THE COMMUNITY WE SERVE
Adderley is a three form entry situated approximately two miles from the city centre. The school is sited on the edge of an industrial area.
The majority of our children come from an Asian heritage, with families originating from rural areas of Pakistan and Bangladesh. We also have increasing numbers of children coming from Somalia via various European countries. Many of our children are bilingual – the main language groups being, Mirpuri Punjabi, Punjabi, Pushtu, Urdu, Bengali and Somalian. We value this talent and encourage the children to use the full range of their linguistic skills. The parents and community have high aspirations for their children and the school. We are determined to meet and indeed exceed these expectations. Most children come to us well behaved, eager to please and keen to learn. .
Our school is an energetic and exciting place to work, with staff that are open and willing to share their ideas and learn from each other. We are ambitious and focused upon achieving our vision for Adderley School.
The school was placed in the special measures category in September 2004 and removed in February 2006. Since then the school has made rapid progress and is now in the forefront of curriculum and organisational development. The majority of the teaching staff have been appointed in the last twelve months and they are passionate about creating a forward thinking, child centred, outstanding city school which provides the best possible education for our children.
Until spring 2001 the school site was made up of three parts. The 'Old Building' was built in 1879 and in 1974 a new one form entry school was built to replace the old school. However, due to pressure for places the ‘Old Building’ was never removed and in 2002 a modern award winning extension was added to the school to meet the demands for places within the Ward. We are in the enviable position of having waiting lists for most year groups.
The teaching establishment for 2007/08 is Head Teacher plus 29 teachers including 2 deputy head teachers and 3 phase leaders. The school based support staff currently includes: A personal assistant to the Head Teacher who is also responsible for all school administration, one finance officer, part time and 3 part time clerical assistants, a full time non resident site manager, 16 class based teaching assistants, 2 full time School mentor, 3 full time home school link workers and 20 lunchtime supervisors.
There is a strong emphasis on the importance placed on professional development for all staff. All staff have been involved in a wide range of developmental activities over the last year, the focus for these activities has included the implementation of the International Primary Curriculum, Learning Style analysis, ISP (pupil progress tracking). These developments among others are changing the ethos and approach of the school to a more enquiry based pedagogy. It has also put learning at the heart of what we do, both teachers and pupils. The current developments make Adderley a very interesting and exciting place to be at the moment with a very high capacity for improvement.
Opportunities for ongoing professional development for all staff has continued through an investment in maintaining high staffing level and providing opportunities for staff to work creatively within the school. A flexible staffing structure enables staff to share each other’s skills and knowledge in a variety of ways.
The school has a communication based organisation to ensure all team members are part of the decision making process. An organisation chart is included with this pack.
The school has begun to implement the International Primary Curriculum further information on the background to this exciting development can be found on the website www.internationalprimarycurriculum.com. We also use Barbara Prashnig’s learning style analysis for all children and team members. www.clc.co.nz . ‘Thrass’ for handwriting spelling and reading. www.thrass.uk
We have many bi/multilingual staff on the team and a specialist EAL team to support children with specific needs with regard to English
We use a variety of approaches to implement the curriculum with some topic work and some discrete subject work that is taught in blocks throughout the year.