2021 PROSPECTUS RELATIONSHIPS RESPECT RESPONSIBILITY - Grosvenor Grammar School
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2021 PROSPECTUS RELATIONSHIPS • RESPECT • RESPONSIBILITY
Welcome from the Principal
RELATIONSHIPS • RESPECT • RESPONSIBILITY 3
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 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 our pupils and look forward to welcoming
your child.
Please see our website at www.grosvenorgrammarschool.org.uk for further
information.
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
GROSVENOR PROSPECTUS > 2021
RELATIONSHIPS • RESPECT • RESPONSIBILITY 5
Contents
Principal’s Welcome 3
Our Mission and Aims 6
Admissions and Enrolment 7
Arrangements for Pastoral Care 8
Pupil and Safety Protection 13
Extra-curricular activities 14
The School Curriculum 16
Pupil Achievements 24
Working with Parents 29
Positive Behaviour Policy 31
Charges and Remissions Policy 36
Admissions Criteria 39
Admissions criteria (Year 8) 39
Admissions criteria (Years 9 -12) 41
Admissions criteria (Years 13 and 14) 42
APPENDICES 1 - 3
1. Uniform 47
2. The School Year 2021/22 51
3. Grosvenor Aerial Plan 52
4. Bus Routes & Transport 53
GROSVENOR PROSPECTUS > 2021
6 RELATIONSHIPS • RESPECT • RESPONSIBILITY
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 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 > 2021
RELATIONSHIPS • RESPECT • RESPONSIBILITY 7
Admissions and Enrolment
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
181 165 163 162 161 131 147
Note: The figures in the table above include pupils that are supernumerary
INFORMATION FOR PROSPECTIVE PUPILS AND PARENTS
Please visit our website at www.grosvenorgrammarschool.org.uk and navigate to
Admissions where you can enjoy our Promotional Video and Virtual Tour of the 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
Further information: www.grosvenorgrammarschool.org.uk
@GrosvenorGS
GROSVENOR PROSPECTUS > 2021
8 RELATIONSHIPS • RESPECT • RESPONSIBILITY
Arrangements for Pastoral Care
Pastoral care is an integral part of the whole Our relationship with parents/guardians is of the utmost
educational experience offered to our pupils and is importance to Grosvenor and we will ensure parents
not a distinct entity. It underpins every aspect of the are well informed and reassured that their children
pupils’ experience in school, and exists, not for its own are being educated in a safe and caring environment
sake, but to enable pupils to achieve their potential. and have opportunities to act in partnership with the
School.
Our aim is to offer the best possible pastoral care by
providing support and guidance for pupils in a climate STRUCTURE OF PASTORAL CARE
which is characterised by good relationships and Grosvenor has developed a formal Pastoral Care
mutual respect. system where each pupil belongs to a Form Class/
We strive to continue to create an atmosphere in Tutor Group under the direct care of a Form Tutor,
Grosvenor where our young people will feel secure and coordinated by a Head of Year, supported by a Head
accepted in a safe environment and where they know of School, with the Vice-Principal i/c Pastoral Care
having overall responsibility. A School Counsellor, a
that they are valued as individuals. We encourage our
Special Educational Needs Co-ordinator (SENCo),
pupils to develop a positive approach to study and
Assistant SENCo and a Pupil Welfare Auxiliary (school
support them as they grow in self-esteem, confidence
nurse) also play crucial roles in providing pastoral care
and independent thinking. We will assist our pupils
to our pupils.
to make informed career decisions and promote a
positive approach to leisure activities and healthy FORM TUTOR
living. In Grosvenor, the Form Tutor provides the first and
most immediate level of support and help for pupils,
with 25 minutes set aside at the beginning of each day
to develop relationships in Form Time. Depending
upon the age/educational stage, pupils have different
needs. In order to provide the most appropriate care,
the pastoral structure and provision differ slightly
between the year groups:
YEAR 8: TRANSITION FROM PRIMARY TO POST
PRIMARY
Grosvenor recognises this is an important year, where
some primary pupils may be daunted by the move
to grammar school. The pupils are the youngest and
smallest; they have to move around much more; they
have to get to know more teachers and make new
friends. The Form Tutor and Head of Year are carefully
selected and specifically trained to work with the Year
8 pupils and a full Induction Programme is in place,
beginning with a Year 8 Induction Evening in June
before the pupils start at Grosvenor.
Each parent/guardian is invited to an interview with
the Form Tutor early in the first term and to a Parent
Consultation afternoon with subject teachers later in
the year. To help pupils to settle in, develop friendships
and relationships with each other (as well as with their
Tutor and Form Prefects), a residential experience is
currently offered to each class. Year 8 pupils have a
timetabled Form Period (35 minutes per week). This
time has been provided to allow the pupils to build
GROSVENOR PROSPECTUS > 2021
RELATIONSHIPS • RESPECT • RESPONSIBILITY 9
relationships with the other pupils in their Form Class Programme is in place to help students make the
and their Form Tutor and also to support the taught transition to life in Senior School. Senior School pupils
Pastoral programme. have their own accommodation where they study
independently during non- timetabled subject classes.
YEARS 9 – 12 Year 13 classes are held in the Year 13 Library and are
Parents/Guardians have an opportunity to meet supervised by the Senior School Study Supervisor.
subject teachers in all year groups and are invited to Year 14 Study classes are held in the Year 14 Library
attend a careers/subject choice information evening and are unsupervised reflecting the maturity and focus
for pupils in Year 10 and Year 12, as well as being expected from Year 14 pupils.
given the opportunity to attend their child’s personal
Parents/Guardians have an opportunity to meet
careers interview. Parent Information Evenings are also
subject teachers in both year groups, and are also
provided for pupils in Years 9 and Year 11.
invited to attend a Higher Education information
Year 9 and Year 10 pupils will also have a timetabled evening for students in Year 14. A Parent Information
Form Period (35 minutes per week). This time has been Evening is provided for the parents of pupils in
provided to allow the pupils to build relationships Year 13.
with the other pupils in their Form Class and their
Form Tutor and also to support the taught Pastoral DUTIES OF A FORM TUTOR
programme. Specific Duties of all Form Tutors include:
Any pupils who join the School in Years 9-12 benefit • promotion of the ethos of the school;
from an Induction Programme established by their • delivering the pastoral scheme of work;
Head of Year and includes a ‘buddy system’ to ensure • registration and attendance monitoring;
that they integrate fully into school life as easily as • overseeing of the conduct and appearance of
possible. each individual in the class;
• monitoring of the progress and well-being of
YEARS 13 – 14 each individual;
In Senior School, pupils are re-grouped to encourage • facilitating individual pupil target-setting
greater mixing and to help new pupils integrate exercises;
more easily. At the beginning of Year 13, an Induction • liaising with the Head of Year, subject teachers
GROSVENOR PROSPECTUS > 2021
10 RELATIONSHIPS • RESPECT • RESPONSIBILITY
and parents regarding progress, behaviour of impairments; speech and language difficulties; medical
each pupil; conditions) receive additional support and attention,
• guidance with self-organisation e.g. Student as their specific need dictates. The coordinators work
Planners; closely with Heads of Year and other senior staff to
• induction arrangements for new pupils joining the ensure that appropriate measures are taken to meet
class; the needs of these young people. They also liaise with
• accompanying class to relevant assemblies and parents and external agencies such as Educational
conducting class assemblies; Psychologists and Educational Welfare Officers.
• responsibility for report completion; and Grosvenor’s facilities are fully DDA compliant in
• dealing with a variety of administrative matters order to provide full access for people with physical
relating to the Form Class/Tutor Group. disabilities. Classroom / General Assistants are
provided, where necessary, to give maximum support
HEAD OF YEAR to individual pupils with particular needs.
The Head of Year has a key role in the School’s
pastoral structure and provides a constant channel SAFEGUARDING AND CHILD PROTECTION
of information, support and encouragement for each Grosvenor Grammar School provides a safe and
pupil, working closely with all involved in pastoral caring environment for pupils and staff, and the safety
provision. Each Head of Year leads and manages his/ and wellbeing of pupils have absolute priority. The
her team of Form Tutors and co-ordinates and oversees pastoral care system is in place for the benefit of all
their work. As well as dealing with individuals, the Head pupils and staff and to support the Safeguarding and
of Year establishes a relationship with each Form Class Child Protection Policy and E-safety, ICT Acceptable
and promotes a sense of year-group identity, partly Use and Digital Media Policy. A member of the Senior
through Year Assemblies and year-group activities. Leadership Team is the Designated Teacher for
Heads of Year work in partnership with parents, liaising Safeguarding and Child Protection and there are three
closely with them. Deputy Designated Teachers.
HEADS OF SCHOOL ACADEMIC TUTORING AND CLASSROOM
There are 3 Heads of School: Head of Junior School, ASSISTANT (CA) MENTORING
Head of Middle School and Head of Senior School. In order to help pupils who are experiencing difficulties,
Each Head of School is also a member of the Senior either in a specific subject or across the curriculum,
Leadership Team. academic tutoring and CA mentoring are offered. The
schemes are co-ordinated by specially selected staff,
THE SCHOOL COUNSELLOR who are assisted by senior pupils.
The School Counsellor provides pupils with an
opportunity to discuss and try to resolve their PUPIL WELFARE AUXILIARY (PWA)
concerns or problems in a confidential manner. The PWA is available throughout the school day (in
Pupils refer themselves to the Counsellor by making the Medical room) to provide support for pupils who
personal contact; additionally, members of SLT and/ have medical needs, as a result of an accident or
or the Principal may refer a pupil to the appropriate sickness. Pupils in need of the PWA’s attention (except
counselling support. Counselling rooms provide a in an emergency) can report to her after gaining
private and informal setting. Our School Counsellor permission from the subject teacher / teacher on duty,
seeks advice from and refers young people to external in the company of another pupil if necessary. After
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 Counsellors, from Family PREFECTS
Works, are in school every Monday and Wednesday. All Prefects make an active contribution to school
They can be contacted by pupils in person, or via the life, acting as a role model and promoting a sense of
internal School Counsellor or the appropriate Head of responsibility and commitment to the School. Form
School. Prefects attend registration with a Year 8, Year 9 or
Year 10 Form Class. They have a special role in terms
SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR of their responsibilities and relationships with the
(SENCo) AND ASSISTANT SENCo pupils in their Form Class. While part of their role is
Pupils with identified special educational needs (for to help the Form Tutor with a variety of duties, such
example, specific learning difficulty; emotional and as assisting in the planning and presentation of class
behavioural difficulties; physical disabilities; sensory assemblies, and helping the Form Tutor to keep a
GROSVENOR PROSPECTUS > 2021RELATIONSHIPS • RESPECT • RESPONSIBILITY 11
regular check on Student Planners, their key role is to and which enable pupils to develop personally, as
establish a relationship with the pupils and to act as a world citizens and in an increasingly competitive
positive role model to the younger pupils. international workplace. The Board of Governors
strongly supports the efforts of staff and pupils in
SCHOOL COUNCILS these areas of the curriculum.
Grosvenor is committed to facilitating an active pupil
voice. To provide an opportunity for pupils to have REWARDS AND SANCTIONS
an input into school policy, Student Councils meet at “It is the policy of this School that pupils should
least once during each term: be encouraged to behave in ways that show self-
respect and respect for others and which maintain a
School Council (Junior): Years 8-10 safe, orderly and enjoyable learning environment.
School Council (Middle): Years 11 and 12 The procedures and documents produced and
the approaches adopted by staff, in and out of the
School Council (Senior): Years 13 and 14 classroom, emphasise the School’s ethos by focusing
Pupil representatives meet with staff to discuss issues, on positive behaviour strategies.”
propose changes and listen to others’ viewpoints. These key statements from the School’s Positive
Proposals are taken to the Senior Leadership Team, Behaviour Policy reflect the underlying principle to
who respond accordingly. promote good behaviour and self-discipline in our
pupils. It is recognised that while rules and procedures
EQUALITY, INCLUSION AND DIVERSITY protect rights and define, rewards and sanctions
Pupils come to Grosvenor from a variety of geographical are used to encourage and maintain high standards
areas and social backgrounds and the School seeks to of behaviour and positive attitudes in class and
establish positive and constructive relationships with throughout the school.
the local community, with feeder primary schools,
In keeping with the ethos of the School, there is
with the wider community and, beyond that, to an
a desire to recognise the good behaviour and
international community. Grosvenor has a strong
attendance of our pupils. This positive reinforcement
tradition of links with people of all creeds, cultures and
of acceptable behaviour is designed to minimise the
nationalities. The School is proud of its involvement in
need for the use of the Sanctions as outlined in the
various local, national and international schemes and
Positive Behaviour Policy.
projects which promote the international dimension
GROSVENOR PROSPECTUS > 2021RELATIONSHIPS • RESPECT • RESPONSIBILITY 13
Pupil Safety and Protection
The safety and wellbeing of our pupils have absolute iv) All allegations of abuse are reported to the
priority. The School seeks to implement all directives School’s Safeguarding Team on a termly basis
from DENI and EA relating to matters such as class and recorded confidentially.
size, resourcing and premises management. The
Copies of all procedures are available for inspection
Board of Governors Health & Safety Sub-Committee
on application to the Principal.
oversee all issues relating to pupil safety and a system
of time-locks, restricted access, CCTV and visitor
SCHOOL COUNSELLING SERVICE
passes is in place. In keeping with DENI directives,
In view of the School’s commitment to the well-being
the governors implement policies and procedures for
and pastoral care of pupils, we provide a dedicated
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
Independent Counselling Service for Schools. In order
• enable prompt identification and reporting of
to make use of the service, pupils can contact the
abuse;
School Counsellor directly at a convenient time or, if
• protect staff from erroneous or malicious they prefer, ask their Form Tutor, Head of Year or a
allegations; and member of the Senior Leadership Team to refer them.
• meet legal obligations in relation to Additionally, parents/guardians can telephone the
safeguarding and child protection. School Counsellor at School. Pupils are encouraged
Reporting Procedures to make use of this service. In all cases, matters will
be handled with sensitivity and treated in confidence
(i) In order to report abuse, contacts are the (except where (i) in the Counsellor’s judgement, it is
Designated Teacher or the Deputy Designated in the pupil’s best interests to advise the Principal; (ii)
Teachers. there is a legal obligation on the school to pass on
(ii) If the allegation relates to a member of staff, information to the PSNI and/or Social Services).
the contact is the Designated Teacher who
reports to the Principal and the Chairperson (or
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.
GROSVENOR PROSPECTUS > 202114 RELATIONSHIPS • RESPECT • RESPONSIBILITY
Extra-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
Sport Music Drama Other Activities
Athletics Senior Choir Production Animal Club Debating Science Club
Society
Badminton Chamber Choir Backstage Creative Writing Cookery Club
Club Public Speaking
Basketball Junior Choir Sound & Lights Revision Club
Book Club Fencing
Cricket Girls’/Mens’ Choir Set Design Spanish iPads
Mindfulness Library Club Club
Football String Quartet Make-Up Meditation Club
Duke of BBC School
Golf Jazz Band Chess and Edinburgh’s News Club
Board Games Award
Hockey (Boys & Guitar Club Club Japanese Club
Girls) Mock Trial
Senior Orchestra Scripture Union Competition
Netball
String Ensemble Junior Habitat for
Rugby Fellowship Humanity
Brass Group Group
Table Tennis Mini Enterprise
Flute Group Senior
Tennis Fellowship Charity
Group Committee
Culture Club Technology Club
Code IT ACF
Urban Magazine
Ecologists Committee
GROSVENOR PROSPECTUS > 202116 RELATIONSHIPS • RESPECT • RESPONSIBILITY
The School Curriculum
In Grosvenor, the curriculum provided to our
8.40 am - 8.50 am Registration in Form Room
pupils is the total learning package on offer: in
and out of class. Grosvenor provides a curriculum 8.50 am - 9.05 am Assembly
which goes well beyond the requirements set
by the Department of Education. Our aim is 9.05 am - 9.40 am Period 1
to empower our pupils to achieve the very best 9.40 am - 10.15 am Period 2
of which they are capable, by enabling them
to develop as individuals and as contributors 10.15 am - 10.35 am Break
to society, the economy and the environment. 10.35 am - 11.10 am Period 3
Pupils with identified Special Educational Needs
are supported in school, where necessary and 11.10 am - 11.45 am Period 4
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 studies 12.20 pm - 12.55 pm Period 6
through our Academic Tutoring and Classroom
Assistant Mentoring schemes. 1.05 pm - 1.40 pm Period 7
In 2020-21, the School week is divided into 45 1.40 pm - 2.15 pm Period 8
periods of 35 minutes. 2.15 pm - 2.50 pm Period 9
The 2020-21 curricula, including period allocations
2.50 pm - 3.25 pm Period 10
at the various Key Stages, are given in the
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 > 2021RELATIONSHIPS • RESPECT • RESPONSIBILITY 17
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
COMMUNICATION 1 - -
DRAMA 1 - -
MATHEMATICS 5 5 5
SCIENCE 5 - -
BIOLOGY - 2 2
CHEMISTRY - 2 2
PHYSICS - 2 2
FRENCH 4 2 21
GERMAN - 2 21
SPANISH - 2 21
ART 2 2 2
CEIAG - - 1
FORM PERIOD 1 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 2
MANDARIN 1 - -
MUSIC 2 2 1
RELIGIOUS STUDIES 2 2 2
TECHNOLOGY & DESIGN 2 2 2
OPTIONS CAROUSEL2 - - 1
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. All Year 10 pupils are allocated one period per week when they will receive taster classes in Business Studies, Government & Politics, and Media Studies.
3. Staff set and mark internal examinations in all subjects and the outcomes are reported to parents.
4. All pupils in Year 10 receive a Junior Certificate, based on the results of their Summer Examinations.
GROSVENOR PROSPECTUS > 202118 RELATIONSHIPS • RESPECT • RESPONSIBILITY
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 2020/21, 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 2020/21 are shown below:
give freedom in terms of subject combinations and
PERIODS PER PERIODS PER GCSE
COMPULSORY 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 Languages : - FRENCH or GERMAN or
3
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.
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
RELIGIOUS STUDIES (Short Course) 2 2 0.5x GCSE
LEARNING FOR LIFE & WORK (incorporating 1 1
Citizenship, Personal Development & Employability)
CEIAG 0 1
ENRICHMENT4 1 1
GAMES 2 2
PHYSICAL EDUCATION 1 1
PERIODS PER PERIODS PER GCSE
OPTIONAL SUBJECTS WEEK YEAR 11 WEEK YEAR 12 SUBJECT
All pupils choose 4 extra subjects from 19 17 4 x GCSE
the following list5:
ART & DESIGN FOOD & NUTRITION MEDIA STUDIES
BIOLOGY FRENCH MUSIC
BUSINESS STUDIES FURTHER MATHEMATICS PHYSICAL EDUCATION
CHEMISTRY GEOGRAPHY PHYSICS
DIGITAL TECHNOLOGY (multi-media) GERMAN RELIGIOUS STUDIES (Full course)
DIGITAL TECHNOLOGY (programming) GOVERNMENT & POLITICS SPANISH
DRAMA HISTORY TECHNOLOGY & DESIGN
LEARNING for LIFE & WORK
TOTALS 45 45 7.5, 8.5, or 9.5
or 10.5 x GCSE
NOTES:
1. Pupils are 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 10.5x GCSE courses by accessing Further Mathematics through an accelerated programme of learning. These pupils
use both the Mathematics and Enrichment or P.E. 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 10.5x GCSE courses by accessing a second language through an accelerated programme of learning. These pupils use
both the Modern Language and P.E. or 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. All pupils follow courses designed to enable them to obtain 7 or 8 or 9 or 10 full GCSEs and 1 short-course GCSE.
GROSVENOR PROSPECTUS > 2021RELATIONSHIPS • RESPECT • RESPONSIBILITY 19
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 25 courses. Based on their academic ability
and performance at GCSE, pupils will select 3 AS (or BTEC) subjects to study in Year 13. A minimum of 3 A2 (or
BTEC) qualifications must be studied in Year 14. Consideration to study 4 AS/A2 qualifications may be given to
Further Mathematics students. The School is compliant with the Entitlement Framework for 2020/21 as required
by the Education Order 2006.
Subjects - GCE AS & A2 Levels
Art & Design Further Mathematics Mathematics Religious Studies
Biology Geography Media Studies Software Systems Dev.
Business Studies German Music Spanish
Chemistry Government & Politics Nutrition & Food Science Sports Science
Economics Health & Social Care Physics Technology & Design
English Literature History Psychology Travel & Tourism
French
NOTES:
1. All students have two Games periods in which a wide range of activities are available.
2. Year 13 pupils participate in a comprehensive Enrichment Programme that comprises both compulsory, core elements and optional elements.
3. A Careers class is timetabled for all students in Years 13 and 14.
4. 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.
5. Pupils studying languages have a timetabled Conversation Class per language per week
GROSVENOR PROSPECTUS > 202120 RELATIONSHIPS • RESPECT • RESPONSIBILITY
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. A programme
of careers talks is offered during lunch times for all year groups, and events and announcements are regularly
posted through Google Classroom.
YEAR 8 YEAR 13
• Each pupil has a weekly LLW lesson, which • Each student has a weekly Careers lesson.
includes Employability topics.. • Past students return and give first-hand
information about their experiences after leaving
YEAR 9 school.
• All students are given the opportunity to
• All pupils attend an annual Careers day. participate in three days’ work shadowing
• Each pupil has a weekly LLW lesson, which • Major employers and businesses visit the School
includes Employability topics. to give talks.
• University and course representatives visit the
YEAR 10 School regularly to talk about the requirements for
entry and courses available.
Year 10 is an important year in which pupils make • Seminars on particular career areas are held.
decisions on GCSE subjects. • Pupils attend the annual Careers Convention.
• All pupils have a weekly Careers lesson. • The Enrichment Programme enables pupils to
• Each pupil has a personal interview with Careers build skills for interviews.
staff, at which parents may be present. .
• All parents are invited to attend a talk on GCSE
options in the School. YEAR 14
• Pupils attend the annual Careers Convention. • Each student has a weekly Careers lesson
• Personal interviews are held with each student to
YEAR 11 discuss career pathways (including UCAS).
• Parents are invited to attend a UCAS talk in the
• All pupils have two days of work experience. School.
• All pupils attend an annual Careers Day. • Pupils attend interview training and a mock
• Each pupil has a weekly LLW lesson on interview in the first term.
Employability (including employability skills). • Detailed guidance is given on completion of
UCAS forms and other relevant documentation
YEAR 12 including other Higher Education Institutions,
Colleges of Further Education and employment
Year 12 is the last year of compulsory schooling;
applications.
pupils must make important decisions.
• Year 14 pupils attend a variety of University Open
• Each pupil has a weekly Careers lesson.
Days throughout the year.
• DE Careers Adviser visits the School weekly to
• Some pupils undertake further work shadowing or
advise on post-16 choices.
voluntary work for further experience.
• Pupils attend the annual Careers Convention in
the first term.
• All pupils have a personal interview with a
member of the Careers staff.
• Parents attend a talk on AS options in the School
during the Spring term.
• All pupils attend talks on Labour Market
Information (Eye for Education).
GROSVENOR PROSPECTUS > 2021RELATIONSHIPS • RESPECT • RESPONSIBILITY 21
Further Information
INFORMATION AND Each pupil is issued with a Student Planner at the
COMMUNICATIONS TECHNOLOGY beginning of the year and this must be kept neatly and
Grosvenor is at the forefront of the growth in educational accurately. The amount of time spent on homework
technology to enhance learning and teaching for all of will vary from night to night, depending on:
our pupils. A substantial investment has been made
i) the degree of difficulty of the task; and
over the past few years in relation to computers, data
ii) the age and the understanding of the pupil.
projectors, interactive whiteboards, wireless networks,
laptops, iMacs and iPads. This investment has resulted General recommendations are:
in the school having unprecedented levels of hardware Year 8 5.0 hours per week
and software including:
Year 9 5.7 hours per week
• more than 10 computing rooms within the subject
areas of Business Studies, Home Economics, Year 10 6.0 hours per week
ICT, Languages, Media Studies, Music, Science Year 11 9.5 hours per week
& Technology and in the Independent Learning
Centre; Year 12 11.1 hours per week
• a ratio of approximately 1 computer to 2 pupils, Year 13-14 12 hours per week
many of which are available for pupil use before /
Year 14 15 hours per week
after school, during break and lunch times; and
• all members of staff having access to an iPad to use
as a Learning & Teaching aid within their classroom In an effort to avoid overloading Junior School pupils,
practice. a homework timetable will be issued to pupils in Years
8 – 10 by their Head of Year.
In addition, the staff training programme within the
School over the past number of years has focused on Parents/Guardians can support their children by
the development of ICT within classroom practice. providing a quiet, warm study space and ensuring that
adequate time is set aside for homework.
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.
HOMEWORK
Successful examination results are
the outcome of a combined effort
between home and school. It is
essential that work in school is
reinforced by work undertaken at
home: writing, reading or learning.
Pupils should revise schoolwork
whenever no specific homework
is set.
GROSVENOR PROSPECTUS > 202122 RELATIONSHIPS • RESPECT • RESPONSIBILITY
PERSONAL DEVELOPMENT AND LEARNING FOR The School is proud of its involvement in various local,
LIFE AND WORK national and international schemes and projects which
These are taught programmes of study to cover promote the international dimension and which enable
discrete topics relating to the personal and social pupils to develop personally, as world citizens and in
development of pupils. Topics include: developing an increasingly competitive international workplace.
inter-personal skills; healthy living; relationships The Board of Governors strongly supports the efforts
and sexuality education; study skills; self-discipline; of the staff and pupils in these areas of the curriculum.
citizenship and employability.
The following provides a snapshot of links and/or
Each pupil in Years 8, 9 & 10 is timetabled for initiatives:
Personal Development, Citizenship and Employability.
• The School was appointed in 2013 as one of the
Furthermore, elements of Personal Development
eight Confucius Classroom Hub Schools in Northern
are delivered through the pastoral schemes of work
Ireland. Mandarin language and cultural classes are
during registration time. In Senior School, the Heads
delivered in Grosvenor and in the partner schools (Our
of Year invite speakers into School on a weekly basis in
Lady and St Patrick’s College Knock, Lagan College,
order to stimulate discussion and to deal with topical
Ballyclare High School, Banbridge Academy, De La
issues. These talks are linked to the Pastoral Schemes
Salle High School, Down High School, Rathmore
of Work and are followed up by Form Tutors during
Grammar School, Andrews Memorial Primary School,
Registration time
Dundonald Primary School, Orangefield Primary
School, St Therese of Lisieux Primary School, St Oliver
LINKS BEYOND THE SCHOOL Plunkett Primary School, St Teresa’s Primary School
Pupils come to Grosvenor from a variety of and Strandtown Primary School).
geographical areas and social backgrounds and the
•
The long-established partnerships with Our Lady
school seeks to establish positive and constructive
& St Patrick’s College, Knock and Lagan College
relationships with the local community, with feeder
continues to develop through funding provided
schools, with the wider community of North and Mid
by the Community Relations, Equality and Diversity
Down and East and South Belfast and, beyond that, to
(CRED) and the Shared Education projects;
an international community. Grosvenor is committed
to respecting and valuing the diversity which exists in • The French, German and Spanish departments have
the wider community and believes that all pupils need established links with schools abroad; home-stay
to experience a school environment where differences exchanges and/or languages trips take place in all
are respected and valued and the principles of equal languages; the Modern Languages Department
opportunity are actively seen to be at work in the organises annual Carol Services in French, German
School’s ethos and procedures. and Spanish;
GROSVENOR PROSPECTUS > 2021RELATIONSHIPS • RESPECT • RESPONSIBILITY 23
• The School Choirs and Ensembles are involved in a •
Grosvenor has recently renewed the coveted
wide range of events from charities to weddings; Eco-Schools Green Flag for its environmental
achievement.
•
Gillespie Gap Year Award Scheme - Dr Alan
Gillespie, a former pupil, has made available £1500 The School welcomes international pupils and visitors
per year in order to encourage and assist Senior and has a regular stream of pupils, students, teachers,
School pupils in taking a gap year. Former pupils educationalists and sporting teams from other
Elaine Moore and Reg Smyth have also provided countries. They represent many denominations and
money for travel bursaries in Modern Languages creeds, as well as numerous different cultures.
and Geography respectively;
•
Pupils are involved in many cross-border or
international projects: Spirit of Enniskillen, Rotary
International, the Duke of Edinburgh’s Award
Scheme;
• Three Grosvenor pupils have spent an academic
year at the prestigious Lawrenceville High School,
USA, before going to university; and
GROSVENOR PROSPECTUS > 202124 RELATIONSHIPS • RESPECT • RESPONSIBILITY
Pupil Achievements
2020 KEY STAGE 3 ASSESSMENT OUTCOMES
Key Skills Level 5 Level 6 Level 7
Communication Teacher-Assessed Levels Unable to determine outcomes
Mathematics Teacher-Assessed Levels due to COVID-19 lockdown
ICT Teacher-Assessed Levels from Mar – June 2020.
2020 GCSE OVERALL GRADES
No. IN YEAR 12 165 ENTERING 5+ SUBJECTS 100%
ENTERING 1-4 SUBJECTS 100%
A*-C IN 7+ SUBJECTS 90.3% A*-G IN 5+ SUBJECTS 100%
A*-C IN 5+ SUBJECTS 95.2% A*-G IN 1-4 SUBJECTS 100%
A*-C IN 1-4 SUBJECTS 97.6%
GCSE BY SUBJECT PERCENTAGES PER GRADE
ENTRY NO A* A B C* C D E F G U
ART 30 16.7 36.7 30.0 10.0 6.7 0.0 0.0 0.0 0.0 0.0
BIOLOGY 113 17.7 23.0 44.2 9.7 4.4 0.9 0.0 0.0 0.0 0.0
BUSINESS STUDIES 48 2.1 25.0 22.9 20.8 8.3 8.3 12.5 0.0 0.0 0.0
CHEMISTRY 113 13.3 39.8 21.2 10.6 12.4 2.7 0.0 0.0 0.0 0.0
COMPUTING 30 20.0 36.7 16.7 3.3 3.3 10.0 6.7 3.3 0.0 0.0
ENGLISH LANGUAGE 165 9.1 25.5 35.8 17.6 8.5 3.0 0.6 0.0 0.0 0.0
ENGLISH LITERATURE 116 15.5 36.2 22.4 17.2 6.9 1.7 0.0 0.0 0.0 0.0
FRENCH 77 27.3 24.7 20.8 13.0 10.4 2.6 0.0 0.0 0.0 1.3
GEOGRAPHY 59 18.6 23.7 23.7 13.6 13.6 5.1 1.7 0.0 0.0 0.0
GERMAN 69 14.5 29.0 24.6 15.9 8.7 7.2 0.0 0.0 0.0 0.0
HISTORY 48 12.5 45.8 25.0 6.3 4.2 6.3 0.0 0.0 0.0 0.0
FOOD & NUTRITION 35 20.0 25.7 31.4 2.9 8.6 8.6 0.0 0.0 2.9 0.0
I.T. 20 15.0 25.0 20.0 10.0 15.0 5.0 10.0 0.0 0.0 0.0
LLW 163 1.2 14.7 21.5 19.6 22.1 13.5 6.7 0.6 0.0 0.0
MATHEMATICS 165 11.5 47.9 27.3 6.7 6.1 0.0 0.6 0.0 0.0 0.0
FURTHER MATHEMATICS 48 27.1 31.3 29.2 6.3 4.2 2.1 0.0 0.0 0.0 0.0
MEDIA STUDIES 21 14.3 47.6 28.6 4.8 4.8 0.0 0.0 0.0 0.0 0.0
MUSIC 12 0.0 33.3 25.0 33.3 0.0 8.3 0.0 0.0 0.0 0.0
P.E. 38 21.1 34.2 23.7 10.5 5.3 5.3 0.0 0.0 0.0 0.0
PHYSICS 79 16.5 29.1 32.9 12.7 6.3 1.3 1.3 0.0 0.0 0.0
RELIGIOUS STUDIES 18 22.2 38.9 16.7 11.1 11.1 0.0 0.0 0.0 0.0 0.0
SINGLE AWARD SCIENCE 35 11.4 51.4 25.7 11.4 0.0 0.0 0.0 0.0 0.0 0.0
SPANISH 50 28.0 26.0 22.0 6.0 12.0 6.0 0.0 0.0 0.0 0.0
TECHNOLOGY 15 20.0 20.0 53.3 6.7 0.0 0.0 0.0 0.0 0.0 0.0
R.S. (Short Course) 142 21.8 19.7 16.9 12.0 20.4 4.2 2.8 0.7 1.4 0.0
ARABIC 2 0.0 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
JAPANESE 1 100
NB. All results are provisional and may change as the result of re-marks.
GROSVENOR PROSPECTUS > 2021RELATIONSHIPS • RESPECT • RESPONSIBILITY 25
2020 AS AND A-LEVEL OVERALL RESULTS
NUMBER IN YEAR 13 - 149
AS LEVEL BY SUBJECT PERCENTAGES PER GRADE
ENTRY NO A B C D E U
ART 5 100.0 0.0 0.0 0.0 0.0 0.0
BIOLOGY 44 59.1 20.5 15.9 4.5 0.0 0.0
BUSINESS STUDIES 21 38.1 42.9 19.0 0.0 0.0 0.0
CHEMISTRY 38 60.5 26.3 13.2 0.0 0.0 0.0
ECONOMICS 9 22.2 33.3 33.3 11.1 0.0 0.0
ENGLISH LITERATURE 20 45.0 40.0 15.0 0.0 0.0 0.0
FRENCH 10 30.0 30.0 40.0 0.0 0.0 0.0
GEOGRAPHY 8 25.0 62.5 12.5 0.0 0.0 0.0
GERMAN 4 50.0 50.0 0.0 0.0 0.0 0.0
HEALTH & SOCIAL CARE 16 37.5 37.5 25.0 0.0 0.0 0.0
HISTORY 40 30.0 55.0 10.0 5.0 0.0 0.0
NUTRITION & FOOD SCIENCE 5 60.0 0.0 40.0 0.0 0.0 0.0
MATHEMATICS 51 51.0 21.6 15.7 5.9 3.9 2.0
MEDIA STUDIES 7 57.1 28.6 14.3 0.0 0.0 0.0
PHYSICS 32 34.4 28.1 18.8 6.3 9.4 3.1
POLITICS 27 48.1 29.6 22.2 0.0 0.0 0.0
PSYCHOLOGY 38 21.1 36.8 21.1 15.8 5.3 0.0
R.S. 14 35.7 42.9 21.4 0.0 0.0 0.0
SOFTWARE SYSTEMS 13 53.8 38.5 7.7 0.0 0.0 0.0
SPANISH 19 52.6 31.6 15.8 0.0 0.0 0.0
SPORTS SCIENCE 14 85.7 14.3 0.0 0.0 0.0 0.0
TECHNOLOGY 6 33.3 66.7 0.0 0.0 0.0 0.0
TRAVEL AND TOURISM 8 75.0 25.0 0.0 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 130
3+ AT GRADES A* TO C 85.4%
2+ AT GRADES A*TO E 100%
1+ AT GRADES A* TO E 100%
GROSVENOR PROSPECTUS > 202126 RELATIONSHIPS • RESPECT • RESPONSIBILITY
A-LEVEL BY SUBJECT PERCENTAGES PER GRADE
ENTRY A* A B C D E U
NO
ART 4 25.0 75.0 0.0 0.0 0.0 0.0 0.0
BIOLOGY 40 17.5 27.5 32.5 17.5 5.0 0.0 0.0
BUSINESS STUDIES 19 5.3 36.8 36.8 21.1 0.0 0.0 0.0
CHEMISTRY 31 12.9 29.0 25.8 16.1 12.9 3.2 0.0
DRAMA 5 20.0 40.0 40.0 0.0 0.0 0.0 0.0
ECONOMICS 6 16.7 50.0 33.3 0.0 0.0 0.0 0.0
ENGLISH LITERATURE 14 14.3 14.3 50.0 21.4 0.0 0.0 0.0
FRENCH 13 7.7 46.2 23.1 15.4 7.7 0.0 0.0
GEOGRAPHY 18 5.6 22.2 38.9 22.2 11.1 0.0 0.0
GERMAN 6 16.7 50.0 33.3 0.0 0.0 0.0 0.0
HEALTH & SOCIAL CARE 19 0.0 10.5 78.9 10.5 0.0 0.0 0.0
HISTORY 30 3.3 20.0 43.3 30.0 3.3 0.0 0.0
HOME ECONOMICS 10 30.0 20.0 50.0 0.0 0.0 0.0 0.0
MATHEMATICS 29 24.1 20.7 37.9 6.9 10.3 0.0 0.0
FURTHER MATHEMATICS 5 40.0 20.0 40.0 0.0 0.0 0.0 0.0
MEDIA STUDIES 14 7.1 71.4 21.4 0.0 0.0 0.0 0.0
MUSIC 7 0.0 42.9 14.3 28.6 14.3 0.0 0.0
PHYSICS 16 12.5 12.5 37.5 25.0 12.5 0.0 0.0
POLITICS 15 13.3 73.3 6.7 6.7 0.0 0.0 0.0
PSYCHOLOGY 25 4.0 8.0 44.0 32.0 12.0 0.0 0.0
R.S. 19 26.3 26.3 26.3 21.1 0.0 0.0 0.0
SCIENCE 3 33.3 66.7 0.0 0.0 0.0 0.0 0.0
SOFTWARE SYSTEMS 8 25.0 50.0 12.5 12.5 0.0 0.0 0.0
SPANISH 13 7.7 61.5 23.1 7.7 0.0 0.0 0.0
SPORTS SCIENCE 12 33.3 25.0 16.7 25.0 0.0 0.0 0.0
TRAVEL & TOURISM 13 46.2 15.4 0.0 30.8 0.0 0.0 7.7
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 83.3%
HIGHER EDUCATION 63.5%
FURTHER EDUCATION 6.8%
FURTHER EDUCATION 21.4%
HIGHER APPRENTICESHIP 2.3% (inc. Jobskills/Apprenticeship)
EMPLOYMENT 0.7% HIGHER APPRENTICESHIP 1.7%
GAP YEAR 5.3% EMPLOYMENT 0.5%
OTHER 1.5% ANOTHER SCHOOL 6.4%
GAP YEAR 4.0%
OTHER 1.7%
GROSVENOR PROSPECTUS > 2021RELATIONSHIPS • RESPECT • RESPONSIBILITY 27
PERFORMANCE IN PUBLIC EXAMINATIONS1
2016-17 TO 2018-19 - Grammar schools
The Northern Ireland statistics for the year 2019-20 are not yet available for publication.
Performance Indicator 2015/16 2016/17 2017/18
School NI Average School NI Average School NI Average
% Achieving 5+ GCSEs 96.9 98.0 99.4 96.9 100.0 96.8
at Grades A*-C
(or equivalent)2
% Achieving 7+ GCSEs 92.5 93.8 96.1 90.5 97.5 91.1
at Grades A*-C
(or equivalent)2
% Achieving 3+ A Levels 75.6 79.3 70.3 78.1 82.5 79.9
at Grades A-C
(or equivalent)2
% Achieving 2+ A Levels 99.2 99.9 100.0 99.7 100.0 99.6
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.
GROSVENOR PROSPECTUS > 202128 RELATIONSHIPS • RESPECT • RESPONSIBILITY
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 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
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 > 2021RELATIONSHIPS • RESPECT • RESPONSIBILITY 29
Working with Parents
REPORTING TO PARENTS such contact and communication could be further
developed. In order to ensure that all parental contact
Junior School (Key Stage 3: [Years 8-10]) operates in the best interest of each pupil we ask that
Parents/Guardians receive 3 report cards (Autumn, you:
Winter, Spring) and 1 full report following end-of-year
examinations. • do not otherwise visit the School
without appointment;
Middle School (Key Stage 4: [Years 11 & 12]) Parents/
Guardians of Year 11 pupils receive 2 report cards • do not go directly to classrooms nor talk to any
(Autumn, Winter), 1 mock report following mock teacher or pupil without prior approval;
examinations in April (for subjects sitting modules • report to Reception on arrival in School; and
in May/June only) and 1 report for all other subjects
following end-of-year internal examinations; Year 12 • agree in advance if you wish anyone other than a
pupils receive 1 report card (Autumn) and 1 full report parent/guardian to participate in discussion.
issued in January following mock GCSE examinations. All discussions should be carried out in an atmosphere
of mutual respect. The Board of Governors reserves
Senior School [Years 13 & 14]
the right to withdraw a parent/guardian’s licence to
Parents/Guardians of Year 13 and Year 14 students
enter the school premises.
receive 1 report card (Autumn) and 1 full report issued
in January following the mock AS/A2 examinations. FRIENDS OF GROSVENOR ASSOCIATION
The Friends of Grosvenor Association is a group of
All Years
interested parents, former pupils, staff and other
At any time, a parent may request an interview or a
friends of the School who wish to help support
specific report, which will be arranged through the
Grosvenor in its education of the pupils. The
Head of Year, in the first instance.
Association is run by a committee of nominated staff
Parent Consultation (including a representative of the School’s Senior
Parents/Guardians of pupils in all years are invited Leadership Team) and a group of dedicated parents.
to meet the subject teachers of their child at a
In 2020-21 the Friends of Grosvenor Association
‘Parent Consultation’ afternoon. Parents/Guardians
Committee consists of the following Office Bearers:
are informed of the dates of these meetings at the
start of the year.
Mrs S Kelly Chairperson
PARENTAL VISITS TO SCHOOL
The partnership between home and school is of crucial Mrs J Mitchell Chairperson
importance in ensuring the best possible education Mrs R Hill Secretary
for all our pupils. Grosvenor prides itself on having
developed good communications with home and Mrs A Parker Treasurer
we provide a range of opportunities for parents and Mr J Young SLT Representative
guardians to consult with the School on any matter
regarding the education or well-being of their son or
daughter. These opportunities include: The Association attempts to meet its task by:
1. holding meetings for parents on topical and relevant
• formal parent consultations;
educational issues;
• informal contact by means of phone calls or notes;
and 2. fundraising to aid the School in the provision of
• meetings arranged by appointment. additional equipment, materials and training to
enhance our pupils’ education; and by
The School is happy to provide this range of
3. providing opportunities for parents and friends to
opportunities to talk to parents and guardians and
meet in a social manner.
indeed would welcome any suggestions as to how
GROSVENOR PROSPECTUS > 202130 RELATIONSHIPS • RESPECT • RESPONSIBILITY
COMPLAINTS 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 Procedures Chairperson will refer the complaint on to the Main
document is available from the School Office, or from Board where applicable.
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.RELATIONSHIPS • RESPECT • RESPONSIBILITY 31
School Policies –
Positive 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 Positive Behaviour Policy (including School and of the good relationships existing between pupils,
Rules) 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.
1.3 This policy recognises the positive impact that • Behave in a safety-conscious manner at all times.
good, orderly behaviour has on learning and • During lessons, act in a manner that will maximise
teaching. 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
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 Positive
Behaviour Policy regularly to ensure that
the aims of the Policy are being met.
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