2019 PROSPECTUS RELATIONSHIPS RESPECT RESPONSIBILITY - Grosvenor Grammar School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
2019 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 his or her 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 > 2019
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 2019/20 50 3. Bus Routes & Transport 51 RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2019
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 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; and (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 14 159 163 162 170 163 142 127 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, 9 January and Thursday, 10 January 2019 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 talks 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 Tuesday, 12 March 2019 at 7.00pm for those who wish to hear about courses offered in Senior School. PRINCIPAL Dr F Vasey CHAIRPERSON Miss S R Rainey OBE 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 > 2019
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
8 Our relationship with parents/guardians is of the utmost 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, co- given the opportunity to attend their child’s personal
ordinated by a Head of Year, supported by a Head of careers interview. Parent Information Evenings are
School, with the Vice-Principal i/c Pastoral Care having also provided for pupils in Years 9 and Year 11.
overall responsibility. A school counsellor, a Special Year 9 pupils will also have a timetabled Form Period
Educational Needs Co-ordinator (SENCo), Assistant (35 minutes per week). This time has been provided
SENCo and a Pupil Welfare Auxiliary (school nurse) to allow the pupils to build relationships with the other
also play vital roles in providing pastoral care to our pupils in their Form Class and their Form Tutor and
pupils. also to support the taught Pastoral programme.
FORM TUTOR Any pupils who join the School in Years 9-12 benefit
In Grosvenor, the Form Tutor provides the first and from an Induction Programme established by their
most immediate level of support and help for pupils, Head of Year and includes a ‘buddy system’ to ensure
that they integrate fully into school life as easily as
with 25 minutes set aside at the beginning of each day
possible.
to develop relationships in Form Time.
Depending upon the age/educational stage, pupils YEARS 13 - 14
have different needs. In order to provide the most In Senior School, pupils are re-grouped to encourage
appropriate care, the pastoral structure and provision greater mixing and to help new pupils integrate more
differ slightly between the year groups: easily. At the beginning of Year 13, an Induction
GROSVENOR PROSPECTUS > 2019 RELATIONSHIPS • RESPECT • RESPONSIBILITY
Programme is in place to help students make the • facilitating individual pupil target-setting
transition to life in Senior School. Senior School exercises;
pupils have their own accommodation where they • liaising with the Head of Year, subject teachers
study independently (under supervision) during non- and parents regarding progress, behaviour of
timetabled subject classes, and join together in the each pupil;
Common Room for break and lunch.
• guidance with self-organisation e.g.
Parents/Guardians have an opportunity to meet Student Planners;
subject teachers in both year groups, and are also • induction arrangements for new pupils
invited to attend a Higher Education information joining the class;
evening for students in Year 14. A Parent Information
• accompanying class to relevant assemblies and
Evening is provided for the parents of pupils in
conducting class assemblies;
Year 13.
• responsibility for report completion; and
DUTIES OF A FORM TUTOR • dealing with a variety of administrative matters
Specific Duties of all Form Tutors include: relating to the Form Class/Tutor Group.
• promotion of the ethos of the school;
• delivering the pastoral scheme of work; HEAD OF YEAR
The Head of Year has a key role in the School’s
• registration and attendance monitoring;
pastoral structure and provides a constant channel
• overseeing of the conduct and appearance of of information, support and encouragement for each
each individual in the class; pupil, working closely with all involved in pastoral
• monitoring of the progress and well-being of provision. Each Head of Year leads and manages his/ 9
each individual; her team of Form Tutors and co-ordinates and oversees
their work. As well as dealing with individuals, the Head Child Protection policy and E-safety, ICT Acceptable
of Year establishes a relationship with each Form Class Use and Digital Media Policy. A member of the Senior
and promotes a sense of year-group identity, partly Leadership Team is the Designated Teacher for
through Year Assemblies and year-group activities. Safeguarding and Child Protection and there are three
Heads of Year work in partnership with parents, liaising Deputy Designated Teachers.
closely with them.
ACADEMIC TUTORING AND PASTORAL
HEADS OF SCHOOL MENTORING
There are 3 Heads of School: Head of Junior School, In order to help pupils who are experiencing difficulties,
Head of Middle School and Head of Senior School. either in a specific subject or across the curriculum,
Each Head of School is also a member of the Senior academic tutoring and pastoral mentoring are offered.
Leadership Team. The schemes are co-ordinated by specially selected
staff, who are assisted by senior pupils.
THE SCHOOL COUNSELLOR
The School Counsellor provides pupils with an PUPIL WELFARE AUXILIARY (PWA)
opportunity to discuss and try to resolve their The PWA is available throughout the school day (in
concerns or problems in a confidential manner. the Medical room) to provide support for pupils who
Pupils refer themselves to the Counsellor by making have medical needs, as a result of an accident or
personal contact; additionally, members of SLT and/ sickness. Pupils in need of the PWA’s attention (except
or the Principal may refer a pupil to the appropriate in an emergency) can report to her after gaining
counselling support. Counselling rooms provide a permission from the subject teacher / teacher on duty,
private and informal setting. Our school Counsellor in the company of another pupil if necessary. After
seeks advice from and refers young people to external examination, the PWA will decide on treatment and
Counselling agencies where necessary. possibly make contact with a parent/guardian, where
appropriate.
The school also avails of the external counselling
service appointed by the Department of Education.
10 PREFECTS
Our designated external Counsellor works one day in
All Prefects make an active contribution to school
school and can be contacted by pupils in person, or
life, acting as a role model and promoting a sense of
via the internal School Counsellor or the appropriate
responsibility and commitment to the School.
Head of School.
Form Prefects attend registration with a Year 8, Year
SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR 9 or Year 10 Form Class. They have a special role in
(SENCo) AND ASSISTANT SENCo terms of their responsibilities and relationships with
Pupils with identified special educational needs (for the pupils in their Form Class. While part of their role
example, specific learning difficulty; emotional and is to assist the Form Tutor with a variety of duties, such
behavioural difficulties; physical disabilities; sensory as assisting in the planning and presentation of class
impairments; speech and language difficulties; assemblies, and helping the Form Tutor to keep a
medical conditions) receive additional support and regular check on Student Planners, their key role is to
attention, as their specific need dictates. The co- establish a relationship with the pupils and to act as a
ordinators work closely with Heads of Year and other positive role model to the younger pupils
senior staff to ensure that appropriate measures are
taken to meet the needs of these young people. They SCHOOL COUNCILS
also liaise with parents and external agencies such as Grosvenor is committed to facilitating an active pupil
Educational Psychologists and Educational Welfare voice. To provide an opportunity for pupils to have
Officers. Grosvenor’s facilities are fully DDA compliant an input into school policy, Student Councils meet at
in order to provide full access for people with physical least once during each term:
disabilities. Classroom / General Assistants are
provided, where necessary, to give maximum support School Council (Junior): Years 8-10
to individual pupils with particular needs. School Council (Middle): Years 11 and 12
SAFEGUARDING AND CHILD PROTECTION School Council (Senior): Years 13 and 14
Grosvenor Grammar School provides a safe and
caring environment for pupils and staff, and the safety Pupil representatives meet with staff to discuss issues,
and wellbeing of pupils have absolute priority. The propose changes and listen to others’ viewpoints.
pastoral care system is in place for the benefit of all Proposals are taken to the Senior Leadership Team,
pupils and staff and to support the Safeguarding and who respond accordingly.
GROSVENOR PROSPECTUS > 2019 RELATIONSHIPS • RESPECT • RESPONSIBILITYEQUALITY, INCLUSION AND DIVERSITY The procedures and documents produced and
Pupils come to Grosvenor from a variety of geographical the approaches adopted by staff, in and out of the
areas and social backgrounds and the School seeks to classroom, emphasise the School’s ethos by focusing
establish positive and constructive relationships with on positive behaviour strategies.”
the local community, with feeder primary schools,
These key statements from the School’s Behaviour
with the wider community and, beyond that, to an
Policy reflect the underlying principle to promote
international community. Grosvenor has a strong
positive behaviour and self-discipline in our pupils. It
tradition of links with people of all creeds, cultures and
is recognised that while rules and procedures protect
nationalities. The School is proud of its involvement in
rights and define, rewards and sanctions are used to
various local, national and international schemes and
encourage and maintain high standards of behaviour
projects which promote the international dimension
and positive attitudes in class and throughout the
and which enable pupils to develop personally, as
school.
world citizens and in an increasingly competitive
international workplace. The Board of Governors In keeping with the ethos of the School, there is a desire
strongly supports the efforts of staff and pupils in to recognise the good behaviour and attendance of
these areas of the curriculum. our pupils. This positive reinforcement of acceptable
behaviour is designed to minimise the need for the use
REWARDS AND SANCTIONS of the Sanctions as outlined in the Behaviour Policy.
“It is the policy of this School that pupils should be
encouraged to behave in ways that show self-respect
and respect for others and which maintain a safe,
orderly and enjoyable learning environment.
11Pupil Safety and Protection
The safety and wellbeing of the pupils have absolute (iv) All allegations of abuse are reported to the
priority. In this connection, the School seeks to School’s Safeguarding Team on a termly basis
implement all directives from DENI and EA relating 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 has been allocated time during the week to
The aims are 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 Counsellor is 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
allegations; and or, if they prefer, ask their Form Tutor, Head of Year
• meet legal obligations in relation to safeguarding or a member of the Senior Leadership Team to refer
and child protection. them. Additionally, parents/guardians can telephone 13
the School Counsellor 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 relates to a member of staff, to advise the Principal; (ii) there is a legal obligation on
the contact is the Designated Teacher who the school to pass on information to the PSNI and/or
reports to the Principal and the Chairperson (or Social Services).
Vice Chairperson) of the Board of Governors
is informed.
(iii) If the allegation relates to the Principal, the
contact is the Designated Teacher who reports
to the Chair (or Vice Chairperson) of the Board
of Governors.
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2019Extra-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 below 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 2018/19
Music Sport Drama Other Activities
14
Senior Choir Athletics Production Animal Club Debate Team Magazine
Committee
Chamber Choir Badminton Backstage Book Club Public Speaking
Science Club
Junior Choir Cricket Sound & Lights War Hammer Fencing
Club Cookery Club
Girls’/Mens’ Choir Football Set Design Library Club
Scripture Union Revision Club
String Quartet Golf Make-Up Duke of
Junior Edinburgh’s Spanish iPads
Jazz Band Hockey (Boys Fellowship Award Club
& Girls) Group
Guitar Club Senior Mock Trial BBC School
Netball Senior Competition News Club
Orchestra String Fellowship
Rugby Group Habitat for Japanese Club
Ensemble Brass Humanity
Table Tennis Culture Club
Group Flute Group Mini Enterprise
Tennis Code IT
Charity
Chess Club Committee
Urban Photography
Ecologists Club
Homework Club ACF
using ICT
GROSVENOR PROSPECTUS > 2019 RELATIONSHIPS • RESPECT • RESPONSIBILITY15 RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2019
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 2018-19, the School week is divided into 45
periods of 35 minutes. 2.15 pm - 2.50 pm Period 9
The 2018-19 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.The 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 Literacy, Using statutory requirements of the Education Order 2006, 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 LITERACY 1 - - DRAMA 1 - - MATHEMATICS 5 5 5 SCIENCE 5 - - BIOLOGY - 2 2 CHEMISTRY - 2 2 17 PHYSICS - 2 2 FRENCH 4 2 21 GERMAN - 2 21 SPANISH - 2 21 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. The total period allocation for modern languages in Year 10 is 6 periods. However, pupils are provided with the opportunity to: a) focus their language studies by selecting a combination of any two languages (with each language being allocated 3 periods per week); or b) continue will all three modern languages (with each language being allocated 2 periods per week). 2. Staff set and mark internal examinations in all subjects and the outcomes are reported to parents. 3. All pupils in Year 10 receive a Junior Certificate, based on the results of their Summer Examinations. 4. In Year 10, pupils commence a two-year course in GCSE LLW. This course is completed by the end of Year 11. RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2019
The School Curriculum –
Key Stage 4
At Key Stage 4 (Years 11 & 12), there is greater flexibility number of GCSEs taken. Pupils are able to make
and the School provides a menu of 27 courses. English informed and appropriate choices which best suits
Language, Mathematics, and a Science subject are their interests, abilities and ambitions for A Level,
compulsory GCSEs and all pupils take Learning for university and their career. The School is compliant
Life & Work [an additional GCSE], Religious Studies with the Entitlement Framework for 2018/19, as
[a ½ GCSE] and Physical Education as required by the required by the Education Order 2006. The current
Education Order 2006. Beyond that, the arrangements subjects offered for 2018/19 are shown below:
give freedom in terms of subject combinations and
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 LANGUAGE1 only
MATHEMATICS2 4 5 1 x GCSE
Modern Languages3: - 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
ENRICHMENT4 1 1
ICT5 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 list6: 18 18 4 x GCSE
ART & DESIGN FOOD & NUTRITION MEDIA STUDIES
BIOLOGY FRENCH PHYSICAL EDUCATION
BUSINESS STUDIES FURTHER MATHEMATICS PHYSICS
CHEMISTRY GEOGRAPHY RELIGIOUS STUDIES (Full course)
DIGITAL TECHNOLOGY (multi-media) GERMAN SPANISH
DIGITAL TECHNOLOGY (programming) GOVERNMENT & POLITICS TECHNOLOGY & DESIGN
DRAMA HISTORY
TOTALS 45 45 8.5, 9.5, 10.5
or 11.5 x GCSE
NOTES:
1. Pupils will be allocated to a class either to study English Language and English Literature or English Language only, on the basis of their performance in English at Key Stage 3. Pupils
studying English Language and English Literature will achieve an additional GCSE qualification more than those studying English Language only. The period allocation of English will
be the same for all pupils.
2. 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.
3. 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.
4. 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.
5. Pupils have the opportunity of taking an accredited ICT qualification (Microsoft Office Specialist).
6. 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 > 2019 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 2018/19 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 Years 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 weekThe 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.
The department maintain two Careers libraries which contain a wide variety of up-to-date literature and resources.
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 (Eye for Education).
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
includes Employability topics. • Past students return and give first-hand
information about their experiences after
leaving school.
YEAR 10 • All students are given the opportunity to
20 participate in three days’ work shadowing.
An important year in which pupils make decisions on
GCSE subjects. • Major employers and businesses visit the School
• All pupils have a weekly Careers lesson. to give talks.
• Each pupil has a personal interview with Careers • University and course representatives visit the
staff, at which parents may be present. School regularly to talk about the requirements for
entry and courses available.
• All parents are invited to attend a talk on GCSE
options in the School. • Seminars on particular career areas are held.
• Pupils attend the annual Careers Convention. • Pupils attend the annual Careers Convention.
YEAR 11 YEAR 14
• All pupils have two days of work experience. • Each student has a weekly Careers lesson.
• All pupils attend an annual Careers Day. • Personal interviews are held with each student to
discuss career pathways (including UCAS).
• Each pupil has a weekly LLW lesson on
Employability (including employability skills). • Parents were invited to attend a UCAS talk in the
School.
• Pupils attend interview training and a mock
YEAR 12 interview in the first term.
• Detailed guidance was given on completion of
Last year of compulsory schooling; pupils must make
UCAS forms and other relevant documentation
vital decisions.
including other Higher Education Institutions,
• Each pupil has a weekly Careers lesson.
Colleges of Further Education and employment
• DE Careers Adviser visits the School weekly to applications.
advise on post-16 choices.
• Year 14 pupils attend a variety of University Open
• Pupils attend the annual Careers Convention in Days throughout the year.
the first term.
• 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 > 2019 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 whenever 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
• o
ver 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
and Science & Technology and in the Independent
Learning Centre; ii) the age and the understanding of the pupil.
• a
ratio of approximately 1 computer to 2 pupils, General recommendations are:
many of which are available for pupil use before/
Year 8 5.0 hours per week
after school, during break and lunch times; and
Year 9 6.0 hours per week
• a
ll members of staff having access to an iPad and
Year 10 6.5 hours per week
are encouraged to use these in their classroom
practice. Year 11 10.5 hours per week
Years 12-14 12-15 hours per week 21
Middle school pupils have timetable classes in ICT
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 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 child(ren) 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 > 201922
the GCSE LLW course is completed in Year 11.
Furthermore, elements of Personal Development
are delivered through the pastoral schemes of work
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. These talks
are linked to the pastoral scheme of work and are
In an effort to avoid overloading junior pupils, a followed up by Form Tutors during Registration time.
homework timetable will be issued to pupils in Years
8-10 by their Head of Year. INTERNATIONAL EDUCATION & EDUCATION
Parents/Guardians can support their children by FOR MUTUAL UNDERSTANDING
providing a quiet, warm study space and ensuring that Pupils come to Grosvenor from a variety of
adequate time is set aside for homework.. geographical areas and social backgrounds and the
school seeks to establish positive and constructive
PERSONAL DEVELOPMENT AND LEARNING relationships with the local community, with feeder
FOR LIFE AND WORK schools, with the wider community of North and Mid
These are taught programmes of study to cover Down and East and South Belfast and, beyond that, to
discrete topics relating to the personal and social an international community. Grosvenor is committed
development of pupils. Topics include: developing to respecting and valuing the diversity which exists in
inter-personal skills; healthy living; relationships the wider community and believes that all pupils need
and sexuality education; study skills; self-discipline; to experience a school environment where differences
citizenship and employability. are respected and valued and the principles of equal
opportunity are actively seen to be at work in the
Each pupil in Years 8 & 9 is timetabled for Personal School’s ethos and procedures.
Development and Citizenship. In Year 10, pupils
commence a two-year course in GCSE LLW that The School is proud of its involvement in various
includes Personal Development and Citizenship; local, national and international schemes and projects
which promote the international dimension and which
GROSVENOR PROSPECTUS > 2019 RELATIONSHIPS • RESPECT • RESPONSIBILITYenable pupils to develop personally, as world citizens • The School Choir sang in front of Her Majesty the
and in an increasingly competitive international Queen and Prince Philip at Hillsborough Castle
workplace. The Board of Governors strongly supports at the event to mark the 30th Anniversary of Co-
the efforts of the staff and pupils in these areas of the Operation Ireland; choirs and ensembles are
curriculum. involved in a wide range of events from charities to
weddings;
The following provides a snapshot of links and/or
initiatives: •
Gillespie Gap Year Award Scheme - Dr Alan
Gillespie, a former pupil, has made available £1500
•
The School was appointed in 2013 as one of
per year in order to encourage and assist Senior
the eight Confucius Classroom Hub Schools in
School pupils in taking a gap year. Former pupils
Northern Ireland. Mandarin language and cultural
classes are delivered in Grosvenor and in the partner Elaine Moore and Reg Smyth have also provided
schools (Our Lady and St Patrick’s College Knock, money for travel bursaries in Modern Languages
Lagan College, Down High School, Rathmore and Geography respectively;
Grammar School, Andrews Memorial Primary •
Pupils are involved in many cross-border or
School, Dundonald Primary School, Orangefield international projects: Spirit of Enniskillen, Rotary
Primary School, St Oliver Plunkett Primary School, International, Duke of Edinburgh’s Award;
St Teresa’s Primary School and Strandtown Primary
School). This programme is to be extended to • Three Grosvenor pupils have spent an academic
further schools during the 2018/19 academic year; year at the prestigious Lawrenceville High School,
USA, before going to university; and
•
The long-established partnership with Our Lady
& St Patrick’s College, Knock and Lagan College •
Grosvenor has recently renewed the coveted
continues to develop through funding provided by Eco-Schools Green Flag for its environmental
the Community Relations, Equality and Diversity achievement.
(CRED) and the Shared Education projects;
The School welcomes international pupils and visitors 23
•
The French, German and Spanish departments and has a regular stream of pupils, students, teachers,
have established links with schools abroad; home- educationalists and sporting teams from countries.
stay exchanges and/or languages trips take place in
They represent many denominations and creeds, as
all languages; the Modern Languages Department
well as numerous different cultures.
organises annual Carol Services in French, German
and Spanish;
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2019Pupil Achievements:
GCSE and A Level Highlights
2018 KEY STAGE 3 ASSESSMENT OUTCOMES [All figures are %]
Key Skills Level 5 Level 6 Level 7
Communication Teacher-Assessed Levels 100 89 36
Mathematics Teacher-Assessed Levels 100 91 45
ICT Teacher-Assessed Levels 100 80 12
2018 GCSE OVERALL GRADES
No. IN YEAR 12 154 ENTERING 5+ SUBJECTS 100%
A*-C IN 7+ SUBJECTS 96.1% ENTERING 1-4 SUBJECTS 100%
A*-C IN 5+ SUBJECTS 99.4% A*-G IN 5+ SUBJECTS 100%
A*-C IN 1-4 SUBJECTS 100.0% 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 16.0 24.0 28.0 28.0 4.0 0.0 0.0 0.0 0.0
BIOLOGY 111 21.6 43.2 27.9 6.3 0.0 0.0 0.0 0.9 0.0
24
BUSINESS STUDIES 40 7.5 22.5 32.5 22.5 12.5 2.5 0.0 0.0 0.0
CHEMISTRY 114 14.9 42.1 28.9 12.3 1.8 0.0 0.0 0.0 0.0
COMPUTING 24 16.7 37.5 20.8 20.8 4.2 0.0 0.0 0.0 0.0
DRAMA 10 10.0 50.0 40.0 0.0 0.0 0.0 0.0 0.0 0.0
ENGLISH LANGUAGE 154 5.8 33.8 40.9 18.2 1.3 0.0 0.0 0.0 0.0
ENGLISH LITERATURE 131 18.3 29.0 36.6 13.7 2.3 0.0 0.0 0.0 0.0
FOOD & NUTRITION 20 25.0 35.0 25.0 15.0 0.0 0.0 0.0 0.0 0.0
FRENCH 55 25.5 25.5 18.2 29.1 1.8 0.0 0.0 0.0 0.0
GEOGRAPHY 20 0.0 40.0 40.0 20.0 0.0 0.0 0.0 0.0 0.0
GERMAN 55 12.7 29.1 30.9 18.2 9.1 0.0 0.0 0.0 0.0
HISTORY 60 25.0 35.0 30.0 6.7 1.7 1.7 0.0 0.0 0.0
I.T. 12 16.7 75.0 0.0 8.3 0.0 0.0 0.0 0.0 0.0
LLW 152 2.0 19.7 43.4 21.7 10.5 2.0 0.7 0.0 0.0
MATHEMATICS 154 34.4 29.2 27.3 8.4 0.6 0.0 0.0 0.0 0.0
FURTHER MATHEMATICS 61 24.6 31.1 26.2 16.4 0.0 1.6 0.0 0.0 0.0
MEDIA STUDIES 28 0.0 0.0 57.1 42.9 0.0 0.0 0.0 0.0 0.0
MUSIC 20 5.0 45.0 25.0 15.0 5.0 5.0 0.0 0.0 0.0
P.E. 51 7.8 29.4 25.5 27.5 9.8 0.0 0.0 0.0 0.0
PHYSICS 77 20.8 37.7 32.5 9.1 0.0 0.0 0.0 0.0 0.0
RELIGIOUS STUDIES (R.S.) 9 22.2 33.3 44.4 0.0 0.0 0.0 0.0 0.0 0.0
SINGLE AWARD SCIENCE 29 24.1 69.0 6.9 0.0 0.0 0.0 0.0 0.0 0.0
SPANISH 67 22.4 25.4 16.4 26.9 9.0 0.0 0.0 0.0 0.0
TECHNOLOGY & DESIGN 18 5.6 16.7 50.0 16.7 5.6 0.0 5.6 0.0 0.0
R.S. (Short Course) 144 18.1 32.6 25.0 11.8 6.3 5.6 0.7 0.0 0.0
NB. All results are provisional and may change as the result of re-marks.
GROSVENOR PROSPECTUS > 2019 RELATIONSHIPS • RESPECT • RESPONSIBILITY2018 AS AND A-LEVEL OVERALL RESULTS
NUMBER IN YEAR 13 - 148
AS LEVEL BY SUBJECT PERCENTAGES PER GRADE
ENTRY NO A B C D E U
ART 8 25.0 37.5 0.0 37.5 0.0 0.0
BIOLOGY 50 34.0 20.0 22.0 12.0 10.0 2.0
BUSINESS STUDIES 21 52.4 28.6 9.5 4.8 4.8 0.0
CHEMISTRY 55 30.9 20.0 16.4 12.7 7.3 12.7
CHINESE 2 100.0
DIGITAL TECHNOLOGY 2 100.0 0.0 0.0 0.0 0.0 0.0
ECONOMICS 13 0.0 30.8 38.5 23.1 7.7 0.0
ENGLISH LITERATURE 20 15.0 50.0 20.0 15.0 0.0 0.0
FRENCH 16 6.3 31.3 31.3 25.0 6.3 0.0
GEOGRAPHY 27 40.7 33.3 22.2 3.7 0.0 0.0
GERMAN 11 9.1 36.4 27.3 9.1 18.2 0.0
HEALTH & SOCIAL CARE 20 35.0 40.0 10.0 5.0 10.0 0.0
HISTORY 23 26.1 39.1 26.1 4.3 0.0 4.3
MATHEMATICS 52 30.8 26.9 17.3 11.5 3.8 9.6
FURTHER MATHEMATICS 9 88.7 11.3
MEDIA STUDIES 9 11.1 44.4 33.3 11.1 0.0 0.0
MUSIC 2 0.0 50.0 50.0 0.0 0.0 0.0 25
NUTRITION & FOOD SCIENCE 15 40.0 20.0 26.7 6.7 6.7 0.0
PHYSICS 36 27.8 27.8 25.0 2.8 11.1 5.6
POLITICS 29 37.9 17.2 27.6 10.3 3.4 3.4
PSYCHOLOGY 39 15.4 25.6 23.1 25.6 7.7 2.6
RELIGIOUS STUDIES 8 37.5 37.5 12.5 0.0 12.5 0.0
SOFTWARE SYSTEMS 11 63.6 9.1 27.3 0.0 0.0 0.0
SPANISH 23 60.9 17.4 13.0 8.7 0.0 0.0
SPORTS SCIENCE 18 66.7 16.7 5.6 11.1 0.0 0.0
TRAVEL AND TOURISM 8 25.0 0.0 37.5 0.0 0.0 37.5
NB. All results are provisional and may change as the result of re-marks.
A-LEVEL
NO. IN FINAL YEAR 128
3+ AT GRADES A* TO C 70.3%
2+ AT GRADES A*TO E 100%
1+ AT GRADES A* TO E 100%
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2019A-LEVEL BY SUBJECT PERCENTAGES PER GRADE
ENTRY A* A B C D E U
NO
ART 5 40.0 20.0 40.0 0.0 0.0 0.0 0.0
BIOLOGY 35 8.6 31.4 31.4 22.9 2.9 2.9 0.0
BUSINESS STUDIES 25 0.0 24.0 60.0 16.0 0.0 0.0 0.0
CHEMISTRY 28 7.1 39.3 17.9 14.3 17.9 3.6 0.0
DIGITAL TECHNOLOGY 7 14.3 57.1 0.0 0.0 14.3 14.3 0.0
DRAMA 5 0.0 0.0 60.0 20.0 20.0 0.0 0.0
ECONOMICS 6 0.0 16.7 0.0 33.3 50.0 0.0 0.0
ENGLISH LITERATURE 16 12.5 25.0 0.0 37.5 25.0 0.0 0.0
FRENCH 16 18.8 12.5 18.8 31.3 18.8 0.0 0.0
GEOGRAPHY 8 12.5 0.0 25.0 25.0 37.5 0.0 0.0
GERMAN 7 14.3 28.6 28.6 28.6 0.0 0.0 0.0
HEALTH & SOCIAL CARE 17 0.0 11.8 70.6 17.6 0.0 0.0 0.0
HISTORY 13 0.0 15.4 46.2 23.1 7.7 7.7 0.0
HOME ECONOMICS 12 8.3 8.3 25.0 33.3 8.3 8.3 8.3
MATHEMATICS 44 15.9 22.7 34.1 13.6 9.1 4.5 0.0
FURTHER MATHEMATICS 7 14.3 0.0 42.9 14.3 28.6 0.0 0.0
MEDIA STUDIES 19 5.3 31.6 47.4 15.8 0.0 0.0 0.0
MUSIC 4 0.0 25.0 50.0 25.0 0.0 0.0 0.0
26
PHYSICS 18 11.1 33.3 27.8 5.6 11.1 5.6 5.6
POLITICS 23 4.3 34.8 34.8 26.1 0.0 0.0 0.0
PSYCHOLOGY 18 0.0 5.6 38.9 38.9 16.7 0.0 0.0
RELIGIOUS STUDIES 7 28.6 28.6 28.6 14.3 0.0 0.0 0.0
SOFTWARE SYSTEMS 9 11.1 44.4 11.1 22.2 11.1 0.0 0.0
SPANISH 10 10.0 50.0 30.0 10.0 0.0 0.0 0.0
SPORTS SCIENCE 20 5.0 20.0 25.0 35.0 15.0 0.0 0.0
TECHNOLOGY & DESIGN 5 0.0 60.0 20.0 20.0 0.0 0.0 0.0
TRAVEL & TOURISM 8 0.0 0.0 37.5 50.0 12.5 0.0 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 70.0%
HIGHER EDUCATION 59.0%
FURTHER EDUCATION 9.0%
FURTHER EDUCATION 14.0%
HIGHER APPRENTICESHIP 3.0%
(inc. Jobskills/Apprenticeship)
EMPLOYMENT 8.0%
HIGHER APPRENTICESHIP 3.0%
GAP YEAR 3.0%
EMPLOYMENT 10.0%
OTHER 7.0%
ANOTHER SCHOOL 5.0%
GAP YEAR 3.0%
OTHER 6.0%
GROSVENOR PROSPECTUS > 2019 RELATIONSHIPS • RESPECT • RESPONSIBILITYATTENDANCE (YEARS 8 -14)
Attendance was 94.8% of the possible total.
PERFORMANCE IN PUBLIC EXAMINATIONS1
2014-15 TO 2016-17 - Grammar schools
The Northern Ireland statistics for the year 2017-18 are not yet available for publication.
Performance Indicator 2014/15 2015/16 2016/17
School NI Average School NI Average School NI Average
% Achieving 5+ GCSEs 98.7 97.8 99.4 96.5 96.9 98.0
at Grades A*-C
(or equivalent)2
% Achieving 7+ GCSEs 94.8 95.5 97.5 92.1 92.5 93.8
at Grades A*-C
(or equivalent)2
% Achieving 3+ A Levels 72.3 75.7 71.1 76.3 75.6 79.3
at Grades A-C
(or equivalent)2
27
% Achieving 2+ A Levels 100 99.7 100.0 99.5 99.2 99.9
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.Higher 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 – 2018
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
2018 Angus Harron Jesus College, Cambridge History
GROSVENOR PROSPECTUS > 2019 RELATIONSHIPS • RESPECT • RESPONSIBILITYWorking with Parents
REPORTING TO PARENTS developed. In order to ensure that all parental contact
operates in the best interest of each pupil we ask
Junior School (Key Stage 3: [Years 8-10])
that you:
Parents/Guardians receive 3 report cards (November,
February, April) and 1 full report following end-of-year • do not otherwise visit the school without
examinations. appointment;
• do not go directly to classrooms nor talk to any
Middle School (Key Stage 4: [Years 11 & 12]) teacher or pupil without prior approval;
Parents/Guardians of Year 11 pupils receive 2 report
• report to Reception on arrival in school; and
cards (November, February), 1 mock report following
mock examinations in April (for subjects sitting • agree in advance if you wish anyone other than a
modules in May/June only) and 1 report for all other parent/guardian to participate in discussion.
subjects following end-of-year internal examinations; All discussions should be carried out in an atmosphere
Year 12 pupils receive 1 report card (November) and of mutual respect. The Board of Governors reserves
1 full report issued in January following mock GCSE the right to withdraw a parent/guardian’s licence to
examinations. enter the school premises.
Senior School [Years 13 & 14]
FRIENDS OF GROSVENOR ASSOCIATION
Parents/Guardians of Year 13 and Year 14 students
The Friends of Grosvenor Association is a group of
receive 1 report card (November) and 1 full report
interested parents, former pupils, staff and other
issued in January following the mock AS/A2
friends of the School who wish to help support
examinations.
Grosvenor in its education of the pupils. The
All Years Association is run by a committee of nominated staff 29
At any time, a parent may request an interview or a (including a representative of the School’s Senior
specific report, which will be arranged through the Leadership Team) and a group of dedicated parents.
Head of Year, in the first instance. In 2018-19 the Friends of Grosvenor Association
Committee consists of the following Office Bearers:
Parent Consultation
Parents/Guardians of pupils in all years are invited to
meet the subject teachers of their child at a ‘Parent Mrs S Kelly Chairperson
Consultation’ afternoon. Parents/Guardians are
informed of the dates of these meetings at the start Mrs J Mitchell Chairperson
of the year. Mrs R Hill Secretary
PARENTAL VISITS TO SCHOOL Mrs A Parker Treasurer
The partnership between home and school is of vital
Mr J Young SLT Representative
importance in ensuring the best possible education
for all our pupils. Grosvenor prides itself on having
developed good communications with home and The Association attempts to meet its task by:
we provide a range of opportunities for parents and
holding meetings for parents on topical and
1.
guardians to consult with the school on any matter
relevant educational issues;
regarding the education or well-being of their son or
daughter. These opportunities include: 2 fundraising to aid the School in the provision of
additional equipment, materials and training to
• formal parent consultations;
enhance our pupils’ education; and by
•
informal contact by means of phone calls or
notes; and 3. providing opportunities for parents and friends to
meet in a social manner.
• meetings arranged by appointment.
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
RELATIONSHIPS • RESPECT • RESPONSIBILITY GROSVENOR PROSPECTUS > 2019COMPLAINTS PROCEDURES you should contact the Chairperson 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 Chairperson 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.
30School 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. The Code of
This policy has been written following consultation
Conduct can be summarised as follows.
with staff, pupils, parents and governors of the
School. • Respect yourself. Display the highest standards of
conduct at all times.
1.1 It is the policy of this School that pupils should
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 • Attend school whenever possible.
environment. • Arrive punctually to school and to the start of each
1.2 The procedures and documents produced and lesson.
the approaches adopted by staff, in and out of • Take responsibility for your own belongings and
the classroom, emphasise the School’s ethos by respect property belonging to the school and to
focusing on positive behaviour strategies. others. 31
1.3 This policy recognises the positive impact that • Behave in a safety-conscious manner at all times.
good, orderly behaviour has on the teaching • During lessons, act in a manner that will maximise
and learning process. the learning opportunities for yourself and others.
1.4 At the heart of positive behaviour lies a good • Complete all homework to the best of your ability
relationship between pupils and staff. The aim of and meet all homework and coursework deadlines.
the School is to foster such relationships based • Wear your uniform with pride. It identifies you as a
on mutual respect. member of the School community.
1.5 Whilst seeking to ensure a consistent approach • Wear your uniform with pride. It identifies you as a
to behaviour management, there is an equal member of the School community.
recognition of the need to treat each pupil
as an individual, taking account of mitigating
circumstances as and when appropriate.
The contents of the policy apply to pupils
1.6
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 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 • RESPONSIBILITYYou can also read
