Acacias Community
Primary School
Headteacher
Mr P Webster
Deputy Headteacher
Mr P Sanchez
Telephone
Fax
Email Address
Website
Alexandra Drive,
Burnage,
Manchester.
M19 2WW
(0161) 224 1598
(0161) 248 6742
admin@acacias.manchester.sch.uk
www.acacias.manchester.sch.uk
20th March 2014
Dear Applicant,
Class Teacher
Thank you for your interest in the position of class teacher at Acacias, initially based in Foundation
Stage. The application pack consists of an application form, job description, person specification
and school context. It is important you follow the guidance notes included in this letter to
maximise your chances of being shortlisted as we anticipate that there will be a large volume of
applications for the position.
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Please complete the Acacias application form fully, do not submit a curriculum vitae or any
other format of application form.
In completing the application form please ensure you demonstrate how you meet every point
marked with an asterisk in the person specification. Please do this by numbering your
paragraphs in line with the numbering on the person specification. Please ensure that you
include actual examples of what experience you have that enables you to meet the person
specification.
The closing date for applications is 12 noon on the 2nd May. Late applications will not be considered.
Applicants who have not been contacted by the 7th May have not been shortlisted. A visit to the
school will be offered to shortlisted candidates only.
Yours faithfully,
P Webster
Headteacher
School Context
Acacias Community Primary School
GENERAL LOCAL SITUATION
The school is situated in the area of Burnage, some 4 miles south of the centre of Manchester and close to
the Stockport boundary. The area is predominantly 1930’s semi-detached housing and whilst mainly privately
owned there is also a fairly large local authority housing estate from which the school draws pupils. The
area has become popular due to increasing house prices in the neighbouring areas of Didsbury and ‘The
Heatons’. Previously, Burnage had a very elderly population but there has been an influx of young families.
The school is a popular choice with local parents and is oversubscribed.
BUILDING AND SITE
There has been a school on this site since the early part of the 20 th century and it has always played a
central role in the local community. In February 2012 the school moved into a brand new purpose built
building which is attached to Levenshulme High School. Demolition of the old school and landscaping of the
grounds are now complete. In 2014 the school will begin a further building project as we start the move to 3
form entry following a request from the local authority to provide additional school places.
PUPILS
Pupils come from a mixture of social and cultural backgrounds and are representative of the local community.
Pupil numbers have remained stable with very little fluctuation from year to year. There are currently 469
pupils on roll of which over 60% have English as an Additional Language. The percentage of pupils known to be
eligible for free school meals is 15%.
The school is currently 2 form entry but will start the move to three form entry in September 2014. Acacias
continues to be the first choice for most parents in the area.
STAFF AND GOVERNORS
The school has a structure of 16 classroom based teachers, 2 in house PPA cover teachers, 1 part time
Ethnic Minority Achievement teacher, 1 full time and 1 part time intervention/specialist teacher, 2 part time
SEN/inclusion teachers plus Head and Deputy. The present management structure includes a Headteacher, a
non-class based Deputy Headteacher, 2 Assistant Heads and four Key Stage Managers. There are 19
teaching assistants, 10 Learning Support Assistants (working with SEN children) and 0.8 FTE bilingual
support.
Acacias has an active Governing Body. The governors support the school loyally and enthusiastically and have
a clear vision for the successful future of the school. Governors are aware of new initiatives and their
development in the school and many are prepared to attend training to improve their educational expertise,
to initiate policies or reflect critically on existing or proposed policies presented to them.
Through various committees, governors are able to be more closely involved in planning, monitoring and
reviewing educational targets and the financial management of the school. Regular visit days ensure
governors have first hand experience of the standards achieved by pupils.
COMMUNITY
The school aims to provide an orderly, caring community in which all children can learn and
understand in a happy, secure atmosphere. OFSTED says ‘Pupils across the school delight in
supporting each other in lessons or in the playground.’
The partnership with parents, carers and the community and their involvement in the children’s learning is
strong. Favourable comments have been made about the approachability of teachers and other staff, who are
receptive to concerns and open to suggestions for improvements.
A number of parents and others assist in the classroom where the teachers value their expertise. This help
is particularly effective with pupils whose attainment is low.
The school actively supports national and local charities and has established useful links with other
educational establishments. Beneficial links have also been established with one of the neighbouring
churches.
OFSTED INSPECTION – April 2011
Acacias was judged to be an outstanding school. The report includes the following comments;
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Acacias Community School is outstandingly effective in meeting the needs and raising
the attainment of its richly diverse population. Outstanding drive, ambition and focused
leadership, never complacent despite its obvious successes, have created an
outstandingly caring and highly successful school.
Pupils, parents and carers are delighted to be part of this vibrant and harmonious
community.
The school welcomes pupils from a very wide cultural mix, for example, 16 languages are
spoken across the school community. Pupils from all these backgrounds, including those
with special educational needs and/or disabilities, make outstanding progress from
what, for many pupils, are very low skills on entry to the school, particularly in language
and communication.
Pupils feel very safe and thoroughly enjoy school. This is due to the outstanding care,
guidance and support pupils receive and the exceptional emphasis placed on developing
pupils’ personal development skills as well as their levels of attainment.
Playtimes are delightful to watch as older pupils take responsibility for organising
activities supporting individual children who need help to take part or who would just
prefer to have a quiet time.