27126 CANDI IB BOOKLET:27126 IB BOOKLET AND COVER 02/11/2009 08:40 Page 1
London’s Leading College
City and Islington
THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP)
www.candi.ac.uk
27126 CANDI IB BOOKLET:27126 IB BOOKLET AND COVER 02/11/2009 08:40 Page 4
Group
Subject Level
1 2
First language
English
Second Language
French Italian (beginners) German (beginners)
3
Individuals and Societies
History Economics Philosophy Social & Cultural Anthropology
4
Experimental Sciences
Biology Chemistry Environmental Systems Physics
5
Mathematics
Mathematical Studies Mathematics
6
Arts
Theatre Arts Visual Arts Chemistry or a subject from the Individuals and Societies group can be studied instead of Theatre or Visual Arts if it is advisable
You choose 6 subjects, one from each group. It will be possible to study 2 sciences or 2 humanities subjects.
Extended essay: A 4,000 word investigation of a topic chosen by you. This enables you to develop research and writing skills in preparation for university study.
Theory of knowledge (TOK): The interdisciplinary TOK course encourages you to develop critical thinking skills and enables you to understand the different kinds of knowledge in different subjects. Again, this is excellent preparation for university.
3
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓
You will also attend a weekly tutorial session with a personal tutor who will support your learning and progress throughout the two years of the course.
In addition, all students participate in the core elements:
2
Higher
voluntary service. This is an essential part of the course, not an optional extra. It develops your awareness and appreciation of life outside studying.
You choose to study 3 of your subjects at Higher Level, 3 at Standard Level.
1
Standard Level
Creativity, action, service (CAS): Participation in creative activities, sports and 4
27126 CANDI IB BOOKLET:27126 IB BOOKLET AND COVER 02/11/2009 08:40 Page 5
What will my timetable look like? This is a sample timetable.
SL – Standard Level, HL – Higher Level
MONDAY
TUESDAY
Theatre Arts
Tutorial
(HL)
WEDNESDAY
THURSDAY
German beginners
Environmental Systems
(SL)
(SL)
FRIDAY
Social and Cultural Anthropology (HL)
B Theatre Arts (HL)
R Mathematical Studies
E German beginners
A Environmental Systems
(SL)
(SL)
(SL)
K Social and Cultural Anthropology (HL)
L Independent Study time in College
U English (HL)
N Social and Cultural Anthropology
C Theatre Arts
H English
(HL)
(HL)
(HL)
B Theory of Knowledge
R CAS
E
A Mathematical Studies
CAS
K English (HL)
(SL)
How will I be assessed?
How do I apply?
There are external IB examinations in May of the second year of the course. Results are published in early July.
On the same application form as for any other course. You may want to apply for A levels as well as the IBDP if you are uncertain about which route will suit you best.
In most subjects there is assessed coursework, oral as well as written. Theory of Knowledge is assessed by an externally marked essay.
As the IBDP is a new course, all applicants will have an individual interview with an IB specialist to ensure that your choice is the best one for you and for your plans for University and beyond.
The maximum diploma score is 45 points. You need 24 points to pass the diploma. Each subject has a maximum score of 7 points. 3 additional points are awarded for the assessed core elements.
5
27019 BR Prospectus7:27019 BR Prospectus 01/10/2009 12:03 Page 1
BISHOP RAMSEY PROSPECTUS 2010
27019 BR Prospectus7:27019 BR Prospectus 01/10/2009 12:03 Page 6
B I S H O P
R A M S E Y
The Big Build Since April 2009 we have been in our superb, state-of-the-art buildings, completed at a cost of £21m. • A new 400 seat auditorium • Two specialist music rooms and eight practice rooms • A cyber café, the new social hub of the school • A new large teaching block to house specialist facilities for Art, Design and Technology and ICT as well as general classrooms • A second building, the Drama Barn, housing two drama studios and one dance studio • Total refurbishment of existing buildings • An impressive 3 floor entrance atrium • A separate playground for Year 7s • A brand new all-weather pitch for netball and football.
3
P R O S P E C T U S
GR O U P 5 – M AT H E M ATI C S
In the Maths Studies and the Standard Level courses written exams account for 80% of the overall assessment. There are two, equally weighted exam papers, each of one and a half hours’ length, which are sat in May of Year 13. Project work makes up the remaining 20% of the assessment. For the Mathematics Higher Level option there are three, terminal exam papers which together account for 80% of the overall assessment. Portfolio work makes up the remaining 20% of the assessment.
How will I learn and be assessed? Mathematical Studies Teaching examples will borrow heavily from real life situations to illustrate the applications of Mathematics, and these often from different countries, particularly when dealing with financial issues. There will also be interesting references to the historical growth of mathematical topics and to the men and women responsible for them. Standard Level / Higher Level Throughout both study programmes reference will be made to the historical origins and refinement of important mathematical concepts and to the mathematicians whose work advanced our knowledge of the topics being studied. Students will gain an awareness of the universality of Mathematics as a vehicle of communication and learn about the emphasis and approach adopted by different cultures to certain areas of the subject. Graphical calculators and supporting software will be used as an integral part of teaching and learning, and those participating will look forward to developing their graphical calculator skills from the outset of the course.
Entry Requirements Higher Level: A/A* in GCSE Mathematics and the recommendation of your current Mathematics teacher. Standard Level: A/A* in GCSE Mathematics (B with the recommendation of your current mathematics teacher).
Additional Information Please see Mrs Holmes or Mr Foote for additional information.
GROUP 5 42
27019 BR Prospectus7:27019 BR Prospectus 01/10/2009 12:03 Page 7
B I S H O P
R A M S E Y
P R O S P E C T U S
Bishop Ramsey: A Christian School Bishop Ramsey is proud of its status as a Church School and worship is at the centre of our school life. Each school day begins with Christian assemblies or form prayers in which students reflect on messages from the Bible and how it translates into their everyday lives. The school also encourages active participation in the wider community. Every student follows a Religious Education course and in Years 10 and 11, takes a full GCSE. During the course of the year each student will take part in three Eucharist services; one of these will be a form eucharist, held in the new school chapel, the other two will be services where the whole year group takes part together. The School Chapel, at the heart of the wedge building, is set aside for quiet reflection and prayer. It is regularly used by groups of students and staff. ‘Lent Appeal’ is a major focus in the life of the school. During Lent Appeal week, students organise activities to raise money to donate to various charities.
We have established strong links with Malosa School in Malawi. Parties of Sixth form students visited in 2007 and 2009 and Bishop Ramsey bought a minibus for Malosa School in 2009. We intend to visit again in 2011.
“Every aspect of the school’s life is rooted in Scripture and the strong ethos of listening and respect is based on Christian values and a commitment to inclusiveness”
“Students respond exceptionally well to the school’s strong Christian values” Ofsted
Inspector of Anglican Schools
4
Investment Management Association
7.1 Analysis by Term Sterling Financial Bonds
Spread % 2.5
Figure 8: Quoted Spreads by Term Sterling Corporate Bonds
Spread % 2
2
1.5
1.5
1 1 0.5 0.5
0-5
5-10
0-5
5-10
05-08-2008
13-05-2008
14-02-2008
15-11-2008
23-08-2007
01-06-2007
06-03-2007
08-12-2006
18-09-2006
23-06-2006
28-03-2006
05-08-2008
13-05-2008
14-02-2008
15-11-2008
23-08-2007
01-06-2007
06-03-2007
08-12-2006
18-09-2006
23-06-2006
28-03-2006
03-01-2006
0
03-01-2006
0
10+
10+
Figure 8 shows the impact of length of term on the quoted spreads for the three types of bonds analysed. Spread % 2.5
In all three cases the shortest dated bonds showed the smallest rise in quoted spreads and the longest dated showed the largest increase. For non-collateralised bonds the shorter dated (up to 5 years) bonds saw a considerably smaller increase than did the medium (5-10 year) and long (over 10 years) bonds.
Sterling Collateralised Bonds
2
1.5
1
0.5
0-5
34
5-10
10+
05-08-2008
13-05-2008
14-02-2008
15-11-2008
23-08-2007
01-06-2007
06-03-2007
08-12-2006
18-09-2006
23-06-2006
28-03-2006
03-01-2006
0
The Impact of the Credit Crunch and the Sterling Corporate Bond Market
We have noted that the iBoxx quotes are not tradable or firm quotes but, given the infrequency of trading of most bonds we would expect that, under normal circumstances, they would be a fair estimate of current prices. It should be noted, however that circumstances were far from normal during the period studied. There are many market reports that these quote series are often stale and, even when valid, are often good only at such small size that the quote is at best a poor indicator of the likely price for an institutional sized trade. Many of the results below are consistent with these reports.
8.2 Price Improvement – Public Quotes Given that the quotes made by dealers are non-binding, it is interesting to compare quoted prices with the prices at which trades actually took place. Figure 14 shows the extent of price improvement measured as the difference between the traded price and the quote, as proxied by the iBoxx end of day quotes.
Improvement =
Ask – Price MidQuote Price – Bid MidQuote
for Buy trades for Sell trades
Figure 14: Price Improvement (Fund A) 6
5
4
Price Improvement (%)
3
2
1
0
-1
-2
-3
Buy (%)
Dec 08
Sep 08
Jun 08
Feb 08
Nov 07
Aug 07
Apr 07
Jan 07
Oct 06
Jul 06
-4
Sell (%)
Note: Chart omits two extreme positive values and two extreme negative values.
43
Investment Management Association
One of the fund managers (C) that we examined recorded all the quotes and achieved prices for its trades. This allows a direct comparison of quotes obtained for a particular trade with the price achieved. Quoting behaviour, as recorded, seems to differ between trades, with some quotes expressed as a trade price and some as a spread over a gilt yield. As a result, Figure 17 and Figure 18 show the result comparisons for the two types of quote. In each case, the figure shows the difference between the best quote and the worst quote obtained for every trade (the trade executed, by definition at the best quote), expressed as a proportion of the average of the best and worst quotes.
8.3 Price Improvement – Private Quotes While this is revealing, the comparison made is between achieved prices and the ‘public’ end-of-day quotes recorded by iBoxx. This means that the effect may reflect differences in timing between, for example, a morning trade and an evening quote, as well differences caused by the use of public quotes rather than quotes obtained by a known customer for a specific trade.
Figure 17: Price Improvement (Spread Quotes) for Fund Manager C
Private Price Improvement (%)
0.6
0.5
0.4
0.3
0.2
0.1
High
46
Medium
Low
Nov 08
Sep 08
Jul 08
May 08
Mar 08
Jan 08
Nov 07
Sep 07
Jul 07
May 07
Mar 07
Jan 07
Nov 06
Sep 06
Jul 06
May 06
Mar 06
Jan 06
0
The Impact of the Credit Crunch and the Sterling Corporate Bond Market
The implications of the results, supplemented by discussions with the fund manager, are that, while the fund manager was able to get most orders away within the normal time, they were forced to use different dealing techniques. Difficult orders have become substantially more difficult between the two periods, leading to greatly extended completion times, despite attempts to use different dealing techniques.
Figure 22 shows the average value of trades in each frequency category for this manager. Again, there is no dramatic change in the relative height of the third component of the bar. Overall, this suggests that fragmentation or trade splitting has not been widely used to ease trading difficulties by this fund manager. Figure 22: Value of Trades in each Frequency Band for Fund Manager C
8.6 Trade Splitting
ÂŁm 50
Figure 21: Frequency of Trades in a Particular Stock in a Day for Fund Manager C
45
40
35 Average Value
The interview process discussed above suggested that some firms were increasingly managing their own order flow. Our data does not contain an indicator of fragmented trades, so we simply measure the number of times that the fund manager trades a given stock each day. At this stage, we do not differentiate between buy and sell trades. Clearly, this measure will significantly overstate the extent of fragmentation, as many independent trades in the same stock may occur on any day. Figure 21 shows the distribution of trading frequency in each of the sample months for one fund manager (C). While there is some slight evidence that the number of multiple trades increased in September 2008, the change is not dramatic.
30
25
20
15
10
5
0
200
Jul 07
Aug 07
Sep 07
Jul 08
Aug 08
Sep 08
180
1-2
160
3-6
7+
140 120 100 80 60 40 20 0 Jul 07
Aug 07
Sep 07
1-2
Jul 08
3-6
Aug 08
Sep 08
7+
51
THE IMA GREAT BRITISH INVESTOR REPORT
3
Key Findings •
Most investors considered that the credit crunch had made investors “nervous” and “cautious” and “made the market worse”. For a large minority (40%) it has “created new investor opportunities”.
•
Investors continued to be most likely to say they were prepared to accept a small degree of risk, however levels were lower than May 2008 – 43% compared to 53%. More are now willing to accept higher levels of risk – 7% compared to 5% – though the proportion not usually accepting any risk has also increased – 19% compared to 13%.
•
Investors were less likely to think they should be putting money into risk averse products (23%) compared to a year ago (39%). However, 68% still want to put money into capital protected products.
•
49% believe now is a good time to invest with 43% saying if you see an opportunity you should take the risk.
•
One third or more of all age groups except the 18 – 34 group use IFAs and satisfaction ratings for their services remains strong despite a slight drop over the last year.
•
Investors generally feel that that market is going to hold its course for the next six months.
•
Despite improved confidence the likelihood of investors increasing investments has not improved significantly over the last year.
•
53% of investors expect the FTSE 100 to take over 2 years to recover to 6000.
The Credit Crunch: Impact 61%
Investors significantly more nervous
67% 68% 56%
Increased investor caution
65% 64% 51%
Made market worse
61% 56% 32%
Created new investor opportunities
38% 40% 30% 31% 31%
Made it harder to get money for investing
25% 26% 28%
Made quality advice valuable
May 2008 November 2008
12% 15% 18%
Improved opportunities for good returns
May 2009
4% 1% 1%
Not had significant impact 0%
10%
20%
30%
40%
50%
60%
70%
80%
1
The IMA Great British Investor Report July 2009
Introduction This bi-annual survey is the third in a series tracking the behaviour, confidence, intentions and concerns of Britain’s retail investors. In May 2009 YouGov surveyed a representative cross-section of over 4,300 investors varying in terms of age, personal wealth and where they lived, providing a snapshot of the views of the nation - why we invest or not, what we invest in, whether we plan to invest in the future, what we think of the credit crunch and how we plan to spend our hard-earned savings. The survey also provides two indices acting as barometers of investor confidence and intentions. Investor confidence turned positive in May 2009 with the IMA GB Investor Confidence Index (UK GB ICI) reaching 106. Compared to six months ago (when confidence took a dip to 71 from six months earlier) overall confidence has swung positively by 35 points and compared to a year ago it is up 28 points. The IMA GB Investor Intentions Index (UK GB III) was 99. This is up by 10 points since November 2008, and back to the level of May 2008, showing that investors, on the whole, are neutral about putting money into new investments. The overall findings suggest that investors are feeling more optimistic about the investment market compared to six months ago although they are still cautious about investing further. IMA monthly sales figures reflect that investors who are investing are choosing to exercise caution by preferring bonds over equities.
THE IMA GREAT BRITISH INVESTOR REPORT
2
IMA GB Investor Confidence Index (IMA GB ICI) IMA’s GB ICI measures retail investors’ confidence towards the investment market. It is based on how likely people think the market for investment products is likely to change over the coming 6 months.1
IMA GB ICI for May 2009 = 106 A score of 100 would mean that investors were neutral about the market.
May 2009
71
16 0
30
November 2008
170
20
180
10
190
10
200
Confidence rose 35 points between November 2008 and May 2009, from 71 to 106. This represents a significant swing in confidence in the markets. A net 8% of investors felt the current investment market had improved compared to six months ago when a net 56% of investors felt the market had got worse compared to six months earlier.
50
15 0
40
106
60
0 14
70 80
90
110
100
120
130
Negative
Neutral
Positive
IMA GB Investor Intentions Index (IMA GB III) IMA’s GB III measures retail investors’ investment intentions. It is based mainly on how likely people are to take out a new investment product, how likely they are to invest more in an existing product and how likely they are to withdraw funds from existing investments.2
IMA GB III for May 2009 = 99 A score of 100 would mean that investors were on average neutral.
May 2009
99
50
15 0
40
89
16 0
30
November 2008
170
20
180
10
190
10
200
A score of 99 indicates that investors are neutral about new investments and is an improvement on November 2008 when the index stood at 89.
60
0 14
70 80
90
100
110
120
130
Negative
Neutral
Positive
1
The index has two parts: the balance of investors responding positively over those responding negatively for various groups of investors; a composite index value reflecting the overall response of all investors, with larger investors weighted more heavily than small investors.
2
As footnote 1.
THE IMA GREAT BRITISH INVESTOR REPORT
5
Gender Divide •
Men are more likely to be risk tolerant and claim to possess better financial knowledge than women who are more cautious when it comes to investing.
•
Women were less likely to consider the credit crunch had created new investor opportunities or improved the opportunity for good returns.
•
While expectations of an improvement in the investment market amongst both male and female investors had tripled – from a low base – men remain noticeably more positive – 36% said markets would improve over the coming 6 months compared to just 23% of women.
Investors were asked how they thought the current market for investments compares with six months ago.
Financial Advice •
Financial websites remain the most popular source of information and have steadily increased in popularity over the last year, being used by 54% of investors compared to 47% a year ago.4 Many consulted the websites of newspapers and money magazines rather than providers’ websites. These sources are generally viewed as helpful in allowing investors to improve their own knowledge in an unbiased way from independent and trusted sources.
•
IFAs are still the third most popular source of information cited by 37% of investors. And across all age groups except the 18 – 34 year olds, one third or more use IFAs.
•
Satisfaction with IFA services is strong, although compared to May 2008 they are less wellrated for their ability on tax-efficiency – 80% compared to 87% – and product advice – 72% compared to 82%. Satisfaction* Ratings for IFA Services** 87% 85%
Tax efficient investments 80% 78%
General money advice
83% 79% 79% 79% 76%
General financial planning
83% 79% 76%
Provider advice
78% 77% 76%
Asset class advice
83%
Advice on markets to invest in
75% 75%
May 2008 82%
Product advice
November 2008
74% 72% 0%
10%
20%
30%
40%
50%
60%
70%
80%
May 2009 90%
100%
* Net score % Very/fairly satisfied minus % Very/fairly dissatisfied ** Question was asked to people that have used an IFA for one of the reasons listed in past 2 years
Conclusion If investor confidence continues on a positive trend it is possible that more and more investors will start returning to the markets in the near term. IMA’s sales statistics indicate that this is already happening with net retail sales at their third highest level ever. 4
As this was an online survey it may have had an impact on the results.
40
_
_
RemCo Chair
Group meetings or through trade body
_
_
4 meetings (3 firms)
2 meetings (1 firm)
1 meeting (1 firm)
3 meetings (3 firms)
15 meetings (10 frms)
6 meetings (5 firms)
28 meetings (15 firms – one meeting also with the executives, two with the CEO, one with Ithe CEO, Finance Director and IR and two with IR)
2 firms
2 firms
3 firms
Royal Bank of Scotland
* One firm that does not normally engage if a passive holding did so on this occasion
_
2 meetings (2 firms)
Executives
Investor relations
3 meetings (2 firms)
Finance Director
–
3 meetings (3 firms)
Chief Executive
Company Secretary
3 meetings (2 firms)
Senior Independent Director/NEDs
17 meetings (9 firms - one meeting also with the SID and four also with the Finance Director)
2 firms
No active engagement as passive
Chairman
1 firm
11 firms
Bradford & Bingley
No active engagement
Insignificant holding so little or no engagement
Meetings/ Engagement
5 firms
2 meetings (2 firms)
_
1 meeting
_
3 meetings (3 firms)
7 meetings (7 firms)
15 meetings (9 firms – 3 meetings also with SID; 3 also with Deputy Chairman;1 also with CEO, deputy Chairman and CoSec)
_*
–
3 firms
Marks & Spencer
_
_
_
2 meetings (1 firm)
3 meetings (3 firms)
_
2 meetings (1 firm)
_
5 meetings (3 firms – 1 also with Cosec and 1 with deputy Chairman)
2 firms
14 firms
Sports Direct
1 firm
_
_
1 meeting
3 meetings (2 firms)
2 meetings (1 firm mtgs also with CoSec and IR)
7 meetings (4 firms also
_
_
_
5 firms
8 firms
Lonmin
2 firms
3 meetings
_
5 meetings (4 firms)
2 meetings
_
5 meetings (4 firms) one site visit)
13 meetings (10 firms – 1 meeting also with RemCo specialist; 1 with CoSec and 1 with SID
1 firm
2 firms
BP
7 firms
2 meetings
_
1 meeting
1 meeting
1 meeting
8 meetings (3 firms)
2 meetings
9 meetings (7 firms)
2 firms
3 firms
GSK
Investment Management Association
Appendix 3 Engagement on Particular Issues
17,072
541 225 685 132 600 717 600 850 291 830 731 1,259 814 581 1,200 800 400 1,133 820 800 541 950 1,037 135 400
+
+
***
+
+
+
204,094
6,556 2,805 8,623 2,077 8,451 7,017 7,480 6,610 9,594 8,118 9,546 17,966 10,411 8,260 12,000 9,746 7,297 10,303 7,703 8,000 8,404 9,500 10,370 1,613 5,644
* *
*
* *
17,016
541 218 685 140 487 717 748 661 291 786 770 1,259 814 671 1,200 ** 800 584 899 693 1,000 535 950 ** 1,037 ** 135 395 196,233
6,556 2,789 8,623 2,077 8,451 6,965 7,480 * 6,610 * 9,594 8,118 9,465 17,966 10,411 8,249 8,389 9,746 7,297 10,303 7,703 6,500 8,404 9,494 9,520 1,613 3,910 16,602
541 215 685 140 487 713 748 661 291 786 765 1,259 814 669 1,015 800 584 899 693 800 535 1,028 1,049 135 290
Number of Resolutions Number of meetings voted meetings
196,233
6,556 2,789 8,623 2,077 8,451 6,965 7,480 * 6,610 * 9,594 8,118 9,465 17,966 10,411 8,249 8,389 9,746 7,297 10,303 7,703 6,500 8,404 9,494 9,520 1,613 3,910 3,528
23 7 180 5 514 3 96 4 13 481 21 218 128 32 60 88 125 272 0 69 41 51 1,022 46 29 1,777
20 7 117 4 167 3 75 4 9 306 17 10 64 # 25 33 81 90 206 0 69 35 26 # 364 20 25
Number Number of Number of voted in resolutions meetings total, consciously where abstained relevant
Resolutions consciously abstained
196,233
6,556 2,789 8,623 2,077 8,451 6,965 7,480 * 6,610 * 9,594 8,118 9,465 17,966 10,411 8,249 8,389 9,746 7,297 10,303 7,703 6,500 8,404 9,494 9,520 1,613 3,910
Number voted in total, where relevant
6,578
45 26 284 40 443 95 139 30 128 194 88 23 149 113 70 20 82 740 271 24 50 233 3,188 55 48 1,980
37 17 170 26 149 65 106 17 92 152 47 8 45 # 58 42 16 70 351 124 24 31 70 # 199 25 39
Number of Number of resolutions meetings voted against
Resolutions voted against the company
* Where the number of resolutions is not known, it has been assumed that the investee companies affected had one meeting with 10 resolutions. ** Where the number of meetings is not known, it has been assumed that this equates to the number of investee companies. *** Where the number of investee companies is not known, it has been assumed that this equates to the number of companies affected. + Where figures not given, taken from 2006. # Where the number of companies affected is not known, a proportion of the number of meetings has been taken based on the sum of the two columns.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Investee Resolutions companies could have voted
Total Number of: investee companies; resolutions; and meetings affected
Survey of Fund Managers’ Engagement with Companies
Appendix 4 Voting Records of 25 Firms - 1 July 2007 to 30 June 2008
41
Investment Management Association
Appendix 9 How Firms Voted and Engaged on Particular Resolutions – to 30 June 2008
Company
Date of meeting
Vote
25 17 17
18 12 14
4 4 1
3 1 2
17
14
2
1
17
10
6
1
25 25 25 25 25 23
14 24 24 24 24 20
5
2
6 1 1 1 1 1
22 20
16 14
4 4
2 2
25
16
7
2
25
22
1
2
25
16
7
2
25
23
1
1
25
18
5
2
* Resolution same or similar to a resolution on which details were requested one year ago
46
Consciously withheld
AstraZeneca 24 April 2008 To approve the directors’ remuneration report (6) Berkeley 5 September 2007 *To approve the directors’ remuneration report (2) To approve amendments to the Articles of Association (9) To amend the Berkeley Group Holdings Plc 2004 (b) Long Term Incentive Plan (10) To amend the Berkeley Group Holdings Plc 2007 Long Term Incentive Plan (11) BP 17 April 2008 To approve the directors’ remuneration report (2) To re-elect as director Dr DeAnne Julius (13) To re-elect as director Sir Tom McKillop (14) To re-elect as director Sir Ian Prosser (15) To re-elect as director Erroll Davies (8) Bradford & 22 April 2008 Amend the Executive Incentive Plan 2004 (15) Bingley B Sky B 2 November 2007 *To re-elect as a director, Rupert Murdoch (5) Carphone 26 July 2007 *To approve the directors’ remuneration Warehouse report (2) Carnival 22 April 08 To re-elect Richard Capen Jr as director of Carnival Corporation and as a director of Carnival plc (2) To re-elect Robert Dickinson as director of Carnival Corporation and as a director of Carnival plc (3) To re-elect Modesto Maidique as director of Carnival Corporation and as a director of Carnival plc (8) To re-elect Peter Ratcliffe as director of Carnival Corporation and as a director of Carnival plc (10) To re-elect Uzi Zucker as director of Carnival Corporation and as a director of Carnival plc (13)
Against
Firms with an interest at meeting date For
Resolution (resolution number)
Survey of Fund Managers’ Engagement with Companies
Firms with an interest at meeting date
Vote
Compass Group Daejan Holdings
8 February 2008 *To approve the directors’ remuneration report (2)
22
20
1
1
26 October 2007
To approve the accounts (1)
14
6
7
1
14 14 23 16
6 11 17 7
7 3 3 8
1
16 October 2007 30 January 2008
To approve the remuneration report (2) To re-elect as director David Davis (4) *To approve the remuneration report (2) *To approve the remuneration report (3)
3 1
*To approve shareholder proposal to adopt workplace human rights policy, prepare annual report concerning its implementation and meet related expenses (15) *Approve remuneration report (2) Approve remuneration report (2)
21
2
18
1
24 26
20 13
2 6
2 6
To authorise directors to utilise part of the authority granted pursuant to resolution 8 and 9 to allot equity up to GBP 69,000 to trustees of any trust, or any other body established exclusively for the purposes recognised as charitable under English laws (10) To re-elect as a director, Sir Stuart Rose (6)
19
11
6
2
24
12
4
8
Diageo Dimension Data First Group
12 July 2007
Lonmin 24 January 2008 Glaxo Smith 21 May 2008 Kline Helphire 15 November 2007 Group
Marks & Spencer
9 July 2008 (There has been a specific request to include this resolution even though it is just outside the period)
Consciously withheld
Resolution (resolution number)
Against
Date of meeting
For
Company
* Resolution same or similar to a resolution on which details were requested one year ago
47
Introducing Investment
6
While all investments carry an element of risk, the amount of risk you take directly affects any potential returns and losses. Generally, if there is less risk to your investment, the lower the potential return you can expect. Whereas the higher the risk, the greater the potential return but also the more the return is likely to fluctuate.
Expected Risk and Potential Reward The chart shows the level of expected risk and return from different asset classes.
Higher return
UK Shares Property High Yield Bonds
Lower return
Investment Grade Bonds
Gilts Cash Lower risk Higher risk
Source: IMA
This is further illustrated in the second chart, which shows the performance of a £1,000 investment in an average share-based fund (UK All Companies), an average gilt fund and an average cash deposit account over 15 years.
Performance of £1,000 in UK All Companies, Gilts and Building Society £ 3,500
3,000
2,500 £2,331 £2,236 2,000
1,500 £1,326
1,000
500
Average IMA UK All Companies Fund
Average IMA UK Gilt Fund
Jul 2009
Feb 2009
Apr 2008
Sep 2008
Nov 2007
Jan 2007
Jun 2007
Aug 2006
Oct 2005
Mar 2006
May 2005
Jul 2004
Dec 2004
Feb 2004
Apr 2003
Sep 2003
Nov 2002
Jan 2002
Jun 2002
Aug 2001
Oct 2000
Mar 2001
May 2000
Jul 1999
Dec 1999
Feb 1999
Apr 1998
Sep 1998
Nov 1997
Jan 1997
Jun 1997
Aug 1996
Oct 1995
Mar 1996
May 1995
Jul 1994
Dec 1994
0
Average Building Society Account (£2.5k minimum)
Source: Lipper Hindsight 5 and Morningstar Workstation, for the period 31/07/1994 to 31/07/2009.
The chart shows that investing in shares in a UK All Companies Fund tends to generate better long term capital growth than investing in gilts or cash. However, the value of your investment is likely to fluctuate from time to time due to volatility in share prices. There are two examples of this in the chart In 2002. The value of shares fell as stock markets struggled in the post-9/11 period. But once investor confidence returned, the market recovered quickly and by 2007 the value of the investment in the UK All Companies Fund was double that invested in gilts. In 2008, the value of the UK All Companies Fund investment fell dramatically in response to the global financial crisis. Nevertheless, by July 2009 stock markets had begun to recover and the value of the UK All Companies Fund was once more outperforming gilts. One way to minimise the effects of an economic crisis on the value of your investment is to make sure your portfolio contains a mix of different assets (cash, shares, bonds and property). This is called diversification and it will reduce the exposure of your investment to the extreme lows of the stock market. But the chart also shows that even during periods of market volatility, both shares and gilts significantly outperform pure cash investments.
Introducing Investment
8
Planning Your Investments Decide on your Goals and your Time Frame What are you investing for - a Holiday, Christmas, a wedding, university fees, a new house, retirement? How long do you expect it will take you to make enough money to meet your goal? When will you want to spend the money you are investing? You may have a lump sum to invest which you would like to see grow, or from which you wish to draw an income. Equally, you may decide to invest in instalments (for example, on a monthly basis) with a view to building up a lump sum. Your goals should determine your investment plan and the time question: - ‘How long have I got before I need to spend the money?’ - is crucial. Generally, the longer it is before you need your money, the greater the amount of risk you are able to take in the expectation of greater reward. You don’t want to find yourself having to sell just when the price has fallen. If you plan to spend the money soon, say in a few years, perhaps to celebrate an anniversary, or if you are nearing retirement and are planning to take an immediate income from your pension fund, you will want to safeguard the value of your money.
Deciding on the best mix The value of shares goes up and down in the short term, and this can be very difficult to predict, but long term they can be expected to deliver better returns than other assets. The same is true, but to a lesser extent, of bonds. Only cash offers certainty in the short term. Broadly speaking, you can invest in shares for the long term, fixed interest securities for the medium term and cash for the short term.
Important Note Please note that these charts aim to give a general idea of asset mix and are not intended to provide specific advice.
As the length of time you have shortens, you can change your total risk by adjusting the ‘asset mix’ of your investments – for example, by gradually moving from shares into bonds and cash. It is often possible to choose an option to ‘lifestyle’ your investments – this is where your mix of assets is risk-adjusted to reflect your age and the time you have before you want to spend your money. The first set of pie charts depicts potential asset mixes for investing for retirement. The remaining charts aim to give a general idea of the sort of mix which may be appropriate with other goals in mind. Goal – Retirement
Shares
40 Years to Retirement
Retirement
Goal – Saving for Children
Goal – Immediate Income
Goal – Next Year’s Holiday Timescale - 1 year
18 Years
Any
1 Year
Bonds Cash
Key Data and Findings
Key Findings
No Return to Business as Usual Many clients of the asset management industry, asset management firms themselves and market structures have been severely affected by the financial crisis. Although the lessons will take time to become fully apparent, there is already a recognition that change will come in a number of ways. A return to the status quo ante is unlikely and, in some respects, undesirable.
1
Clients seeking different approaches, but absolute return is no panacea
In the context of the dislocation caused by the credit crisis and poor equity market returns over the last decade, there is increasing discussion about how products can be better aligned with investor interests. The limitations of relative return investment techniques are an important theme here, particularly in the retail market. However, views differ about the role that absolute return strategies can play. See pages 27-32.
2
Towards a leaner industry
With revenue falling sharply during 2008, staff numbers were already down by year-end and there is likely to be a substantial impact on product development and the overall shape of the industry. Fund launch activity is expected to suffer in 2009 and firm-level M&A activity has already accelerated, with divestment by financial institutions a defining feature of the current environment. Nonetheless, the asset management industry remains unconcentrated and is not easily consolidated. See pages 79-86.
3
Reshaping banking structures should be part of the reform agenda
Asset managers have a three fold interest in banks: as investors in bank stocks and securities, as users of markets facilitated by bank capital and
in general macro-economic stability terms. Most firms we spoke to see a need for change, which would see greater separation of commercial and investment banking, but there are mixed opinions regarding how that would come about. See pages 95 - 96.
4
Better shareholder engagement needed, but answers also lie elsewhere
5
UK still a top location amid caution on regulation and tax
Amid some criticism of the role played by asset managers in engaging with banks in the run-up to the credit crisis, firms recognise that the shareholder engagement process did not always work well. While they accept that there is a need for improvement, those we spoke to point to considerable limitations in what can be achieved from outside the Boardroom. See pages 73 -76.
The UK – and London in particular – is still viewed generally favourably, with the ability to attract talent a particularly positive attribute. However, interviewees expressed caution about the outlook for regulation and tax. While the industry has welcomed recent changes to the UK fund tax regime, firms have criticised the increasing lack of certainty over broader tax policy. There is also a desire to avoid any changes to immigration controls that might make it more difficult for the industry to recruit from overseas. See pages 92 - 94.
6
Funds Market
Although these funds represent only just over 1% of total funds under management, growth has been strong: Since IMA records began in 1992, ethical funds have grown by more than 19% each year on average to end 2008. Growth over the last 5 years has been slightly lower at 9% per year on average, but this is still slightly higher than the overall industry. Chart 42: Funds Under Management and Net Sales – Ethical Funds (1992 - 2008) £m
£m
800
6,000
700
5,000
600 4,000
500 400
3,000
300
2,000
200 1,000
100 0 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
0
Net Institutional Sales (LH) Net Retail Sales (LH) Funds Under Management (RH)
Newly Launched Funds During 2008, IMA collected data on 191 newly launched funds36 with the most launches coming into the balanced sectors (56) and, perhaps more surprisingly given economic circumstances, global equity funds (48). Over the course of the year, retail investors deposited close to £2.1bn into newly launched funds and, as can be seen from Chart 43, nearly half of this amount was channelled into balanced funds or guaranteed/protected funds. Given market conditions experienced throughout the year, it is of no surprise that these types of funds attracted the largest proportion of new money as investors scaled back their equity holdings and diversified their portfolios. Despite the success of the Absolute Return sector, which was the second best retail selling IMA sector in 2008, sales and launches of new absolute return funds during the year were actually quite modest. Bond funds, which were the best retail selling asset class on the whole during the year, also saw modest sales into newly launched products, which took just 13% of new fund launch sales. Chart 43: Net Retail Sales of Funds Launched During 2008 by Fund Type Balanced
26.0%
Chart 42 shows the evolution of ethical funds under management and net sales from 1992-2008. Net retail sales of ethical funds were down close to 70% (£152m) year-on-year in 2008. In contrast to the overall industry, ethical funds investing in equities saw positive net retail inflows of £94m in 2008. Despite the steep annual drop in net sales figures, some retail and institutional investors appear committed to making ethical investments. Net sales for each have been positive each year from 1992, with retail clients investing more than £2.5bn net during this time and institutions around half that amount at £1.2bn.
Guaranteed/ Protected
23.0%
Bonds
13.0%
Global Equity
9.0%
Absolute Return (UK Domiciled)
UK Equity
9.0% Other Fund Types
2.0%
18.0%
Although there were large declines in domestic and global stock markets over the year, both newly launched UK and global equity funds managed to attract new money, albeit on quite a small scale, while equity funds in general experienced their first annual net retail outflows since 1992.
36
This figure is based on the number of funds launched which IMA collected data for during 2008: total number of funds launched and classified to IMA sectors can be found in Table 9.
62
3
Investment Management Association
Wrapped Products 37 The contribution to total funds under management from ISAs was 20% in 2008. Although the ISA share of total funds under management increased slightly (by 1%) when compared to 2007, this figure has trended broadly downwards since 2002 when they made up 30% of funds under management (see Chart 44). Chart 44: Funds Under Management by Product Type (1999 - 2008) £m 500,000 450,000 400,000 350,000 300,000 250,000 200,000 150,000 100,000 50,000 0 1999
2000 2001 2002 2003
2004
OEIC/Unit Trust
2005 2006 2007 2008 ISA FUM
In 2008, net ISA sales were again poor, with outflows totalling £1.6bn, the highest on record, and net redemptions 25% higher than those seen in 2007. In fact, these tax wrapped products have now seen five years of consecutive annual outflows (historically mainly due to PEP redemptions), despite inflows by retail
investors on an annual basis to the industry as a whole. Although the exact reasons why ISA sales have been subdued over this period are not known, it is likely that a perceived reduction in tax benefit due to the loss of the ability of ISAs to reclaim a tax dividend from shares has played a part, especially for basic rate tax payers. Chart 45 highlights this trend on a quarterly basis showing industry net retail sales against net ISA sales going back to 1994. (Re-registrations, where an investor re-registers their holding from a firm to a fund supermarket may cause distortions in the data as some of the data may be lost.) IMA data for investment made via regular savings plans into funds shows that the majority (83%) of the nearly £1.2bn gross invested through such schemes was made through the ISA (and formerly PEP) tax wrapper. Total investment via such plans peaked in 2001 at £2.2bn through two million accounts, but this has declined each year since and at end 2008 the number of accounts was just over one million. While regular savings plans only make up about 2% of gross retail sales, these schemes remain an important and sticky source of new money for the industry as the proportionate effect on net sales figures is much greater than 2%. A range of new ISA rules came into effect at the start of the 2008/09 tax year. This package saw PEPs consolidated into stocks and shares ISAs, made ISAs
Chart 45: Quarterly Net Retail Sales and Net ISA Sales vs FTSE 100 Index (Q1 1994 - Q4 2008) £m
Net Retail Sales (LH)
2Q 2008
3Q 2007
4Q 2006
1Q 2006
2Q 2005
3Q 2004
4Q 2003
0 1Q 2003
1,000
-2,000 2Q 2002
-1,000 3Q 2001
2,000
4Q 2000
3,000
0
1Q 2000
1,000
2Q 1999
4,000
3Q 1998
5,000
2,000
4Q 1997
3,000
1Q 1997
6,000
2Q 1996
7,000
4,000
3Q 1995
5,000
4Q 1994
8,000
1Q 1994
6,000
ISA Net Sales (LH)
FTSE 100 CR Index (RH) 37
As of April 2008 PEPs were consolidated into stocks and shares ISAs. All ISA data shown for periods prior to April 2008 also combines PEPs and ISAs, except in the case of fund supermarkets where it reflects ISAs only.
63
Investment Management Association
Appendices
Appendices
Appendix 1: Summary of Main Responses
Headline Data (1)
(Sample sizes vary between questions) Client Type
TOTAL
INSTITUTIONAL Sovereign In-house Wealth Insurance Fund
Corporate Pension Fund
Local Authority
Charity
898,414
198,189
40,155
47,170
618,871
141,826
29.7%
6.5%
1.3%
1.6%
20.4%
4.7%
14.9%
56.0%
79.0%
Assets directly invested on a segregated basis
50.8%
77.9%
64.6%
98.6%
93.6%
93.6%
67.4%
63.7%
72.1%
Managed on a pooled basis
49.2%
22.1%
35.4%
1.4%
6.4%
6.4%
32.6%
36.3%
27.9%
Assets Under Management in the UK (ÂŁm)
3,030,000
Third Other Third All Party Institutional Party Institutional Insurance Institutional
Retail
450,129 1,696,800 2,394,753 587,476
Private Client
47,771
19.4%
1.6%
Segregated (directly invested) or Pooled Institutional Assets (%)
Multi-Asset or Specialist (%) Multi-asset
25.1%
13.1%
29.8%
36.8%
2.9%
60.0%
45.6%
5.0%
13.5%
28.9%
13.9%
51.9%
Single-asset/specialist
74.9%
86.9%
70.2%
63.2%
97.1%
40.0%
54.4%
95.0%
86.5%
71.1%
86.1%
48.1%
Actively managed
80.5%
68.3%
69.4%
83.7%
100.0%
88.3%
97.5%
72.0%
71.6%
77.2%
93.3%
99.0%
Passively managed
19.5%
31.7%
30.6%
16.3%
0.0%
11.7%
2.5%
28.0%
28.4%
22.8%
6.7%
1.0%
Equities of which:
41.0%
40.3%
61.7%
54.1%
52.6%
30.2%
38.6%
29.9%
40.5%
37.2%
62.1%
48.7%
UK Equity
46.2%
European ex UK Equity
20.6%
US Equity (includes N. American Equity)
15.6%
Paci c Ex Japan Equity
5.2%
Japan Equity
5.8%
Emerging Market Equity
6.0%
Other Equities
0.6%
Bonds of which:
38.7%
43.0%
29.0%
20.7%
46.6%
50.1%
43.8%
30.5%
37.8%
41.6%
21.6%
8.6%
UK Government
26.1%
UK Corporate Bond
35.5%
UK Index-Linked
12.9%
Overseas Bonds
23.1%
Other
2.5%
Cash/Money Market
11.4%
2.2%
2.6%
20.1%
0.6%
10.3%
9.7%
33.0%
11.7%
11.0%
12.7%
39.9%
Property
4.4%
3.2%
2.2%
1.3%
0.0%
7.5%
5.6%
3.8%
2.8%
4.5%
2.6%
1.4%
Other
4.6%
11.2%
4.5%
3.7%
0.2%
1.9%
2.2%
2.8%
7.1%
5.6%
1.0%
1.5%
Active or Passive (%)
Asset Allocation (%)
Caution should be used in undertaking direct year-on-year comparisons with previous surveys. Where relevant or possible, we have used matched results in the survey analysis to validate observations of change
1.
97
71 98
With Compliments Globe Academy | Harper Road | London SE1 6AG Lower School T 020 7525 9116 | Middle/Upper School T 020 7407 6877
Principal: Jason Baigent
www.globeacademy.org
Jason Baigent Principal M
07825 747 175
E j.baigent@globeacademy.org
Harper Road | London SE1 6AG Lower School T
020 7525 9116 020 7407 6877
Middle/Upper School T
www.globeacademy.org
MENU
i
Principal: Jaso
G | ndon SE1 6A rper Road Lo a | H y 7407 6877 m 0 e d 02 a T hool Globe Ac dle/Upper Sc id | M 16 91 T 020 7525 Lower School
cademy.org w w w.globea
n Baigent
Faraday
Dickens
Chaplin
Babbage
Lower
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Welcome to Globe Academy, Lower School Thank you for considering Globe Academy Lower School for your child. Globe Academy is an ‘all-through’ academy teaching pupils from 3 – 18. Pupils in the Lower School are guaranteed a place with us through to completing sixth form. Our pupils enjoy both the nurturing environment and social benefits of a small school and the range and resources provided by a large, well equipped academy. Our Victorian school building is having a major facelift over the summer breaks up to 2010 and we look forward to making the most of the new facilities this will provide. We have high ambitions and expectations for all our pupils. We aim to provide an excellent education that offers every pupil real choices when they leave school. The foundations for that achievement are laid at primary school. Globe Academy makes a ‘no excuses’ commitment to achieving the best we can for every pupil. We put mathematics and literacy at the heart of our primary curriculum and we provide the teaching and support every pupil needs to meet and exceed national standards every year. We want Globe to be a friendly and happy school so we place a high value on behaviour and discipline from an early age and we work closely with families to support them in helping our pupils do well. Please read through this prospectus to see what Globe Academy, Lower School has to offer your child and come to meet us at the parents’ days. If you can’t make these please contact me to visit another time. We look forward to meeting you. Ms Sandra White Headteacher of Lower School •
2
•
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About Globe Academy Globe Academy is a mixed, nondenominational, “all-through” academy. We take pupils from age 3 to 18 and we have specialist status in mathematics and the performing arts. We are part of the ARK Schools network and subscribe to ARK’s core principles: • It is our priority to bring all students up to expected levels of achievement in English and mathematics as the basic blocks for academic success
‘no “ Aexcuses’ commitment to achieving the best we can for every pupil.
• A “no excuses” commitment to achieving the best we can for every pupil. • We support outstanding and dedicated teachers who believe in their pupils’ potential
”
•
1
•
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www.globeacademy.org
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OL D KE NT RO AD
Bus routes: 1, 21, 53, 168, 172, 188, 199 and P3 Tube stations: Elephant & Castle and Borough Rail stations: Waterloo and London Bridge
PRINCIPAL:
Jason Baigent
Globe Academy | Harper Road | London SE1 6AG T 020 7525 9116
www.globeacademy.org
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In the Upper School (Years 10 and 11) students continue with National Curriculum subjects as they work towards public examinations in:
addition we offer Year 11 students Maths and English revision residential weekends in preparation for their GCSEs. As well as offering catch up and booster classes we provide our students with the chance to extend their learning through after school classes in subjects such as Latin, Japanese and Debating. Outside the classroom we have an extensive range of after school sports and performing arts activities. We provide residential and personal development experiences and opportunities for young people to participate in their local community through schemes such as the Duke of Edinburgh Award.
Assessment We regularly assess students’ academic potential and progress. We place importance on accurate and thorough assessment so that students are placed in relevant groups with appropriate challenge and support. Formal assessments take place at the end of each half term and parents/carers are informed of their child’s progress. Students, teachers and parents all know exactly what steps need to be taken to move each child to the next level of success. Once per term parents/carers and their children are invited to the Academy ‘Academic Monitoring Day’. These days are designed to inform parents/carers about their child’s academic progress as well as establish targets for future learning. During these days we celebrate student achievement by showcasing excellence in academic work and performance.
• English and English Literature • Mathematics • Physical Education (PE) • Religious Education (RE) • Science (Single or Double Award) In addition, students can choose from these options: Single GCSE courses in: • Art • Asdan • Business Studies • Dance • Drama • Geography • History • MFL (French, Spanish and Bengali)
Community
• Music • Photography
As an Extended School it is important that we offer opportunities for the community to access our facilities, Various community groups use the school as a base in the evenings and weekends. Building on the success of our English for Beginners programme we are developing a comprehensive programme of adult learning opportunities.
Enrichment
It is vitally important to the success of the academy that the whole community is involved in the consultation as the academy develops. We have a student council to promote the learner voice, and are developing a Parent Teacher Association to ensure our parents and carers are fully involved in our decisions.
Education extends well beyond the classroom. Our extensive Extended Schools programme includes extracurricular classes, trips and visits and special events. To support our students learning in core subjects we offer homework clubs after school, catch up classes in literacy and numeracy and Saturday and Easter SATS and GCSE booster classes. In •
5•
• Product design (including wood, metal, plastics, food, graphics and textiles) • Religious Education (RE) • Science (Triple Award) Double GCSEs and BTEC courses are also offered, with an emphasis on preparing students for employment. Courses include: • Applied Business • BTEC Performing Arts • BTEC Sport • DiDA/ICT • Health and Social Care • Media Studies
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“Today I am proud of my school - tomorrow my school will be proud of me.”
Globe Academy opened in September 2008, offering unique new opportunities to children in Southwark. It is a mixed, non-selective, “all-through” school offering places to 3 to 18 year olds and has no religious affiliation.
Our vision: every child, no excuses We want Globe Academy to transform the educational opportunities and aspirations of all its students. We will provide the highest quality teaching, resources and support to enable them to flourish in a 21st century global community. At Globe Academy, we believe that every child has the potential to succeed at school and in life and there should be no excuses for not achieving that success. With these two principles in hand, we expect every Globe student to graduate from our academy with the inner-confidence, skills, qualifications and the drive to achieve their ambitions, embark on either higher education or their chosen career and make a real contribution to society.
• We offer a challenging and innovative curriculum to meet the needs of each student, with personal progress carefully and accurately managed
• We will maximise the potential of our specialist areas of mathematics and the performing arts
• We recruit and retain the best quality teachers and support staff
• We place a high expectation on the commitment of staff, students and parents, underpinned by a hard work ethic
• We demand high standards of conduct - including dress
• We offer a dynamic extracurricular programme, including sport, performing arts and languages
• We provide tailored support to ensure that no child is left behind
• We maintain strong external relationships to broaden our students’ horizons
• Our new state of the art buildings and resources will foster excellence in teaching and learning
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I am delighted to introduce myself as the principal of Globe Academy. I hope this prospectus will provide you with the information you need to make an informed decision to choose Globe Academy for your child’s education. Ours is a unique academy. In bringing together the former Joseph Lancaster Primary School and Geoffrey Chaucer Technology College in our stunning new buildings we are creating a dynamic 21st century school for students of 3-19 years. This will bring with it enormous educational benefits about which I am truly excited. Our sponsor, ARK Schools and the government have invested significantly to provide excellent learning facilities including purpose built classrooms, laboratories, workshops and studios. We take every opportunity to use technology to enhance students’ learning and provide considerable support for learning for students who need it. Globe Academy has specialist status in both mathematics and the performing arts. These areas of the curriculum bring dynamic learning opportunities for students. Our school productions showcasing drama, dance and music are spectacular occasions and all Globe students are encouraged to participate. Globe Academy maintains a firm but fair standard of discipline. We take a strong stance with students who disrupt or prevent others’ learning. We expect high standards of courtesy and respect at all times and expect students to wear the Academy uniform with pride. From day one we have set out to offer our students a first class education. We work on the principle that no child will be left behind and pursue the highest standards in every aspect of the education we provide. I sincerely believe that every student at Globe Academy can, and will, succeed. We set ourselves very high targets because we are determined that every student at Globe will leave us with the skills, qualifications and attributes to go on to university or the career of their choice. I am determined that working as a team – students, parents and staff – we will ensure Globe Academy is a beacon of excellence. I look forward to meeting you and discussing further what Globe Academy can offer your child.
Jason Baigent Principal
High Expectations
No Excuses
Achievement for All
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An all-through education
Smaller schools
With classes from nursery to sixth form, Globe students can stay in the academy throughout their school career, building strong bonds with friends and easing the often difficult transition to an unfamiliar secondary school.
Globe Academy is committed to a small school model which will be fully implemented when our new buildings open. The academy will run as four small schools, a nursery and primary section, two separate small schools for students of 11-14 and a school for 1418 year olds. Each will have its own head, key staff and timetable.
Globe’s “all-through” structure offers stability and continuity through this extremely important period. Students are inducted from the intimacy of primary school into a small school. Staff know all the students so no child can be left behind or unnoticed, either academically or in their pastoral needs.
This structure helps staff and students to develop strong relationships, making it easier to maintain a culture of excellent behaviour. Each small school will be relatively self-contained while all students will benefit from the facilities and resources of the Academy as a whole. As well as a pastoral small school model we also have 'academic' or faculty schools, linked with houses. The four schools are:
DICKENS School of Language Arts (English, Media, History, Geography, RE, MFL, EAL)
CHAPLIN School of Performance Arts (Drama, Dance, Music, Art, PE)
FARADAY School of Science & Maths (Maths and Science)
BABBAGE School of New Technologies (ICT, Business, Design Technology, Work Related/Vocational Learning) The heads of academic school work across the full academy, from Foundation Stage to year 11 ensuring excellence in provision within their subject areas. Should contact with the academy be required parents/carers should contact their child’s tutor in the first instance or the Head of Year. •
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Inclusion Special Educational Needs (SEN) Globe Academy is committed to recognising every child’s individual needs and will give students every opportunity to achieve their potential. We place a great deal of importance on ensuring that students with special educational needs are identified, properly assessed and well supported, following best practice. SEN provision mapping will provide tailored support for each student. Support may be given in class, in a small group or through withdrawal classes and will be delivered by a skilled team of teachers, learning support assistants and specialist behavioural support staff.
English as an Additional Language Students for whom English is an additional language benefit from our emphasis on the core curriculum, getting extra support until they reach expected standards in English. Through careful assessment and a combination of small induction classes and one-to-one teaching, all students will have full access to the Academy’s learning opportunities.
•
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Bus routes: 1, 21, 53, 168, 172, 188, 199 and P3 Tube stations: Elephant & Castle and Borough Rail stations: Waterloo and London Bridge
OL D KE NT RO AD
Globe Academy Harper Road London SE1 6 AG
I
I
Lower School T 020 7525 9116 Middle/Upper School T 020 7407 6877 www.globeacademy.org
achievement and commitment
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A-LEVEL RESULTS 2008
Art & Design Biology [inc Human] Business Studies Chemistry Design & Technology Drama Economics English Language & Literature English Literature Environmental Science French Further Mathematics General Studies Geography German History Information Technology Law Mathematics Music Photography Physical Education Physics Politics Psychology Religious Studies Sociology Spanish Sport/PE Studies
Entries 18 18 10 23 3 15 10 19 24 1 1 5 8 8 0 18 7 6 31 8 11 13 11 1 39 24 13 3 13
A-LEVEL RESULTS 2007 A-B 67 12 30 26 0 33 20 47 33 0 0 80 0 25 0 72 14 33 65 13 27 15 27 0 59 46 92 0 15
% Grades A-C 89 32 90 48 67 73 50 68 58 100 0 100 25 88 0 94 43 83 88 39 91 62 55 100 85 67 100 67 62
A-E 100 89 100 96 100 100 90 100 100 100 100 100 88 100 0 100 86 100 100 100 100 100 100 100 100 100 100 100 100
Art & Design Biology [inc Human] Business Studies Chemistry Design & Technology Drama Economics English Language & Literature English Literature Environmental Science French Further Mathematics General Studies Geography German History Information Technology Law Mathematics Music Photography Physical Education Physics Politics Psychology Religious Studies Sociology Spanish Sport/P E Studies •1•
Entries 12 21 17 13 3 9 3 34 17 2 3 3 4 15 2 20 17 5 40 2 15 14 9 1 42 21 14 0 14
A-B 83 57 41 54 0 89 33 53 47 50 100 33 25 47 0 35 35 80 65 0 13 21 56 100 55 57 64 0 21
% Grades A-C 100 71 77 85 67 100 67 85 76 50 100 100 50 73 50 65 70 100 78 50 80 64 78 100 81 76 93 0 64
A-E 100 95 100 92 100 100 100 100 94 50 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 0 100
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Biology Business Studies
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AS RESULTS 2008
AS RESULTS 2007
(Year 13 Cohort)
(Year 13 Cohort)
Entries
A-B
% Grades A-C
A-E
1
0
0
100
Entries Biology
3
0
% Grades A-C 0
A-E 67
1
100
100
100
Business Studies
n/a
n/a
n/a
n/a
Chemistry
Critical Thinking
9
22
56
89
Critical Thinking
n/a
n/a
n/a
n/a
D&T Produce Design
1
0
0
100
D&T Produce Design
n/a
n/a
n/a
n/a
English Literature
1
0
0
100
English Literature
Env. Science Further Mathematics
1 3
0 68
100 100
100 100
Env. Science Further Mathematics
Mathematics
1
100
100
100
IT
2
0
0
50
n/a
n/a
n/a
Law
0
0
100
Music
Chemistry
Law Music
n/a 1
n/a
A-B
1
1 n/a 4
n/a
n/a
n/a
0
100
100
0
0
0
n/a 50
n/a 100
n/a 100
Mathematics
n/a
n/a
n/a
n/a
IT
n/a
n/a
n/a
n/a
1 n/a
100
100
n/a
n/a
Physics
2
50
50
100
Physics
0
100
100
Photography
2
50
100
100
Photography
n/a
n/a
n/a
n/a
2
50
100
100
Psychology
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Religious Studies
n/a
n/a
n/a
n/a
0
0
100
Sociology
n/a
n/a
n/a
n/a
Psychology Religious Studies Sociology
1
•2•
1
0 n/a
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KEY STAGE 3 SCHOOL RESULTS - 2008 ENGLISH Level
Teacher Assess
KEY STAGE 3 SCHOOL RESULTS - 2007
MATHS
Exam
Teacher Assess
SCIENCE Exam
Teacher Assess
ENGLISH
Exam
Level
1
1
2
2
3
1
1
1
1
1
3
Teacher Assess
MATHS
Exam
Teacher Assess
SCIENCE Exam
Teacher Assess
1
Exam
1
4
7
5
4
5
7
5
4
5
3
3
3
4
3
5
27
29
16
12
25
26
5
36
33
14
12
40
30
6
52
44
25
25
41
34
6
45
41
32
29
44
35
7
13
21
33
38
26
33
7
13
20
32
36
11
30
8
n/a
n/a
21
18
n/a
n/a
8
n/a
n/a
18
18
n/a
n/a
This table shows the percentage of students attaining each level for the teacher assessment and the examination
•7•
•8• 10
National
7
4
7 25
16
27
5
41
25
52
6
25
33
3
2
3
1
3
0
3
0
4
0
A
represents pupils who were not entered for the tests because they were working below level 3 in mathematics or science,or below level 4 in English; pupils awarded a compensatory level from the tests; and pupils entered for but not achieving a level from the tests.
0
0
0
0
0
0
0
0
0
0
T
represents pupils working at the levels of the tests, but unable to access them.
8
18
8
*
15
32
21
38
9
25
10
16
8
20
7
0
0
0
A
represents pupils who could not be assessed due to absence, or were absent on the day of the test.
25
33
27
25
24
39
23
42
24
43
6
0
0
0
D
T
32
26
20
12
40
30
39
31
41
29
5
0
0
0
EP
A
17
5
14
5
14
2
13
7
13
5
4
0
20
0
8
represents pupils who are working towards level 1, but have not yet achieved the standards needed for level 1.
5
1
6
1
3
Percentage at each level
13
7
represents pupils who are disapplied under sections 364 or 365 of the Education Act 1996.
2
National
1
1
1
4
D
0
School
2
0
0
0
3
TEST RESULTS 2008 and NATIONAL 2007
0
0
0
2
W
Science
National
1
1
13
National School
2
9
National School
1
School
Mathematics School
Writing
Reading
English
Science
Below level 3/4*
0 0
Mathematics School School
0
School
English
1
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W
Percentage at each level
3/10/08
RESULTS OF TEACHER ASSESSMENT 2008
Figures may not total 100 per cent because of rounding.
The number of eligible children is: 187
TThese tables show a summary of the National Curriculum results of pupils in the school (2008) and nationally (2007) at the end of Key Stage 3, as a percentage of those eligible for assessment.
COMPARATIVE REPORT
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TARGETS & RESULTS AT KS3 AND KS4
YEAR
Percentage of Y11 cohort gaining at least 5Cs
Average GCSE Point Score
Percentage of Y9 cohort gaining at least level 5 in KS3 English
Percentage of Y9 cohort gaining at least level 5 in KS3 Mathematics
Percentage of Y9 cohort gaining at least level 5 in KS3 Science
88%
88%
88%
2003/4 Target
73%
Actual
76%
87%
91%
91%
2004/5 Target
73%
47 (372)
86%
92%
90%
Actual
68%
379.2
94%
93%
94%
2005/6 Target
75%
391
91%
95%
91%
Actual
76%
382.3
92%
94%
94%
2006/7 Target
78%
395
92%
95%
93%
Actual
78%
401.37
94%
95%
95%
2007/8 Target
81%
395
93%
95%
94%
Actual
82%
410.79
94%
94%
94%
Percentage of Y11 cohort gaining at least 5Cs including English and Maths
2 Levels of progress between KS3 and KS4 English
2 Levels of progress between KS3 and KS4 Maths
2 Levels of progress between KS2 and KS3 English
2 Levels of progress between KS2 and KS3 Maths
79
83%
51%
53%
84%
Revised Government Targets from 2009
2008/9 Target
•9•
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Dear Parents and Carers, It was not just the excellent standards our students reached which led the Ofsted team in March 2008 to judge us ‘outstanding’. They also found this to be true of our students’ personal development, our curriculum and the leadership and management of the school. I was delighted that the very hard work of Chestnut Grove’s staff and students was recognised in this way. We are a truly inclusive comprehensive, and at the heart of everything we do is student achievement, regardless of ability or background. We set ourselves extremely challenging targets, and, as Ofsted said, ‘Students make outstanding progress in relation to their starting points’. In fact, in 2008 their progress from Year 7 to Year 11 was so good that it placed us in the top 1% of the country for value-added. Our motto, ‘A Creative Learning Community’ sums us up well. The value we put on creativity is demonstrated by our specialism, the visual arts and media, but also by our innovative, forward-looking attitude to education. ‘Learning’ relates not only to our students, but to our staff, and we are pleased to have two further specialisms – we are a Training School and, recently, have become a Leadership Partnership School. Although we are creative and innovative, in some ways we have a strong, traditional ethos. We put a high value on success in the core subjects of English, Maths and Science, for example, and also on the less measurable values of respect and tolerance, social responsibility and good manners. Chestnut Grove is, above all, a school which doesn’t stand still. We are not complacent about our success, and each year we set ourselves increasingly stretching targets. There’s never a dull moment in Chestnut Grove, but we like it that way. It’s a vibrant place, where children enjoy learning and playing. If this is the ‘mix’ you are looking for, please do come and see us on one of our open sessions. I think you will like what you see; what you will certainly get is a good welcome. Margaret Peacock
Chestnut Grove is an outstanding School (Ofsted, March 2008)
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pride in
learning Key Stage 3 • English • Maths • Science • Art • Design and Technology • ICT • Dance • Drama • French or Spanish • Italian (specialist Language students) • Geography • History • RE • Music • Physical Education • Personal, Social, Health and Citizenship Education
‘Imaginative curriculum planning ensures a close match to students’ aspirations, interests and capability.’ (Ofsted, March 2008)
We believe that high expectations are the key to success and our aim is for all students to achieve the highest academic standards and become independent learners, well prepared for the challenges of higher education and the world of work. The curriculum is personalised so that students of all abilities can achieve their best. This includes setting in most subjects and ‘fast-tracking’ for the most able or most talented. At Key Stage 3, subjects are taught in imaginative ways, often using new technology, to engage students’ interests, and to provide them with opportunities to develop not only knowledge, but also the ability to think. For most of the time, subjects are taught discretely, in one-hour sessions, by highly qualified specialist teachers. Since we believe that variety
maintains interest and promotes high achievement, at regular points during the year, the timetable is modified to enable cross-curricular projects and whole school learning days which enhance the learning experience. In Year 7, some subjects work together to deliver a coherent, ‘themed’ curriculum.
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In Key Stage 4, students have a wide range of options to choose from in addition to the core. Alongside the traditional GCSE subjects is a number of vocational subjects, including Diplomas. As an Arts College, we are leading the introduction of the Creative and Media Diploma, and
from September 2009 we will welcome a small number of students from other schools to benefit from our facilities and expertise. The Society, Health and Development Diploma is also offered in liaison with South Thames College.
Key Stage4 Core (taken by all students): • English (Language and Literature) • Maths • Science • R.E. • Citizenship • P.E. Options: • Art • Business Studies • Dance • Design and Technology • ICT • Drama • French • Geography • Health and Social Care • History • Media • Music • Performing Arts • Physical Education • Sociology
Science
Religious Education
Science offers a personalised curriculum to suit all abilities and interests. This includes the 3 separate Sciences, double Science, single Science and Btec Science.
In Chestnut Grove, R.E. is taught as a multi-faith subject, covering the six major religions of the world. Students are taught for one hour a week, and in Key Stage 4 are entered for a GCSE.
Modern Foreign Languages
Sex Education
Languages taught are: French, Spanish and Italian. Some students enter the school on specialist language places (see Admissions), and these students take two languages from Year 7.
Sex Education is taught within a moral framework from Year 7 to Year 13, as part of our Personal, Social and Health Education curriculum. The school nurse is also involved in the delivery.
Citizenship This is delivered mainly through six ‘Citizenship Days’, when students follow a programme of activity-based themes. These are very popular.
Parents are given the right to withdraw their children from R.E., from assemblies and from sex education lessons. In practice, this rarely happens, because, in keeping with the ethos of the school, they are non-denominational and emphasise the moral values found in all faiths.
‘Teaching and learning are good because teachers know their students well and work hard to help them achieve their potential” (Ofsted, March 2008)
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high
expectations for all ‘Students with learning difficulties make excellent progress in their education owing to well-paced individual support’. (Ofsted, March 2008)
The most able
Learning Difficulties
We recognise that many of our students have talents and abilities which demand and deserve special attention. This is partly addressed through our setting policy, and partly through extra-curricular activities and opportunities, for example through the National Academy for Gifted and Talented Youth.
Students with special educational needs have a personalised curriculum, organised by the Inclusion Faculty. This can include support in class or withdrawal lessons in literacy, numeracy or social skills.
‘An excellent pastoral system has resulted in outstanding personal development and well-being for all students’. (Ofsted, March 2008)
Students with physical disabilities are welcome. Until the school is remodelled under BSF, however, we are not, unfortunately, barrier-free.
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‘One parent reported: ‘I am very happy with Chestnut Grove and think what makes it work is the enthusiasm and dedication across all subjects.’
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‘It provides exceptionally well for vulnerable children who are happy and settled at school.’ (Ofsted, March 2008)
‘Students have responded exceptionally well to the school’s outstanding initiatives to give them a significant voice and responsibility in the running of the school.’ (Ofsted, March 2008)
the chestnut grove
effect The aim of our pastoral system is to support learning and to help students grow into independent, confident adults with a sense of social responsibility. There is a strong ethos of self-discipline and respect for others, together with clear sanctions when these principles are breached.
Our own on-site Educational Welfare Officer and Attendance Officer work with families to ensure good attendance and provide support.
Form tutors are central to student development. They are responsible for monitoring attendance, punctuality, behaviour and achievement. This includes setting and monitoring targets in consultation with parents and they also deliver the Personal, Social, Health and Citizenship curriculum.
A well-tried and tested structure ensures that our new Year 7 students settle well into Chestnut Grove. In the summer term before entry, our staff visit them and their teachers in their primary schools, many of which we are linked with, through our Arts College work.
A house system, led by staff and students, encourages a sense of pride through competitions, house assemblies and rewards.
Transition into Year 7
Our new students get to know us through an award-winning ‘Transition Web-site’ as well as the more conventional day spent with us in the summer term, when we also meet the new parents.
Student Voice We believe that giving students responsibility enhances their moral and social development. ‘Student voice’ in Chestnut Grove includes: House and School Councils; Sitting on staff interview panels; Working with staff on ‘Building Schools for the Future’ plans;
One of the school’s sculptures, designed by Shapali Kalam in 2009
Representing the school in a multitude of ways. It is also important to us that our students develop leadership skills, and we ensure this through a strong system which runs from Head Boy and Head Girl in the Sixth form, down to House representatives in Year 7.
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pride in
progression Just some of the ways we achieve this are:
The outstanding progress our students make from Year 7 to Year 11 was not only recognised by Ofsted, but by the Dcsf in its publication ‘Gaining Ground’ (2008) and in the fact that our Contextual Value Added is in the top one percent of the country.
Rigorous aspirational targets for all students. We expect every student to make at least 2 National Curriculum levels progress in each key stage. Clear, regular information to students about their progress. This gives them ownership of their own progress, and keeps parents well informed. Excellent support for students with special educational needs and those for whom English is an Additional Language. We are proud that these students make some of the greatest progress. Focused intervention, including residentials, to support students to reach their targets.
‘If my target is an A grade, I know my teachers will push me to get an A*’ (Kyrone Newell Year 11, in a filmed interview, 2009)
'I think that my progress in this class has increased greatly since last year. I feel that my teacher has pushed me to my limits and got me to work at my full potential. I think that my Maths teacher is AMAZING and I feel very glad to be in her class'. Caitlin McBride (Year 10)
‘By the end of Year 11, owing to the academic support they receive from the school and an excellent curriculum, the majority make outstanding progress.’ (Ofsted, March 2008)
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creativity Visual arts
Performing Arts
contribution through
We actively promote all the arts because we believe that they are essential aspects of development. This is recognised by our Arts Mark Gold status.
a range of fund
An annual summer Arts Festival;
Drama, dance and music are all taught at Key Stage 3, and are popular options at Key Stages 4 and 5. Throughout the year, students are engaged in excellent drama, music and dance productions.
raising activities
Art trips to London galleries, and residential trips (annually to St. Ives and New York);
‘In the wider community, students make an outstanding
related to the school’s specialist subjects.’ (Ofsted, March 2008)
Working with artists in residence and local primary schools; Displays of art work from our own students and our community partners.
Sports Sports play an important part in Chestnut Grove, both within the taught curriculum and as extracurricular activities. We participate enthusiastically in local and national competitions, and take great pride in our students’ individual and team successes. Some ex-students are now internationally-acclaimed sportsmen and women. Amongst the sports offered are: Football Cricket
Our extremely successful cricket team
Basketball Cross Country Gymnastics Climbing (on our climbing wall) Hockey Netball Fitness (in our fitness suite)
‘The headteacher’s leadership is an inspiration to her staff. Her vision and clear direction for this inclusive school have successfully focused the highly committed managers and staff on raising achievement for all students.’ (Ofsted, March 2008)
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community The International Community
The School Community
‘The school works
Communication with home
extremely well with
Links with schools abroad play an important role in broadening students’ horizons and giving them opportunities for personal development.
We work hard to keep parents in touch with the school’s activities and to make communication as easy as possible. This is achieved through:
partner primary
The Gambia. Students support this link through regular fund-raising, and we have even provided our link school with a fully-equipped, solar-powered computer facility. China and India. Our links with schools in both these countries have led to growing communication between students. We also ensure that we do not neglect the individuality of our students’ own home cultures, and find numerous ways to promote and value these, through the curriculum and through extra-curricular activities.
A student diary; A weekly Newsletter, sent home and posted on the web-site; Regular reports of student progress; A parent portal through “My Child At School” which allows parents to access their child’s progress, data, rewards etc. The school’s web-site.
Parents’ Association All parents are members of the Parents’ Association and are encouraged to participate actively in educational and social activities, which include an annual ‘International Evening’ which is always excellent, and very well attended.
Complaints Procedures The governors have agreed a systematic procedure for parents to make complaints about any aspect of Chestnut Grove. This is published annually in the Newsletter and is posted in the school foyer.
Charging Policy The governors’ Charging Policy states that contributions will be levied for school visits, including residential ones, which are not part of the National Curriculum, statutory religious education or in preparation for a prescribed public examination. Voluntary contributions can be levied for those activities for which compulsory charges cannot be levied.
schools to ensure that new students settle quickly and happily into Year 7.’ (Ofsted, March 2008)
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an environment to
learn
Chestnut Grove is made up of the old and the new: a Victorian block, a 1970’s block and our Art and Design pavilions, which were built in the 1990s. The 1970’s block is fortunate in having the big classrooms and specialist accommodation of the time – a Drama Hall ‘in the round’, for example, good sports and activities halls and a big, airy central learning resource centre. These features will get a face-lift under the Building Schools for the Future initiative. Other parts of the school will receive much more attention. For example: The Victorian block will be completely remodelled to house the Sixth Form (we are pleased that this old block, which lends an air of tradition, will not be torn down); A small new block on the perimeter will provide a much needed improved entrance; The heating and ventilation throughout the school will be replaced; There will be a new dining room on the ground floor; Our limited outdoor space will be landscaped and improved for students’ recreation and social time. In addition, architects will be tasked to make the school ‘barrierfree’ for students with disabilities. At present, our numerous mezzanine levels makes this difficult. Details of the BSF scheme will be posted regularly on the web-site.
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the world of
work
Students are encouraged to think about their future careers in Year 9, when they choose their options, again when they select their Sixth form subjects in Year 11, and again in Year 12 when they plan their university or college places. Advice is provided by Connexions Careers’ Advisers and our own staff. In Year 10, all students do two weeks’ Work Experience, and students on vocational courses in Key Stages 4 and 5 have additional business experience.
healthy
schools
We take the health of our students seriously, and for many years, have provided students with healthy food in our cafeteria, which is managed by a digital recognition system. This, together with our positive attitude to school sports and activities, has gained us National ‘Healthy Schools’ Status’, of which we are very proud.
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the sixth form
the future A levels: • English • Media Studies • Maths • Film Studies • History • Geography • Chemistry • Physics • Biology • Art and Design • Sociology • Psychology • French • Spanish • Product Design
Btec Level 3: • ICT • Business Studies • Health and Social Care • Performing Arts • Sport • BTEC Level 2 • Travel & Tourism • Retail
‘Students play a significant part in the school community by helping younger students with reading, sports and clubs. They take their responsibility as role models very seriously.’ (Ofsted, March 2008)
Many of our Year 11 students choose to stay on into the Sixth Form to be taught by teachers who know them and continue to set them challenging targets. We are also joined by students from other local schools at this stage. Opportunities outside the classroom are wide-ranging and numerous, including: Residential trips
All Sixth formers have a tutor whose responsibility it is to monitor progress and provide support to help students develop the independent learning skills which are crucial at this stage in their education. Tutors also provide advice and support for the UCAS application process, and collate reports. We are proud of our success rate in enabling students to move on to the university or college of their choice.
Visits to universities Trips to London’s galleries, theatres, concerts and museums; Work experience for students on vocational courses; Working with younger students (for example on reading and maths); Leading the school’s student leadership system.
‘Through consistently good leadership and management, the sixth form demonstrate a good capacity for further improvement’. (Ofsted, March 2008)