A National Support School & National Teaching School
Information 2015 – 2016
Arrive with a dream – Leave with a future
01 Wisdom & Togetherness Clapton Girls’ Academy is an outstanding school which provides opportunities for every student to achieve their very best. In May 2013 Ofsted judged Clapton Girls’ Academy to again be outstanding. The academy was judged to be outstanding in every category of the inspection. Achievement is consistently above the national average. The academy is very wellresourced and girls are offered many exciting opportunities to learn and experience success. The academy is proud of its reputation for having a very high percentage of students entering further and higher education. Clapton Girls’ Academy has excellent facilities for the delivery of all aspects of learning. The academy site has been completely transformed by the Building Schools for the Future programme and is now the perfect mix of modern and traditional buildings. Clapton Girls’ Academy Sixth Form is a thriving and exciting learning environment which builds on the success and aspirations of Key Stages 3 and 4. The Sixth Form offers a wide variety of courses and opportunities. The academy has achieved many awards in recognition of the high quality education it delivers. The academy is a National Support School in recognition of the work it does to support other schools and has also been designated as a National Teaching School. Clapton Girls’ Academy has special partnerships with three universities – Clare College, Cambridge, Goldsmiths, University of London and the University of East London. Linklaters Law Firm is also a partner and runs its prestigious Learn for Work programme for Clapton Girls’ Academy students, and through Clapton Girls’ Academy for other schools.
Term Dates 2015/2016 AUTUMN TERM Monday 7th September – Friday 23rd October 2015 Monday 2nd November – Friday 18th December 2015
SPRING TERM Monday 4th January – Friday 12th February 2016 Monday 22nd February – Thursday 24th March 2016
SUMMER TERM Tuesday 12th April – Friday 27th May 2016 Monday 6th June – Friday 22nd July 2016
Professional Learning Days The school will be closed to students on Thursday 3rd and Friday 4th September 2015, Friday 23rd October 2015, Friday 4th December 2015 and Monday 11th April 2016 for staff training.
Organisation and Curriculum At Key Stage 3 (KS3), the first three secondary school years, the subjects offered are: English, mathematics, humanities (geography, history and religious education), science, design and technology, computing, French, Spanish, expressive arts (art, drama, music), physical education and Personal, Social, Health & Economic (PSHE) programme. Students are taught in mixed ability classes for art, drama, music and physical education. Mathematics, English, science, language and humanities classes are set by ability. In Years 10 and 11, Key Stage 4 (KS4), students study their examination courses leading to the General Certificate of Secondary Education (GCSE). All students at Key Stage 4 study English language and literature, mathematics, at least two science subjects, religious education and physical education. Preference subjects include art, drama, music, ICT, computing, French, Spanish, history, geography, sociology and technology subjects (product design, textiles and food). There are also opportunities for vocational courses, including BTEC Information and Creative Technology, Health and Social Care and Business. Students can study three separate science GCSE subjects. A separate prospectus is available on request detailing Key Stage 5 courses.
Religious Education and Collective Time Religious Education is taught to all students within the Humanities Faculty and the syllabus is the one agreed by the Learning Trust and corresponds to the Standing Advisory Council on Religious Education (SACRE). Collective Time takes place in year groups at the beginning of the academy day. Parents/carers can write to the Headteacher to request withdrawal from Religious Education lessons or Collective Time. Parents will then be invited to the academy to discuss the content of Religious Education lessons or Collective Time. If they still wish to withdraw their daughter following this discussion, then arrangements will be made for alternative provision. We do however, provide a curriculum that is suitable for those of all religions or of none.
Student Progress and Well-being A Head of Progress, with a team of tutors, has responsibility for the academic progress and welfare of the students in each year group. The pastoral year team check the progress of students in their care and support students to ensure the highest possible achievement. They are in contact with learning mentors, our outreach intervention officer, educational psychologists and other external support staff to help them in this task. Parents are consulted if these agencies are to be involved. All girls undertake a programme of Personal, Social, Health and Economic education (PSHE) which is designed to help them become more aware of themselves and others, be able to assess their own progress and improve their learning. The PSHE programme is planned around the cross-curricular elements of the National Curriculum to develop the emotional and physical health and well-being of students.
Special Educational Needs
Clapton Girls’ Academy is fortunate in having excellent learning mentors who play an extensive additional role in the pastoral care and academic progress of a range of students.
At Clapton Girls’ Academy we believe that every child matters and during their journey with us we will ensure that they are happy, safe and enjoy their learning.
The academy acts quickly to respond to any incidents of bullying. The school’s Anti-Bullying Code is displayed in all classrooms around the academy.
We are committed to ensuring that all students make excellent progress. This may involve providing additional small group support before and after school plus additional help within the school day, individually or in a small group, focusing on individual needs. We offer a warm, nurturing learning environment to all our students and have a staff team dedicated to supporting vulnerable students. We actively encourage parents to get involved in their daughter’s learning and in academy life generally. In order to ensure effective person- centred support, all our SEND students have an identified key person who is the main link for their family at the academy.
Homework: All students are expected to complete homework which is checked and marked regularly. There will be a variety of tasks set, which cover a range of learning media. There is a supervised Home Learning Centre available every day before school, from 8.00–8.30am, during break and lunchtime and after school. Parents are asked to support the academy and their daughter by helping to ensure homework is completed. We use an online homework site called ‘Show My Homework’ that gives parents access to homework set by the teachers.
If you would like to find out more about the SEND support available at the academy, please read the SEN Information Report on the academy website.
Sex and Relationships Education Sex and Relationships Education is delivered through the Personal, Social, Health and Economic (PSHE) programme as well as within the core content of National Curriculum subjects such as science. The varied aspects of Sex and Relationships Education (SRE) are delivered within a spiral curriculum, building on students’ experiences and knowledge as they progress through the seven year span of their learning. An individual breakdown of the Sex and Relationships Education programme can be provided in more detail on request Sex and Relationships Education provides an opportunity to look at the issues, information and implications of sexuality and personal relationships in a structured, sympathetic and sensitive manner. It is taught in a way that engenders discussion and the asking of questions. Materials and approaches reflect an anti-racist perspective and it is taught within the context of promoting equality and celebrating diversity.
Excellent attendance and punctuality: Every student is expected to attend the academy every day and be on time for school and lessons. If students are not in school they are missing out on their education. Parents are expected to ensure their daughters attend school, on time, every day. Achievement and positive behaviour are rewarded: At Clapton Girls’ Academy, every opportunity is taken to recognize and celebrate students’ achievements in their learning, behaviour and general contributions to school life. Rewards used in school include: teacher praise, reward points, good news cards, certificates and end of term and year awards. Once students have achieved certain numbers of reward points they are presented with bronze, silver and gold star badges in end of term assemblies. Equality is actively promoted: Clapton Girls’ Academy is committed to working together to celebrate diversity and promote equality.
03 Uniform Policy Students are required to wear school uniform: All girls at Clapton Girls’ Academy wear a simple, inexpensive uniform. This consists of a compulsory blazer, lavender shirt and school jumper (with or without sleeves) only available from the academy. Girls also must wear a smart plain black school skirt or smart plain black school trousers, shalwar kamiz or abaya with plain black shoes. A headscarf (again only available from the academy) can also be worn. Only limited jewellery may be worn. Students are not allowed around the academy or in lessons in the wrong uniform. For PE students are required to wear a compulsory school PE polo-shirt, plain black tracksuit bottoms/sports leggings PE skirt or PE shorts and white trainers. All jewellery must be removed for PE. If students need to wear a sweatshirt, it must be an academy sweatshirt. Students should not bring MP3 players or other valuables into the academy. The academy cannot take responsibility for electronic equipment or valuables which are brought in.
Behaviour for Learning Positive behaviour which maximizes learning is expected at all times. Clapton Girls’ Academy has a 15 point Behaviour Code to help maintain positive behaviour for learning. We learn by: 1. Being in the right place at the right time. 2. Bringing the right equipment and a positive attitude. 3. Listening actively and following instructions. 4. Contributing, staying focused and showing positive engagement. 5. Demonstrating cooperation, commitment and collaboration. We give and get respect by: 1. Treating others as we would like to be treated. 2. Speaking politely using an appropriate volume, tone and standard English. 3. Taking pride in our appearance and valuing our learning opportunities. 4. Respecting the academy environment and property. 5. Celebrating individuality and respecting each other’s values, beliefs and differences. We feel safe by: 1. Being calm and considerate as we move around the academy. 2. Respecting each other’s possessions and personal space. 3. Actively trying to prevent bullying. 4. Using the internet and ICT safely and respectfully. 5. Eating and drinking healthily (at the right time and in the right place).
The consequences of poor behaviour include referrals, reports, detentions and exclusions. Families are asked to support the academy and are immediately involved if serious breaches of the Behaviour Code occur.
Parental involvement At Clapton Girls’ Academy we work in partnership with parents to ensure the best educational experience for all students. Parents are invited to a Key Information Meeting in September and at least one main consultation meeting in the academy every year. At this they will receive a Progress Report about their daughter’s achievement and learning and will be able to talk to all her subject teachers and Head of Progress or tutor. There are also other opportunities to celebrate the girls’ achievements, including an annual prize-giving evening and concerts. Parents or carers can come to the academy without an appointment between 9.00am and 4.00pm to talk to a senior member of staff about any concerns they may have. During the year there are both formal and informal opportunities for targeted parents to come into the academy to focus on specific aspects of learning and achievement related to their daughter. Students are given a Student Planner in which they write their timetable, homework, targets and assessment levels. This provides easy day-to-day contact between the academy and home and can be used for direct communication between parents and tutors. Parents can also use Show My Homework to check homework set and access learning resources for their daughters. Clapton Review, the academy’s newsletter, is published and sent home regularly to keep families in touch with what is going on. It also provides the community with a flavour of Clapton Girls’ Academy. Similarly, the academy website and our social media channels (Facebook and Twitter) provide parents with a wealth of information about the life of the academy. The Review and the website help the academy celebrate its success and allow information to be passed on about clubs, trips and other specialist events. In addition, all parents are actively encouraged to join our parents’ association: The Friends of CGA.
Attendance Year 2014/2015: Attendance across the whole school was 96.1% Outstanding attendance is a priority at Clapton Girls’ Academy. Successful students have excellent attendance.
Destinations of school leavers
School Council
YEAR 2014 Continuing in education
98.4%
Full-time training
0%
Apprenticeships
0.5%
Entered employment with training
0%
Entered employment without training
0%
Part time learning & employment
0%
Not settled in a full time activity
0%
Not available/not active
0%
Moved out of contact
0%
No response
0.5%
The percentage of Clapton Girls’ Academy students going on to further education is higher than the national average.
The Wider Curriculum Extra-Curricular Activities Clapton Girls’ Academy offers a wide range of activities for all years at the end of the compulsory school day. Our aim is to develop students’ full potential through positive, social, physical and intellectual experiences as well as provide a safe, friendly and secure environment where a variety of activities are offered. These are some examples of the clubs available to students during the year: art, debating, book club, choir, drama, cookery, history, mathematics, French, knitting, science and design & technology. Students are also given the opportunity to take part in a variety of sports both in curriculum time and in extra-curricular activities. Students gain in their personal skills and interests by having opportunities to compete against other schools either individually or within teams, taking part regularly in friendly, league and cup competitions. We also offer a number of other opportunities at certain times of the year such as rounders, cross country, basketball, dance and athletics. Students are also involved in coaching pupils from primary schools in sports and debating. Students can also make full use of a quiet area in the Learning Resource Centre and Homework Centre after school. Please note that clubs change from time to time according to staff availability and student attendance. Other specialist groups meet and work together on projects. These have previously included Shakespeare Schools Festival, DebateMate and Linklaters. A vast number of intervention clubs are available for students in Years 10, 11, 12 and 13. These clubs aim to extend students learning and support the completion of homework, coursework and assignments. A strong focus on exam preparation allows all students to achieve at their very best. Feedback and views are welcomed from staff, students and parents/carers in the development of these activities.
At Clapton Girls’ Academy, we recognise and value the importance of student voice and leadership. Our School Council meet regularly to develop a range of initiatives and activities. The council consists of four students from each year group who have been elected by, and represent, their peers.
Trips and visits Students go on curriculum-linked day trips to a variety of places of educational interest. Last year these included Cambridge University, the British Library, a variety of theatres, the National Portrait Gallery, Sherlock Holmes museum plus other schools and sporting venues. Several Year 7 trips are organised to encourage the development of friendships amongst the students and enhance their communication and co-operative skills. This includes a residential visit to an activity centre. Students are offered residential experiences, including trips abroad to places such as Austria (skiing) and Slovenia (debating).
Aspirational programmes Students are offered a range of opportunities to encourage and support them to go on to higher education and develop aspirations beyond. Students will take part in programmes that aim to provide them access to higher education and widen participation in all subjects. Students enrol in subject specific courses and take part in university lectures, workshops and study days. Furthermore, we work closely with Clare College, Cambridge, the University of East London, Queen Mary University of London and Goldsmiths, University of London, and have developed a programme that is personalised to suit the needs of all of our students. Every student will be enrolled in a programme that helps and supports them to ensure they choose the best university course or apprenticeship for them.
Business/Education Links Learn for Work: Clapton Girls’ Academy has built a reputation for business/education links and we are especially proud of our well-developed Learn for Work programme in partnership with Linklaters, a leading law firm in the city. Learn for Work aims to raise the aspirations and achievement of our students, and every student has the opportunity to participate in a range of programmes throughout their time here, as well as visit the Linklaters offices and work with professionals who share their experiences and expertise with them. Mentoring Works: Each year students in Years 10 and 12 are matched to volunteer business mentors from Linklaters on an individual basis and in groups. The main objectives are to increase their self-confidence, gain experience of the working world, improve their academic performance and raise aspirations. The Access Project: The Access Project matches volunteer tutors with motivated students for one-to-one tutorials. The tutors are high-flying graduates who are given training and
05 resources written by experienced teachers. Tutors work with students in Years 10 to 13 to help them achieve their potential and guide them on how to access top universities. The Access Project promotes a culture of excellence in order to achieve the best possible outcomes for students. Debating: Debating enriches the learning process by coaching students to engage in exciting, dynamic, practical speaking and listening activities in order for them to be confident and articulate. Debating techniques are used across the curriculum where students learn how to be critical thinkers and how to structure their thoughts. Accelerated Reader: The Accelerated Reader programme supports Key Stage 3 students to improve attainment in reading and writing through the use of personalised accelerated learning resources and support programmes that enhance a wide range of teaching methods providing instant, informative and accessible data, whilst at the same time engaging with students and improving their literacy. Inspire!: Students take part in various activities through the year. These include financial literacy days (Years 7 & 10), Custom Made project (Year 8) and work experience placements (Years 10 to 13). The aim is to raise achievement and aspirations for students, develop their motivation and skills for the world of work and increase their ability to choose and achieve positive careers, life and learning goals. Duke of Edinburgh: The Duke of Edinburgh’s Award is the world’s leading achievement award for young people. Students engage in a balanced programme of activities that develop the whole person – mind, body and soul, in an environment of social interaction and team working. Taking part builds confidence and develops self-esteem. Key Stage 4 students get the Bronze Award and Key Stage 5 students get the Silver Award. Pop-Up: Students at Key Stage 3 get the opportunity to read some awesome books and connect with inspirational authors every year during the Pop-Up festival. These activities increase student enjoyment of reading and writing as well as introducing students to diverse role models.
Primary School Links Clapton Girls’ Academy has high expectations of all young people and wants every student who engages with the academy to achieve. To this end, the academy is proud to lead many ongoing curriculum projects with local primary schools. Many of the academy’s subject departments are developing and running workshops with primary schools and are always looking for opportunities to extend and explore these further.
Key Stage 2 to 3 Transition Clapton Girls’ Academy is a community academy which admits 180 students into Year 7 each September. Parents wanting to send their daughter to Clapton Girls’ Academy are advised to arrange a visit to see the academy or to contact the Admissions Section at Hackney Technology and Learning Centre, Reading Lane E8 1GQ, tel: 0208 820 7401. The Admissions Section can also advise on the availability of places for mid-term admissions.
Families are welcome to visit the academy in the Autumn term at the following times:
‘ACADEMY LIVE’ TOURS 9:15AM Friday 11th September Tuesday 15th September Friday 2nd October Thursday 8th October ‘ACADEMY’ TOURS 10.00AM Saturday 19th September OPEN EVENING, 5.00 – 7.30PM Monday 5th October Clapton Girls’ Academy runs several ‘Academy Live’ tours (dates above) where families can visit the academy together and find out more about the academy. These ‘Academy Live’ tours are an opportunity for families to see the academy ‘at work’. Senior staff are also available to speak to and answer questions. Clapton Girls’ Academy has very successful links with the community and, in particular with many feeder primary schools through The Teaching Schools Alliance. All departments at Clapton Girls’ Academy have links with primary schools with whom they work, providing many opportunities for the pupils in Years 5 and 6 to get to know the staff and students, before they transfer. Clapton Girls’ Academy is a proactive academy which involves itself in many new initiatives which enhance both the academic and personal development of students. Senior staff oversee the pastoral care of individual year groups and they also meet new students and their families during their last term in primary school. The academy provides as much support as possible before a new student starts in Year 7. Initially there is a meeting with the student and her family where a Home/School Agreement is signed. At this meeting the family also receive a handbook which gives detailed information about the academy. As part of the transition process new students spend a Taster Day at Clapton Girls’ Academy before they start, and take part in an activity based Induction Day once they arrive at Clapton Girls’ Academy in September. These activities develop teamwork and leadership, as well as providing opportunities for developing social skills. New students and their parent/carers are welcomed into the academy at New Families Evening. This event is an opportunity for the students and families to find out more about the academy, meet the form tutors, senior staff and the learning mentors and to become more familiar with the academy procedures. This prospectus provides only outline information about Clapton Girls’ Academy. We are more than happy to provide any additional information that parents and carers may need, or to answer any further questions. Members of staff at the academy can be contacted by telephone between 8.00am and 4.30pm on: 020 8985 6641, or email on: cga@clapton.hackney.sch.uk. Also, please refer to the website for regular updated information. Outside of school hours there is an answerphone system for leaving messages. We look forward to welcoming families and visitors to Clapton Girls’ Academy.
Key Stage 3 School Test Results 2015 TEACHER ASSESSMENTS 2015
NUMBER OF STUDENTS AT EACH LEVEL
Core Subject
1
2
3
4
5
6
7
8
A
B
W
N
X
Total
%5+
%6+
English %
1
0
1
5
25
35
31
3
0
0
0
0
0
177
94
69
Maths %
0
0
1
10
22
40
21
6
0
0
0
0
0
177
89
67
Science %
0
0
1
3
27
38
27
3
1
0
0
0
0
177
95
69
TEACHER ASSESSMENTS 2015
NUMBER OF STUDENTS AT EACH LEVEL
Subjects
1
2
3
4
5
6
7
8
A
B
W
N
X
Total %5+ %6+
Art
0
0
0
15
46
96
19
1
0
0
0
0
0
177
92
66
Drama
0
0
0
2
53
85
35
1
0
1
0
0
0
177
98
68
French
0
0
3
24
62
70
18
0
0
0
0
0
0
177
85
50
Geography
0
0
1
7
53
67
48
1
0
0
0
0
0
177
95
66
History
0
0
0
1
53
84
32
7
0
0
0
0
0
177
99
69
ICT
0
0
1
3
39
81
53
0
0
0
0
0
0
177
98
76
Music
0
0
0
6
60
72
35
4
0
0
0
0
0
177
97
63
PE
0
0
0
0
4
141
29
2
0
0
1
0
0
177
99
97
RE
0
0
1
3
50
77
42
4
0
0
0
0
0
177
98
69
Spanish
0
0
0
0
10
32
12
0
0
0
0
0
0
54
100
81
Technology
0
0
1
16
80
47
31
0
1
0
1
0
0
177
89
44
These tables show the % of Year 9 students achieving each level in 2015 Figures may not total 100% due to rounding up.
Key A: Absent B: Student working at a level below that assessed by the test W: Working towards Level 1 N: No test level awarded
07 GCSE Examination Results 2015 % OF ALL GRADES C OR ABOVE
5 OR MORE GCSES AT GRADES A*– C INCLUDING MATHS AND ENGLISH
AVERAGE POINT SCORE
2013
89%
71%
449
2014
82%
74%
453
2015
75%
60%
413
GCSE Examination results by subject 2015 FULL COURSE
Percentage % A*-C
English Language
80
English Literature
73
Maths
69
Statistics
100
Core Science
70
Additional Science
73
Extended Science
80
French
75
Spanish
94
History
75
ICT
92
Music
60
RE
80
Sociology
75
D&T Food
73
D&T Resistant Materials
92
D&T Technology Textiles
77
Art & Design
75
Drama
69
Vocational courses Percentage % A*– C BTEC Business
77
BTEC Health & Social Care
91
BTEC Music
100
BTEC ICT
87
08 A2 Examination Results 2015 % A*– C
% A*– E
Whole School
86.5
99.6
Applied Business
100
100
Art & Design
60
100
Biology
66.7
100
Chemistry
88.2
100
Drama
80
100
English Literature
100
100
French
100
100
Government & Politics
100
100
History
100
100
ICT
100
100
Mathematics
100
100
Further Mathematics
80
100
Physics
80
100
Psychology
73.3
100
Religious Studies
68.8
100
Sociology
100
100
Turkish
100
100
2014
2015
APS per Student
782
780.1
APS per Entry
237
241.5
% Distinction or better
% Merit or better
Level 3 BTEC Business
100
100
Level 3 BTEC Health & Social Care
63
100
Level 3 BTEC Science
100
100
Average Point Score (APS)
Level 3 BTEC Results 2015