Abbey Gate College Founded by Deeside House Educational Trust Ltd Company Reg. No 01269507 Charity Reg. No 273586 |
Curriculum
Head: Deputy Head: Senior Teachers: Home Economics/RE/PHSE (Head of Dept) Mrs J Jones Cert Ed (Home Economics), Liverpool Geography G Allmand BSc Hons, PGCE (Geography) Art Mrs N Bunton BA Hons Visual Art and Education, PGCE , MA Education PE Miss S Fitzpatrick BSc (PE) English Miss L Gibbs, BA Hons PGCE (English) Design Technology Mr D I Stockley, MSc, PGCE (Technology) Peripatetic Music Staff Violin S A Rushforth Guitar P Oliver BMus LTCL Brass A Lewis Dip.Mus.Tech. Clarinet/Flute Miss R Owen Clarinet/Saxophone G Macey Junior Department Staff Mrs W Richards BEd Hons (Geography & Technology) Dr J Gallagher PhD (Mycology) Reading, BSc Hons (Biology) Manchester, PGCE Mrs V Goodwin BMus Hons, Manchester, PGCE Mrs A Williams BEd Hons, Bangor Mrs J Dukes BEd Music, ABRSM Mrs L Lake BA (Open University), Cert. Ed.,Leeds Advanced Certificate in Learning Difficulties, Bangor Miss C Holman BA Hons, PGCE Mrs C Spreyer, (Classroom Assistant)
Assistant Bursar: Mrs Paula Rees Bursar's Assistant: Mrs Kaye Campion Headmaster's PA and Registrar: School Secretary: Mrs Sara Knowles Junior Department Secretary Mrs D Humphreys The following subjects are followed at Abbey Gate College. Click on a subjects for more details.
Results 2006Summary - A2 Level
Summary - AS Level
Summary - GCSE Level 97.5% of pupils achieved 5 A*-C grades
Results (2005) Summary - A Level 98% pass rate A - E 72.3% A, B or C grades
Summary - GCSE98% A* - C 71% A*, A or B
Results 2004 83% of grades were at A, B or C Average number of passes per pupil : 3.58 Average UCAS points per pupil : 333 Summary - AS Level Overall pass rate = 91.3% 60% of grades were at A, B or C Average number of passes per pupil : 3.48 Summary - GCSE Level Overall pass rate = 93.0% (Grade C or above) = 100% (Grades A - E) 39.6% of all grades were at A* or A (38.3% in 2003) 72% of all grades were at A*, A or B (70% in 2003) Average number of passes per pupil : 8.15 97.9% of pupils passed in 5 subjects at C or above 36 pupils passed in 8 or more subjects at C or above Inspection Report Overall Summary1.1 Abbey Gate College offers pupils a good all-round education and promotes
high educational standards. The teaching is of good quality. The College provides
a strong system of pastoral care and welfare and a good range of activities.
What the School Does Well 1.2 The school has many strengths of which the following are the most significant: · The school has an ethos and sense of purpose that encourage pupils, regardless of their ability, to learn. · Standards of behaviour are high. · The relationships between staff and pupils are very good. · Teaching is of good quality, especially in the junior department. · Governance and management are of very good quality. What the School Should Do Better 1.3 The school’s strengths outweigh its weaknesses. However, it should consider the following areas to improve the education it provides: · The school’s science laboratories, libraries and sixth-form accommodation all have significant shortcomings. · The structure of the timetable does not provide sufficient flexibility in the curriculum. · The staff have too few opportunities for professional development. · The school’s plans for the use of information and communication technology are underdeveloped. · The junior department has no subject coordinators. Standards of Attainment and Progress in Subjects 1.4 Pupils in the junior department and in the senior school, including those with special educational needs, achieve good to high standards in relation to their abilities. Their standards of attainment in lessons were at least in line with their abilities; in almost three-quarters they were good or high. Their progress in lessons was never less than sound; in almost three-quarters it was good or rapid. Over the last three years, the percentages of pupils with A* to C grades in GCSE examinations have been well above the national average for all maintained schools and very close to the national average for maintained selective schools. Averaged over the last three years, all those entered at A level for English language, English literature, German, Spanish, history, politics, further mathematics, design and technology (DT), art and music achieved A to E grades, although the number of entries for German, Spanish, further mathematics, DT and music was low. English language, English literature, history, politics and art were particularly successful. Not only did all their candidates pass but about half or more of them achieved an A or a B grade. When these GCSE and A-level results are viewed against the ability of pupils at 11+, they represent good progress. The Quality of Pupils’ Learning, Attitudes and their Behaviour 1.5 In both the junior department and the senior school, pupils of all ages and abilities have good, and sometimes very good, attitudes to learning, and this is reflected in the standards they achieve. Most are skilful learners who are self-reliant and have a clear capacity for personal study. They are attentive and well motivated, and they ask and answer questions thoughtfully and sensibly. In virtually all lessons, pupils have happy and friendly relationships with their teachers and with one another. They respect the feelings, values and beliefs of others. Behaviour in class and around the school is excellent. Pupils are courteous, friendly and helpful to visitors and have a great respect for their teachers and their school and its values. They appreciate being part of a community with a strong and caring ethos. The Quality of Teaching 1.6 In both the junior department and the senior school, the quality of teaching is good. It was never less than satisfactory and it contributes effectively to pupils’ attainment and progress. It meets the needs of all pupils, including those with special educational needs (SEN). 1.7 Most lessons have clear objectives and clearly defined outcomes. Teachers have a secure knowledge of their subjects and use praise well. Most have a very good knowledge and understanding of the strengths and weaknesses of individual pupils and of their previous work and performance. All teachers readily gave help to pupils at appropriate times. Homework is regularly set and is regularly and sensitively marked. Other Aspects of the School Attendance 1.8 The level of pupils’ attendance is very good and this enables them to take full advantage of the opportunities provided by the school. Unauthorized absence is very rare. Pupils come to school and to lessons on time. The school does not comply with legal requirements for admissions registers as the printed record does not conform to the required list format. Current records, kept on computer, do not record the name of the last school the pupil attended. Assessment and Recording 1.9 In the junior department, the systems for assessing and recording pupils’ attainment and progress are informal but adequate and suited to the ages of the pupils, their needs and stages of development. At present, in the Foundation Stage, only three areas of learning are assessed but plans are being drawn up to include all six. The arrangements for identifying pupils with special educational needs are sound. Marking is frequent but it does not always give pupils an indication of how their work could be improved. 1.10 The systems for assessing and recording pupils’ attainment and progress in the senior school are efficient and appropriate for the age of pupils, their particular needs and their stage of development. A scrutiny of samples of pupils’ work and reports to parents found, with a few exceptions, marking to be detailed and supported by constructive comments that gave a clear indication of how work could be improved. Curriculum 1.11 The curriculum generally is balanced and broadly based. Through the areas of learning for children under five and the subjects and courses offered to older pupils at each stage within the school, it contributes effectively to their intellectual, physical and personal attainment and development, is appropriate for their age, ability, gender and ethnicity, and prepares them for the next stage of education, training or employment. The curriculum is planned effectively to provide continuity and progression of learning. However, the structure of the timetable does not provide sufficient curricular flexibility. All pupils have equality and access of opportunity to learn and make progress. The school broadly meets the curricular requirements of those pupils, including very able pupils, who require special provision and the very few for whom English is an additional language (EAL). The curriculum is enriched by extra-curricular activities, including sport. Teaching and Non-teaching Staff 1.12 The number, qualifications and experience of teaching and non-teaching staff in the junior department and the senior school are good and contribute effectively to the quality of education provided and the educational standards achieved. The balance of longstanding and recently appointed staff provides continuity, stability and new perceptions and points of view. Staff would benefit from an increase in the amount of in-service training. The school has proper recruitment and vetting procedures, including the required Criminal Records Bureau (CRB) checks. Resources for Learning 1.13 The range, quality, accessibility and availability of resources in the junior department are mostly satisfactory for the age and range of ability of the pupils, including those under five. Resources are well managed and used effectively to support pupils’ attainment, progress and quality of learning. The range, quality and availability of ICT equipment in the junior department needed to support teaching, learning, study and recreation of the pupils at most levels are unsatisfactory in quantity, quality and organization. Otherwise, that department is adequately equipped. 1.14 The books, equipment and materials for learning used throughout the senior school are satisfactory and efficiently used by teachers in all departments. Departmental budgets are adequate for maintaining and enhancing resources. However the budget for the junior department is small in relation to the number of pupils on roll and to the budget of most subjects in the senior school. The ICT suite, which opened in September 2003, is a valuable development, giving the senior school a very good ratio of computers to pupils. Libraries 1.15 The range and quality of stock in the junior department are insufficient and the books do not fully support pupils’ attainment, progress and quality of learning. The area where the books are kept is very small and so the stock is small. Even so, some books are out of date and some are unappealing and both kinds need to make way for new purchases. 1.16 The range and quality of stock in the senior school library are no more than adequate and its support of the pupils’ attainment, progress and learning depends very much on the interest the subject departments have in it. The main problem is that the library is used as a classroom. It is open only at lunchtime for borrowing or returning books, silent reading and help from the teacher in charge. It is therefore not a good resource for personal study or a place where pupils can read and research widely for information and for pleasure. Although the pupils and staff make good use of the library, the number of books is small for a senior school of the size of Abbey Gate College. Premises and Accommodation 1.16 The buildings and grounds in both the junior department and the senior school are suitable for their purpose and adequate in terms of provision, quality and condition. The buildings in the junior department are in good decorative order, and the attractive grounds are very well maintained. Most classrooms, corridors and the hall have eye-catching displays of the children’s work and create a very pleasant working environment. Some classrooms are only just adequate in size for the numbers of pupils using them. Sound travels easily between the Year 4 and 6 classrooms and between the office and the hall. 1.17 The premises and accommodation in the senior school generally support the curriculum, teaching and learning and make a constructive contribution to pupils’ personal development, behaviour and welfare. The buildings and other facilities are appropriate for the numbers, abilities, ages and gender of the pupils. They are well used, and allow for efficient teaching of the curriculum in most instances. However, the old buildings are historic rather than functional, which in some rooms limits the development of exciting teaching. A number of departments are accommodated in rooms conveniently grouped so that they can share resources more efficiently. However, the English department is scattered, and mathematics lacks classrooms with sufficient space to display pupils’ work. The science department does not have enough laboratory space. The amount of science taught in ordinary classrooms is unacceptably high. The art department does a good job in very cramped and difficult circumstances. Links with Parents and the Community 1.18 The school has developed an effective partnership with parents and worthwhile links with the community. Parents are provided with good information about the school in the form of newsletters, headmaster’s letters, and other occasional documents. Reports, effort cards and the pupils’ yearbooks provide the firm and regular basis for contact between home and school. The Social Committee plays a major role in the life of the school, offering parents the opportunity to be involved in many fund-raising and social activities. Most parents’ concerns are handled quickly and informally. A formal complaints procedure does exist, although it has been invoked only twice in recent years. Pupils’ Personal Development 1.19 In both the junior department and the senior school, the range and quality of the opportunities offered through the curriculum and other activities are very good. They provide pupils with knowledge and insight into values and beliefs, and to develop their spiritual awareness and knowledge of self at a level consistent with their age and stage of development. Through the curriculum and other aspects of school life, the school makes very good provision for moral education, enables pupils to develop a moral code and to learn to make responsible and reasoned judgements on moral and ethical issues. 1.20 The school provides a broad range of opportunities through which pupils learn to appreciate their own cultural traditions and the diversity and richness of others. The school strongly encourages pupils to relate constructively to one another, take responsibility, and participate fully in the school community. Pastoral Care 1.21 The school’s pastoral, tutorial and other support and guidance systems make an effective contribution to the educational standards and personal growth the pupils achieve. The school provides very good support, advice and guidance for all its pupils, based on the monitoring of their academic progress and personal development. Measures to promote good discipline and behaviour, including procedures to guard against harassment and bullying, are excellent and deal constructively with unacceptable behaviour when it occurs. Measures to safeguard and promote pupils’ health and well-being are successful. Child protection procedures are very secure. All necessary measures to reduce the risk from fire and other hazards have been taken. Arrangements to ensure a healthy, safe environment are very good, and the school complies with health and safety regulations. In the senior school, the range and quality of careers education and guidance prepare pupils well to make decisions about adult and working life, including employment and higher education. Governance and Management 1.22 The structure and management arrangements relating to the governors, headmaster, teachers and others with management responsibilities are very well defined and provide a strong framework that supports effective management and gives clear educational direction for its work. This is reflected in the quality of education and the standards the pupils achieve. The governors take an active role in the life of the school, especially through their sub-committees, such as building and finance. The school has an ethos and sense of purpose that are conducive to good teaching and learning and place appropriate value on a wide range of achievement, including the academic, creative and sporting. For example, part of whole-school and house assemblies is devoted to the giving of certificates and cups to pupils who have done commendable work or who have excelled in sports. 1.23 The school’s aims, values and policies are reflected in all its work and are supported by short- and long-term development planning. The systems for communication within the school and with the wider community are very good. The management team monitor and evaluate human and material resources to ensure that they are sufficient, appropriate and suitably deployed. The school has a complaints procedure that fully satisfies statutory requirements and CRB checks are rigorously carried out. Achievement and Quality in Activities 1.24 Achievement and quality in activities in both the junior department and the senior school are very good and are suitable for the ages, aptitudes and abilities of the pupils concerned, and the quality of provision results in the appropriate personal development of the pupils. Useful WebsitesClick on the links below to access some useful information on the Internet. Help with Homework - a tutorial service on the web. A useful site set up by teachers for pupils. The service is free! BBC Revision- as ever, BBC online comes up trumps with an excellent site covering education at all childhood ages. Everything from business studies to Spanish is in the GCSE section, and the online crib sheets are supplemented with an "ask the teacher" feature. BBC Education Web Guide - A Searchable directory of more than 3000 hand-picked educational websites. If Mum and Dad can't remember what Pythagoras had to say about right-angled triangles, here's where they'll find out. The Learning store - The Learning Store has more educational software than you can shake a battered text book at, with more than 1.000 programs and a special section devoted to GCSE. Programs cost £20 - Cheap at twice the price. Homework High - A very American- sounding effort from Channel 4 which takes a question- and- answer approach to helping with English, Maths, Science, Geography and History. Children can search the library to see if their question has already been asked and answered, and if it hasn't, they can request help from the online experts. SAM Learning - Claims to be the only internet-based exam revision product endorsed by the National Association of Head Teachers, and is certainly very impressive. Plenty of well laid out learning guides and sample exam papers in printer friendly format with help for A-levels as well as GCSE. Learnfree - Designed more for parents than children. Learnfree helps grown-ups find out what their kids are (or should be) learning at school. Also has some nifty recipes to help pack those lunchboxes with brainfood. GCSE.com - A rather ropey-looking site, but one which has plenty of help for students struggling with maths and English. Aims to cater for classes of mixed abilities Revise It - Run by students for students, so you get the feeling they know
what this years candidates are up against. revise-It provides the usual revision
guides, online tests, study tips and discussion groups - and throws music
into the mix just for good measure SchoolsNet - Quite possibly the least alluring web address, but a good site nevertheless. Nice last-minute revision units Further websites - especially for Science homeworkwww.planet-science.com Return to Home Page |
