Together we nurture the genius in everyone
Welcome to Alexandra School.
I am delighted to have been appointed as Head Teacher of Alexandra Primary School and I am looking forward to working with the pupils, parents and staff from September 2019. It is a school that I know well within the local area and one that has an excellent reputation amongst the wider community.
Whenever I have visited the school, I have noticed the enthusiasm and kindness of the children and the passion and creativity of the staff. This was particularly visible when I was able to observe lessons in the summer and find out from the children what they enjoy about their learning and what makes Alexandra special. I am looking forward to hearing more about this over the next few months.
It is clear that I am joining Alexandra at an exciting time, as the school completes its expansion to a through primary. I am hoping that I will be able to fully support this transition and use my enthusiasm and knowledge to develop the school going forwards. I am excited to meet as many of you as possible over the next few months as part of the Alexandra team.
About our School
|Type of school||Primary (Transitioned from Infant school in Sept 2016.
Sept 2019 will be our first Year 6 cohort)
|Age range||3 -11|
|Location||Kingston upon Thames|
|Type of establishment||Community School|
|£2.3m in 2018/19
£0.2m school generated
|Last Ofsted Inspection||Outstanding, 2008|
|Recent School Awards||Bronze Healthy Schools award 2018
National Primary Science Quality Mark 2018
School Games award 2017/18
|Number of staff on Leadership Scale (LS||4|
|Number of qualified teachers (excl LS)||21 (of which 11 full-time)|
|Number of teaching assistants||51 (of which 14 full-time)|
Total number of children
of which nursery
(1st half Autumn Term 2018
|Children eligible for pupil premium||
|Number and % of Children with EHCP||
|Number and % of Children with SEN support or EHCP||
|% of children speaking EAL||44% (top quintile of national schools)|
|No of different first languages spoken||47|
KS1 attainment July 2018
our last 3-form entry year
|KS2 attainment||Not assessed until May 2020|
Our School Vision and Values
Our belief is: Together we nurture the genius in everyone.
Our school is a place where
• Every child can shine.
• All children will be nurtured so that they enjoy coming to school, and feel happy and safe while they are here.
• Every child enjoys learning because teaching is inspiring, fun and challenging.
• Every child is full of potential and deserves to be set high expectations of progress and behaviour.
• All children have the right to be treated with respect, and to learn about their rights and responsibilities so that they can make a positive contribution to school and society.
• All children have the right to be included and to succeed.
• Every child is unique; difference and diversity are welcomed and celebrated.
• All children will learn how to keep healthy, how to stay safe and how to be good learners.
• All parents will be welcomed so that we can work in partnership.
Respect - We listen to each other and take care of each other. We look after our environment.
We show we respect others by being polite and courteous. We follow the rules.
Excellence - We strive to be excellent at work, play and in our behaviour. We encourage each other.
Friendship - We try to understand each other and be kind to each other. We co-operate and support one another.
Determination - We do our best to achieve our goals, and keep on trying even when things are hard.
Courage - We try to face any difficulty bravely and try to overcome it. We set ourselves challenges that are hard to achieve.
Equality - We show respect and tolerance for everyone, and accept that we are all different and each person is unique.
Inspiration - We try to be a positive example to others, and to be motivated by inspiring people.
Our Approach to Learning
At Alexandra we take a holistic approach to every child’s experience. As well as academic progress we also strive to prepare pupils to meet the challenges of living. Wider development areas such as social, behavioural and emotional skills, independence, self-esteem levels and resilience are fundamental and of central importance, as each child grows.
An important aspect of the school as a whole is to enable all pupils to develop emotional resilience and social skills, both through direct teaching, for instance in assemblies and intervention groups, and indirectly, with the everyday conversation that staff have with pupils throughout the day.
Good behaviour is also essential for effective learning and teaching to take place. We believe pupils deserve to be recognised for presenting good behaviour and thanked by staff for their efforts. Equally, life skills such as pupil politeness, and a helpful and co-operative manner are nurtured by staff recognition. Our teaching staff aim to build sound relationships with pupils, create a stimulating and encouraging environment, giving praise and reward to continually promote good behaviour.
Our Approach to Teaching
We use Quality First Teaching first and foremost and all class teachers plan lessons according to the specific needs of all groups of children in their class. The teaching team work together to create a curriculum responsive to children’s interests which ensures engagement and progression for all children. Our teachers have the highest possible expectations for all pupils in their class.
Our school uses a cycle of Assess, Plan, Do, Review to enable and support children’s learning. We incorporate into our teaching all the advice provided as a result of assessments, both internal and external, and any strategies described in EHC Plans. We also moderate our teacher assessment with other local schools.
In addition, specially trained support staff are working in classes where they are needed and they adapt the teachers’ planning to support the needs of individual children where necessary.
The Senior Leadership Team and Governors evaluate the effectiveness of our school’s provision for all pupils, with particular details on PPG and SEND support and its effect on outcomes, through an on-going monitoring cycle.
Our Approach to the Curriculum
Our curriculum is everything our pupils experience in school – from the moment they arrive until the moment they leave. Our curriculum honours and promotes our core values (respect, equality, excellence, inspiration, friendship, inclusion, courage and determination); and our vision “Together we nurture the genius in everyone.”
We plan a curriculum that exhibits these BRAVE characteristics:
• Bold learning, full of opportunities and possibilities, with motivating starting points – to begin the unit and along the narrative journey.
• Relevant learning, in context, purposeful, with a narrative that makes learning meaningful; a scenario, local or current issues or children’s interest. When planning we consider Social, Moral, Spiritual and Cultural awareness, and opportunities for pupils to reflect and to experience awe and wonder.
• Aspirational learning, high expectations and outcomes, with challenge and independent learning opportunities. Planned opportunities for pupils to practise personal learning and thinking skills (e.g.team work, resilience and perseverance, communication skills, time management, courtesy and responsibility), that will be valued in the workplace.
• Varied and creative learning, inside and outside. Varied opportunities and outcomes for sessions and sequences of sessions, including showcasing – opportunities to practise and demonstrate high quality presentational skills such as handwriting, display, performance, speaking to an audience, ICT.
• Engaging learning, packaged to motivate, exciting, enhanced with enrichment activities - including visits and visitors. Creative and imaginative - enticing.
In lessons, classrooms and pupils’ work, we expect to see effective assessment for learning, high expectations, engagement for all, excellent subject knowledge, quality instruction based on the six principles of effective teaching, and excellent learning behaviours. All the members of our teaching team are keen to explore strategies to improve pedagogy and share good practice. They are quick to embrace new initiatives and trial new approaches and maintain a rigorous focus on pupil progress.
Our SEND Provision
Alexandra is proud to offer a wholly inclusive education to pupils with a wide range of special educational needs and disabilities. All our staff and pupils are inspired to support a positive approach to diversity and to accept and celebrate difference, with a vision of promoting equality and opportunity for all, and respect of others.
Our school has a strong principle of early identification and intervention for pupils who need extra help. This is put in place if a child is not meeting targets, even if a special educational need has not yet been fully identified for that child. This extra support will more often than not enable the pupil to catch up. Examples of our extra support services are specific intervention groups, focusing on an area of need, which work with small groups of children inside or outside the classroom. The school works closely with Occupational, Speech and Language and Physiotherapist teams, who are in our school on a regular basis and help to provide specialist therapy packages.
Enhanced Special Teaching Arrangement (ESTA)
Under the Local Offer, Alexandra School has a more formal SEN provision known as the Enhanced Specialist Teaching Arrangement (ESTA). This provision supports the integration of an additional 2 pupils per year group (with 3 assessment places in nursery) who have moderate and/or complex learning needs and is available to children with or without physical disabilities. Our ESTA programme is administered by our in-house ESTA Manager who works with our SENCO to help to deliver this provision.
Each child in the ESTA has an EHCP that details their education and health and care requirements and agreed support packages. The arrangement comprises of a large group of 1:1 learning support assistants who work with class teachers and the Community Child Services Occupational Therapy, Physiotherapy and Speech and Language teams to understand and support their child’s needs, enabling such pupils to be fully included in our school and integrated into our classrooms to learn alongside their peers.
Our ESTA programme is currently supporting children with Down Syndrome, Cerebral Palsy, Global Developmental Delay, Duchenne Muscular Dystrophy, hearing and vision impairments and various other conditions.
Our staff team is what makes Alexandra School the successful school that it is. We have a very supportive staff team who are keen to learn from each other and try new ideas. Our ESTA provision means that we have a larger than average proportion of learning support assistants. Many of our staff work part-time – this enables us to recruit and retain staff who are very well qualified for the work and who remain highly motivated.
The school is still expanding from a 3-form entry Infant school into a 2-form entry Primary school. We have a new KS2 building which was completed in September 2017 to house our additional classes which has given us new classrooms, a learning zone, art room, library and DT/ICT room. We have also improved our outdoor spaces and have a dedicated area for our nursery children to learn through play in, an external classroom area linked to the main classroom for all our KS1 classes, forest area, Multi-Use Games Area, snug-play area, new sensory garden and main playground.
All of our facilities are fully accessible to pupils, staff and parents with physical disabilities and have designed to be fully inclusive and environmentally friendly.
What our Community Says
Our pupils say
• I like that the teachers always believe in you.
• The teachers are really kind.
• I love the lessons, they are interesting and fun.
• We get to have a say and we feel listened to.
• I have lots of friends at school.
• Mrs G helps me to write my letters in my name – she is very proud of me doing it myself (ESTA pupil).
• There are lots of things to do during school and at after-school club.
• I love playing the drums in my band and learning to play the ukulele.
Our parents say:
• We love the school – our child runs into school in the mornings.
• My child is very happy at Alexandra School. It is a very nurturing, inclusive and fun place for learning. The staff are very caring, professional and committed.
• Thank you so much for the warm welcome, great staff, lovely community! Thanks again for everything!
• This is a wonderful school – we are so happy to be a part of it.
• What a wonderful Egyptian Museum you and all of your students treated me to this afternoon. Such beautiful work and amazing and detailed knowledge from all of the children I spoke to. And all so polite and helpful. I loved it all.
• We are so pleased with the determination our child shows when she is learning new subjects.
• Thank you for all the support you have given our child this year. It has been lovely to see his creative side flourish and his confidence grow in maths.
• It was a privilege to join in on the Kew trip and see how well the whole class, children and adults, interact.
Our staff say:
• I absolutely love working at Alexandra. I feel lucky every day!
• Alexandra school is very friendly and supportive to all its pupils and staff. I enjoy working at the school.
• I am happiest I have ever been, professionally.
• All the caring staff make it a special place to work.
• I am especially proud of the diversity and inclusiveness.
• A real strength of the school is that I know I can talk and air my views and they will be considered.
• The opportunity to have regular meetings - weekly at the beginning of the school year, then monthly - with the Lunchtime Staff helps to deal with small matters as they arise.
Our Headteacher says:
“Alexandra is a thriving learning community. It is very rewarding to be part of this team – nurturing educators committed to achieving excellence; children full of enthusiasm for life and learning; and parents and carers who want the very best for their children. I have enjoyed every one of my 11 years here and feel very lucky to have had the opportunity to take part in the school’s exciting journey of growth and development. I know the next head teacher will be welcomed and loved just as I have been.”