Job Archives

Modern Foreign Languages

Girl and boy at computer

The Nobel Linguist…

Learns through interaction with others; Imagines, creates and plays with language; Never worries about mistakes; is confident and takes risks; Gets pleasure from using language; enthuses about it; Uses every opportunity to express new ideas; is Internationally aware and explores other cultures; Shows passion and curiosity for languages and is… Tenacious.

Course Aims

At Nobel, the study of modern foreign languages is based on a robust curriculum that leads to the effective development of the four skills (listening, reading, speaking & writing), holistic learning as well as intercultural awareness and communication. Students are provided with a range of opportunities to:
  • Develop their curiosity and understanding of the world.
  • Learn and progressively master the vocabulary and the grammar specified in their content of study.
  • Increasingly develop the ability to speak spontaneously, fluently and confidently in situations of real communication.
  • Develop the ability to write at varying lengths for different purposes, progressively improving the accuracy of their spelling and that of the grammatical structures they use.
  • Acquire translation skills needed for their exams and future jobs as well as a variety of other skills that will enable them to develop as linguists and become proficient users of the languages they study.
  • Foster their desire to read literary texts, listen or view authentic material in order to develop their linguistic repertoire and for their own enjoyment.

General Course Content

Year 7

Students start in Year 7 with one of French, German or Spanish. Half of the year group study one of these languages while the other half study another. If there is any reason a student should learn a specific language (e.g. family members who speak the language or live in a country where the language is spoken) then this should be communicated to the school before students start in Year 7. We will do our best to accommodate the request, if it is possible. Students are given appropriate transition provision at the beginning of Year 7 in order to aid their induction into secondary school. In Year 7 students start to study topic areas such as: Me, my family and friends, free time activities (cinema, music, sports), and food and drink. These modules will be revisited and extended in year 9.Alongside these modules, students in Year 7 are expected to expand their knowledge of language and culture by reading texts from the department’s library or online, listening to music or a podcast, watching a film or series, and completing supercurricular activities.

Year 8

All students will continue with the language they studied in Year 7 to build their knowledge and confidence of vocabulary and grammar. Most students are in mixed ability classes in Year 8, with the exception of a top set and nurture group for each language.In Year 8 students start to study topic areas such as: Home, town, neighbourhood and region, Travel and tourism, My studies and Life at school/college. These modules will be revisited and extended in year 10.Alongside these modules, students in Year 8 are expected to expand their knowledge of language and culture by reading texts from the department’s library or online, listening to music or a podcast, watching a film or series, and completing supercurricular activities.

Year 9

All students will continue with the language they studied in Year 8 to build their knowledge and confidence of vocabulary and grammar. Most students are in mixed ability classes in Year 9, with the exception of a top set and nurture group for each language.In Year 9 students revisit and extend topic areas such as: Me, my family and friends, free time activities (cinema, music, sports), and food and drink. They will also study the new topic of marriage.Alongside these modules, students in Year 9 are expected to expand their knowledge of language and culture by reading texts from the department’s library or online, listening to music or a podcast, watching a film or series, and completing supercurricular activities.

Curriculum Plans

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French

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German

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Spanish

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The Nobel Linguist… Learns through interaction with others; Imagines, creates and plays with language; Never worries about mistakes; is confident and takes risks; Gets pleasure from using language; ...

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Maths and IT

Boy holding geometric shapeMathematics is taught to all students up to GCSE level and then offered to the most able mathematicians for AS/A level. In addition the department offers Use of Mathematics at Key Stage 5 which is equivalent to an A-Level and can be studied by students who would like to extend their understanding in Mathematics beyond GCSE but are not quite up to the standard required for A-Level Mathematics and A-Level Further Mathematics. Students who choose to take Further Mathematics have to study A-Level Mathematics as well.The department is staffed well and the results gained are regularly some of the best in the school. Students enjoy lessons and are taught using a range of techniques including teacher lead activities, investigations, group work and enrichment tasks. Students are taught in broadly mixed ability groupings in years 7 to 9. These setting arrangements incorporate provision for our highest attaining students and those who need extra support. This programme allows movement to take place between the sets. The faculty also contributes to cross curricular lessons within the school.The teachers in mathematics regularly assess the students and track their progress against their targets giving thorough feedback through the marking of homework using the school policy of giving comments on 'What Went Well' (WWW) and 'Even Better If' (EBI). The students are also given a Learner Response (LR) for them to complete to show progress following on from the feedback. Topic tests are given throughout the year as well as being formally examined at the end of each year and all of these tests are analysed with the students at question level to highlight strengths and weaknesses 

Long Term Plans

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IT and Computer Science

The aim of the IT department is to introduce the students to the exciting world of IT. The technology world is ever changing and as a department we look to update our curriculum to match the needs of the students. The Key Stage 3 programme is designed to introduce the students to new topics, such as Programming, Animation, Networking, E-Safety and the use of industry standard software.The curriculum has been recently updated to incorporate the need to deliver Computer science; as a result the department are looking to create links with Primary Schools and Local Businesses to aid the transition from Primary School, through Secondary school and into work. They will learn vital skills to prepare them for the demands of the wider world and prepare them to continue with ICT at KS4, deciding on their own path through IT, whether it be through vocational subjects or GCSE Computer Science.IT at KS4 is an option subject for students and currently the students can study BTEC First in IT and Creative Technology. The students are taught over 3 lessons a fortnight. This course is based on 75% coursework and an exam worth 25% of the final grade. The aim of the course is to introduce the students to the most up to date technologies and get the students to use their creative sides to make Apps, Websites and Animation. There will be further development when the department introduce GSCE Computer Science in September 2014.At KS5, currently the department offer a BTEC National in IT. The students will complete six units of work over the two years. The units will develop the students understanding of how to use ICT in the Business world, with links being developed with local companies.

Long Term Plans

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Mathematics is taught to all students up to GCSE level and then offered to the most able mathematicians for AS/A level. In addition the department offers Use of Mathematics at Key Stage 5 which is equ...

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Geography

Happy nobeliansKey to our studies is the promotion of a concern for the environment and the way in which humans interact with it.We aim to reach an understanding of problems or at least an awareness of the social, economic and environmental issues. It is important for students to be equipped to make decisions for themselves and express viewpoints after weighing up all the available evidence.We teach by investigating a whole range of topics from small scale local issues through to subjects of international and worldwide concern. Examples are chosen to provide a balance between rich and poor countries.Students work in a variety of ways, individually and in small groups. Sometimes the teaching is class orientated while at others the work is individual and the students take responsibility for their own learning.We increasingly aim to encourage our students to think for themselves and to make independent choices when making proposals to improve a situation. [ut_clear] [ut_one_fourth]

Long Term Plans

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Key to our studies is the promotion of a concern for the environment and the way in which humans interact with it. We aim to reach an understanding of problems or at least an awareness of the social, ...

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ESS

Boys viewing computer Through studying Economics and Social Sciences (ESS) we endeavour to provide our students with a deep, critical understanding of society in which they live and take responsibility as active members of their community. They should be able to examine with own existence as social beings, who have been shaped by wider economic, social and psychological influences. We are proud to offer a range of courses at Key Stage 4 and Key Stage 5 to suit a broad range of abilities and interests. Through studying a subject within the faculty students develop skill including decision making, problem solving, the challenging of assumptions and applying numerical skills to differing contexts. GCSE and A-Level courses are formally assessed through external examinations only and BTEC and CTEC courses are assessed through a combination of external exams and coursework.[ut_clear]

Long Term Plans

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Business

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Health and Social Care

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Psychology

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Economics

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Child Development

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Sociology

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Through studying Economics and Social Sciences (ESS) we endeavour to provide our students with a deep, critical understanding of society in which they live and take responsibility as active members of...

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English

[ut_one_half]Welcome to the English Faculty at Nobel. We are a teaching team committed to fostering a love of reading, writing and discussion. Our schemes of work are designed to develop and stretch these skills and encourage serious thought about literature, the world around us and the lives we lead. Throughout KS3 (Years 7, 8 and 9) students are taught in mostly mixed ability classes and engage in a spiralling English curriculum that builds on the skills learnt at primary school and introduces those vital for GCSE success. Our KS3 schemes of work are varied and challenging; students experience a wide range of texts and media in their English lessons and are encouraged to respond both critically and creatively.In the final term of Year 9, students begin their two year AQA GCSE course leading to two English qualifications: English language and English literature. This is an exciting course that introduces the students to some brilliant writers and the contexts in which they were writing. In Years 10 and 11, now in sets, students continue with the course; students are taught valuable exam technique, how to read critically and write effectively for different purposes.We are very proud to offer four post-16 qualifications: A level English literature, A level English language and literature and Level 3 Cambridge Technical in digital media and A level film studies.Students in all key stages are offered a number of extra-curricular activities and learning opportunities outside the classroom to enrich their learning experience. These include creative writing club, competitive mock trials, book clubs, visiting poets and theatre trips.[/ut_one_half][ut_one_half_last] Boy with hand up [/ut_one_half_last]

Long Term Plans

Click the links below to view PDFs

English

Long Term Plans Click the links below to view PDFs English Year 7 – English Year 8 – English Year 9 – English Year 10 – English Year 11 – English Year 12 – English Literature Year 12 – E...

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Curriculum

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ADT

Art and Design

Self portrait classVisual communication is at the core of the Art curriculum, a transferable skill that enriches all our lives. The Art Department is committed in its pursuit of excellence in the field of art and design.At Nobel we provide a stimulating environment for a variety of exciting and creative experiences. Art is planned and delivered to support the development of this visual language and ensures continuity and progression throughout all stages of the curriculum.We aim to increase student confidence and give them a greater understanding of themselves. We recognise that each student is an individual and aim to nurture creativity in a fun and engaging way so that all our students can improve their skills and enjoy some measure of success in art and design.We embrace cultural diversity and our students are encouraged to consider the world around them and develop their work in an individual way based on their own experiences of it. We promote experimental attitudes and approaches through a wide range of practical skills.At Nobel we are fortunate to be able to offer our students three areas of specialism including general art and design, graphic communication and textiles, all up to A level. These are supported by facilities including three purpose built art rooms, a suit of Apple Mac computers and a specialist textile studio.Assessment of the work at all stages is based on the student’s creative journey. This journey is richly supported by extra-curricular activities including trips, visiting artists, competitions, community projects.Student achievement at GCSE and A Level is celebrated by the whole school community with a final exhibition which show cases their emerging talent.We are proud that our art students, on leaving, are in a strong position to pursue a career in the visual arts, many at prestigious art schools.

Long Term Plans

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Art and Design

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Art Graphics

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Art Textiles

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KS3 Training Group Success Criteria

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Design and Technology

Teacher and boyon drawing boardThe Design Technology curriculum is underpinned by some core processes: pupils learn to develop, plan and communicate ideas; to work with tools, equipment, materials, ingredients and components to produce quality products; and to evaluate processes and product outcomes. Alongside this creative work, pupils develop their knowledge and understanding of materials, components, systems and control and structures as well as understanding the importance of healthy eating and food science.Our aim is for students to learn problem solving skills through designing and making quality products, which are relevant to them. Students will use a wide range of modern materials, equipment and processes and show creativity and innovation in order to achieve their best. In KS3 all students are given the opportunity to work with a variety of materials. This is achieved by students following a modular carrousel course, with each of the different material areas taught by a specialist teacher. From Years 7-9 students will work in wood, metal, plastics, electronics, graphics, CAD CAM and food technology.At KS4 students can choose to study either GCSE Design and Technology or Food Preparation and Nutrition as one of their option choices. Some students choose to use two options and study both subjects.Design and Technology students identify and solve problems using woods, plastics, metals and smart materials. Students look for needs and opportunities, and respond to them by developing a range of ideas, then demonstrate these by making quality products. Students learn how to plan and manage project work ensuring that tasks are completed to a high standard and all design thinking is communicated clearly through a range of media.[ut_one_half]As well as working in the areas indicated, students are also encouraged to use ICT to assist them in their project work. Students follow the Design Process which involves them identifying problems, generating ideas, planning, making and evaluating. They use this problem solving approach through the course, working both independently and cooperatively within groups. Through each D&T module, students are assessed in line with the National Curriculum Standards using the Nobel’s Learning Without Limits attainment target for Design and Technology.In sixth form, Product Design students are given the opportunity to develop their creative, technical and practical skills through a series of product investigation experiments and design and manufacturing activities, culminating in a high quality practical product that they design and make.Food Technology at KS3 is the foundation to GCSE. Students are taught nutrition, food science and essential practical skills which they then continue to develop and extend at KS4. Food Preparation and Nutrition GCSE provides students with an exciting and challenging opportunity to understand the important part food plays in everyday life. The specification focuses on practical cooking skills and the thorough understanding of nutrition, food provenance and food science.[/ut_one_half][ut_one_half_last][ut_parallax_quote cite="James Dyson"] Design and Technology is about making things that people want and that work well. Creating these things is, hugely exciting: it is an inventive, fun activity [/ut_parallax_quote][/ut_one_half_last]

Long Term Plans

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KS3 Design and Technology

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Design and Technology

Product Design

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Food Preparation and Nutrition

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KS3 Training Group Success Criteria

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Art and Design Visual communication is at the core of the Art curriculum, a transferable skill that enriches all our lives. The Art Department is committed in its pursuit of excellence in the field of...

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Governors

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The Governing Body

Chair of Governors

Mr M Reah

Headteacher

Miss R Phagura

Elected Parent Governors

Mr S Dwamena Miss H Sparks

Elected Staff Governor

Ms J Mordaunt

Partnership Governors

Mr M Reah Mr J Kellett[/ut_one_third][ut_two_thirds_last]Nobel view from outside [/ut_two_thirds_last][ut_one_third]

Co-opted:

Mr M Laws Ms R Odudu Mrs C Sutton Miss S Parr Reverend K Wood Mrs S Cowan Dr S Appiah Mrs R Nair Mr C Green

Local Authority Governor

Mrs C Crawley

Associate Governors

Vacancies

Clerk to the Governors

Ms J Watts[ut_service_icon_box color="#fbba00" hovercolor="#002664"  icon="fa-file-pdf-o" headline="2024-25 Governor profiles" last="false" target="_blank" url="https://thenobelschool.org/wp-content/uploads/2024/12/Profiles-Nobel-School-Governing-Board-2024-25.pdf"][/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664"  icon="fa-file-pdf-o" headline="Governor Attendance Record 2023-24" last=false" target="_blank" url="https://thenobelschool.org/wp-content/uploads/2024/10/Governor-Information-and-Attendance-2023-24.pdf"][/ut_service_icon_box][/ut_one_third][ut_two_thirds_last]

Financial information

Governors have a responsibility to monitor the school budget, which is managed by the school. In order to ensure that Governors have a suitable mix of skills and capabilities, the Governing Board carries out regular skills audits. Some skills are covered by the work Governors undertake in their working lives and others are covered by Governor training courses. The management of the school budget process is also the subject of regular audits – an audit was carried out in 2018 on the School’s Financial Value Standards.The Governors are committed to ensuring the financial viability of the school. They also ensure that best practice and the principles of value for money and quality are followed when contracts are negotiated by the school team. The Governing Board, under the Chair, ensures that adequate monitoring of resources is carried out. The Board delegates oversight of financial matters, along with Property and Human Resources issues to the Foundation Committee. The Foundation Committee reports to the Board and is the only committee the Board has established, though ad hoc working groups are formed and disbanded as considered necessary to undertake specific tasks.The governors review their financial performance against the School Financial Value Standards to identify any developmental issues, to enable collective responsibility for the important financial decisions within the school and to maintain accountability to the various stakeholders.Click the link below to view the financial information for the school

Governors' meeting minutes

Click the links below to view PDFs [/ut_two_thirds_last][ut_icon icon="fa fa-envelope-o" size="fa-lg" border="none" align="alignleft" color="#FDA527"]Contact Chair of Governors via email to clerk: jacquie.watts@nobel.herts.sch.uk

Contact Chair of Governors via email to clerk: jacquie.watts@nobel.herts.sch.uk

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Vacancies Old

Page under construction - please see the following websites for details of any vacancies:

Page under construction – please see the following websites for details of any vacancies: Teach in Herts School Job Search TES

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Uniform

[ut_one_third] Students must wear uniform as specified in the requirements published in the Prospectus. The uniform requirements do not attempt to cover issues of fashion. In general, if the uniform policy does not specify that an item is allowed, it may not be worn. We are proud of our Nobel School uniform, which is worn by all students in years 7 to 11. The following must be worn at all times. Class teachers may give permission for blazers to be removed when conditions are hot.[/ut_one_third][ut_two_thirds_last] Student outside by oak tree [/ut_two_thirds_last][ut_one_half]Nobel Uniform [/ut_one_half] [ut_one_half_last]

Uniform Requirements

  • Dark blue blazer with school logo badge – worn sleeves down.
  • Dark blue tailored trousers or skirt – skirt knee length, pleated, not a “hugging” fit.
  • Plain light blue shirt, which must be tucked in. Shirt must take a tie; therefore, not a blouse.
  • School house tie
  • Plain navy “V” neck jumper (Optional)
  • Black shoes, not trainers or boots.
[/ut_one_half_last]We expect students to wear black school shoes (usually leather); not trainers, boots, canvas or branded sport shoes. This is partly for reasons of appearance but also, importantly, for health and safety. High heeled shoes must not be worn.School coats should be warm, wind and water-resistant. Hoodies do not constitute a school coat. They may give the community the wrong impression of our lovely students and must not be worn to/from school. All trousers must be conventional, ‘tailored’; not leggings/jeans.Fashion hairstyles (steps, beading, coloured hair braids etc.) are inappropriate for school. Hair should be of a natural colour, (i.e. no pinks, reds, blues, purples etc.) and an appropriate length. Students with inappropriate hairstyles will be set work by the subject teacher and will work separately from the other students; usually in Reflection.The permitted jewellery are plain studs (not hoops, stretchers or “dangly”) and a watch. There should be no facial, or other piercings of any description; students may be asked to remove all other jewellery. This is for safety as well as to avoid loss of precious items. Make-up must be in small amounts, discreet, and not clearly visible. False nails, acrylic nails, nail varnish or false eyelashes are not permitted to be worn.The headteacher is authorised to decide upon the school uniform and has the final say, or decision, on uniform specific issues, e.g. extremes of hairstyle.If students persist in not wearing correct uniform they may, as a last resort, be excluded from school.[ut_title_divider margin_top="30px"] [/ut_title_divider][ut_one_third]

Clothing and Equipment for Physical Education

  • Navy blue Nobel PE T-Shirt
  • Navy blue shorts
  • Navy blue/white Nobel rugby/football socks
  • Nobel Leggings (Optional). If worn, these MUST be Nobel branded from our preferred supplier
  • Football/rugby boots (students will be told when these will be required)
  • Lace up trainers (not black pumps or high-top boots)
  • Gum shield – it is recommended that students purchase a gum shield for contact sports such as rugby to give them optimum protection.
  • Shin pads
  • Water Bottle
  • Navy and white rugby top
[/ut_one_third][ut_two_thirds_last] Girls in PE kit [/ut_two_thirds_last] All PE kit must be clearly marked; it is the only way to ensure kit is not mislaid. It is advisable to have two of most items as students have two PE lessons a week. PE kit should be brought to all PE lessons, even with injury or illness. This could enable students to act as coaches and officiate and prevents school clothes becoming wet or dirty.As with all other personal items, the school cannot accept responsibility for property which is lost, damaged or mislaid.Labels and permanent marker do not usually do the job properly. Please also ensure these items are clearly labelled with the student’s name somewhere on the inside of the article. This will enable the retrieval of items from the lost property box. Full names are better than just initials.

Ordering Uniform

From 1st October 2024, Smarty Schoolwear will be our designated supplier of branded uniform items.  Smarty will stock all items of Nobel uniform, but parents are able to order any item that is not branded from any supplier, as long as it meets the requirements above.  Smarty's website is available here, and items should be in stock in Stevenage town centre

We expect students to wear black school shoes (usually leather); not trainers, boots, canvas or branded sport shoes. This is partly for reasons of appearance but also, importantly, for health and safe...

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Ofsted, Questionnaires and Responses

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Ofsted Reports

Simply click the button below, this will take you directly to the Nobel page on the official Ofsted website, where all Nobel's Ofsted reports are available to download.[ut_button color="theme-btn" target="_blank" link="http://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/117530" size="medium" title="Nobel Ofsted Reports" ]Nobel Ofsted Reports[/ut_button][ut_button color="theme-btn" target="_blank" link="https://thenobelschool.org/wp-content/uploads/2023/09/10268960-The-Nobel-School-117530-Final-PDF.pdf" size="medium" title="Nobel Ofsted Reports" ]Nobel Ofsted Report 2023[/ut_button]

Responding to Parent Feedback

We value the feedback from our Nobel parents and we are proud of the responses that we have received on ‘Parent View’ at:[ut_button color="theme-btn" target="_blank" link="https://parentview.ofsted.gov.uk/parent-view-results/survey/result/12965/current" size="medium" title="Parent View Results" ]Parent View Results[/ut_button]In addition, we survey all parents each autumn term and receive in excess of 650 responses each time. We are very proud of the fact that almost all figures are substantially into the 90% bracket for agree or strongly disagree.[/ut_one_half][ut_one_half_last] Girl playing violin [/ut_one_half_last]Results [ut_clear]

Positive parent comments

Current Year 9 parent: I have had three sons go to Nobel and have either gone to university or straight into a career they wanted to do. I’ve now got my daughter at Nobel who’s in yr9 and so far she is on track to pass her GCSEs with great grades like her brothers did. This is not just down to parenting, this is due to the staff at Nobel being there for the children and teaching them in a way which the children understand. Also taking time to support them in every way. The school has always sorted any concerns my children or I have had over the years. I work in a school myself and so I know how much effort goes into the children and work. I have and will continue to praise the school to future families that may consider sending their children to Nobel. Thank you from the bottom of my heart for what you have done for my four children over the years.Current Year 11 parent: The school has fabulous teachers who encourage and motivate our children.Current Year 9 parents: My child is CLA and I think the schools support in this area is excellent. A very well run school. The teachers are very supportive and do a fantastic job in teaching.Current Year 8 parent: The school deals with unwanted behaviour efficiently and quickly.Current Year 7 parent: The Y7 trip to the woods was perfect and highly recommend in future to all Y7s. Overall very happy with school.

How the school has responded to issues raised by parents

Thank you to all parents that took the time to complete the survey. Over all 544 parents completed the survey. [ut_clear]
Year Group78910111213Total
Parent responses1169010190535858544
[ut_clear] Of the respondents, 71 parents made a written comment and 51 of these had suggestions or raised issues/questions. As many of the issues were similar, the 51 topics raised have been consolidated into the school responses below.
Parents feel that very few students get rewards
Students are rewarded in lessons using the CARE point system and parents should get this information through the gateway. 6 students are nominated each week for a variety of reasons to have hot chocolate with the Headteacher. At Data drops, 30% of students receive a 'good progress' commendation letter through the post. Celebration assemblies highlight 100% attenders and CARE points publically and students are named. Subject postcards go home from individual staff.
Behaviour
Bikes - We do regularly talk to students, delivery road safety assemblies and put articles in the newsletter. We will continue to educate our young people and hope that parents are also reinforcing the message at home.Bullying - The school has a clear policy for dealing with bullying that has been praised by the Local Authority. Whilst we understand the emotions that accompany a family’s response to unkindness of any kind, we are happy that the correct systems are in place. We do act on issues when we know about them and early school involvement is always best to prevent escalation.Reasons for detentions and receiving behaviour points - We are looking to see how our information system can provide this for parents. For specific issue to do with behaviour please always contact the Head of Year who can direct you queries to the correct member of staff.School policy on phones - Students are not allowed to use phones in the school grounds. They should not be out or used until students have left the gates. If taken for a first offence, they can be collected at the front office. If a second offence, parents must collect at their convenience.
Communication
Some parents have said that they have not had responses to requests for contact. We aim to have a 24 hours first response to any contact. Sometimes this is difficult if colleagues have a 5 period day and meetings after school. Email is always best. If going to a class teacher or form tutor, please copy in the Head of subject or head of year, this information can be found on the school website. If it is going to a subject leader or head of year, please copy in the senior line manager. Emails will shortly be listed on the website for you.Classes should never be held up for any more than a couple of minutes. Detentions go on the gateway app for parents as a means of informing you. Anything other than these should result in a phone call from us to you. If you feel that you have not been responded to, please contact the following senior team line managers. Please see website for full staff lists and email addresses in the Information for Parents section.Newsletter - the newsletter is praised by the majority of parents and it was highlighted as a strength by the Leading Parent Partnership Award assessor. We hope it has something in it for everyone. Suggestions for content go to parentsuggestions@nobel.herts.sch.ukParents evening tables too close together - We are trialling a new layout and organisation that we hope will help fix some of the issues raised about parent evenings including overcrowding.Calendar - we will investigate the use of the outlook app on the website. Key information about term dates etc. are always at the bottom of the calendar page for ease of access.
Lunchtimes
There are a whole range of parents’ comments regarding lunchtimes. These range from queuing to range of foods available.We hope to take the catering contract back 'in-house' to give us greater control. However, parents should be able to see the purchases made by their children through the app and this can allow discussions to take place about healthy choices at home as well as the work being undertaken by staff. Healthy eating is a priority for development in school this year. It is worth noting that the meal of the day, which is very good value is excellent quality and healthy in the main. There is no queue after 1.15pm for the main meal and it could really help cover healthy eating and queuing if parents could encourage more students to take this option.Along with school council and discussions with students we intend to review the way lunchtimes work based on parent and student comments.
Teaching and Learning / Curriculum
Response from the parent survey was varied. It recognised some of the excellent teaching and support that students received but it also highlighted a few areas for us to consider. Like us, parents noted concerns around supply teaching and staff turnover. Unfortunately this reflects the national picture, but we are taking steps to ensure that in difficult to recruit areas, such as Science, we are developing a strategy to ensure that we are able to recruit high calibre staff. We also have a comprehensive CPD programme to ensure that staff are well-equipped to deliver good lessons.Some parents asked for more support around helping their children prepare for exams. This has been an area for develop for us this year, with more “Parent Pit Stops” and “Parents In …” evenings. Our teachers are also focussing on this more in class. In addition, there is a useful section on the school website: http://thenobelschool.org/curriculum/revision/ which contains 6 very short videos about how to revise effectively, based on the latest research in cognitive science. Watching these clips and then encouraging your children to use these methods when they revise is a great way to support them in preparing for exams.One parent also felt that there was too much recognition for academic success. Our Nobelian programme (CARE and LORIC), DoE work and Super Curriculum focuses students on begin successful in a holistic sense, rather than just exam results.Our use of learning apps was also mentioned as one parent felt that it meant they were unable to limit screen time. Technology is a massive aid to learning and, whilst we recognise this is not always possible, we would recommend parents using a screen time app to monitor mobile device use as this breaks down time spent using individual apps.There were also some very specific concerns. One parent commented on the language studied in Year 7, concerned that their child was studying German. At Year 6 transition meetings with parents and new Nobelians we now make sure that we ask if there is any reason why a student should study a particular language. In addition our website information has been updated to make clear the languages that we currently offer.One parent commented on the £5 contribution for DT. This really helps the subject in the rotational nature and large amounts of materials used by students across the year. With regard to food, the students bring their own ingredients otherwise the costs of delivering food would be prohibitive. Students do always take their food home once they have cooked.
Assessment and reporting
Three parents raise queries about assessment and reporting with us.Most year groups have 3 reports a year (2 at yr7 so we can take time to assign a suitable training group). Success criteria for all subjects linked to training groups, are available via the schools website under curriculum for each subject. These act as a reference point for parents alongside the report at each data drop. All of the required skills and knowledge that the student has been able to display or has yet to display are listed. Please feel free to email staff if a concern code has not been made clear. Staff use a range of Assessment for Learning (AfL) techniques and feedback to support students including written comments on work/books and verbal feedback. The most effective feedback is immediate so a lot of this happens within lessons but students also receive more detailed written feedback on assessments. The frequency of this written feedback varies with the number of lessons students have in each subject With regard to a general, ‘How are they doing? we would always advise comparing target levels with current and where appropriate predicted levels. Large gaps would be a concern and parents should always email subject staff where such concerns exist.

Positive parent comments Current Year 9 parent: I have had three sons go to Nobel and have either gone to university or straight into a career they wanted to do. I’ve now got my daughter at Nobel wh...

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Exams, Results and Performance Tables

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Mock Exam Timetable

KS4 Exam Boards & Subjects

Information for Candidates

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Examination Dates

 
Exam PeriodExam WindowResults Day
GCSE5 May - 20 June 202521 August 2025
A Level12 May - 23 June 202514 August 2025
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GCSE Grading Changes

Click the links below to view information about the changes to GCSE results [/ut_one_half_last][ut_one_half]

KS4 Performance Measures

202420232022
Progress 80.400.400.05
Attainment 850.9349.951.08
Basics : English and Mathematics – Standard Pass (Grade 4)74%73%73%
Basics : English and Mathematics – Strong Pass (Grade 5)51%52%50%
Students achieving 5 standard passes including English and Mathematics68%69%72%
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Performance Tables

Click the link below to view our performance tables on the Department for Education website [/ut_one_half_last]

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Admission Arrangements

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Admissions Statement

[ut_button color="theme-btn" target="_blank" link="http://thenobelschool.org/wp-content/uploads/2023/03/Admissions_Statement_6th_-form_2024_2025.pdf" ]Admission Statement 2024-25[/ut_button][ut_button color="theme-btn" target="_blank" link="http://thenobelschool.org/wp-content/uploads/2025/02/Nobel-School-Application-form.docx" ]In-Year Application Form[/ut_button]

2025-26 admissions

[ut_button color="theme-btn" target="_blank" link="https://thenobelschool.org/wp-content/uploads/2024/09/Determined-Admissions-statement-2025-to-2026.docx" ]Admission Statement 2025-26[/ut_button]

Year 6-7 transition

Year 6-7 transition admissions is controlled by the Local Authority. Students apply for transfer during Year 6 and are allocated places according to Hertfordshire County Council protocols. For full details please follow the Herts County Council hyperlink below for the schools admissions process.Herts County Council Admissions

'In-year' applications

The school deals with its own admissions from September of year 7 onwards.  The details regarding this process can be found in the admission statement above.   If you wish your son or daughter to join Nobel, please contact admissions@nobel.herts.sch.uk who will be able to advise and support you.

Appeals

Yo have a right to appeal if you believe that you have wrongly been refused a place at Nobel.For appeals against the outcome of the primary transfer process, you must appeal online at School Admission Appeal | Hertfordshire County Council.  The Application Reference Number and Child ID you need can be found in you schools admissions account.  The timetable for appeals related to transfer from primary school in September 2025 is available hereWe do not 'reject' applications for in-year admission, but we may have to refuse to admit your child immediately and ask if you would like to remain on our continued interest list.  If you wish to appeal against this decision, please contact admissions@nobel.herts.sch.uk for details.[/ut_one_half] [ut_one_half_last] Scienece experiment [/ut_one_half_last][ut_two_thirds] Sixth Formers outside [/ut_two_thirds][ut_one_third_last]

Sixth Form Admissions

Applications for the Nobel Sixth Form for September 2025 are now open. You are able to download a PDF of the September 2025 Sixth Form application by clicking the button below.Timescales information is included in the form.[ut_button color="theme-btn" target="_blank" link="https://thenobelschool.org/wp-content/uploads/2024/09/Determined-Admissions-Statement-for-6th-form-2025-to-2026.docx" ]Sixth Form Admission Arrangements [/ut_button][ut_button color="theme-btn" target="_blank" link="https://thenobelschool.org/wp-content/uploads/2024/10/6th-form-Application-Form-2025-3.pdf" ]Sixth Form Application Form[/ut_button] Should you have any questions concerning present or future admission to The Nobel School Sixth Form please do not hesitate to contact the Admissions Office for The Nobel School Sixth Form via sixthform@nobel.herts.sch.uk[/ut_one_third_last]

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Safeguarding

[ut_one_third]Nobel School is committed to safeguarding and promoting the welfare of our students and we expect all members of staff and volunteers to share this commitment.Our aim is to establish an environment where students feel secure, are encouraged to talk, and are listened to when they have a worry or concern. Parents and carers may also contact us where they have concerns about the welfare or safety of their child.Parents need to understand that schools have a duty to safeguard and promote the welfare of children who are their students, that this responsibility necessitates a child protection policy and procedures, and that a school may need to share information and work in partnership with other agencies when there are concerns about a child’s welfare.A copy of our Child Protection policy, which is updated and reviewed annually, can be accessed here on the website in the section entitled School Policies, Statements and Plans.[/ut_one_third][ut_two_thirds_last] Students on stairs [/ut_two_thirds_last]

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School Policies, Statements and Plans

Simply click on the buttons to download PDFs.  Printed copies of these documents are available from the school office.

[ut_service_icon_box color="#fbba00" hovercolor="#002664"  icon="fa-file-pdf-o" headline="Behaviour Policy" width="third" last="false" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2024/12/Behaviour-for-Learning-Policy-Nov-24.pdf"] This policy is a working document and may change throughout the school year. The Nobel school have embarked upon a cultural change in how we, the adults within the school, approach dealing with both poor and good behaviour.  Learn more...[/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Charges and Remissions Policy" width="third" last="false" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2024/09/Charges-and-Remissions-September-2024.pdf"] The Governing Body wishes to ensure that education in school hours is free, but recognises that many desirable and enriching activities may only be possible with financial support from parents and carers. Learn more...[/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="School Based Complaints Policy" width="third" last="true" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2024/12/School-Based-Complaints-2024.pdf"] This policy is based on the Model Procedures for dealing with school based complaints produced by Hertfordshire Children’s Services.[/ut_service_icon_box][ut_clear][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Policy for Collective Worship" width="third" last="false" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2022/10/NSPOL_Collective_Worship_September_2022.pdf"] The Nobel School believes that collective worship both supports and strengthens what we aim to do in every aspect of school life. Learn more...[/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Target Setting Guidance" width="third" last="false" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2022/01/Nobel-Target-Setting-Guidance-Parents-Feb-2022-SHD.pdf"] This guidance has been put together to help students, parents and carers gain an understanding of how Nobel sets student academic targets and measures performance.Learn more...[/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Relationships, Sex and Health Education Policy. " width="third" last="true" target="_blank" url="https://thenobelschool.org/wp-content/uploads/2024/06/SRE_policy_2024.pdf"] Relationship, Sex and Health Education (RSHE) is part of a lifelong learning about physical, moral and emotional development. Learn more...[/ut_service_icon_box][ut_clear][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="SEND Policy" width="third" last="false" target="_blank" url="https://thenobelschool.org/wp-content/uploads/2025/07/SEND-policy-June-2025.pdf"] High quality teaching that is differentiated to meet the needs of our students is the first response to supporting students with SEND. Learn more...[/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="SEND Information Report" width="third" last="false" target="_blank" url="https://thenobelschool.org/wp-content/uploads/2024/05/SEND-Information-Report-May-24.pdf"] How does the school know if children/young people need extra help and what should I do if I think my child may have special educational needs? Learn more...[/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Child Protection Policy" width="third" last="true" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2025/03/Nobel-CP-policy-Sept-2024.pdf"] Safeguarding is defined as protecting children from maltreatment, preventing impairment of health and/or development Learn more...[/ut_service_icon_box][ut_clear][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Freedom of Information Publication Scheme" width="third" last="false" target="_blank" url="https://ico.org.uk/media/for-organisations/documents/1153/model-publication-scheme.pdf"][/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Online Safety Policy" width="third" last="false" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2022/11/NSPOL_Online_Safety_2021.pdf"] The Nobel School recognises that ICT and the internet are fantastic tools for learning and communication that can be used in school to enhance the curriculum, challenge students, and support creativity and independence. Learn more...[/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Accessibility Policy" width="third" last="true" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2025/02/Accessibility-Policy-January-2024.pdf"] Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to: Learn more...[/ut_service_icon_box][ut_clear][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Attendance Policy" width="third" last="false" target="_blank" url="https://thenobelschool.org/wp-content/uploads/2024/10/Attendance-at-School-Policy-2024.pdf"]The Nobel School is committed to achieving excellent levels of attendance following all National Guidance for maintained schools. The procedures we apply whilst managing school attendance are derived from county and national guidance. Learn more...[/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Bring Your Own Device" width="third" last="false" target="_blank" url="https://thenobelschool.org/wp-content/uploads/2025/06/BYODpolicyandguide2025.pdf"] The Nobel School recognises that many students have personal laptops or tablets.Learn more...[/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Data Protection Policy" width="third" last="true" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2025/02/Data-Protection-Policy-January-2024.pdf"] The objectives of this Data Protection Policy are to ensure that Nobel School and its governors and employees are informed about, and comply with, their obligations under the General Data Protection Regulation.Learn more...[/ut_service_icon_box][ut_clear][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Whistle Blowing Policy" width="third" last="false" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2025/02/NSPOL_Whistleblowing_24.pdf"] This policy and procedure is based on the Hertfordshire model policy for schools, produced in consultation with the professional associations/trade unions.Learn more...[/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664"  icon="fa-file-pdf-o" headline="Equality Information and Objectives" width="third" last="true" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2024/09/Equality-Information-and-Objectives-Policy-Sept-2024.pdf"]This document shows how Nobel School will meet its obligations under the Equality Act 2010, and includes our current equality objectives.[/ut_service_icon_box][ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Careers " width="third" last="true" target="_blank" url="https://thenobelschool.org/wp-content/uploads/2024/02/Careers-Policy_Update_Jan2024.pdf"] At The Nobel School we are committed to provide an outstanding Careers Education, Learn more...[/ut_service_icon_box][ut_clear]

Simply click on the buttons to download PDFs.  Printed copies of these documents are available from the school office.

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