2018 PROSPECTUS RELATIONSHIPS RESPECT RESPONSIBILITY - RELATIONSHIPS RESPECT RESPONSIBILITY - Grosvenor Grammar School
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RELATIONSHIPS • RESPECT • RESPONSIBILITY 2018 PROSPECTUS RELATIONSHIPS • RESPECT • RESPONSIBILITY
Welcome from the Principal
Thank you for showing an interest in Grosvenor Grammar School. Our School Ethos is underpinned by the three values of Relationships, Respect and Responsibility. As a new pupil to our school, your child will be warmly welcomed into the Grosvenor family and our dedicated staff work hard to ensure that our pupils feel supported and encouraged at every stage of their educational pathway. We have a proud tradition in Grosvenor of celebrating academic achievement, whilst ensuring that our pupils become caring, confident adults. We provide a broad, balanced curriculum and 3 strong careers advice to enable your child to fulfil their potential. I would encourage you to come and visit our school to see our fantastic, modern facilities which enable us to provide a vast range of extra-curricular activities. Happiness breeds success in Grosvenor and we encourage everyone to get involved in our school community. I am proud of the achievements of all of our pupils and look forward to welcoming your child. I would be very happy to answer any questions or queries you have about Grosvenor and hope you enjoy reading our Prospectus. Dr F Vasey Principal RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018
Contents Principal’s Welcome 3 Our Mission and Aims 6 Grosvenor Grammar School 7 Arrangements for Pastoral Care 8 Safety and Pupil Protection 13 Extra-curricular activities 14 The School Curriculum 16 Pupil Achievements 24 Working with Parents 29 5 Behaviour Policy 31 Charges and Remissions Policy 36 Admissions Criteria 39 Admissions criteria (Year 8) 39 Admissions criteria (Years 9 -12) 42 Admissions criteria (Years 13 and 14) 43 APPENDICES 1 - 3 1. Uniform 47 2. The School Year 2018/19 50 3. Bus Routes & Transport 51 RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018
Our Mission and Aims
The importance placed on the care of our pupils is reflected by and embedded within the Grosvenor Ethos:
RELATIONSHIPS RESPECT RESPONSIBILITY
Working together Fostering mutual understanding Developing self and others
MISSION STATEMENT:
“To inspire our pupils within a supportive, caring environment
to be lifelong learners, enabling all pupils to realise their full
potential and become tolerant and confident adults.”
Within our school, we aim:
• to ensure that every individual is valued within an inclusive learning environment;
• to enable pupils to achieve high levels of success in all of their activities and prepare them for adult
and working life;
• to provide a broad, balanced curriculum and extensive extra-curricular programme;
• to encourage the personal, moral and spiritual growth of our pupils and to encourage
6
a sense of pride in being a member of the Grosvenor community; and
• to build upon the partnerships between pupils, staff, parents, local and international
communities, so that everyone enjoys and benefits from their experience of Grosvenor.
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITY
Grosvenor Grammar School Grosvenor Grammar School is a controlled, co-educational, inter-denominational and multi-cultural, day grammar school. ADMISSIONS AND ENROLMENT DENI regulations say that: (i) 155 pupils may be admitted into Year 8 (ii) 1075 pupils is the total enrolment for the School. The current enrolment per year group is as follows: Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Year 14 160 158 162 163 154 150 133 Note: The figures in the table above include pupils that are supernumerary OPEN NIGHTS All primary school pupils and their parents are very welcome to attend our Open Nights on Wednesday 10, January and Thursday 11, January 2018 from 6.30pm - 9.00pm. 7 All teachers and departments will provide displays of work and help visitors get to know our School. There will be two short presentations by the Principal at 7.15pm and 8.00pm. Parents who find they cannot attend the Open Nights may telephone the School to make an appointment to visit, talk to the Principal, and raise specific or general issues. In addition, a Year 13 Open Evening will be held on Monday 12, March 2018 at 7.00pm for those who wish to hear about courses offered in Senior School. PRINCIPAL Dr F Vasey CHAIRMAN Mr A McVeigh CONTACTING THE SCHOOL TELEPHONE: 028 9070 2777 FAX: 028 9079 7019 E-mail: info@grosvenor.belfast.ni.sch.uk Website: www.grosvenorgrammarschool.org.uk RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018
Arrangements for Pastoral Care
Pastoral care is an integral part of the whole YEAR 8: TRANSITION FROM PRIMARY TO POST
educational experience offered to our pupils and is PRIMARY
not a distinct entity. It underpins every aspect of the Grosvenor recognises this is an important year, where
pupils’ experience in school, and exists, not for its own some primary pupils may be daunted by the move
sake, but to enable pupils to achieve their potential. to grammar school. The pupils are the youngest and
smallest; they have to move around much more; they
Our aim is to offer the best possible pastoral care by
have to get to know more teachers and make new
providing support and guidance for pupils in a climate
friends. The Form Tutor and Head of Year are carefully
which is characterised by good relationships and
selected and specifically trained to work with the Year
mutual respect.
8 pupils and a full Induction Programme is in place,
We strive to continue to create an atmosphere in beginning with a Year 8 Induction Evening in June
Grosvenor where our young people will feel secure and before the pupils start at Grosvenor.
accepted in a safe environment and where they know
Each parent/guardian is invited to an interview with
that they are valued as individuals. We encourage our
the Form Tutor early in the first term and to a Parent
pupils to develop a positive approach to study and
Consultation afternoon with subject teachers later in
support them as they grow in self-esteem, confidence
the year. To help pupils to settle in, develop friendships
and independent thinking. We will assist our pupils
and relationships with each other (as well as with their
to make informed career decisions and promote a
Tutor and Form Prefects), a residential experience is
positive approach to leisure activities and healthy
currently offered to each class.
living.
Year 8 pupils have a timetabled Form Period (35
Our relationship with parents/guardians is of the utmost
8 minutes per week). This time has been provided to
importance to Grosvenor and we will ensure parents
allow the pupils to build relationships with the other
are well informed and reassured that their children
pupils in their Form Class and their Form Tutor and
are being educated in a safe and caring environment
also to support the taught Pastoral programme.
and have opportunities to act in partnership with the
school.
YEARS 9 - 12
Parents/Guardians have an opportunity to meet
STRUCTURE OF PASTORAL CARE
subject teachers in all year groups and are invited to
Grosvenor has developed a formal Pastoral Care
attend a careers/subject choice information evening
system where each pupil belongs to a Form Class/
for pupils in Year 10 and Year 12, as well as being
Tutor Group under the direct care of a Form Tutor,
given the opportunity to attend their child’s personal
co-ordinated by a Head of Year, supported by a Head
Careers interview. Parent Information Evenings are
of School, with the Vice-Principal i/c Pastoral Care
also provided for pupils in Years 9 and Year 11.
having overall responsibility. A school counsellor, a
Special Educational Needs Co-ordinator (SENCo), Year 9 pupils will also have a timetabled Form Period
Assistant SENCo and a Pupil Welfare Auxiliary (school (35 minutes per week). This time has been provided
nurse) also play vital roles in providing pastoral care to to allow the pupils to build relationships with the other
our pupils. pupils in their Form Class and their Form Tutor and
also to support the taught Pastoral programme.
FORM TUTOR
Any pupil who joins the School in Years 9-12 will
In Grosvenor, the Form Tutor provides the first and
benefit from an Induction Programme established by
most immediate level of support and help for pupils,
their Head of Year and includes a ‘buddy system’ to
with 25 minutes set aside at the beginning of each day
ensure that they integrate fully into school life as easily
to develop relationships in Form Time.
as possible.
Depending upon the age/educational stage, pupils
have different needs. In order to provide the most YEARS 13 - 14
appropriate care, the pastoral structure and provision In Senior School, pupils are re-grouped to encourage
differ slightly between the year groups: greater mixing and to help new pupils integrate more
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITY
easily. At the beginning of Year 13, an Induction • guidance with self-organisation e.g. Student
Programme is in place to help students make the Planners;
transition to life in Senior School. Senior School • induction arrangements for new pupils joining
pupils have their own accommodation where they the class;
study independently (under supervision) during non-
• accompanying class to relevant assemblies and
timetabled subject classes, and join together in the
conducting class assemblies;
Common Room for break and lunch.
• responsibility for report completion; and
Parents/Guardians have an opportunity to meet
• dealing with a variety of administrative matters
subject teachers in both year groups, and are also
relating to the Tutor Group.
invited to attend a Higher Education information
evening for students in Year 14. A Parent Information
HEAD OF YEAR
Evening is provided for the parents of pupils in Year
The Head of Year has a key role in the school’s
13.
pastoral structure and provides a constant channel
of information, support and encouragement for each
DUTIES OF A FORM TUTOR
pupil, working closely with all involved in pastoral
Specific Duties of all Form Tutors include:
provision. Each Head of Year leads and manages his/
• promotion of the ethos of the school; her team of Form Tutors and co-ordinates and oversees
• delivering the pastoral scheme of work; their work. As well as dealing with individuals, the Head
• registration and attendance monitoring; of Year establishes a relationship with each Form Class
and promotes a sense of year-group identity, partly
• overseeing of the conduct and appearance
through Year Assemblies and year-group activities. 9
of each individual in the class;
Heads of Year work in partnership with parents, liaising
• monitoring of the progress and well-being of closely with them.
each individual;
• facilitating individual pupil target-setting HEADS OF SCHOOL
exercises; There are 3 Heads of School: Head of Junior School,
• liaising with the Head of Year, subject teachers Head of Middle School and Head of Senior School.
and parents regarding progress, behaviour of Each Head of School is also a member of the Senior
each pupil; Leadership Team.
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018
THE SCHOOL COUNSELLOR The schemes are co-ordinated by specially selected
The School Counsellor provides pupils with an staff, who are assisted by senior pupils.
opportunity to discuss and try to resolve their
concerns or problems in a confidential manner. PUPIL WELFARE AUXILIARY (PWA)
Pupils refer themselves to the Counsellor by making The PWA is available throughout the school day (in
personal contact (details publicised in Form Rooms the Medical room) to provide support for pupils who
and throughout the school); additionally, members have medical needs, as a result of an accident or
of SLT and/or the Principal may refer a pupil to the sickness. Pupils in need of the PWA’s attention (except
appropriate counselling support. Counselling rooms in an emergency) can report to her after gaining
provide a private and informal setting. Our school permission from the subject teacher / teacher on duty,
Counsellor seeks advice from and refers young people in the company of another pupil if necessary. After
to external Counselling agencies where necessary. examination, the PWA will decide on treatment and
possibly make contact with a parent/guardian, where
The school also avails of the external counselling
appropriate.
service appointed by the Department of Education.
Our designated external Counsellor works one day in
PREFECTS
school and can be contacted by pupils in person, or
All Prefects make an active contribution to school
via the internal School Counsellor or the appropriate
life, acting as a role model and promoting a sense of
Head of School.
responsibility and commitment to the school.
SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR Form Prefects attend registration with a Year 8, Year
(SENCo) AND ASSISTANT SENCo 9 or Year 10 Form Class. They have a special role in
Pupils with identified special educational needs (for terms of their responsibilities and relationships with
example, specific learning difficulty; emotional and the pupils in their Form Class. While part of their role
behavioural difficulties; physical disabilities; sensory is to assist the Form Tutor with a variety of duties, such
impairments; speech and language difficulties; as assisting in the planning and presentation of class
medical conditions) receive additional support and assemblies, and helping the Form Tutor to keep a
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attention, as their specific need dictates. The co- regular check on Student Planners, their key role is to
ordinators work closely with Heads of Year and other establish a relationship with the pupils and to act as a
senior staff to ensure that appropriate measures are positive role model to the younger pupils.
taken to meet the needs of these young people. They
also liaise with parents and external agencies such as SCHOOL COUNCILS
Educational Psychologists and Educational Welfare Grosvenor is committed to facilitating an active pupil
Officers. Grosvenor’s facilities are fully DDA compliant voice. To provide an opportunity for pupils to have
in order to provide full access for people with physical an input into school policy, Student Councils meet at
disabilities. Classroom/General Assistants are least once during each term:
provided, where necessary, to give maximum support
to individual pupils with particular needs. School Council (Junior): Years 8-10
School Council (Middle): Years 11 and 12
SAFEGUARDING AND CHILD PROTECTION
Grosvenor Grammar School provides a safe and School Council (Senior): Years 13 and 14
caring environment for pupils and staff, and the safety
and wellbeing of pupils have absolute priority. The Pupil representatives meet with staff to discuss issues,
pastoral care system is in place for the benefit of all propose changes and listen to others’ viewpoints.
pupils and staff and to support the Safeguarding and Proposals are taken to the Senior Leadership Team,
Child Protection policy and E-safety, ICT Acceptable who respond accordingly.
Use and Digital Media Policy. A member of the
Senior Leadership Team is the Designated Teacher for EQUALITY, INCLUSION AND DIVERSITY
Safeguarding and Child Protection and there are two Pupils come to Grosvenor from a variety of geographical
Deputy Designated Teachers. areas and social backgrounds and the School seeks to
establish positive and constructive relationships with
ACADEMIC TUTORING AND PASTORAL the local community, with feeder primary schools,
MENTORING with the wider community and, beyond that, to an
In order to help pupils who are experiencing difficulties, international community. Grosvenor has a strong
either in a specific subject or across the curriculum, tradition of links with people of all creeds, cultures and
academic tutoring and pastoral mentoring are offered. nationalities. The School is proud of its involvement in
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITYvarious local, national and international schemes and classroom, emphasise the School’s ethos by focusing
projects which promote the international dimension on positive behaviour strategies.”
and which enable pupils to develop personally, as
These key statements from the School’s Behaviour
world citizens and in an increasingly competitive
Policy reflect the underlying principle to promote
international workplace. The Board of Governors
positive behaviour and self-discipline in our pupils.
strongly supports the efforts of staff and pupils in
It is recognised that while rules and procedures
these areas of the curriculum.
protect rights, rewards and sanctions are used to
encourage and maintain high standards of behaviour
REWARDS AND SANCTIONS
and positive attitudes in class and throughout
“It is the policy of this School that pupils should be
the school.
encouraged to behave in ways that show self-respect
and respect for others and which maintain a safe, In keeping with the ethos of the School, there is a desire
orderly and enjoyable learning environment. to recognise the good behaviour and attendance of
our pupils. This positive reinforcement of acceptable
The procedures and documents produced and
behaviour is designed to minimise the need for the use
the approaches adopted by staff, in and out of the
of the sanctions as outlined in the Behaviour Policy.
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RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018Pupil Safety and Protection
The safety and wellbeing of the pupils has absolute (iv) All allegations of abuse would have been
priority. In this connection, the School seeks to reported to the School’s Safeguarding Team
implement all directives from DENI and EA relating on a termly basis and recorded confidentially.
to matters such as class size, resourcing and premises
Copies of all procedures are available for inspection
management. The Board of Governors Health & Safety
on application to the Principal.
Sub-Committee oversee all issues relating to pupil
safety and a system of time-locks, restricted access,
SCHOOL COUNSELLING SERVICE
CCTV and visitor passes is in place. In keeping with
In view of the school’s commitment to the well-being
DENI directives, the governors implement policies
and pastoral care of pupils, we provide a dedicated
and procedures for pupil protection.
Counselling Service. The School Counsellor (Mrs
Caulfield) has received extensive training in counselling
SAFEGUARDING AND CHILD PROTECTION
and they have been allocated time during the week
The aims are to:
to devote to individual pupils who are experiencing
• maintain a safe and caring learning environment problems, require advice or wish to discuss a personal
for all pupils; matter. The School Counsellors are supported by the
• enable prompt identification and reporting of Independent Counselling Service for Schools.
abuse;
In order to make use of the service, pupils can contact
• protect staff from erroneous or malicious the school counsellor directly at a convenient time or,
allegations; if they prefer, ask their Form Teacher, Head of Year or a
• meet legal obligations in relation to safeguarding member of the Senior Leadership Team to refer them.
and child protection. Additionally, parents/guardians can telephone one of 13
the Counsellors at school.
Reporting Procedures Pupils are encouraged to make use of this service.
(i) In order to report abuse, contacts are the In all cases, matters will be handled with sensitivity
Designated Teacher or the Deputy Designated and treated in confidence (except where (i) in the
Teachers. Counsellor’s judgement, it is in the pupil’s best interests
(ii) If the allegation related to a member of staff, to advise the Principal; (ii) there is a legal obligation on
the contact was the Designated Teacher who the school to pass on information to the PSNI and/or
reported to the Principal and the Chairman (or Social Services).
Vice Chairman) of the Board of Governors was
informed.
(ii) If the allegation related to the Principal, the
contact was the Designated Teacher who
reported to the Chair (or Vice Chairman) of
the Board of Governors.
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018Extra-curricular Activities
The wide-ranging extra-curricular programme participation in such activities will broaden their
encourages pupils to develop and pursue their educational experience and also provides pupils with
interests with opportunities for personal and social a sense of belonging and loyalty to the School.
development, enjoyment, challenge and co-operation.
Teachers who give time to organise, support and
The programme includes sport, music and many
encourage these activities do so, on a voluntary basis,
other clubs and societies. These voluntary activities
so it is important that pupils display commitment to
occur before school, at lunch-time, after school or at
the clubs that they join.
weekends.
The teachers involved, along with details of the days,
All pupils are advised to participate and to use their
times and venues of the above activities are published
energies, skills and enthusiasm constructively, as
annually to each Form Class / Tutor Group and are
university admission tutors and employers have all
displayed on the Form Room notice board.
indicated the value of such participation. Furthermore,
Extra-curricular Programme 2017/18
Music Drama
Department Sport Production Other Activities
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Senior Choir Boys’ Rugby Production Animal Club T&D Club/ Talent Show
Competitions
Chamber Choir Girls’ Hockey Backstage Warhammer/ Magazine
Chess Club Habitat for Committee
Junior Choir Boy’s Hockey Lights Humanity
Scripture Union Public Speaking
Girls/Mens Choir Athletics Sound Japanese Club
Culture Club ACF
String Quartet Cricket Set Design Young
Duke of Enterprise Fencing
Jazz Band Football Make-Up Edinburgh
Charity BBC News Club
Guitar Club Girls’ Rugby Urban Committee
Ecologists Literacy Club
Senior Orchestra Netball History Club
Media Club Code IT
String Ensemble Tennis
Science Club
Cookery Club
Brass Group Badminton Club
El club español
Flute Group Table Tennis de iPad
Golf
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITY15 RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018
The School Curriculum
In Grosvenor, the curriculum provided to our pupils
8.40 am - 8.50 am Registration in Form Room
is the total learning package on offer: in and out
of class. Grosvenor provides a curriculum which 8.50 am - 9.05 am Assembly
goes well beyond the requirements set by the
Department of Education. Our aim is to empower 9.05 am - 9.40 am Period 1
our pupils to achieve the very best of which they 9.40 am - 10.15 am Period 2
are capable, by enabling them to develop as
individuals and as contributors to society, the 10.15 am - 10.35 am Break
economy and the environment. 10.35 am - 11.10 am Period 3
Pupils with identified Special Educational Needs
11.10 am - 11.45 am Period 4
are supported in school, where necessary and
practically possible, in order that they can fulfil 11.45 am - 12.20 pm Period 5
their potential. In addition, the school assists
those who are experiencing difficulties with their 12.20 pm - 12.55 pm Period 6
studies through our Academic Tutoring and 1.05 pm - 1.40 pm Period 7
Pastoral Mentoring schemes.
1.40 pm - 2.15 pm Period 8
In 2017-18, the School week is divided into 45
periods of 35 minutes. 2.15 pm - 2.50 pm Period 9
The 2017-18 curricula, including period allocations 2.50 pm - 3.25 pm Period 10
at the various Key Stages, are given in the
16 following tables. An annual process of review and
evaluation is in place and from time to time there
may, therefore, be some changes to these figures.
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITYThe School Curriculum – Key Stage 3 At Key Stage 3 (Years 8-10), the school provides a Global Citizenship and Education for Employability), broad and balanced curriculum which meets the Skills & Capabilities (incorporating Communication, statutory requirements of the Education Order 2006, Using Mathematics, ICT, Thinking Skills & Personal including Learning for Life & Work (incorporating Capabilities) and the General Learning Areas which Home Economics, Personal Development, Local & take up most of the pupils’ time. Number of Periods Per Week SUBJECT YEAR 8 YEAR 9 YEAR 10 ENGLISH 5 5 5 COMMUNICATION 1 - - DRAMA 1 - - MATHEMATICS 5 5 5 SCIENCE 5 - - BIOLOGY - 2 2 CHEMISTRY - 2 2 17 PHYSICS - 2 2 FRENCH 4 2 2 GERMAN - 2 2 SPANISH - 2 2 ART 2 2 2 CEIAG - - 1 FORM PERIOD 1 1 - GEOGRAPHY 2 2 2 HISTORY 2 2 2 HOME ECONOMICS 2 2 2 ICT 2 2 1 LEARNING FOR LIFE AND WORK 2 2 4 MANDARIN 1 - - MUSIC 2 2 1 RELIGIOUS STUDIES 2 2 2 TECHNOLOGY & DESIGN 2 2 2 GAMES 2 2 2 PHYSICAL EDUCATION 2 2 2 TOTAL 45 45 45 NOTES: 1. Staff set and mark internal examinations in all subjects and the outcomes are reported to parents. 2. All pupils in Year 10 receive a Junior Certificate, based on the results of their summer examinations. 3. In Year 10, pupils commence a two-year course in GCSE LLW. This course is completed at the end of Year 11. RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018
The School Curriculum –
Key Stage 4
At Key Stage 4 (Years 11 & 12), there is greater flexibility GCSEs taken. Pupils are able to make informed and
and the School provide a menu of 26 courses. English, appropriate choices which best suits their interests,
Mathematics, and a Science subject are compulsory abilities and ambitions for A Level, university and their
GCSEs and all pupils take Learning for Life & Work [an career. The school is compliant with the Entitlement
additional GCSE], Religious Studies [a ½ GCSE] and Framework for 2017, as required by the Education
Physical Education as required by the Education Order Order 2006. The current subjects offered for 2017/18
2006. Beyond that, the arrangements give freedom are shown below:
in terms of subject combinations and number of
PERIODS PER PERIODS PER GCSEs
SUBJECTS WEEK YEAR 11 WEEK YEAR 12 SUBJECT
ENGLISH LANGUAGE & ENGLISH LITERATURE 6 6 1 or 2 x GCSE
or ENGLISH LANGUAGE ONLY
MATHEMATICS2 4 5 1 x GCSE
Modern Languages2: - FRENCH or GERMAN or 4 5 0 or 1 x GCSE
SPANISH or SUPPORTED STUDY
N.B. Pupils wishing to study 2 or 3 languages select the second / third from the option box below.
18 SCIENCE: - either 5 4 1 x GCSE
BIOLOGY or CHEMISTRY or PHYSICS or SINGLE AWARD SCIENCE
N.B. Pupils wishing to study only one Science MUST study Single Award Science
LEARNING FOR LIFE & WORK (incorporating 2 0 1 x GCSE
Citizenship, Personal Development & Employability) [examined in
Yr 10 & 11]
CEIAG 0 1
ENRICHMENT3 1 1
ICT4 1 1
RELIGIOUS STUDIES (Short Course) 1 1 0.5x GCSE
GAMES 2 2
PHYSICAL EDUCATION 1 1
OPTIONAL SUBJECTS
All pupils choose 4 extra subjects from the following list5: 18 18 4 x GCSE
ART & DESIGN FOOD & NUTRITION MUSIC
BIOLOGY FRENCH PHYSICAL EDUCATION
BUSINESS STUDIES FURTHER MATHEMATICS PHYSICS
CHEMISTRY GEOGRAPHY RELIGIOUS STUDIES (Full course)
DIGITAL TECHNOLOGY (multi-media) GERMAN SPANISH
DIGITAL TECHNOLOGY (programming) HISTORY TECHNOLOGY & DESIGN
DRAMA MEDIA STUDIES
TOTALS 45 45 8.5, 9.5, 10.5
or 11.5 x GCSE
NOTES:
1. A small number of pupils are offered the opportunity to study 11.5x GCSEs by accessing Further Mathematics through an accelerated programme of learning. These pupils use both
the Mathematics and ICT periods to undertake Mathematics and Further Mathematics in an allocation of 5 periods in Year 11 and an allocation of 6 periods in Year 12.
2. A small number of pupils are offered the opportunity to study 11.5x GCSEs by accessing a second language through an accelerated programme of learning. These pupils use both the
Modern Language and Enrichment periods to undertake 2x languages in an allocation of 5 periods in Year 11 and an allocation of 6 periods in Year 12.
3. The enrichment programme provides pupils with the opportunity to develop effective Study Skills, access further Careers Advice and Guidance and reinforce their own learning through
independent study.
4. Pupils have the opportunity of taking an accredited ICT qualification (Microsoft Office Specialist).
5. All pupils follow courses designed to enable them to obtain 8 or 9 or 10 or 11 full GCSEs and 1 short-course GCSE.
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITYThe School Curriculum –
Key Stage 5
Pupils wishing to enter Years 13 or 14 have to meet the published entry criteria. They are interviewed, and in the
light of their career plans, advised on courses of study. Final decisions are made following discussions among
parents, pupils and the careers staff.
The school provides a menu of 27 courses. Based on their academic ability and performance at GCSE, it is
expected that most Year 13 students will take 4 subjects at AS Level and 3 (or occasionally 4 with the Principal’s
agreement) subjects at A2 Level.
The school is compliant with the Entitlement Framework for 2017/18 as required by the Education Order 2006.
Subjects - GCE AS & A2 Levels
Art & Design English Literature History Religious Studies
Biology French Mathematics Software Systems Dev.
Business Studies Further Mathematics Media Studies Spanish
Chemistry Geography Music Sports Science
Digital Technology German Nutrition & Food Science Technology & Design
Drama & Theatre Government & Politics Physics Travel & Tourism
Economics Health & Social Care Psychology 19
NOTES:
1. All students have two Games periods in which a wide range of activities are available.
2. A Careers class is timetabled for all students in Year 13 and 14.
3. Visiting speakers are invited to address pupils in Years 13 and 14. This occurs on a weekly basis, at a time when most students have a study period.
It is compulsory that those who do not have a timetabled subject class attend these talks.
4. Pupils studying languages have a timetabled Conversation Class per language per week.
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018The School Curriculum –
Careers (CEIAG) Education
Careers education holds an important place in the learning experiences of all pupils at this School. A comprehensive
programme of development is delivered as a cross-curricular theme, and through Careers classes.
YEAR 8 • Parents attend a talk on AS options in the School
during the Spring term.
• Each pupil has a weekly LLW lesson, which • All pupils attend talks on Labour Market
includes Employability topics. Information.
YEAR 9 YEAR 13
• All pupils attend an annual Careers day. • Each student has a weekly Careers lesson.
• Each pupil has a weekly LLW lesson, which
• Past students return and give first-hand
includes Employability topics.
information about their experiences after leaving
school.
YEAR 10 • All students are given the opportunity to
participate in three days’ work shadowing.
20
An important year in which pupils make decisions on
• Major employers and businesses visit the School
GCSE subjects.
to give talks.
• All pupils have a weekly Careers lesson.
• University and course representatives visit the
• Each pupil has a personal interview with Careers
School regularly to talk about the requirements for
staff, at which parents may be present.
entry and courses available.
• All parents are invited to attend a talk on GCSE
• Seminars on particular career areas are held.
options in the School.
• Pupils attend the annual Careers Convention.
• Pupils attend the annual Careers Convention.
YEAR 11 YEAR 14
• Each student has a weekly Careers lesson.
• All pupils have two days of work experience.
• Personal interviews are held with each student.
• All pupils attend an annual Careers Day.
• Parents are invited to attend a UCAS talk in
the School.
YEAR 12 • Detailed guidance is given on completion of
UCAS forms and other relevant documentation
Last year of compulsory schooling; pupils must make
including other Higher Education Institutions,
vital decisions.
Colleges of Further Education and employment
• Each pupil has a weekly Careers lesson.
applications.
• DE Careers Advisor visits the School weekly
• Year 14 pupils attend a variety of University
to advise on post-16 choices.
Open Days.
• Pupils attend the annual Careers Convention.
• Some pupils undertake further work shadowing or
• All pupils have a personal interview with a voluntary work for further experience.”
member of the Careers staff.
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITYThe School Curriculum
INFORMATION AND HOMEWORK
COMMUNICATIONS TECHNOLOGY Successful examination results are the outcome of
Grosvenor is at the forefront of the growth in educational a combined effort between home and school. It is
technology to enhance learning and teaching for all of essential that work in school is reinforced by work done
our pupils. A substantial investment has been made at home: writing, reading or learning. Pupils should
over the past few years in relation to computers, data revise schoolwork although no specific homework
projectors, interactive whiteboards, wireless networks, is set.
laptops, iMacs and iPads. This investment has resulted
Each pupil is issued with a Student Planner at the
in the school having unprecedented levels of hardware
beginning of the year and this must be kept neatly and
and software including:
accurately. The amount of time spent on homework
Over 10 computing rooms within the subject areas will vary from night to night, depending on:
of ICT, Languages, Media Studies, Business Studies (i) the degree of difficulty of the task,
and Science & Technology and in the Independent (ii) the age and the understanding of the pupil.
Learning Centre,
A ratio of approximately 1 computer to 2 pupils, many General recommendations are:
of which are available for pupil use before/after school, Year 8 5.5 hours per week
during break and lunch times. Year 9 6.0 hours per week
All members of staff have access to an iPad and are Year 10 6.5 hours per week
encouraged to use these in their classroom practice. Year 11 11.5 hours per week
Middle school pupils have timetabled classes in ICT Years 12-14 12-15 hours per week
21
and have the opportunity to take the Microsoft Office
Specialist qualification. In addition, the staff training
programme within the school over the past number of
years has focused heavily on the development of ICT
within classroom practice.
RELIGIOUS EDUCATION
The school teaches Religious Studies to each
pupil, and enters students for GCSE and GCE
Advanced Level examinations. Parents have
the right to request (in writing) if they wish
their children to be exempted from acts
of worship or Religious Studies classes.
DRUGS EDUCATION
It is the policy of the Board of
Governors that pupils should be
encouraged to adopt healthy
life-styles and to refrain from
abusing any substances likely to
be harmful to them. The School
aims, in general terms, and the
School Rules specifically, to
address any issues.
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 201822
during registration time.
In Senior School, the Heads of Year invite speakers
into School on a weekly basis in order to stimulate
discussion and to deal with topical issues (for
example, local politicians, volunteers from Alcoholics
Anonymous, representatives from the PSNI Drugs
Squad). These talks are linked to the pastoral scheme
In an effort to avoid overloading junior pupils, a of work and are followed up by Form Tutors during
homework timetable will be issued to pupils in Years Tutor Group time.
8-10 by their Head of Year.
Parents/Guardians can support their children by INTERNATIONAL EDUCATION & EDUCATION
providing a quiet, warm studying space and ensuring FOR MUTUAL UNDERSTANDING
that adequate time is set aside for homework. Pupils come to Grosvenor from a variety of
geographical areas and social backgrounds and the
PERSONAL DEVELOPMENT AND LEARNING school seeks to establish positive and constructive
FOR LIFE AND WORK relationships with the local community, with feeder
These are taught programmes of study to cover schools, with the wider community of North and Mid
discrete topics relating to the personal and social Down and East and South Belfast and, beyond that, to
development of pupils. Topics include: developing an international community. Grosvenor is committed
inter-personal skills; healthy living; sex education; study to respecting and valuing the diversity which exists in
skills; self-discipline; citizenship and employability. the wider community and believes that all pupils need
Each pupil in Years 8 & 9 is timetabled for Personal to experience a school environment where differences
Development and Citizenship. In Year 10, pupils are respected and valued and the principles of equal
commence a two-year course in GCSE LLW that opportunity are actively seen to be at work in the
includes Personal Development and Citizenship; School’s ethos and procedures.
the GCSE LLW course is completed in Year 11. The School is proud of its involvement in various local,
Furthermore, elements of Personal Development national and international schemes and projects which
are delivered through the pastoral schemes of work promote the international dimension and which enable
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITYpupils to develop personally, as world citizens and in all languages; the Modern Languages Department
an increasingly competitive international workplace. organises annual Carol Services in French, German
The Board of Governors strongly supports the efforts and Spanish;
of the staff and pupils in these areas of the curriculum.
• The School Choir sang at the opening of the CS
The following provides a snapshot of links and/or Lewis Square, part of the Connswater Greenway
initiatives: project; choirs and ensembles are involved in a
wide range of events from charities to weddings;
• The school holds the British Council International
School Award and many links have been established •
Gillespie Gap Year Award Scheme - Dr Alan
throughout Europe and beyond; Gillespie, a former pupil, has made available £1500
per year in order to encourage and assist Senior
•
The School was appointed in 2013 as one of
School pupils in taking a gap year. Former pupils
the eight Confucius Classroom Hub Schools
Elaine Moore and Reg Smyth have also provided
in Northern Ireland. Mandarin language and
money for travel bursaries in Modern Languages
cultural classes are delivered in Grosvenor and
and Geography respectively;
in the partner schools (Our Lady and St Patrick’s
College Knock, Lagan College, Down High School, •
Pupils are involved in many cross-border or
Rathmore Grammar School, Andrews Memorial international projects: Spirit of Enniskillen, Rotary
Primary School, Braniel Primary School, Dundonald International, Duke of Edinburgh’s Award;
Primary School, Elmgove Primary School, Harding
• Three Grosvenor pupils have spent an academic
Memorial Primary School, Orangefield Primary
year at the prestigious Lawrenceville High School,
School, St Oliver Plunkett Primary School, St
USA, before going to university;
Teresa’s Primary School and Strandtown Primary
School). This programme is to be extended to • Grosvenor holds the coveted Eco-Schools Green
further schools during the 2017/18 academic year. Flag for its environmental achievement;
•
The long-established partnership with Our Lady • The School welcomes foreign pupils and visitors
& St Patrick’s College, Knock and Lagan College and has a regular stream of pupils, students,
continues to develop through funding provided by teachers, educationalists and sporting teams from 23
the Community Relations, Equality and Diversity foreign lands. They represent many denominations
(CRED) and the Shared Education projects; and creeds, as well as numerous different countries.
•
The French, German and Spanish departments
have established links with schools abroad; home-
stay exchanges and/or languages trips take place in
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018Pupil Achievements:
GCSE and A Level Highlights
2017 KEY STAGE 3 ASSESSMENT OUTCOMES [All figures are %]
Key Skills Level 5 Level 6 Level 7
Communication Teacher-Assessed Levels 100 87 36
Mathematics Teacher-Assessed Levels 100 89 44
2017 GCSE OVERALL GRADES
NUMBER IN YEAR 12 160 ENTERING 5+ SUBJECTS 100%
A*-C IN 7+ SUBJECTS 92.5% ENTERING 1-4 SUBJECTS 100%
A*-C IN 5+ SUBJECTS 96.9% A*-G IN 5+ SUBJECTS 100%
A*-C IN 1-4 SUBJECTS 99.4% A*-G IN 1-4 SUBJECTS 100%
GCSE BY SUBJECT PERCENTAGES PER GRADE
ENTRY NO A* A B C D E F G U
ART 25 0.0 32.0 52.0 16.0 0.0 0.0 0.0 0.0 0.0
BIOLOGY 125 26.4 34.4 36.8 2.4 0.0 0.0 0.0 0.0 0.0
24
BUSINESS STUDIES 55 18.2 34.5 21.8 16.4 3.6 3.6 0.0 0.0 1.8
CHEMISTRY 146 20.5 29.5 37.7 8.9 2.1 0.7 0.0 0.0 0.7
COMPUTING 25 4.0 16.0 40.0 28.0 4.0 8.0 0.0 0.0 0.0
ENGLISH LANGUAGE 160 9.4 24.4 47.5 15.0 3.8 0.0 0.0 0.0 0.0
ENGLISH LITERATURE 133 17.3 36.8 33.1 11.3 0.8 0.0 0.0 0.0 0.8
FRENCH 64 35.9 26.6 28.1 9.4 0.0 0.0 0.0 0.0 0.0
GEOGRAPHY 50 24.0 28.0 32.0 8.0 6.0 2.0 0.0 0.0 0.0
GERMAN 71 16.9 21.1 22.5 23.9 7.0 7.0 1.4 0.0 0.0
HISTORY 66 25.8 33.3 27.3 9.1 4.5 0.0 0.0 0.0 0.0
HOME ECONOMICS 38 15.8 26.3 36.8 15.8 5.3 0.0 0.0 0.0 0.0
I.T. 7 42.9 28.6 14.3 14.3 0.0 0.0 0.0 0.0 0.0
LLW 155 2.6 20.0 42.6 21.3 10.3 2.6 0.7 0.0 0.0
MATHEMATICS 160 35.0 34.4 22.5 6.3 1.9 0.0 0.0 0.0 0.0
FURTHER MATHS 81 24.7 28.4 29.6 16.0 0.0 0.0 0.0 0.0 1.2
MEDIA STUDIES 16 0.0 6.3 37.5 37.5 18.8 0.0 0.0 0.0 0.0
MUSIC 10 10.0 40.0 30.0 0.0 20.0 0.0 0.0 0.0 0.0
P.E. 44 9.1 27.3 34.1 15.9 13.6 0.0 0.0 0.0 0.0
PHYSICS 103 28.2 40.8 28.2 1.9 1.0 0.0 0.0 0.0 0.0
RELIGIOUS STUDIES 10 10.0 30.0 40.0 20.0 0.0 0.0 0.0 0.0 0.0
SINGLE AWARD SCIENCE 12 8.3 25.0 50.0 16.7 0.0 0.0 0.0 0.0 0.0
SPANISH 64 37.5 21.9 31.3 6.3 3.1 0.0 0.0 0.0 0.0
TECHNOLOGY 32 6.3 25.0 56.3 12.5 0.0 0.0 0.0 0.0 0.0
R.S. (Short Course) 157 21.7 25.5 24.2 19.1 7.6 1.3 0.6 0.0 0.0
NB. All results are provisional and may change as the result of re-marks.
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITY2017 AS AND A-LEVEL OVERALL RESULTS
NUMBER IN YEAR 13 - 153
AS LEVEL BY SUBJECT PERCENTAGES PER GRADE
ENTRY NO A B C D E U
ART 7 42.9 28.6 28.6 0.0 0.0 0.0
BIOLOGY 51 29.4 21.6 17.6 17.6 9.8 3.9
BUSINESS STUDIES 34 20.6 47.1 17.6 11.8 0.0 2.9
CHEMISTRY 46 26.1 26.1 10.9 13.0 15.2 8.7
DRAMA 7 14.3 42.9 42.9 0.0 0.0 0.0
ECONOMICS 13 15.4 0.0 30.8 15.4 23.1 15.4
ENGLISH LITERATURE 22 27.3 18.2 27.3 22.7 4.5 0.0
FRENCH 21 33.3 28.6 19.0 14.3 0.0 4.8
GEOGRAPHY 12 8.3 25.0 16.7 25.0 25.0 0.0
GERMAN 9 22.2 33.3 33.3 11.1 0.0 0.0
HEALTH & SOCIAL CARE 18 11.1 61.1 22.2 5.6 0.0 0.0
HISTORY 22 22.7 27.3 31.8 9.1 9.1 0.0
HOME ECONOMICS 12 33.3 33.3 16.7 16.7 0.0 0.0
INFORMATION TECHNOLOGY 9 44.4 22.2 11.1 22.2 0.0 0.0
MATHEMATICS 59 35.6 25.4 15.3 13.6 6.8 3.4
MEDIA STUDIES 28 32.1 39.3 21.4 7.1 0.0 0.0
MUSIC 6 16.7 33.3 33.3 16.7 0.0 0.0 25
PHYSICS 27 29.6 22.2 11.1 22.2 7.4 7.4
POLITICS 32 28.1 31.3 21.9 15.6 3.1 0.0
PSYCHOLOGY 29 17.2 31.0 20.7 10.3 13.8 6.9
R.S. 9 66.7 11.1 11.1 11.1 0.0 0.0
SOFTWARE SYSTEMS 11 36.4 45.5 9.1 9.1 0.0 0.0
SPANISH 17 52.9 11.8 29.4 5.9 0.0 0.0
SPORTS SCIENCE 24 12.5 33.3 33.3 20.8 0.0 0.0
TECHNOLOGY 6 83.3 16.7 0.0 0.0 0.0 0.0
TRAVEL AND TOURISM 9 0.0 33.3 66.7 0.0 0.0 0.0
NB. All results are provisional and may change as the result of re-marks.
A-LEVEL
NO. IN FINAL YEAR 131
3+ AT GRADES A* TO C 75.6%
2+ AT GRADES A*TO E 99.2%
1+ AT GRADES A* TO E 100%
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018A-LEVEL BY SUBJECT PERCENTAGES PER GRADE
ENTRY NO A* A B C D E U
ART 9 0.0 44.4 33.3 22.2 0.0 0.0 0.0
BIOLOGY 36 13.9 36.1 19.4 13.9 8.3 8.3 0.0
BUSINESS STUDIES 42 0.0 19.0 33.3 42.9 2.4 2.4 0.0
CHEMISTRY 29 6.9 20.7 31.0 20.7 10.3 6.9 3.4
DRAMA 4 0.0 0.0 25.0 75.0 0.0 0.0 0.0
ECONOMICS 4 0.0 25.0 25.0 50.0 0.0 0.0 0.0
ENGLISH LITERATURE 14 7.1 35.7 14.3 21.4 14.3 7.1 0.0
FRENCH 7 14.3 57.1 0.0 28.6 0.0 0.0 0.0
GEOGRAPHY 14 7.1 14.3 35.7 21.4 21.4 0.0 0.0
GERMAN 12 33.3 33.3 16.7 16.7 0.0 0.0 0.0
HEALTH & SOCIAL CARE 16 0.0 43.8 50.0 6.3 0.0 0.0 0.0
HISTORY 23 8.7 17.4 30.4 26.1 17.4 0.0 0.0
HOME ECONOMICS 5 0.0 40.0 20.0 40.0 0.0 0.0 0.0
INFORMATION TECHNOLOGY 7 0.0 14.3 57.1 28.6 0.0 0.0
0.0
MATHEMATICS 30 16.7 50.0 20.0 6.7 6.7 0.0 0.0
FURTHER MATHS 7 42.9 14.3 14.3 14.3 14.3 0.0 0.0
MEDIA STUDIES 11 0.0 9.1 90.9 0.0 0.0 0.0 0.0
MUSIC 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0
26
PHYSICS 14 28.6 28.6 7.1 35.7 0.0 0.0 0.0
POLITICS 15 0.0 20.0 66.7 13.3 0.0 0.0 0.0
PSYCHOLOGY 27 0.0 14.8 22.2 29.6 25.9 7.4 0.0
R.S. 6 0.0 0.0 83.3 16.7 0.0 0.0 0.0
SOFTWARE SYSTEMS 8 12.5 25.0 12.5 25.0 25.0 0.0 0.0
SPANISH 16 6.3 18.8 31.3 37.5 6.3 0.0 0.0
SPORTS SCIENCE 27 14.8 25.9 29.6 29.6 0.0 0.0 0.0
TECHNOLOGY 10 0.0 40.0 30.0 20.0 10.0 0.0 0.0
TRAVEL & TOURISM 8 0.0 0.0 50.0 12.5 12.5 25.0 0.0
NB. All results are provisional and may change as the result of re-marks.
POST ‘A’ LEVEL LEAVERS’ DESTINATIONS TOTAL LEAVERS’ DESTINATIONS
(including GCSE and other leavers destinations)
HIGHER EDUCATION 78.4%
HIGHER EDUCATION 61.0%
FURTHER EDUCATION 6.0%
FURTHER EDUCATION 22.6%
HIGHER APPRENTICESHIP 1.5%
(inc. Jobskills/Apprenticeship)
EMPLOYMENT 9.7%
HIGHER APPRENTICESHIP 1.1%
GAP YEAR 3.7%
EMPLOYMENT 7.9%
OTHER 0.8%
ANOTHER SCHOOL 4.0%
GAP YEAR 1.1%
OTHER 2.3%
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITYATTENDANCE (YEARS 8 -14)
Attendance was 95.5% of the possible total.
PERFORMANCE IN PUBLIC EXAMINATIONS1
2013-14 TO 2015-16 - Grammar schools
The Northern Ireland statistics for the year 2016-17 are not yet available for publication.
Performance Indicator 2013/14 2014/15 2015/16
School NI Average School NI Average School NI Average
% Achieving 5+ GCSEs 98.8 97.2 98.7 97.2 99.4 98.2
at Grades A*-C
(or equivalent)2
% Achieving 7+ GCSEs 97.5 93.0 94.8 95.5 97.5 95.4
at Grades A*-C
(or equivalent)2
% Achieving 3+ A Levels 77.1 75.7 72.3 75.7 71.1 78.1
at Grades A-C 27
(or equivalent)2
% Achieving 2+ A Levels 100.0 99.6 100 99.6 100.0 99.7
at Grades A-E
(or equivalent)2
1 Excludes pupils with statements of Special Education Needs.
2 Figures include all equivalent qualifications. NI Average compares with Grammar Schools in the same Free School Meal band.
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018Higher Education
‘A’ levels represent the main route into third-level education and Grosvenor seeks to equip our
Senior Pupils with the qualifications needed for entry into a variety of courses.
Our Year 14 Pupils gain places in universities throughout the British Isles.
OXFORD AND CAMBRIDGE ENTRANCE 2001 – 2017
2001 Stacey Gregg King’s, Cambridge English
2001 Matthew Russell St Catherine’s, Oxford French & German
2001 Simon Turbitt Brasenose, Oxford Law
2004 Angela Goode Downing, Cambridge Natural Sciences
2005 Adam Gordon Corpus Christi, Cambridge Engineering
2005 William Kilpatrick St Catherine’s, Oxford French & Spanish
2005 Gina Milne Churchill, Cambridge Natural Sciences
2006 Clark Boyd St Catharine’s, Cambridge French & Spanish
2006 David Mack Jesus College, Cambridge Computing
2007 Aimee Campbell Churchill, Cambridge German & Spanish
2007 Olivia Christie Brasenose, Oxford Law
2007 Vanessa Quigg St Catharine’s, Cambridge English
28 2008 Ben Gordon Trinity, Cambridge Natural Sciences
2009 Catherine Coffey Brasenose, Oxford French & German
2009 Chris Logan King’s, Cambridge Medicine
2010 Jack Wright Girton, Cambridge Natural Sciences
2011 Jessica Hills St.Hilda’s, Oxford Law
2011 Ashleigh Marshall Sidney Sussex, Cambridge Natural Sciences
2011 Darren Bell Magdalene, Cambridge Medicine
2012 Richard Anderson Jesus, Cambridge Medicine
2013 Helen Pruzina Pembroke, Cambridge Human, Social & Political Sciences
2014 Ross Neill Christ’s College, Cambridge Law
2015 Zoe Harrison Merton College, Oxford Law
2015 Daniel Mayhew St Peter’s College, Oxford Law
2015 Paul Pruzina Jesus College, Cambridge Mathematics
2015 David Thompson Corpus Christi, Cambridge Natural Sciences
2016 Susannah Ashfield Trinity College, Cambridge Medicine
2016 Medani Elshibly Emmanuel College, Cambridge Medicine
2016 Ryan Simpson St Hughes College, Oxford Mathematics
2017 Michael Culbert St Hughes College, Oxford Biomedical Sciences
2017 Cameron Hamilton Trinity College, Cambridge Engineering
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITYWorking with Parents
REPORTING TO PARENTS •
do not otherwise visit the school without
appointment;
Junior School (Key Stage 3: [Years 8-10])
Parents/Guardians receive 3 report cards (November, • do not go directly to classrooms nor talk to any
February, April) and 1 full report following end-of-year teacher or pupil without prior approval;
examinations.
• report to Reception on arrival in school;
Middle School (Key Stage 4: [Years 11 & 12]) • agree in advance if you wish anyone other than a
Parents/Guardians of Year 11 pupils receive 3 report parent/guardian to participate in discussion.
cards (November, February, April) and 1 full report
following end-of-year examinations; Year 12 pupils All discussions should be carried out in an atmosphere
receive 1 report card (November) and 1 full report of mutual respect. The Board of Governors reserves
issued in February following mock GCSE examinations. the right to withdraw a parent’s/guardian’s licence to
enter the school premises.
Senior School [Years 13 & 14]
Parents/Guardians of Year 13 and Year 14 students
FRIENDS OF GROSVENOR ASSOCIATION
receive 1 report card (November) and 1 full report
The Friends of Grosvenor Association is a group of
following the mock examinations in January.
interested parents, former pupils, staff and other friends
All Years of the School who wish to help support Grosvenor in
At any time, a parent may request an interview or a its education of the pupils. The Association is run
specific report, which will be arranged through the by a committee of three nominated staff (including
Head of Year, in the first instance. a representative of the School’s Senior Leadership
Team) and a group of dedicated parents. 29
Parent Consultation
Parents/Guardians of pupils in all years are invited to In 2017-18 the Friends of Grosvenor Association
meet the subject teachers of their child at a ‘Parent Committee consists of the following Office Bearers:
Consultation’ afternoon. Parents/Guardians are
informed of the dates of these meetings at the start Mrs R Russell Chairperson
of the year.
Mr M Holden Secretary
PARENTAL VISITS TO SCHOOL Mrs A Parker Treasurer
The partnership between home and school is of vital
importance in ensuring the best possible education Mr P Brunt SLT Representative
for all our pupils. Grosvenor prides itself on having
developed good communications with home and
we provide a range of opportunities for parents and The Association attempts to meet its task by:
guardians to consult with the school on any matter
1.
holding meetings for parents on topical and
regarding the education or wellbeing of their son or
relevant educational issues;
daughter. These opportunities include:
2 fund raising to aid the School in the provision of
• formal parent consultations;
additional equipment, materials and training to
• informal contact by means of phone calls enhance our pupils’ education and by
or notes; and
3. providing opportunities for parents and friends to
• meetings arranged by appointment. meet in a social manner.
The School is happy to provide this range of
opportunities to talk to parents and guardians and
indeed would welcome any suggestions as to how
such contact and communication could be further
developed. In order to ensure that all parental contact
operates in the best interest of each pupil we ask
that you:
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018COMPLAINTS PROCEDURES you should contact the Chairman of the Board
The section below outlines the Complaints Procedures of Governors, using the school address. The
for the School. A copy of the full Complaints Chairman will refer the complaint on to the Main
Procedures document is available from the School Board where applicable.
Office, or from the School website.
5.
The Education Authority has no responsibility
1. For most matters the Form Tutor or the Subject for, and cannot deal with, complaints (except for
Teacher is usually the first point of contact. those referred to in Section 4 of the full Complaints
Procedures document.)
2. Depending on the nature of the matter, you may,
however, wish to contact the Head of Year or the 6.
Having exhausted the internal complaints
Head of Department. procedure, parents of pupils may refer their
complaint to the Northern Ireland Public Services
3. Depending on the nature of the matter, you may,
Ombudsman (NIPSO), if they remain dissatisfied.
however, wish to contact a Senior Teacher (Head
Upon receiving notification by the School that
of Junior, Middle or Senior School), Vice Principal
the full internal complaints procedure has been
or the Principal directly. You may also do so at any
completed, parents who remain dissatisfied are
stage if you believe the matter is serious enough
required to make any complaint to the Ombudsman
to merit the involvement of Senior Leadership, or if
within 6 months of the date of receiving written
you are dissatisfied with the service provided.
notification. The NIPSO contact details are
4. If you are dissatisfied with the manner in which the provided in Appendix 1 of the full Complaints
school has dealt with you and/or your complaint, Procedures document.
30
GROSVENOR PROSPECTUS > 2018 RELATIONSHIPS • RESPECT • RESPONSIBILITYSchool Policies –
Behaviour Policy
Parents / Guardians and prospective pupils should THE CODE OF CONDUCT
note that acceptance of a place at Grosvenor The Code of Conduct sets out the School’s expectations
Grammar School is taken to mean acceptance of the of all of its pupils. Grosvenor is proud of its traditions
School’s Behaviour Policy (including School Rules) and of the good relationships existing between pupils,
and the Code of Conduct. teachers, parents and the wider community, which are
such an important part of this School.
This policy has been written following consultation
with staff, pupils, parents and governors of the The Code of Conduct can be summarised as follows.
School.
• Respect yourself. Display the highest standards
1.1 It is the policy of this School that pupils should of conduct at all times.
be encouraged to behave in ways that show
• Treat all members of the school community with
self-respect and respect for others and which
respect.
maintain a safe, orderly and enjoyable learning
environment. • Attend school whenever possible.
1.2 The procedures and documents produced and • Arrive punctually to school and to the start of
the approaches adopted by staff, in and out of each lesson.
the classroom, emphasise the School’s ethos by
• Take responsibility for your own belongings and
focusing on positive behaviour strategies. 31
respect property belonging to the school and to
1.3 This policy recognises the positive impact that others.
good, orderly behaviour has on the teaching
• Behave in a safety-conscious manner at all times.
and learning process.
•
During lessons, act in a manner that will
1.4 At the heart of positive behaviour lies a good
maximise the learning opportunities for yourself
relationship between pupils and staff. The aim of
and others.
the School is to foster such relationships based
on mutual respect. •
Complete all homework to the best of your
ability and meet all homework and coursework
1.5 Whilst seeking to ensure a consistent approach
deadlines.
to behaviour management, there is an equal
recognition of the need to treat each pupil
as an individual, taking account of mitigating
circumstances as and when appropriate.
1.6
The contents of the policy apply to pupils
whether in school, travelling to and from school,
on school trips or representing the school off-
site (see Educational Visits Policy for the Code
of Conduct relating specifically to school trips).
1.7 The contents of the policy and the contents of
the e-safety, ICT Acceptable Use and Digital
Media Policy apply to pupils at all times.
1.8
The Governors are committed to a
process of consultation and will review the
Behaviour Policy regularly to ensure that
the aims of the Policy are being met.
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2018You can also read
