Anlaby Acre Heads Primary School Profile last published 02

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Anlaby Acre Heads Primary School Profile last published 02 Powered By Docstoc
					Anlaby Acre Heads Primary School Profile last
published 02 January 2007

                               Anlaby Acre Heads Primary School

                               Welbourn Walk, Norland Avenue
                               Hull, East Riding of Yorkshire, HU4 7ST
                               Telephone: 01482 562250
                               http://www.acreheads.eril.net


      Children's Service Authority:         East Riding of Yorkshire
      Age range:                            4-11
      Number of pupils:                     320
      Head teacher:                         Dr John Bennett
      Chair of governors:                   Mrs Sheila Slater




What have been our successes this year?
Anlaby Acre Heads has had another very successful year, going from strength to strength.




Our successes include

 • End of key stage two results continue to show a generally rising trend
 • Higher level writing showed improvement in key stage one
 • Our children achieved in line with the national average level at key stage 2
 • We achieved the Investors in People Award
 • The quality of care for the children continued to be very good
 • Visitors continued to comment on the friendly, welcoming feel of the school
 • We successfully introduced more cross-curricular elements into the curriculum
 • All classrooms now have interactive whiteboards, a fantastic resource for learning and teaching
 • The number of extra-curricular activities increased, including more sports activities
 • Our creative arts week was a great success, supported by professional artists
 • A wonderful outdoor classroom was built
 • We have an excellent and growing number of well qualified teachers and support staff
 • We planned the launch of our Breakfast Club from September 2006




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What are we trying to improve?
We provide very well for the children at the school and the community. We set clear targets in a full
and challenging School Improvement Plan. The plan reflects our major commitment to being the
best school we can be and is the result of rigorous self-evaluation.




The 2006/2007 plan identifies these development points
  • raising the level of challenge across the school
  • continuing to raise standards in English and mathematics
  • continuing to increase the range of out of school hours activities
  • increasing the number of classroom based support staff
  • achieving the Basic Skills Quality Mark
  • enhancing the modern foreign languages curriculum
  • improving writing standards for juniors, especially boys
  • further developing problem solving skills in maths
  • improving infant speaking and listening skills
  • raising science attainment for particular groups of pupils
  • enhancing provision for gifted and talented pupils
  • subject leaders monitoring and enhancing the quality of teaching and learning as effectively as
possible




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How have our results changed over time?
Foundation Stage
The trends in results for literacy and mathematics are both rising.

Key Stage 1
Learners achieve above the national average, except in mathematics. Higher level achievement is
below the national average, except in writing.

Upward trend in reading.

No significant differences between any identified groups.




Key Stage 2
 Trends in standards in English have generally risen over the last few years and tend to be generally
above the national average. Standards in maths remain relatively static.

The overall value added score (how well the children progress) shows an improving trend.

Boys attainment is a school and national concern, particularly in writing.


Steady improvement in higher level achievement in maths results.


Reading has been consistently good over 5 years.


More significant rises over previous 3 years in results of particular ability groups at various levels
than there have been falls.

Challenging targets are set. These have usually been met in English. The level 5 targets in both
English and maths were surpassed in 2005.




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How are we making sure we are meeting the learning needs of individual
pupils?
We offer a well-planned broad curriculum, tailored to meet the needs of all the children. Lessons
are presented using teaching methods designed to engage and motivate. Our staff training has
focused on effective learning and teaching, for example planning lessons for different styles of
learning.




We work closely with parents and carers, keeping them informed about their childrens progress
and making sure that any requests for further information are met quickly.


The progress of all children is monitored and tracked through the school. We have a number of
systems to help meet the needs of all children, including individual and small group support,
curriculum modifications and support from other organisations. These apply to children with
particular special educational needs, disabilities and from minority ethnic backgrounds.


Each child's progress is monitored and any child whose progress is below that expected is referred
to the Special Educational Needs Coordinator (SENCO). The SENCO works closely with staff and
outside agencies to provide support to help these children achieve at appropriate levels.


Gifted and talented children are identified and the work they do includes appropriate challenge.



How do we make sure our pupils are healthy, safe and well-supported?
We take the well-being of our children seriously and ensure our curriculum, policies and procedures
reflect this.




We have the Healthy School Standard and the Heartbeat Award.

Children learn about healthy lifestyles through many activities, such as PE and active playtimes.
They have access to water bottles and infants receive free fruit.

Visitors often comment about the high quality of childrens behaviour. We have very successful
discipline and anti-bullying policies.

Absence rates are below the national averages.

We have good accessibility for people with disabilities and good school security.

Staff and regular volunteers are subject to the national checks. Child protection procedures are
well established.

Many children meet or exceed the expected 2 hours of PE, sport and physical activity.



                                                  4
What activities are available to pupils?
We meet all the requirements of the statutory curriculum, providing a broad and balanced range of
activities, which continues to increase.




Additional activities include

  • Language lessons
  • Educational visits for each year group
  • Special visitors, such as theatre groups, historical experts and professional artist
  • Themed weeks, such as Health Week
  • A residential visit
  • School and class councils
  • Playground buddies
  • Monitor duties
  • Emotional literacy groups




The following extra-curricular activities are available at various times

  • Breakfast club
  • Homework club
  • Football club and training from Hull City and Premier Soccer
  • Cricket club
  • Netball club
  • Rugby training from Hullensians
  • Athletics training
  • School choir
  • Recorder clubs
  • Instrument tuition
  • Computer club
  • Language clubs
  • Reading buddies




                                                    5
How are we working with parents and the community?
Parents, carers and other community members are encouraged to come into school to work with
us for the childrens benefit.




Parent consultation meetings and curriculum meetings are arranged through the year.

We have a wonderful home-school association, The Friends of Acre Heads, who organise many
special events at the school, enhancing our school community and raising funds for special
projects.




A regular newsletter is sent to all members of the school community, giving school news and
details of future events and initiatives. Parents and carers receive Curriculum Information, outlining
the terms work.




We consult regularly with parents and carers via surveys and encourage them to be involved
through reading logs, homework diaries, newsletters and consultation evenings.



What have pupils told us about the school, and what have we done as a
result?
It is important for the children to be as involved as possible in their school. We have an active
school council who represent the views of the children.




The children are encouraged to share their views through regular surveys. These show that the
majority of pupils hold very positive views about the school and like being at the school. They have
positive views of the school staff, feel they are treated fairly and get the help they need. They have
high expectations of the behaviour of other children and would like more space to play and more
playtimes.




In response to requests from the school council and surveys, we have increased extra-curricular
activities, made improvements to the playgrounds, improved provision for football and have
purchased more interactive whiteboards and computers.




                                                  6
What do our pupils do after leaving this school?
The majority of Year 6 pupils go to Wolfreton School, which is the secondary school which Anlaby
Acre Heads is part of a cluster with. A small number of children transfer to other secondary
schools.




We have good transfer arrangements with Wolfreton, planned activities such as including activities
to prepare the children well for their move, making the transition to secondary school very
successful.




Staff from Anlaby Acre Heads have regular meetings with Wolfreton staff and there are strong links
in place, which mean that staff from Wolfreton visit Anlaby Acre Heads to present lessons to the
children who will soon be joining them.



What have we done in response to Ofsted?
We were identified as an improving school and havent stopped improving since!




Here are our responses to the inspection (2003).
  • Improved planning, teamwork and assessment for learning procedures are in place. The quality
of teaching is having an impact on learning. We have continued to improve the childrens progress.
  • We have introduced many strategies to improve writing, with a positive impact.
  • Standards have improved in ICT due to better planning, staff training and extensive new
hardware and software.
  • The schools approach to ensuring effective learning and teaching had been successful in
improving lessons.
  • The reception children now have an enclosed play area, more equipment and a fantastic
adventure playground.
  • The hall is used to its potential. The cost of improving it is unfortunately beyond the schools
budget. The Councils help has been requested.
  • The infant playground has been enhanced by an adventure playground. The junior playground
now has a garden and seating area.




                                                7
More Information
If you would like more information about school policies, including our policies on special
educational needs and disability, admissions, finance, school food and our complaints procedure,
please contact us:
By telephone 01482 562250
Our website http://www.acreheads.eril.net




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