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Year 10 and 11 - GCSE

In Year 9 we provide our students with guidance to help them make wise and informed choices about how they wish to specialise as their education progresses towards A Level and University.   

We use the Cambridge Online Assessments and one to one feedback interviews to focus our young people’s GCSE subject selections around their strengths and talents.  

The standard offering in Year 10 and 11 is 9 GCSE subjects.  This includes English Language, English Literature and Mathematics plus six other GCSE subject options.  

Our Gifted and Talented students take early entry GCSE Mathematics in Year 10 and will study Additional Mathematics GCSE as a bridge onto AS Level Mathematics study.  

Many of our students have the advantage of being bi or trilingual and where possible we encourage and support students to sit an additional GCSE qualification in their home language.

Similarly, high achieving students who may have a learning difference may opt to take a slightly reduced GCSE offering of subjects to allow additional Enrichment time for private study and revision.    

We focus on the quality of education provision for each individual student and tailor their GCSE timetable accordingly.  

Our GCSE classes are small and allow for individual learning programmes and generous time for the teacher to spend with each student.  

Our Study Skills Programme continues into the crucial GCSE years where we hone and perfect our young people’s revision and examination skills.   Following the Mock Examinations each student is provided with an extremely detailed and diagnostic Gap Analysis for each paper in each subject to allow them to focus in on the next areas for review.

Similarly throughout Year 10 and 11 lunchtime and afterschool Academic Booster Classes are offered in all the GCSE subjects.  This allows additional tuition and personalised feedback from subject specialists on practice examination papers to help them refine their ‘Smart’ revision.  

The Work Related Learning Programme in Year 10 offers a one week Work Experience placement which students are encouraged to research, source and secure for themselves.  Each student benefits from extensive practical support in writing their Curriculum Vitae and Letters of Application as well as polishing their telephone and face to face interview skills, to ensure that they make an excellent first impression.

The majority of our Year 10 and 11 students participate in the Duke of Edinburgh’s Award or Army Cadet Force. They are expected to be role models for our younger students and many of the Year 10’s and 11’s apply and interview for the role of Prefect.  

We offer the opportunity to apply for scholarships to those students who demonstrate academic, sporting or artistic excellence.  For further information please contact the Admissions Team.

ISI Inspection notes 2012 States

Pupils become increasingly confident in their individual abilities as they move through the school, making good academic progress in relation to their starting points on entry.  This reflects the school’s aim of discovering and nurturing individual talents, as well as inspiring and supporting pupils in achieving the highest standards possible.  Pupils of all ages approach their work with clear enjoyment and commitment.

At all stages, and for all ages and abilities, the broad range and high quality of the educational experience provided by the school create an excellent learning environment and a curriculum that covers all the requisite areas of learning and more.

The flexible and stimulating curriculum enables all pupils to have a challenging and personalised approach to learning, which is founded by the extensive use of new technologies.

The excellent extra-curricular provision supports very effectively the school’s aim to inspire pupils through a range of cross-curricular opportunities, enabling them to succeed in sporting and non-academic pursuits.  A high degree of satisfaction with the opportunities available was expressed by the great majority of parents and pupils.

Small numbers of pupils enable teachers to know them well and planning is effective in meeting their needs.

Teachers’ good knowledge and understanding of their subjects are demonstrated in their enthusiastic and lively approaches.  Effective questioning is used to challenge pupils to consolidate as well as deepen their knowledge and understanding.

Excellent relationships between teachers and pupils are apparent in the positive atmosphere for learning in almost all lessons.  A particular strength in teaching is the contribution it makes to pupil’s spiritual, moral, social and cultural development.

Across the school, the quality of the pupils’ personal development is excellent, in accordance with its aim to promote the values of respect, responsibility and effort.  By the time pupils leave the school, they are well prepared to meet the challenges of the next stage of their education.

Pupils’ spiritual development is excellent.  They hold a strong set of values and principles which inform their perspective on life and their behaviour.  Pupils are confident and show respect for themselves and for others.

The moral awareness of the pupils is extremely well developed.  Their excellent conduct demonstrates their deep respect for good behaviour.  Pupils enjoy the reward of their good behaviour, working hard to acquire enough merits to enable them to participate in the much coveted special outing arranged for the highest achievers.  They are aware of the needs of others beyond their school.  This is clear from the extensive involvement, often instigated by pupils, in a wide range of charitable ventures.

The pupils’ social development is excellent.  Pupils of all ages readily take on positions of responsibility.  In the sixth form, the role of prefect is taken very seriously; pupils have to submit an application and are interviewed.  Once appointed, their role in the leadership of the school is very active, ranging from being a member of the executive committee to giving up their personal time to support younger pupils.

In accordance with the school’s aims of promoting emotional well-being, the pupils feel safe, secure and valued.  This view was endorsed by the very large majority of parents’ responses to the pre-inspection questionnaire.  Teachers know their pupils well and provide excellent support and advice which enables them to take full advantage of the opportunities offered by the school.

Relationships between staff and pupils and amongst the pupils themselves are particularly strong.  In their role as form tutors, staff liaise with pupils to send home a weekly email reporting and progress or concerns, which effectively cements the home-school bond.  In addition, a school counsellor is available to support pupils.

The school employs effective methods to seek the views of the whole school community.  Pupils know their views are listened to and value the work of the newly developed school council, which they regard as an effective vehicle for initiating change.

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