Supplementary information 7 11 2016 2017

SUPPLEMENTARY INFORMATION

Barton Court Grammar School An Academy of Excellence

Contents The Personalised Curriculum.............................1 • The Compressed KS3 Curriculum.................................................................................................1 • Key Stage 4: Years 9 – 11......................................................................................................................1 • KS5 Curriculum..........................................................................................................................................1 • A Thinking School...................................................................................................................................1

The Wider Curriculum.........................................2 • Religious Studies......................................................................................................................................2 • Pastoral Care and Support.................................................................................................................2 • Sex Education............................................................................................................................................2 • Experience of Work................................................................................................................................2 • Enrichment Days......................................................................................................................................2 • Trips..................................................................................................................................................................3 • Targets and Monitoring.......................................................................................................................3 • Assessment and Reporting...............................................................................................................3

Extra-Curricular....................................................3 Barton Court is a Thinking School....................4 • A Thinking School is:.............................................................................................................................4 • Why are we using visual tools?........................................................................................................5 • Why use Thinking Maps?....................................................................................................................5 • Why use Thinking Hats?......................................................................................................................5 • Why use Habits of Mind (or Attributes to Success)?..........................................................6

General Information............................................7 • Uniform..........................................................................................................................................................7 • Times of the School Day.....................................................................................................................7 • Governing Body.......................................................................................................................................7 • Barton Court Association (BCA).....................................................................................................7 • Additional Educational Needs.........................................................................................................7 • Charging Policy.........................................................................................................................................7 • The Governors’ Policy is:.....................................................................................................................8 • School Fund................................................................................................................................................8 • Examination Entry...................................................................................................................................8 • Complaints...................................................................................................................................................8 • Safeguarding (Child Protection & Recruitment)..................................................................8 • Attendance Policy...................................................................................................................................8 • School Policies and other Documentation.............................................................................8 • Equality Plan...............................................................................................................................................8

Admissions Information......................................9 • Year 7 Admissions: September 2017............................................................................................9 • Oversubscription Criteria....................................................................................................................9 • Withdrawal of an Offer of a Place..................................................................................................9 • Waiting List..................................................................................................................................................9 • Mid-year entry 2016 – 2017: Years 7 – 11...................................................................................9 • Admission Outside of the Normal Age Group......................................................................9 • Appeals....................................................................................................................................................... 10 • Sixth Form Admissions: September 2017.............................................................................. 10

Results................................................................... 11

The

Personalised Curriculum

tudents at Barton Court Grammar School follow a curriculum that provides opportunity for students to study at a pace that suits their needs.

The personalised curriculum is designed to meet the needs of individual learners by providing a greater degree of flexibility and choice.

S

The Compressed KS3 Curriculum The School has a compressed two year KS3 curriculum which allows students to access GCSE and Advanced Level study at a pace more appropriate for their needs. In Years 7 and 8, students follow a broad and balanced curriculum comprising of the following subjects: English, Mathematics, Science (Biology, Chemistry, Physics), French, Spanish, History, Geography, Design Technology, Art, Music, Drama, Computing, Physical Education, Religious Studies.

In Key Stage 3, for most lessons, students are taught in their tutor groups, although there is setting in subjects such as Mathematics and English. Students are encouraged to participate actively in their learning with many opportunities for group work, discussion, and research. In addition, a structured home learning timetable will enable

KS5 Curriculum In Years 12 and 13 students will have access to: (a) Advanced Level courses which means most students complete 3 or 4 A Levels as appropriate. (b) Extended Learning Programmes such as the Extended Project qualification and the AQA Baccalaureate. (c) Advanced Extension Awards.

A Thinking School Barton Court Grammar School is an accredited “Thinking School”.

We have placed thinking at the heart of our learning and we are developing a common and visual language of Thinking Tools to enable our students to become independent, confident, thoughtful, life-long learners, the foundations for both personal achievement and academic success.

students to deepen further their understanding of each subject.

Key Stage 4: Years 9 – 11 At KS4 students study a range of GCSE and Advanced qualifications suitable to their ability. All students study the English Baccalaureate (EBACC) qualification. The EBACC recognises students who are able to pursue a broad range of academic subjects at GCSE and is ideal preparation for Post-16 study. All students study a core curriculum of English, Mathematics, Science (Biology, Chemistry, Physics), French/ Spanish, History/Geography and Religious Studies.

Students have the opportunity to choose an additional language and study two at GCSE if they wish or an additional humanity.

Students can also choose additional options in subjects such as German, Music, Art, Drama, Food Technology, Design Technology, PE, Computing, Business Studies and Psychology.

In addition to these subjects, students also receive a programme of personal, social, health and economics education (PSHEE), Citizenship and Careers Education. Parents are advised before students attend sex education lessons.

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The

Wider

Curriculum

Religious Studies

Sex Education

Religious Studies, Philosophy and Ethics (RPE) is taught throughout the School and all students study either the full or short course in GCSE Religious Studies at KS4. The syllabus is available upon request. Students may be withdrawn from assemblies and Religious Studies lessons at the request of parents.

The syllabus of sex education is taught within the context of human values in relationships. Factual information forms part of Lower School science lessons. Parents have the right to withdraw their child from sex education lessons after consultation with the School.

Pastoral Care and Support The School’s pastoral structure is based upon a tutor system. The Deputy Headteacher: Pastoral Care has overall responsibility for care, guidance and support. All students follow a pastoral programme incorporating personal, social, health and economic education (PSHEE) as part of the RPE lessons, Tutor Time and the Enrichment Day programme. This is largely the responsibility of the RPE teachers, the Form Tutor and Head of Year and incorporates elements of careers advice and guidance on study skills. Specific careers advice is available via CXK.

Experience of Work Work-related learning is incorporated into the curriculum as well as through numerous additional activities. In Year 10 students complete a week of work experience during the School’s Enrichment Week in the summer term.

Enrichment Days Barton Court Grammar School offers a programme of enrichment through “Enrichment Days”. The normal timetable for the day is suspended and students are provided with the opportunity to explore ideas and themes in greater depth than is possible during a normal school day. Enrichment days enable the School to foster independent learning as students take on a greater responsibility for the direction of their educational experience. The majority of trips and visits also take place on these days, minimising the amount of disruption caused to normal lessons. In addition, Enrichment Days provide students with the opportunity to apply Thinking Skills, which will support academic and personal development throughout their education.

Extra

Curricular

Trips There are regular excursions as an extension to the school curriculum.

During the School’s Enrichment Week various activities are offered including the very popular residential trips abroad to France, Germany, Italy, Spain and Greece as well as the adventure trip to the Isle of Wight. Other residential trips offered throughout the year include the French and Spanish Exchange Programmes, Geography field work in Somerset and a ski trip. World Challenge style trips such as Operation Wallecea are also offered in the Sixth Form as well as Duke of Edinburgh Gold. Day trips occur throughout the year and include visits to Euro Disney, Thorpe Park, the Natural History Museum and the V&A Museum.

Targets and Monitoring Students are encouraged to identify specific learning objectives to help them improve. Throughout the School learning objectives are identified and all students are helped by personal consultation time with their Form Tutor. Assessment for learning is also an integral part of the assessment programme throughout the curriculum, where each student is helped to identify their own strengths and weaknesses and set targets for improvement in each subject.

Assessment and Reporting The partnership of student – teacher – parent is valued and vitally important for excellent progress. Each term there is contact with parents either in the form of a grade sheet, a written report or a meeting between parents and subject teachers. At other times, should there be a matter of concern parents are welcome to contact the Form Tutor, Head of Year or senior member of staff to discuss the matter.

As well as ensuring that all students achieve their full academic potential, Barton Court Grammar School is passionate about providing students with opportunities to develop as well-rounded individuals and to develop all their talents.

The School achieved Healthy School Status in 2011. The dining hall is a Healthy Eating Zone. There are a wide range of sports clubs and activities such as Gardening Club to encourage students to adopt a healthy lifestyle. Many students have played in district, county and national teams. School football, cricket, hockey, rugby, netball, basketball, rounders and athletics teams are encouraged to maintain excellent performances but the overall emphasis is on sport and leisure for all students, whatever their talents. Students have access to the state-of-the-art Sports Centre with a newly installed climbing wall. Outside facilities include: tennis courts, netball courts, and a very large playing field accommodating rugby, football, cricket and athletics. Our students can also access Polo Farm Sports Club for hockey and swimming and squash are also available. Some sports include visiting expert coaches. In the Sixth Form, the Community Sports Leadership Award is a popular optional course.

Barton Court Grammar School offers the Duke of Edinburgh Award and every year over a third of a year group will complete their Bronze Award. Many go on to complete their Silver and Gold Awards as well as some students taking part in World Challenge.

Students enjoy music and many students receive extra tuition.

Art and Drama are popular and last year the School’s production of “Beauty and the Beast” was a huge success. Fun activities, such as “Barton Court’s Got Talent” and “Battle of the Bands” are organised by the senior students in aid of the School’s chosen charities.

At the end of each school year examinations are held and the results reported in full to parents.

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Barton Court is a Thinking School

“ A Thinking School is a school that puts the teaching of thinking at the heart of learning.”

A Thinking School is: “A learning community in which all members share a common language; where thinking strategies and tools are used across the curriculum and teachers and students have sound understanding of metacognition; where all students are developing and demonstrating independent and cooperative learning skills; where the school generates high levels of achievement and an excitement and enthusiasm for learning” (Thinking Schools International, TSI).

By using a variety of different thinking tools such as the famous Thinking Maps or Thinking Hats, we are offering fundamental and universal cognitive thinking processes to our students which will enable them to, not only reflect on their own thinking, but also be fluent in explaining the mental processes they are using.

Students know already how to think, but using the visual tools provides them with a clearer, more structured and common thinking model in order to contribute to their own thinking and to sharing their learning and thinking with others.

At Barton Court Grammar School, we are committed to the development of cognitive education and we invest time, energy and money into research, development and evaluation of a broad range of Thinking Tools and activities.

Everyone in our school community is committed to developing the Thinking School approach. We are proud to say that we have embedded, with success, all the tools in our curriculum, pastoral and leadership programmes.

At the heart of the School, underpinning all that we do, is our commitment to helping our students develop into critical and reflective thinkers. We formalised this commitment by working towards accreditation as a Thinking School, which was awarded in February 2015. As part of their cognitive education, our learners make active use of a range of tools across the curriculum to extend, develop and clarify their thinking. The tools enhance our students’ creativity and give them an academic vocabulary with which they can articulate their thoughts and share them with our learning community.

Why use Thinking Hats?

It's a simple mental metaphor. Hats are easy to put on and to take off.

Each hat is a different colour which signals the thinking ingredient.

In a group setting The Six Thinking Hats enable each pupil’s unique point of view to be included and considered. Argument and endless discussion becomes a thing of the past. Thinking becomes more thorough (Six Thinking Hats: Strengthen Collaboration Skills, A Tool for Productive Critical and Creative Thinking).

We encourage students to enhance their academic achievement by developing the attributes for success that have been identified by Thinking Schools research. Our learners are taught to continuously pose questions and think flexibly to find solutions, which they communicate with clarity and precision; they also understand the value of persistence and in working interdependently. During their time with us, they are equipped with the academic and personal skills that they need to contribute to the life of the School and its wider community.

Why are we using visual tools?

• Visual tools offer students some structures through which they can be flexible, adaptable and open with their thinking and learning.

Why use Thinking Maps?

• Thinking Maps are a synthesis of the above. They provide a common language of visual tools.

• It's all about making connections, our brain makes connections every second so it is obvious that we do the same in the way we teach and learn.

• Predominantly we are visual processors so we need to provide our learners with highly structured displays for systematically managing and organising information.

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Why use Habits of Mind (or Attributes to Success)?

The Habits of Mind are 16 characteristics found in self-directed independent, successful learners to help them decide how to cope with choices they may face on their learning journey. They provide a framework or compass for students to refer to when directing their own learning. Over time these characteristics become habit.

These habits allow the students to become flexible, continuous learners who are able to behave intelligently when encountering problems, using information efficiently, thinking critically about its source and content.

"Habits of Mind are the characteristics of what intelligent people do when they are confronted with problems, the resolutions of which are not immediately apparent." (Professor Art Costa).

General

Information

Uniform

Additional Educational Needs

The full uniform list and requirements are available from the School upon request and on the website: www.bartoncourt.org

(a) Special Needs

The uniform supplier is: S. Simmonds & Son Ltd 64 Calverley Road Tunbridge Wells Kent TN1 2UG

It is the policy of the School to meet the individual needs of all of the students. We also seek to identify any student who may require support because of a barrier to successful learning. In these cases we devise individual programmes of support to assist the students to make significant improvements. Our Special Educational Needs Coordinator carefully tracks each student’s progress. (b) Gifted and Talented

Tel: 01892 510123 Web: www.simmonds-ltd.com

Times of the School Day 8:40am – 8:55am

Tutor time

8:55am – 9:55am

Period 1

9:55am – 10:55am

Period 2

10:55am – 11:15am

Break

11:15am – 12:15pm

Period 3

12:15pm – 1:15pm

Period 4

1:15pm – 1:55pm

Lunch

1:55pm – 2.00pm

Registration

2:00pm – 3:00pm

Period 5

3:00pm – 4:00pm

Period 6 (Sixth Form only)

Governing Body

We seek to identify the outstandingly able/gifted student, in whatever discipline, and to provide additional guidance/stimulus to meet his/her particular needs. An enrichment programme provides the opportunity to work with students from other year groups.

Our Gifted and Talented Coordinator carefully tracks each student’s progress. A programme has been introduced to ensure that able students are well prepared for entry to our leading universities.

Charging Policy Full details of the School charging policy can be obtained from the School. Visits which occur during school hours must be provided free of charge, however, parents/carers can be asked to make a voluntary contribution towards the cost of the trip. If insufficient voluntary contributions are forthcoming the visit may have to be cancelled. Students whose parents do not contribute cannot be discriminated against.

The main Governing Body of the School is highly active and plays a full part in the community. Interested parents are most welcome to consider standing as parent governors when elections are held.

The Governing Body can be contacted via letter to the Chair of the Governing Body c/o the School.

Barton Court Association (BCA) The Barton Court Association (parents) meets regularly to raise money for the School and to organise social events for the students.

This parent led organisation is highly valued by the School but is very dependent upon parental support and cannot function without it. We would encourage all parents to try to get involved and offer support when they can so this group continues to remain active for the benefit of all students.

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The Governors’ Policy is:

Complaints

• To encourage parents to make voluntary contributions to costs so that activities during school hours, for which charges may no longer be made, may continue.

The Governing Body has established a Complaints Policy explaining what parents should do if they have a complaint. The procedure emphasises that parents should talk to the Headteacher in the first instance. Copies of the general complaints procedure are available on request, on the School website or in the Parent Portal.

• To remit charges for those who meet the criteria as detailed under the 1988 Education Reform Act. • To make charges for educational and recreational activities as allowed by the 1988 Education Reform Act.

School Fund The Governors maintain a fund that is used for the benefit of all students in the School. The fund provides vital support for various activities of the School such as helping to support extra-curricular activities, travel costs, trips, subscriptions, as well as to purchase student planners, lockers, water fountains and benches. Governors request that parents make an annual contribution of £20 (£14 for each child if siblings are at the School). We recognise that some families are unable to afford this amount and we are pleased to receive any donation; smaller and larger amounts are equally welcome.

Examination Entry Students are entered for a variety of external examinations and tests, according to their abilities, including GCSEs and GCE A Levels.

Provided that coursework (teacher lead controlled assessment) is completed where required, work is up-to-date and intermediate tests or exams are satisfactorily completed, these entries are made without cost to students. However, students who wish to retake Key Stage 4 or 5 examinations are required to pay the exam entry fees.

Safeguarding (Child Protection & Recruitment) The School has staff trained as Child Protection Co-ordinators (DCPC) including Mr Morgan (Deputy Headteacher: Pastoral Care) and Ms Haley (Assistant Headteacher: Sixth Form). The School has a Child Protection Policy and Safeguarding Policy and these are reviewed annually. Senior teachers and Governors are trained in safe recruitment and we have a Safe Recruitment Policy. All staff and Governors are DBS checked.

Attendance Policy All students are expected to attend school every day during term time.

All other absences, apart from illness, are likely to be unauthorised.

Due to the demands of coursework and national curriculum assessment, parents are requested not to take their children out of school for a holiday or for medical treatment unless this is unavoidable.

Under the Education (Pupil Registration) (England) (Amendment) Regulations 2013 holidays during term time will not be authorised unless there are exceptional circumstances.

School Policies and other Documentation Full copies of school policies, our Ofsted Report and additional information are available upon request or can be viewed on the school website: www.bartoncourt.org

Equality Plan The School has in place an Equality Plan which covers disability, race, gender, age, religion or belief and sexual orientation equality.

Equality is included as an explicit aim in all of the School policies.

For further details please refer to the School website or contact the School Office.

Admissions Information

Year 7 Admissions: September 2017

Waiting List

Barton Court Grammar School complies with the Co-ordinated Admission Scheme which is administered by Kent Local Authority.

Boys and girls are normally admitted at age 11, when all pupils must have gained a selective place through the Kent PESE and placed Barton Court Grammar School on their Kent Secondary Common Application Form, in order to be eligible for admission.

There is no guarantee of a place for applicants who meet the over-subscription criteria.

Parents of children who have not been offered a place at the School may ask for their child’s name to be placed on a waiting list. The waiting list, which will be maintained until the end of April 2017, will be operated using the same admissions criteria as above. Placing a child’s name on the waiting list does not guarantee that a place will become available. This does not affect the statutory right to appeal.

The Published Admissions Number (PAN) in Y7 for September 2017 is 150, for all other year groups it is 128. The School is usually over-subscribed. Before the application of oversubscription criteria children with a statement of special educational need, who name the School, will be admitted. As a result of this, the Published Admissions Number will be reduced accordingly.

At present we are full and oversubscribed in all year groups and have a waiting list for places. If you wish to apply for a place at the School you need to complete an In-Year Casual Application Form, (IYCAF), and return this to the School.

Oversubscription Criteria If the number of preferences is greater than the number of places available, the following criteria for over-subscription will be applied in priority order: • Children in Local Authority Care • Current Family Association • Health and Special Access Reasons • Nearness of children’s homes to school

Withdrawal of an Offer of a Place After a place has been offered, the School reserves the right to withdraw the place in the following circumstances: 1. When a parent has failed to respond to an offer within a reasonable time; or 2. When a parent has failed to notify the School of important changes to the application information; or

Mid-year entry 2016 – 2017: Years 7 – 11

Students will be tested by the School to obtain evidence of ability to keep pace with the work of this selective school. The Published Admissions Number and over-subscription criteria apply as above.

In the event of the year group being over-subscribed, a waiting list will be held, ranked according to the over-subscription criteria.

Admission Outside of the Normal Age Group Requests for admission outside of the normal age group should be made to the Headteacher of each preferred School as early as possible in the admissions round associated with that child’s date of birth. Such an applicant will be expected to have gained the ‘grammar’ classification in the Kent PESE Tests, and if a request to apply for admission outside the normal age group is granted, it does not guarantee a place at the School. Parents are not expected to provide evidence to support their request to defer their application, but where provided it must be specific to the child in question, and failure to provide it may impede the School’s ability to agree to deferral. Parents are required to complete an application for the normal point of entry at the same time, in case the request for deferred entry is declined.

3. The Admission Authority offered the place on the basis of a fraudulent or intentionally misleading application from a parent.

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Appeals Parents have a statutory right of appeal, should an application be refused, by writing to The Clerk to the Governors, Admissions, c/o Barton Court Grammar School.

Sixth Form Admissions: September 2017 Barton Court Grammar School is a mixed Sixth Form. The majority of our students in Year 11 continue with their studies into our School Sixth Form and priority will be given to existing students transferring from Year 11 who meet the entrance criteria. The number of additional Year 12 places available for students being admitted to the School for the first time: 60.

Admission to Year 12 will be as a result of applicants meeting the School entry requirements laid out below: • At least 8 subjects at grades A*– C at GCSE (or grades 9 – 5 in the new GCSE qualifications), with at least 5 subjects at grade B or higher (or grade 6 or higher in the new GCSE qualifications), including a minimum of grade C at GCSE (grade 5 in the new GCSE qualifications) in English, mathematics and science.

• The minimum entry requirements specified by the subjects of their choice.

Admission to Year 13 will be as a result of students meeting the School entry requirements laid out below: • All students wishing to complete their A Level study in Year 13 will be expected to attain a minimum of 4 D grades at the end of Year 12.

The admission number for external candidates will be 60, but this figure may be exceeded in the event that this and the number of internal pupils transferring into Year 12 is less than the overall total figure for the year group, which is 180.

In the event of over-subscription the School’s over-subscription criteria will apply.

Offers will be made on the basis of predicted performance at GCSE, with the requirement that the above grades are achieved in the final examinations prior to entry to the Sixth Form and the pupil’s 4 chosen subjects being accommodated on the timetable, in feasible group sizes.

All offers made during Year 11 are conditional on pupils meeting the grade criteria specified and will only become firm offers upon confirmation of actual GCSE results. Offers will be confirmed once the school has been notified of GCSE results in August 2017.

Late applications will be considered if places in appropriate subjects are still available after all other applicants have been considered. A waiting list will be held, ranked according to the over-subscription criteria.

For more detailed information please see the School’s website or the Sixth Form Prospectus.

Results Year 11 GCSE 2016 Summary Subject

A*

A

B

C

D

E

F

TOTAL

%A – C

%A – A

Art & Design

7

7

11

6

0

0

0

31

100.0

45.2

Biology

17

31

48

7

1

0

0

104

99.0

46.2

Chemistry

16

31

41

14

1

1

0

104

98.1

45.2

Chinese

1

0

0

0

0

0

0

1

100.0

100.0

Drama

0

4

13

7

1

0

0

25

96.0

16.0

English Language

10

33

62

17

7

0

0

129

94.6

33.3

English Literature

13

49

51

14

2

0

0

129

98.4

48.1

Food Technology

1

8

4

8

1

2

0

24

87.5

37.5

French

8

11

11

8

3

0

0

41

92.7

46.3

Geography

10

20

24

17

5

4

0

80

88.8

37.5

German

3

5

0

1

0

0

0

9

100.0

88.9

History

0

12

31

15

7

1

0

66

87.9

18.2

Computing

5

11

4

6

0

0

0

26

100.0

61.5

Mathematics

27

31

47

20

4

0

0

129

96.9

45.0

Further Maths

10

1

0

0

0

0

0

11

100.0

100.0

Music

1

4

3

2

0

0

1

11

90.9

45.5

Physical Education

2

7

15

5

0

0

0

29

100.0

31.0

Physics

15

31

41

17

0

0

0

104

100.0

44.2

Product Design

7

8

3

4

1

0

0

23

95.7

65.2

Psychology

1

24

16

4

2

1

0

48

93.8

52.1

Religious Studies

14

39

44

23

3

3

0

126

95.2

42.1

Spanish

11

21

32

21

4

0

0

89

95.5

36.0

Science (Additional)

0

2

8

11

3

0

0

24

87.5

8.3

Science (Core)

0

1

8

14

1

0

0

24

95.8

4.2

TOTAL 129 Candidates

179

391

517

241

46

12

1

1387

95.7

41.1

Percentages

12.9

28.2

37.3

17.4

3.3

0.9

0.1

100%

GCSE Summary

2010

2011

2012

2013

2014

2015

2016

% A*/A grades at GCSE

37.6

48.7

49.4

48.0

50.0

42.2

41.1

% A*/A grades at GCSE including AS equivalence

n/a

n/a

50.5

50.8

51.9

43.8

41.3

% A – C grades

91.0

96.6

95.8

97.7

95.9

92.9

95.7

% of students gaining 5 A*– C Grades

96.6

100.0

100.0

99.2

98.4

98.4

96.9

% 5 A*– C Grades including Maths & English

96.6

100.0

99.2

99.2

96.7

94.4

95.3*

% of students gaining 3+ A*/A Grades

58.0

70.0

71.4

69.3

71.9

59.5

60.5

% of students gaining 5+ A*/A Grades

37.0

55.8

51.3

55.1

55.4

45.2

39.5

% of students gaining 8+ A*/A Grades

23.5

32.5

34.5

40.2

38.0

26.2

24.8

Average total point score per student GCSE

533.8

533.2

524.3

530.4

533.1

523.0

512.1

Average total point score per student GCSE + AS

n/a

n/a

549.6

603.3

562.3

557.4

513.8

% EBACC

51.7

51.7

47.1

59.1

75.2

78.5

79.8

* Please note these results are provisional pending remarks and appeals

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International Baccalaureate 2016 Subject

7

6

5

4

3

2

Total

%7 – 6

%7 – 5

APS

World APS

English A: Literature HL

2

5

3

0

0

0

10

70.0%

100.0%

5.90

4.80

English A: Literature SL

0

2

2

0

0

0

4

50.0%

100.0%

5.50

4.98

French B: HL

0

0

1

0

0

0

1

0.0%

100.0%

5.00

5.27

French B: SL

0

1

2

0

0

0

3

33.3%

100.0%

5.33

4.92

Italian Ab Initio: SL

0

4

3

0

0

0

7

57.1%

100.0%

5.57

4.89

Spanish Ab Initio: SL

1

0

0

0

0

0

1

100.0%

100.0%

7.00

5.10

Spanish B: HL

1

1

0

0

0

0

2

100.0%

100.0%

6.50

5.40

History Europe/Middle East – Arab-Israeli: HL

1

5

0

0

0

0

6

100.0%

100.0%

6.17

4.84

History 2 – Arab-Israeli: SL

0

1

1

0

0

0

2

50.0%

100.0%

5.50

4.67

Philosophy: HL

0

1

3

0

0

0

4

25.0%

100.0%

5.25

4.89

Philosophy: SL

0

0

2

0

0

0

2

0.0%

100.0%

5.00

4.67

Psychology: HL

0

1

2

0

0

0

3

33.3%

100.0%

5.33

4.67

Psychology: SL

1

0

0

0

0

0

1

100.0%

100.0%

7.00

4.32

Biology: HL

1

3

3

0

0

0

7

57.1%

100.0%

5.71

4.32

Biology: SL

2

2

1

2

0

0

7

57.1%

71.4%

5.57

4.24

Chemistry: HL

0

2

2

2

1

0

7

28.6%

57.1%

4.71

4.47

Maths. Studies: SL

1

4

3

2

1

0

11

45.5%

72.7%

5.18

4.41

Mathematics: SL

0

0

3

0

0

0

3

0.0%

100.0%

5.00

4.38

Music Creating: SL

0

0

0

1

0

0

1

0.0%

0.0%

4.00

3.85

Visual Arts Option A: HL

1

0

1

0

0

0

2

50.0%

100.0%

6.00

4.78

Total

11

32

32

7

2

0

84

51.2%

89.3%

13.1

38.1

38.1

8.3

2.4

0.0

100

Percentages

IB Results Summary 2009 – 2016

2009

2010

2011

2012

2013

2014

2015

2016

No. of Students

102

115

108

80

36

29

41

14

% Students achieving IB Diploma

85

82

91

96

97

100

98

100

%7/6

26

30

35

36

47

51

55

51

%7–5

62

62

72

81

79

84

83

89

29.8

29.6

31.7

32.8

33.25

34.1

34.7

35.1

Average IB Point Score per Student

A Level Results 2016 Subject

A*

A

B

C

D

E

U

TOTAL

%A* – B

%A* – C

%A* – E

Art

0

1

3

0

0

0

0

4

100%

100%

100%

Biology

2

2

2

3

2

2

0

13

46%

69%

100%

Business Studies

0

3

9

4

0

2

0

18

67%

89%

100%

Chemistry

2

3

0

0

2

0

0

7

71%

71%

100%

Computing

0

0

1

2

3

1

0

7

14%

43%

100%

English Literature

0

4

5

9

3

0

0

21

43%

86%

100%

French

0

2

1

0

0

0

0

3

100%

100%

100%

Further Mathematics

0

0

0

2

0

0

0

2

0%

100%

100%

Geography

0

3

1

1

2

0

0

7

57%

71%

100%

Government & Politics

0

2

5

3

1

0

0

11

64%

91%

100%

History

0

0

3

5

3

0

0

11

27%

73%

100%

Mathematics

0

4

7

2

1

0

0

14

79%

93%

100%

Music

0

0

1

0

2

0

0

3

33%

33%

100%

Physical Education

0

0

1

4

1

0

0

6

17%

83%

100%

Physics

0

2

1

5

3

4

0

15

20%

53%

100%

Product Design

0

0

2

3

1

0

0

6

33%

83%

100%

Psychology

3

4

2

11

2

1

0

23

39%

87%

100%

Religious Studies

0

0

7

1

1

0

0

9

78%

89%

100%

Spanish

0

2

0

0

1

0

0

3

67%

67%

100%

TOTAL

7

32

51

55

28

10

0

183

49%

79%

100%

3.8

17.5

27.9

30.1

15.3

5.5

0

100.0

Percentages

A Level Results Summary 2016

2013

2014

2015

2016

% A*– B grades

65

55

51

49

% A*– C grades

92

84

77

79

% A*– E grades

100

100

100

100

APS / Entry

226.7

222.1

227.0

216.4

Average Total Point Score per student

933.7

925.5

851.1

791.8

Average No. of entries per student

4.3

4.2

3.7

3.7

Number of students

46

60

78

60

Barton Court Grammar School An Academy of Excellence

Longport, Canterbury, Kent, CT1 1PH Tel: 01227 464600 Fax: 01227 781399 Email: office@bartoncourt.org www.bartoncourt.org

Signature:

KCardus

KCardus (Sep 9, 2016)

Email: kcardus@bartoncourt.org