Greig City Academy Prospectus

Greig City Academy

Welcome

to Greig City Academy

For every child the move from primary to secondary school is an important step in his or her education. I hope that this prospectus will help you and your child to make that decision by providing you with some important information and giving you a flavour of our school.

“ The Principal and the governing body have high aspirations for all pupils.”

Ofsted, 2015

The successes of individual students and the school as a whole are driven by our relentless focus on high standards of academic and personal achievement, positive attitudes towards learning and exemplary behaviour. We maintain a wellordered environment in which all students can feel safe and enjoy their learning. We seek parents’ and carers’ support in achieving this.

In November 2011, Ofsted judged that the Academy offered all students a good education, that many aspects of our provision are outstanding and that student and staff morale is high. This judgement was confirmed in December 2015. At that last inspection inspectors also noted that all staff work well “…to ensure the quality of teaching, learning and assessment is of a high standard.” We invite you to join us as we continue to maintain and improve on those high standards.

Your child will benefit from exceptionally well-resourced classrooms, library and study areas as well as specialist facilities such as a professionally-equipped theatre, a purpose built fitness suite and new technology workshops.

Students use the latest ICT resources to support independent learning.

Of course the best way to find out about us is to come to see for yourself what Greig City Academy can offer your child. In addition to the usual open evening and morning sessions in the autumn, prospective parents are invited to make an appointment to visit the school at any time.

You will find an application form and guidance on how to apply for a place at the back of this pack.

I very much look forward to receiving your application.

Paul Sutton OBE, Principal

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Commitment Students and staff from many different ethnic, linguistic and faith backgrounds work together harmoniously at Greig City Academy.

Students are expected to contribute to this positive atmosphere by: • attending regularly, being punctual and ready for learning • working hard and being organised • respecting and valuing others • taking responsibility for their own actions • maintaining high standards of behaviour and self-discipline • taking pride in the Academy’s uniform In return we will: • provide a wide range of learning opportunities • discuss students’ individual needs with themselves and their parents/carers and make sure they are met • review progress regularly • provide stimulating enrichment opportunities • recognise and celebrate achievement When you accept a place, student, parent/carer and the Academy will sign up to a Home-School Agreement which sets out commitments and expectations on all sides.

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Caring for children

of all faiths and none

The Academy celebrates its place in a multi-cultural and multifaith community.

As a Church of England school everything we do is underpinned by simple Christian values – values shared by those of other faiths and those with no religious faith and values which provide a moral framework for young people.

A central thread in our collective worship policy is to help our students “to develop an enquiring mind and express and explore their own views openly and honestly.” Students have many opportunities in lessons, assemblies and enrichment activities to think through what are sometimes difficult moral, social and ethical issues. They are encouraged to develop an understanding of, and a respect for, other people’s backgrounds, values and beliefs.

Our part time Chaplain, Fr Patrick Henderson, is available to all our students, their families and members of staff in a pastoral capacity. A chapel at the heart of the school is a quiet place for personal reflection, prayer and acts of worship.

“The academy is a harmonious, diverse and caring community where pupils are known well and feel very safe.”

Ofsted, 2015

“Mutual support, tolerance and respect are valued highly.”

Ofsted, 2015

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Learning At Key Stage 3 all students study the subjects required by the National Curriculum.

Students are taught most subjects in mixed-ability groups but, in a few, they are taught in sets according to ability with flexibility for movement whenever appropriate. Some students who have particular needs may have a slightly different curriculum and/or additional support in and out of class.

Key Stage 4 students may choose from the following options: Spanish French German

The underlying principle is to provide as broad an educational experience as possible to enable students to become aware of their academic strengths and weaknesses. During Year 9, we provide comprehensive guidance on the Key Stage 4 curriculum and hold interviews with students and their parents/carers to agree the most suitable subjects.

Latin

Key Stage 4 comprises English, mathematics, science, RE and PE and additional optional subjects. We place great emphasis on students choosing the options they are interested in, that will motivate them to do well and achieve the best possible grades, and that will prepare them intellectually and emotionally for higher or further education and the world of work.

History

Triple Science Information and Communication Technology Computing Science Geography Sociology Media Studies Business Studies

“The curriculum, across all key stages, is wide and successfully prepares pupils for life in modern Britain.”

Ofsted, 2015

Art and Design Music

Our close monitoring of students’ progress throughout all key stages enables us to put in place any additional support a student may need. All Year 11 students are mentored by a member of staff who meets with them on a 1-1 basis at least monthly. Students are motivated by the interest shown by their mentors and recognise the positive impact on their grades.

4

Design Technology – Graphic Products, Resistant Materials, Textiles

Students in Years 9, 10 and 11 attend an extra class once a week after school.

Drama PE GCSE Food Preparation and Nutrition Travel and Tourism Health and Social Care Citizenship

5

Individual

development We aim to ensure that all students take responsibility for their learning, remain well-motivated and retain a sense of realism about their academic performance.

Two induction days before entry help to make the transition as smooth as possible, as students attend taster lessons and become familiar with staff and the school environment. In the autumn term Year 7 students spend three days on an outdoor education residential where strong friendships are forged.

Pastoral support Form tutors see their tutor groups each day at registration and monitor their academic and social development throughout the year. Tutors are members of a year team led by a Head of Year and an Assistant Head of Year all of whom place strong emphasis on close contact with parents and carers to ensure a consistent approach to encouraging and rewarding hard work, tackling concerns and promoting good attendance and behaviour.

From Year 7 through to the sixth form, tutors act as mentors to their students and their focus on
raising aspirations is reinforced in weekly assemblies.

We celebrate achievement and progress in assemblies and year-end events, rewarding students’ successes through praise, certificates and prizes.

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“ [Students] are proud of their academy and its achievements.�

Ofsted, 2015

Behaviour for learning

Homework

We promote self-respect and self-discipline. School and classroom rules drawn up in consultation with staff and students are on display throughout the school. We do not tolerate bullying and any incidents are taken seriously and resolved quickly. Visitors frequently comment on the calm and friendly atmosphere around the school.

Regular homework makes a huge contribution to students’ performance. It consolidates work done in lessons and helps develop an ability to study independently.

Learning support A personalised learning programme is created for each student with identified special educational needs, who is then supported in class and, where appropriate, in small groups outside class. As the curriculum becomes increasingly personalised at Key Stage 4, Study Support is offered alongside the regular curriculum. Students with EAL needs are offered small group intervention classes according to their stage of language acquisition.

Year 7 students should expect at least an hour of homework per night and the level increases as students progress through the school. At Key Stage 4 the homework pattern differs from subject to subject.

Students may be planning assignments, using internet or library resources as well as undertaking traditional homework.

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A rounded

education Students get significant benefit from the extra-curricular activities we offer, all of which challenge them physically and mentally and enable them to meet new people and try new things.

An impressive number of students take part in outdoor education, performing arts and sports – all activities with a long-standing tradition at GCA. Well over seventy-five percent go on a residential outdoor trip each year and those taking part in the Duke of Edinburgh Award Scheme combine outdoor pursuits with community activity. The Performing Arts Centre is in constant use beyond the school day as students develop their skills supported by staff and professional performers. Sports teams are successful year on year in national competitions and many former students play at international level.

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Other well-established clubs that cater for a wide range of interests include art, debating and public speaking, enterprise, computing, film and languages.

More recent initiatives are proving just as popular.

Students delve into the fields of politics, history, literature, psychology and science in classics and philosophy clubs. Since introducing sailing to our outdoor education programme, over 200 students have gained sailing qualifications and our Year 11

crew has raced competitively against professional crews in GCA’s own yacht, Scaramouche.

Students relish the challenge that GCA’s many STEM projects offer. Building and racing electronic cars, designing flight simulators, constructing and testing hybrid rockets, developing robots and drones – all these activities involve students working in mixed-age teams and offer them opportunities to test themselves against the best that other schools have to offer.

9

Sixth Form We believe students gain significantly by staying on in the Sixth Form where they will benefit from a structured and stimulating learning experience as well as the continuing support of their teachers and friendship groups.

We offer A and AS Level GCEs and BTEC Level 3 courses as well as a number of Level 2 courses. Course details are available on request.

Students are supported by tight monitoring and personalised study programmes. Individual mentoring is provided not only by teachers but also by professionals and undergraduates in fields related to a student’s career choice.

As a member of the Chrysalis Partnership hosted by Highgate School we are able to offer subject-specific extension work for those applying to highly selective universities.

Our well-established links with universities across the country give students opportunities to learn more about the realities of higher education. Open days, Saturday schools, master classes and summer schools in subjects as varied as classics, medicine, psychology, law, performing arts, engineering and oceanography inform sixth formers’ decision making and help prepare them for the application process.

“Learners have high aspirations for future careers choices.

Consequently, they are diligent, hardworking and mature.”

Ofsted, 2015

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Sixth formers appreciate the value of the work shadowing and internship opportunities the school seeks out for them in helping them come to decisions about their career paths.

Winning a place with a company involves students undertaking rigorous assessments and it is testament to our students’ determination that they have an extremely high success rate.

It is all these opportunities as well as meticulous attention to the progress and personal development of each student that ensure those who apply to higher or further education gain a place at their first choice university or college.

We take pride in our sixth formers’ individual achievements and also value the way they contribute enthusiastically to the school community – helping younger students with their learning, leading on the school’s work with charities, running enrichment activities and helping set high standards for younger students to emulate.

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Communicating with

parents and carers

We know that you expect a lot of us and want to be well informed about practice that affects your child.

Teachers will contact you by telephone or in writing when they want to tell you that your child has done well or if there is any cause for concern. You will be able to speak to all your child’s teachers at parents’ evenings. You are welcome to contact staff any time you need. Our website advises the best way to get messages to, or make an appointment with, teachers.

How to apply for a place You need to: • Complete a local authority application form and return it to the local authority in which you live.

• If you are applying for a Foundation place, complete the Academy’s Supplementary Information Form and return it to the Academy. You do not need to complete this form if you are applying for an Open place. Please see our admissions policy for a description of the two types of places.

Applicants will be offered a place in accordance with the criteria listed in our admissions policy, which can be downloaded from www.greigcityacademy.co.uk or viewed at the school.

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Greig City Academy

Greig City Academy High Street, Hornsey, London N8 7NU T: 020 8609 0100 F: 020 8609 0101 E: enquiries@greigcityacademy.co.uk W: www.greigcityacademy.co.uk Principal: Paul Sutton OBE, BSc (Hons), MA Chair of Governors: Helen Williams CB, MA Oxon

Status Wood Green Alexandra Palace tion

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Greig City Academy is a co-educational comprehensive school for students aged 11 to 19 years.

It has independent status and is maintained by the Department for Education.

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Sponsorship The London Diocesan Board for Schools contributed to the renewal and refurbishment of facilities when the Academy first opened and continues to support the school in achieving its objectives.

The Greig Trust contributed to the initial programme of new build and refurbishment. David Greig, a successful local businessman, founded The Greig Trust in memory of his parents in 1949 with the aim of providing funds to assist in the education of Hornsey children in accordance with the Christian faith. The Trust has continued to support a wide range of programmes at the Academy, including extra-curricular activities and improvements to facilities and resources, all of which continue to be of significant benefit to our students.