal two weeks before the end of the school year, paint a picture of a volatile learning environment which cannot be in the best interests of students.

It is also noted that, broadly speaking, males outnumbered females 2 : 1, with, it would appear, only three girls left in the Sixth Form by the end of the year!

The appointment of a number of new teachers for September, indicates what the Chair of the Board of Directors, calls a “sharp rise” in the number of students.


According to NUAST’s FOI response, it lost 6 staff during the year. We are not sure whether or not this includes the principal, Mr Sohel. Currently, 21 teaching staff are listed on the NUAST website but we believe approximately 12 or 13 were being shown on the website during the 2014-15 academic year. If that is correct, very nearly half the teaching staff will have left during the year. We assume the addition of 8 or so staff for the start of the new academic year anticipates a greater influx of students. We are concerned that six staff having been replaced during the year and an additional 8 or so having been added to start in September, indicates an instability in teaching staff which cannot be to the benefit of students.

There are currently no teachers of languages and no teachers of humanities subjects listed on the NUAST website. (Mr Sohel was the sole teacher of History and he appears not to have been replaced – what, therefore, of those students in Year 10 who started a GCSE History course last year, when they move into Year 11 this year?) This means that no NUAST students can achieve the government benchmark ‘EBacc’ qualification which requires, in addition to good passes in English, Maths and Science, good passes in a language and a humanities subject.


Despite its short life, NUAST is now on its third principal. The first principal, Ailsa Gough, left without explanation, in May/June 2014 to be replaced by Harikreet Sohel. This was around the time that the Torch Academy Gateway Trust was engaged to ‘provide’ the teaching. We can only conclude that those managing NUAST in its setting-up phase were worried about Mrs Gough’s lack of experience in mainstream secondary education.

Bizarre though it is for a principal of a new institution to leave even before it has opened, Mr Sohel’s departure was, if anything, even more so. The sequence of events was:

  • 10 July – in a regular letter to parents, signed by Mr Sohel, he ‘looked forward’ to seeing parents at the Parents Evening on 13 July;
  • 13 July – Mr Sohel did not appear at the Parents Evening;
  • 14 July – students were told that Mr Sohel had left (source: anonymous message to HOOS from a Year 10 parent);
  • 15 July – letter to parents announcing Mr Sohel’s departure and the appointment of a new principal – it gave a fairly lame explanation for Mr Sohel’s sudden departure and introduced the new principal, Robert White.

NUAST’s attempts to ‘explain’ the sudden departure of Mr Sohel do not adequately explain the sequence of events; on the appointment of Mr White, there are some further questions for governors to answer concerning the speed and thoroughness of the process.

If Mr Sohel’s departure had been planned, he would probably have had to give notice at the end of May. Adverts for the post would have been drawn up and placed and candidates given time to visit the school and then complete their applications. It is unlikely that interviews of candidates currently ‘in post’ could have taken place in sufficient time to allow them to give the required notice to their existing employer. Members of HOOS who have experience of this know that, in all probability, an interim principal would have had to be appointed – but maybe that’s what Mr White is. Research into his publicly-available professional profile indicates that he is well-qualified in the Product Design and Engineering field, as an examiner, writer of text books and study materials, and as a consultant particularly to University Technical Colleges. However, it appears Mr White has never worked at a high level within a school or college; nor does his on-line profile indicate that he has taught at secondary level or even that he is actually a qualified teacher. However, in a letter dated 23 July, on the NUAST website, the Chair of the Board of Directors, John Saunders, says Mr White has “taught engineering at three local schools”. We would be interested to know what his experience of teaching in a secondary school consists of.


NUAST is governed by a board of 12 directors; the response to our recent Freedom of Information request (June, 2015) reveals that there are no staff representatives on the board. Our research has revealed that the Board is made up largely of business representatives, the Chief Executive of Torch Academy Gateway Learning Trust, two members of the Nottingham University Council (including an academic, Professor Hall). Five members of the Board are closely associated with the Djanogly Learning Trust and there are two parents. (For a more detailed analysis of the members of the Board, visit the post at our website at

Five directors resigned between June 2014 and September 2014, including the Pro-Vice Chancellor of the University, Prof. O’Hara, another representative of the University, Dr. O’Neill, the former Principal, Mrs Gough, Mr Anderson, a former City Banker employed by RBS and Mr Butler Chief Executive of Djanogly Learning Trust.

We note that the Djanogly Learning Trust is currently barred ny the Deparment for Education from opening any further secondary academies following the poor OFSTED rating of the Djanogly Academy (a ‘rule’ that doesn’t appear to apply to NUAST!). One ‘director’ was a former employee of Toshiba. So, whilst the University and Djanogly Trust are well-represented as, to a certain extent, is local business, the broader business partnerships so trumpeted by NUAST are barely represented, it is unclear how the wider ‘community’ is represented and the staff, not at all. It is also unclear to what extent these directors are appointed to represent their institutions or ‘constituencies’ or are simply ‘volunteers’.


We understand that NUAST was set up to offer specialist courses but we are concerned that, if students wish to leave part-way through a two-year course, they will have difficulty finding another school or college offering the same course. Our other concern is that NUAST’s original ‘offer’ suggested that students would be able to take a language and a humanity in order to achieve the EBacc. Currently, there are no language or humanities teachers on the staff, so students will be unable to pursue this. We believe all students should, to 16, have a broad and balanced curriculum. Even more worrying is that during 2014-15, Year 10 students started a GCSE History course which, with the sudden departure of the only History teacher, Mr Sohel, it appears they will be unable to complete.

More generally, there must be a question about the quality of teaching and learning hanging over NUAST. We do not wish to disparage the qualifications or competence of anyone. After all, like prospective students and their parents, we have no way of judging this. The academy will have received its first set of results in recent weeks (AS and Cambridge Nationals) and when these are available on the website they will be the first indication of the academy’s standards. Other than that, NUAST intriguingly says on its website that “the educational provision will be delivered by the Torch Academy Gateway Trust”. We have to confess we don’t entirely understand what that means: does Torch write the curriculum, oversee appointments, provide the teachers, monitor the quality of the provision? Further, the website claims that “As education partners, the [Torch] Trust will deliver exceptional educational support…” Interesting word ‘exceptional’ and, we note, it’s ‘educational support’ that Torch provides. Overall, we think the wording is intended to imply that the education at NUAST is ‘excellent’ without actually saying so, since, clearly, that cannot be backed up by any evidence.


We have provided as much information as we can, with a certain degree of interpretation, and, to our minds, what emerges is a volatile teaching and learning environment in which students leave, staff leave, directors leave, principals leave and the directors try to paper over the cracks.

Large sums of money have been spent on this institution (including sums on advertising which would not have been available to local community schools) – public money which the public has no way of monitoring.

Neither does the public generally – nor the local community in particular – have any way of holding the principal and directors to account for the quality of provision.

Signs from the school indicate that, despite the apparent shortcomings, NUAST is set to increase its numbers in September. We confess ourselves to be baffled by this and will continue to campaign and spread information about NUAST as our modest attempt to hold its managers and governors to account.”

No evidence …

A few days after an article appeared in The Daily Telegraph, once more reiterating David Cameron’s commitment to academies, it’s a good time to remind everyone that there is no evidence of a magic ‘academy effect’. Anyone reading this blog is probably convinced of this but, as always, it’s good to see the arguments stated clearly so that we can, in turn, use them to influence those who are yet to be convinced or who are simply unaware.

Below is a link to an article written by Henry Stewart of Local Schools Network and published in the Guardian on 5 June.

In the Telegraph article, Cameron makes the usual unfounded assertions and peddles familiar untruths. He talks about giving schools the ‘opportunity’ to become academies when the recent Education and Adoption Bill is aimed at clearing away impediments to allowing the Secretary of State to MAKE schools become academies under a ‘chain’ chosen by her. Cameron repeats the nonsense of ‘local authority control’ when, of course, LAs haven’t had any ‘control’ since the eighties and, ironically, it’s the edubusiness ‘chains’ that are controlling without any democratic accountability.

In the Telegraph article


Cameron also talks about giving headteachers freedom to ‘set their own curriculum and pay their staff properly’ : yes, that one had us choking on our cornflakes,  too! It’s never been clear how a freedom to set one’s own curriculum would work or have any benefit. As for ‘paying staff properly’ after Osborne has restricted public service pay to 1%, the only way of adding to this would further erode the money available for educational and other resources in school,  since the Conservatives are only committed to a ‘cash’ flatlining in educational budgets. This means that the additional costs of the measly one per cent plus the extra National Insurance payments will eat into hard-pressed school budgets.

It is utter tosh, intended to make the Telegraph readers feel warm and content.

Press Release regarding NUAST

We published the following Press Release today, 3 August, at 4 pm:

‘Education campaigners are warning of “volatility” at the newly opened Nottingham University Academy of Science and Technology (NUAST) with up to a third of students in the Sixth Form having left during the year and staff “comings and goings” including the sudden disappearance of the principal two weeks before the end of term.

“We never thought NUAST was a viable or credible development,” said Secretary of the group ‘Hands Off Our Schools’, Colin Tucker. “We’ve been monitoring it carefully throughout the year. It seems that it has been beset with difficulties. It only recruited 106 students in its first year, in Year 10 and into the Sixth Form and, of course, those students couldn’t use the brand new building on the old Dunkirk fire station site until November. According to figures we have, 36 students began in the Sixth Form and NUAST admitted, in response to a Freedom of Information request from us, that it now has only 23. That means a third of them left during the year. Chair of HOOS, Kat Mycock, commented, “According to the figures NUAST gave us, there are almost double the number of boys attending the academy as girls, which further reinforces the dominance of men in Science, Technology, Engineering and Maths, something we thought the academy was actively working against.”

NUAST refused to tell HOOS how many staff have left during the year but according to a parent of a Year 10 boy who contacted the HOOS website, “staff turnover has been so high that he has had several different teachers for most of his subjects.”

Mr Tucker added, “There are no teachers of history or a modern foreign language listed on the NUAST website staff list, meaning students cannot qualify for the English Baccalaureate (EBacc), one of the government’s key performance indicators. The only history teacher was the principal, Mr Sohel, but, as reported in the Nottingham Post already, he disappeared about two weeks before the end of term. His replacement, Bob White, doesn’t seem to have had any experience of senior management at a school or college – in fact, it doesn’t appear, from his public profiles, that he has even had any experience of teaching.” NUAST’s first principal, Ailsa Gough, parted company with the academy during its ‘setting up’ year, several months before it opened and Mr Sohel was appointed.

‘Hands Off Our Schools’, which campaigns against enforced academisation and ‘free’ schools in the Nottingham area, says it has a number of other concerns about NUAST including the fact that nearly half of the Board of Directors are closely linked to the Djanogly Learning Trust, which runs the Djanogly City Academy, rated ‘inadequate’ by OFSTED. The Djanogly Learning Trust is currently barred from opening any more academies. There are also no staff representatives on the Board of Directors.

“We would advise any student thinking of joining NUAST in the autumn – and their parents – to think carefully about the upheavals that appear to have gone on there during its first year, and consider whether it really can deliver what they want,” concluded Mr Tucker.’

See recent posts on our website for the full story.