Prospectus 2026 - 2027

Cambridge House Grammar School

Prospectus 26-27

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

Contents 4

Principal’s Welcome

27

Wellbeing

6

Our Pupils’ Experience

28

Careers Guidance

12

Transition and Induction at Year 8

30

Sixth Form

34

Extra-Curricular

36

Sport

40

Music and Drama

42

Trips and Visits

44

Staff Profiles

48

Public Examination Results

54

Admissions Criteria

14

Mission Statement

16

Community Links

17

History

18

Teaching and Learning

20

Curricular Provision

25

School Council

26

Pastoral Care

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Principal’s Welcome Welcome to Cambridge House Grammar School – a vibrant, aspirational and forward-thinking coeducational school of more than 900 pupils. Here, every young person is encouraged to achieve the highest academic standards within a supportive and nurturing environment. We aim to develop the whole individual, offering a broad range of learning experiences both inside and beyond the classroom to promote academic excellence as well as physical, emotional and mental wellbeing. We want our pupils to be happy, confident and successful and we work tirelessly to create a school community in which they can thrive.

We are immensely proud of our pupils’ achievements.

Cambridge House pupils perform at the highest levels, not only in their studies but also across an extensive range of extra-curricular activities. Equally important are the qualities they display beyond the classroom: emotional intelligence, resilience, leadership and a determination to make a positive difference in the

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world. Our school is built on a strong Christian ethos, founded on care, respect and responsibility; promoting the virtues of our inclusive Cambridge House family spirit and atmosphere. High standards are expected in all areas of school life and above all, we aim to inspire young people to aspire, achieve and flourish.

I hope that this prospectus, along with our website and social media feeds give you a flavour of what life is like at Cambridge House Grammar School. If you have any questions, or wish to find out more about our school please do not hesitate to get in touch.

I look forward to welcoming you to Cambridge House Grammar School.

Mr R Marsh BA, PGCE, PQH (NI)

CAMBRIDGE HOUSE GRAMMAR SCHOOL

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

Our Pupils’ Experience Year 8 pupils quickly settle in, discover new interests and build strong friendships through lessons, sport and co-curricular life.

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Zach Carniny Primary School

I’ve really enjoyed my first term at Cambridge House.

I chose Cambridge House because my older brother is in Year 11 and loves school and I’ve really enjoyed my first term here. My favourite subjects are PE, Home Economics and Technology. I enjoy sport, cooking with my classmates and being creative using specialist equipment. I also enjoy rugby training each week. The staff helped me settle in quickly and I’ve made lots of new friends.

Alex Fourtowns Primary School

The friendly atmosphere on Open Day really stood out.

I chose Cambridge House because of the activities and friendly atmosphere I experienced on Open Day and because my sister attended the school. My teachers have been welcoming, supportive and challenging and I feel I’ve settled in very well. My favourite subjects are PE and Home Economics. I enjoy playing football after school and representing the school in competitive fixtures.

Bella Groggan Primary School

I shouldn’t have worried, I’ve made lots of great friends already.

My time so far at Cambridge House has been fantastic. I was initially anxious about starting a new school, but my teachers have been friendly and supportive and I’ve made lots of great friends already. I’m involved in hockey, musical theatre and choir, which has helped me meet pupils outside my form class. My favourite subjects are Art, Music and PE and I enjoy representing the school as part of a team.

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

Arthur Kells and Connor Primary School The sense of community here makes a big difference.

I chose Cambridge House after really enjoying the Open Day, where everyone was welcoming and the Senior Prefects helped me feel comfortable straight away. I’ve settled in quickly and enjoy the challenge of grammar school. My favourite subjects are Science, Drama and PE and I enjoy playing rugby after school. Being part of the rugby team has helped me make great friends and feel part of the school community.

Isla

Hazelbank Primary School

I knew straight away this was the school for me.

After attending the Open Morning, I knew Cambridge House was the school I wanted to be part of. The teachers and pupils were very welcoming from my first day. My favourite subjects are Maths, Home Economics and Technology and I enjoy problem-solving, baking and using specialist equipment. I’ve also joined the School Choir and taken part in events such as the Carol Service and I’ve made lots of new friends.

Lucy Clough Primary School

Thinking about the future gave me confidence in choosing CHGS.

Coming from a Cambridge House family, I always knew this was the school where I wanted to grow. I’ve really enjoyed my first term and getting involved in activities such as Orchestra, Hockey, Art Club and Scripture Union. Knowing that Cambridge House offers a wide range of subject at GCSE and A Level has given me confidence that I’ll be well prepared for my future career goals.

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James

Head Boy

When I moved from Gracehill Primary to Cambridge House in September 2019, I immediately noticed the caring and supportive atmosphere. Cambridge House feels like far more than just a place to learn – it genuinely feels like a family. That sense of belonging is strengthened by my own family’s long connection to the school; both my parents attended Cambridge House and my two brothers went on to become Head Boy and Deputy Head Boy, with one also serving as 1XV Captain. Seeing their experiences here inspired me throughout my own journey.

I am currently studying Mathematics, Physics and Technology and Design at A Level, subjects that challenge me both academically and practically and have helped me develop confidence, resilience and critical thinking. Extracurricular opportunities have been a highlight of my time at Cambridge House, particularly my involvement in Junior and Senior SU and playing rugby for the school, including a memorable rugby trip to Dublin in 2023. It is a privilege to now serve as Head Boy and I would encourage any P7 pupil to get fully involved in school life here, as the friendships, support and strong sense of family truly make Cambridge House a special place to learn and grow.

Erin Head Girl As Head Girl, it is a privilege to represent a school that has played such an important role in shaping who I am today.

My journey began at Camphill Primary, where I developed values of curiosity, kindness and determination that have stayed with me throughout my education. Moving to Cambridge House was a natural choice for my younger sister and me, particularly because of our mum’s positive experience as a former pupil. The school’s welcoming atmosphere, strong reputation and focus on both academic success and personal development immediately stood out and made me feel confident that I was joining a supportive community where pupils are encouraged to reach their full potential.

During my time at Cambridge House, I have been encouraged to challenge myself academically and personally.

I studied a broad range of subjects at GCSE before continuing with Mathematics, Business Studies and Religious Education at A Level, developing strong analytical, leadership and communication skills. Beyond the classroom, the sense of community at Cambridge House has been a defining part of my experience, with pupils encouraged to aim high while supporting one another. I am proud to be Head Girl of a school that prepares its pupils not just for exams, but for life beyond the classroom.

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Transition and Induction at Year 8 Children transitioning from primary to secondary school experience a wide range of emotions as they prepare to enter Year 8.

We are committed to making this transition as smooth and positive as possible for our new Year 8 pupils.

We will support them to settle in quickly, feel confident in their new routines and surroundings and become valued members of the Cambridge House family.

In June the new cohort of pupils are invited into school for an Induction morning when they will meet their new classmates, their Form Teacher and the senior pupils who will be their Peer Mentors. Then, at the end of August, we run Transition Days, where pupils will collect their timetables, meet their teachers and receive a tour of the school to help them get their bearings. We also organise some team building activities to help develop new friendships and instil a sense of cohesion and community among the year group.

Parents are given regular updates about their child’s progress. Just before half-term, parental meetings are held with Form Teachers, to provide an update on their progress, while later in the year, there is an opportunity to speak with subject teachers. Reports are also sent home at different stages during the academic year following assessment periods.

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Feeder Primary Schools Antrim PS Ballycraigy PS (Antrim) Ballykeel PS (Ballymena) Ballymena PS Broughshane PS (Ballymena) Buick Memorial PS (Ballymena) Camphill PS (Ballymena) Carnaghts PS (Shankbridge) Carniny PS (Ballymena) Clough PS Cloughmills PS Eden PS (Ballymoney) Fourtowns PS (Ahoghill) Gracehill PS (Ballymena) Groggan PS (Randalstown) Harryville PS (Ballymena) Hazelbank PS (Ballymena) Kells and Connor PS (Ballymena) Kirkinriola PS (Ballymena) Knockahollet PS (Ballymena) Moorfields PS (Ballymena) Portglenone Primary School Randalstown Central PS Rasharkin Primary School Round Tower PS (Antrim) St Brigid’s PS (Ballymena) St Colmcille’s PS (Ballymena) St Comgall’s PS (Antrim) Templepatrick PS The Diamond PS (Cullybackey)

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Our Mission

Together we create futures Our Ethos Throughout our history, our ethos has remained unchanged. We believe in the pursuit of excellence, both in academic attainment and through the range of extra-curricular activities, which are so important in the holistic development of our pupils. We promote high standards, but we do so within a caring and supportive environment.

We want our pupils to leave school as responsible citizens; we want them to leave equipped with the knowledge and skills they will need to succeed in the next phase of their education or in employment; we want them wellprepared to be positive contributors to society and the economy; and we want them to have developed the selfesteem and confidence to be the leaders of tomorrow.

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

Our Aims To nurture the academic and personal development of every child in our care.

To promote the pursuit of excellence and achievement by each pupil through developing abilities and skills to maximum potential.

To develop a range of aesthetic, spiritual and moral values in all our pupils.

To prepare pupils for lifelong learning within a global context.

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Community Links “Cambridge House Grammar School is dedicated to nurturing a strong sense of community through a wide range of outreach initiatives.”

The school actively supports charitable causes, including the Rotary Christmas Appeal, providing essential assistance to those in need during the festive season and partnering with other local charities through fundraising campaigns and events.

Beyond charitable work, Cambridge House maintains meaningful connections with local businesses, offering pupils valuable work experience placements that develop practical skills and provide insight into professional environments. The school also fosters strong relationships with feeder primary schools, ensuring a smooth transition for younger learners and reinforcing continuity within the local educational community. Additionally, Cambridge House works closely with universities to support pupils in maximising their opportunities following the completion of A Levels.

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

History

Cambridge House School was founded in 1910 by Jane Craig Currie and Sarah Kinnear. Until 1929 it occupied a house in Audley Terrace, beside West Church. It then moved to purpose-built premises on the other side of the Ballymoney Road. Essentially it was a girls’ school, although a few boys attended until the age of 13. When Miss Currie died in 1936, her niece, Patricia Owens, one of the first pupils (and a teacher since 1927), became Headmistress, a post she held until 1969.

“Founded in 1910, Cambridge House has evolved to serve Ballymena and the wider community for over a century.”

In 1930 there had been 113 pupils, but by 1963 there were over 350 and the school had outgrown its accommodation. That year, governors took the decision to place the school entirely under the County Antrim Education Committee (the forerunner of the North Eastern Education and Library Board), thus entitling it to the funds necessary to build a new school with the necessary accommodation.

Cambridge House moved to its present site in 1973 and the following year Cambridge House Boys’ Grammar School opened on the same campus. Under W. J. Wallace (1974 - 2001) and Miss A. Graham (1976 - 1999), the two schools operated independently of each other until pupils reached Sixth Form, when they were educated together. In 2001, the two schools amalgamated to form today’s Cambridge House Grammar School, with a new uniform, badge and motto. The school celebrated its centenary in 2010 and today we continue to serve the Ballymena and wider community as a co-educational grammar school where the highest standards of academic excellence are achieved within a caring and supportive environment.

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Teaching and Learning Teaching and Learning is the core purpose of our school. The priority is active engagement within the classroom, making effective use of appropriate learning strategies to facilitate high quality academic outcomes, in line with NI Grammar School benchmarks. Our school is committed to ensuring that learners attain high standards of performance. Learners also acquire the full range of personal skills and attributes that contribute to their social and economic wellbeing, including problem-solving, creativity and their capacity to work both independently and collaboratively.

“We promote active engagement in the classroom while developing the personal skills pupils need to thrive academically, socially and economically.”

The school provides a welcoming, supportive and stimulating environment and promotes a sense of curiosity and self-esteem in learners. Effective improvement is closely linked to a high degree of accountability and rigorous monitoring and evaluation of all aspects of provision by the relevant school leaders. A range of key skills are developed: Being creative, Using Imagination, Thinking, Decision-making, Listening, Managing Information, Working with Others, Negotiation, Self-evaluation, Self-management and Target Setting.

Homework Homework is an integral part of the learning experience and key in the development of sound study habits. It is vital to reinforce learning and to encourage pupils to work independently. Homework in Cambridge House is fully integrated into teaching schemes, has clear learning outcomes, meaning and purpose.

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Curricular Provision The Cambridge House Grammar School curriculum aims to nurture the physical, social and mental wellbeing of all pupils, whilst simultaneously enabling them to acquire the knowledge and skills that will prepare them better for life. We provide pupils with access to a broad, balanced and dynamic education, equipping them with the core knowledge and skills which are transferable across key transition points and on to further study and career pathways.

The school curriculum is informed by labour market indicators and harmonised with future growth sectors. We seek to offer equal opportunities to all pupils and to delay specialisation as long as possible. It is the School’s aim that the timetable should be structured to meet the needs of its pupils. To that end, as much freedom of choice as possible is offered to pupils making Post14 and Post-16 choices. We seek to ensure that pupils’ learning is purposeful, enjoyable and rewarding.

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

Key Stage 3

Core Curriculum

Yr 8

Yr 9

Yr 10

English

7

7

7

French

3

3

3

Geography

4

4

4

History

4

4

4

Mathematics

7

7

7

Religious Education

2

2

2

Spanish

3

3

3

Practical Subjects

Yr 8

Yr 9

Yr 10

Art and Design

3

3

2

Drama

2

2

2

and 10.

Home Economics

3

3

3

Statutory Learning for Life and Work, comprising

Information Technology

3

3

2

Physical Education

3

3

2

week. Additionally, in Year 10, pupils have discrete

Music

2

2

2

Careers provision timetabled weekly.

Science

6

6

9

Pupils in Years 8 and 9 have one Library period per

Technology and Design

3

3

3

Other Provision

Yr 8

Yr 9

Yr 10

Careers

0

0

2

Games

2

2

2

Library/Literacy

2

1

0

Learning for Life and Work

2

2

1

Pastoral Time/Assembly

Daily

Daily

Daily

Building Strong Foundations All pupils in Key Stage 3 (Years 8 - 10) are taught in Form Class sets for core curriculum subjects. The practical subjects (Art and Design, Drama, Home Economics, Information Technology, Music, Physical Education, Science and Technology) are taught in six or seven groups.

In Years 8 and 9, pupils study General Science, comprising Biology, Chemistry and Physics. In Year 10, the three Science subjects (Biology, Chemistry and Physics) are taught separately.

All pupils study both French and Spanish in Years 8, 9

Employability, Local and Global Citizenship and Personal Development, is delivered in one period per

fortnight.

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Key Stage 4 Choice, Depth and Progression Pupils in Key Stage 4 (Years 11 and 12) follow a core curriculum of English, Mathematics and Science (either Double or Single Award). Dependent on the Science pathway, pupils have either five or six free choices, selected from a range of subject options.

The Key Stage 4 curriculum is built on pupil choices, with option blocks generated following submission of options. Pupils are entered for nine GCSE subjects. All pupils are entered for GCSEs in English, Mathematics and either Double or Single Award Science, along with five or six other GCSE choices.

All pupils in Years 11 and 12 follow the statutory requirement for Religious Education and Learning for Life and Work, while those who opt to study GCSE Religious Studies have an additional period allocated to their timetable and remain in the GCSE class grouping.

In addition to the chosen GCSE subjects, pupils have Careers and Games on their timetable.

Pupils have daily Pastoral/Assembly time with their Form Teachers.

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

Yr 11

Yr 12

Core Curriculum

Yr 11

Yr 12

Agriculture and Land Use

6

6

English Language

7

7

Art and Design

6

6

Mathematics

3

3

Business and Communication Systems

6

8

Science – Double Award Science

4

4

Business Studies

6

6

Science – Single Award Science

4

4

Construction and the Built Environment

6

6

Digital Technology

6

6

Non-GCE/Statutory Provision

Yr 11

Yr 12

Drama

6

6

Careers

1

1

English Literature

6

6

Games

2

2

French

6

6

Learning for Life and Work

2

2

Further Mathematics

6

6

Religious Education

1

1

Geography

6

6

Pastoral/Assembly

Daily

Daily

History

6

6

Home Economics: Child Development

6

6

Home Economics: Food and Nutrition

6

6

Media Studies

6

6

Music

6

6

Physical Education

6

6

Religious Studies

6

6

Spanish

6

6

Statistics

6

6

Technology and Design

6

6

Option Choices

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Key Stage 5 Specialisation and Future Pathways The Key Stage 5 (Years 13 and 14) curriculum is built on pupil choices, with option blocks generated following submission of options. All pupils in Year 13 study 3 or 4 AS/Level 3 subjects, with most examined at the end of Year 13. In Year 14 pupils are entered for A Level/Level 3 qualifications. The Key Stage 5 curriculum is broadened through active participation in the Ballymena Learning Together community, providing access to additional GCE and BTEC qualifications. In addition to the selected A Level/ Level 3 subjects, pupils have Careers provision, one period per fortnight in Year 13 and one period a week in Year 14.

Option Choices

Yr 13

Yr 14

Option Choices

Yr 13

Yr 14

Art and Design

12

12

History

12

12

Biology

12

12

Information Technology (BTEC Level 3)

12

12

Business Studies

12

12

Life and Health Sciences

12

12

Chemistry

12

12

Mathematics

12

12

Construction (BTEC Level 3)

12

12

Media Studies

12

12

Digital Technology

12

12

Music

12

12

Drama and Theatre Studies / Performing Arts

12

12

Nutrition and Food Science

12

12

Physics

12

12

Engineering (BTEC Level 3)

12

12

Professional Business Services

12

12

English Literature

12

12

Religious Studies

12

12

French

12

12

Spanish

12

12

Geography

12

12

Sport (BTEC Level 3)

12

12

Health and Social

12

12

Technology and Design

12

12

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

School Council The School Council at Cambridge House Grammar School plays a vital role in strengthening the school community and ensuring that pupil voice is central to decision-making. Comprising elected representatives from each year group, the council acts as an effective link between pupils, staff and senior leadership.

Ensuring that pupil voice is central to decision-making.

Key Stage Council meetings take place once every half term and are

By addressing academic and pastoral matters,

attended by representatives from each Form Class, alongside the

or proposing initiatives that enhance the pupil

relevant Head of Key Stage. In addition, representatives from each

experience, or helping to organise events, the

Key Stage meet termly with the Principal, the Head Boy and Head

School Council empowers pupils to play an active

Girl. These meetings provide a structured forum for raising concerns,

and meaningful role in shaping school life while

proposing initiatives and contributing to the ongoing development

developing their leadership and communication

of the school.

skills.

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Pastoral Care We are proud of our reputation for pastoral care, at the core of which are the positive relationships between staff and pupils. Our Pastoral Structure places the pupil at the centre and they are supported by a large staff team who all work together to ensure pupils are happy in school and that any challenges or barriers which might hinder their learning are overcome. We also recognise the importance of peer support and our Senior School pupils, through their Peer Mentor role, take great pride in providing friendship, advice and guidance to our Junior School pupils and in particular our new Year 8s, as they settle into their new school.

“At the heart of our pastoral care are the positive relationships between staff and pupils.”

The Pastoral Care Programme promotes the school’s aims by: •

Creating in pupils a sense of belonging and of loyalty to the school community;

•

Providing a safe and supportive environment in which pupils can strive to meet their full personal and academic potential;

•

Helping pupils to develop a social competence and personal resilience in their interaction with each other and adults;

•

Helping pupils to develop positive, co-operative and tolerant attitudes;

•

Exploring self-discipline and personal development appropriate to the age group;

•

Preparing pupils for adult working life;

•

Providing a wide and enriching extra-curricular programme;

•

Facilitating close and co-operative links with parents/guardians and other external agencies, where appropriate.

Pastoral Care Arrangements To ensure the effective pastoral care of each pupil: •

There is a full and effective Induction Programme for new pupils;

•

Each pupil is allocated to one of the school’s six Houses to develop a sense of family.;

•

Each Year Group is divided into five Form Classes; pupils meet their Form Teacher every day during the Morning Registration Period (9.00 – 9.15);

•

Peer Mentors are present during Key Stage 3 Form Time, on a regular basis.;

•

School Prefects support our safeguarding processes;

•

Heads of Year co-ordinate and support the work of the Form Teachers. Heads of Key Stages support the Heads of Year;

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

•

External School Counsellors are available, to support individual pupils through difficult periods;

•

Each Key Stage has its own Council. This provides pupils with their own voice in the life of the school. The School Council represents all final views;

•

Regular formal and informal contact with parents/guardians is an integral element of the Pastoral System;

•

External School Counsellors are available, on a once weekly basis, to support individual pupils through difficult periods;

•

The Pupil Welfare Auxiliary and trained First Aiders deal with day-to-day health problems and offer help and guidance, as appropriate;

•

Additional needs are considered by the School-based Care Team;

•

The Safeguarding of every pupil is of paramount importance within all aspects of school life.

Special Educational Needs Assistance is provided for pupils with identified specific learning difficulties and, if recommended in a Statement of Special Educational Needs, the support of a Classroom Assistant for individual pupils. Likewise, for those with special needs arising from physical disabilities, the support of a Classroom Assistant may be provided after consultation with the Education Authority. The school has a Special Education Needs Policy and a designated Special Educational Needs Co-ordinator (SENCo).

The School employs a Pupil Welfare Auxiliary who has responsibility for the health of all pupils during school hours. This responsibility includes providing assistance for pupils with specific medical needs.

Wellbeing At Cambridge House Grammar School, we aim to prioritise the mental, emotional and physical wellbeing of our pupils and staff, fostering a positive and supportive environment where everyone can thrive.

Recognising that an inclusive and nurturing environment fosters academic achievement and personal growth, the school promotes initiatives that support mental, emotional and physical health for everyone in the school community. These exceptional efforts help to create a positive atmosphere in which every individual feels valued, supported and equipped to thrive both within and beyond the classroom.

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Careers Guidance At Cambridge House Grammar School, Careers Education is designed to ensure that all pupils become confident and effective career decision-makers. Through accurate, impartial advice and structured guidance, pupils are supported in developing realistic career plans and the skills required to implement them. Our provision plays a vital role in preparing pupils for the opportunities, challenges and responsibilities of adult working life.

“Careers Education, Information, Advice and Guidance (CEIAG) is central to our school curriculum.”

Our Careers Programme: Three Key Aims Self-Awareness & Development

Career Exploration

Career Management

Supporting pupils in identifying,

Enabling pupils to acquire and evaluate

Developing effective career planning

assessing and developing the personal

information, explore experiences and

and decision-making skills to

qualities and skills needed to make

investigate a wide range of education,

support successful transitions, with

informed career choices.

training and employment pathways:

appropriate advice, guidance and

locally, nationally and internationally.

ongoing support.

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

Careers Education Across the Key Stages Key Stage 3 – Building Early Awareness Careers Education begins in Key Stage 3 through an integrated approach across subjects and Form Time. Employability skills are developed alongside subject learning, with pupils beginning to understand how education connects to future pathways.

•

Employability embedded across the curriculum

•

Careers education delivered through Form Time

•

Introduction to career planning and self-reflection

Key Stage 4 – Informed Choices and Planning At Key Stage 4, pupils in Years 11 and 12 have a designated Careers period on their timetable, with a strong focus on career planning and progression.

Year 10 and 12 pupils benefit from: •

One-to-one careers guidance interviews (with parental

•

involvement)

Careers talks, STEM and industry presentations and sector-specific insights

•

Support from the DEL Careers Officer

•

Past Pupils Careers Evening

•

Access to career profiling tools such as Unifrog

•

Follow-up guidance after results are published

•

Subject choice evenings and parental information events

Key Stage 5 – Transition to Post-18 Pathways In Sixth Form, Careers Education is embedded within the timetable for Years 13 and 14, with personalised support focused on Post-18 progression.

Provision includes: •

UCAS and personal statement support

•

Mock interview programme

•

One-to-one careers guidance interviews

•

Parent and pupil UCAS information evenings

•

Work experience opportunities

•

Individual support on results days and post-results follow-

•

Finance, budgeting and bank presentations

•

University, apprenticeship and employment guidance events

up

A Planned and Progressive Programme Careers Education at Cambridge House is delivered through a carefully planned programme at every Key Stage, combining discrete Careers lessons with integrated curriculum opportunities. This ensures pupils are supported continuously as they develop confidence, ambition and clarity about their future pathways.

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Sixth Form

A Welcoming Community for Excellence Cambridge House Grammar School has a thriving Sixth Form of over 200 pupils, offering an extensive range of A Level and BTEC qualifications. While many pupils progress from GCSEs at Cambridge House, we also warmly welcome a significant number of pupils from other schools, enriching the diversity and strength of our Sixth Form community.

We are committed to achieving excellent academic outcomes while delivering education in a warm, caring and family-oriented environment. Our aim is to provide a truly well-rounded Sixth Form experience that extends beyond the classroom, fostering strong relationships, confidence and a genuine sense of belonging. Prior to entry, every pupil takes part in a one-to-one interview to ensure their curriculum choices align with their abilities and career aspirations. Sixth Form pupils are active members of a professional learning community and play an enthusiastic role in all aspects of school life.

“At the heart of our Sixth Form is a culture of care, support and belonging.”

A Strong Family Ethos: Unparalleled Pastoral Care At the heart of our Sixth Form is a strong culture of care, support and belonging. We place great emphasis on building positive, open relationships between pupils and staff, ensuring that every pupil feels valued and supported throughout their senior school journey.

Sixth Form pupils benefit from dedicated pastoral support led by the Head of Sixth Form and two Heads of Year. Daily contact with form teachers provides regular opportunities to discuss progress, set targets and support wellbeing. Sixth Form operates an open-door policy from within the Sixth Form Centre, encouraging pupils to seek guidance on academic, personal, or social matters. Our pastoral team works closely with pupils to help them navigate the challenges of Sixth Form life with confidence, resilience and assurance.

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

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The Sixth Form Centre: Maximising Study and Community The Sixth Form Centre is the hub of our senior school community, offering a range of excellent facilities that allow pupils to both maximise their study time and enjoy the social aspects of being in the Senior School.

Varied Learning Spaces

A variety of learning styles are catered for through the availability of a silent study room, a dedicated ICT room and an interactive group study facility.

Supervised Study

Two full-time study supervisors ensure that pupils use their time effectively, monitor work and offer additional pastoral support when required.

The Sixth Form Café

This provides hot food, drinks and snacks exclusively for Sixth Form pupils, acting as a great spot for refuelling.

The Common Room

This is a lively area where pupils can relax, play pool or table tennis and socialise with their friends, fostering a strong community spirit before school, at break, lunch and after school.

“The Sixth Form Centre is the hub of our senior school community, supporting both study and social life.”

Study Support and Pathways to Success We closely monitor the progress of every Sixth Form pupil and are committed to ensuring that each individual reaches their full potential. Pupils complete three formal tracking assessments during the academic year, with progress carefully reviewed by the Head of Sixth Form and Heads of Year.

Following each tracking point, bespoke intervention and study support programmes are put in place where required. Pupils needing additional support are assigned a mentor who works closely with them and, where appropriate, with parents or guardians to agree a tailored package of support and clear next steps.

Our experienced Careers Team plays a vital role in preparing pupils for life beyond Cambridge House. Pupils receive personalised careers guidance, support with personal statements and preparation for interviews, ensuring they are confident and well prepared for university, apprenticeships, or employment.

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

Leadership, Volunteering and Community Involvement We strongly encourage Sixth Form pupils to take an active role in the wider life of the school through leadership, service and volunteering opportunities that build character and confidence.

Pupils may take on roles such as Welcome Host, School Guide, Academic Mentor, School Council Representative, House Captain, Year 8 Peer Mentor, or School Prefect. These responsibilities allow pupils to contribute meaningfully to the school community while developing leadership, communication and organisational skills.

The Senior Prefect Team plays a central role within the school. Prefects support Year 8 form classes as Peer Mentors, helping younger pupils settle quickly into school life. They also organise major events such as Sixth Form Induction, the Year 14 Formal and charity fundraisers, fostering responsibility, teamwork and community spirit.

Pupil voice is led by the Head Boy and Head Girl through the Senior School Council, providing a direct and effective link between pupils, the Head of Sixth Form, the Principal and the Board of Governors.

Enriching Experiences and Future Preparation All Year 13 pupils complete a valuable week of work experience in a chosen career area, including fields such as medicine, engineering, law and business. This experience provides insight into the world of work, helps pupils refine career ambitions and strengthens employability skills.

Alongside this, a broad programme of extra-curricular activities is available, ranging from sport and enrichment opportunities to academic societies. Regular educational trips and visits — including university open days, industry tours and international, cultural and recreational experiences — further enrich Sixth Form life, broaden horizons and prepare pupils for future success.

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Extra-Curricular Extra-curricular activities play an extremely significant role in our pupils’ educational experience, providing them with opportunities for participation outside the classroom, enabling them to develop essential transferable life skills and foster new friendships. At Cambridge House we offer a broad and varied range of activities with something to suit everyone.

Sports Clubs

Running

From badminton to rugby, there’s a sport for everyone to join and enjoy. Encouraging teamwork, fitness and healthy competition.

Football

Performing Arts

Drama Society

Choir

Explore your artistic side and foster creativity and performance skills.

Jazz Band

Orchestra

Social Clubs Promoting skills, leadership and community engagement.

Creative Clubs Unleash your imagination! Creative clubs nurture creativity, problem solving and practical skills.

34

Hockey

Cricket

Badminton

Netball Rugby

Musical Theatre Grounded (Senior SU) Junior Scripture Union Charity Committee

Diversity

Art Masterclass Seasonal Cooking Lego Robotics

Other Clubs

Agriculture Society

Engage in activites like Agriculture, Chess, Duke of Edinburgh or Young Enterprise.

Broadening your horizons and expanding your skills.

Chess Club

Homework Club

Duke of Edinburgh Society Young Enterprise

CAMBRIDGE HOUSE GRAMMAR SCHOOL

PROSPECTUS 26/27

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Sport Sport plays a central role in life at CHGS, promoting teamwork, discipline, resilience and personal development.

Physical Education, including Games, is a compulsory part of the curriculum for all pupils in Years 8 – 12.

In addition, the school offers a wide range of extra-curricular sporting opportunities, including:

Rugby

Football

Hockey

Athletics

Cricket

Badminton

Netball

Participation in competitive sport not only supports

Representing Cambridge House Grammar School in fixtures

physical wellbeing but also develops key life skills

and competitions, alongside regular training sessions, helps

such as leadership, communication and time

pupils build strong friendships and fosters a sense of pride,

management.

loyalty and belonging within the school community.

Pupils have the opportunity to take part in sport-related school trips and tours across Northern Ireland and further afield.

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

PROSPECTUS 26/27

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38

CAMBRIDGE HOUSE GRAMMAR SCHOOL

PROSPECTUS 26/27

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40

CAMBRIDGE HOUSE GRAMMAR SCHOOL

Music and Drama are vibrant and integral to life at Cambridge House, enriching our pupils’ educational experience and fostering creativity, confidence and collaboration. Our extensive extra-curricular programmeme features Junior, Senior and Chamber Choirs, an Orchestra, a Jazz Band, peripatetic music tuition and our very popular Musical Theatre Group.

Music

Each year, our pupils present a wide range of memorable performances, including the annual Service of Remembrance, the Christmas Carol Service in First Ballymena, Songs from the Shows and the Spring Concert. These events not only bring our school community together but also allow pupils to develop performance skills and selfassurance. Our pupils achieve notable success at the Ballymena Music Festival, earning recognition for their talent, dedication and hard work.

Drama

Every two years, the school stages a full-scale musical production. Past productions include Hairspray, Little Shop of Horrors, Sister Act and most recently, a highly acclaimed adaptation of Disney’s Beauty and the Beast. These productions are truly whole-school events, involving pupils and staff from across multiple departments. With a strong focus on teamwork and excellence, they offer outstanding opportunities for pupils to express themselves, acquire new skills and create lasting memories.

The Drama Department also organises theatre visits to complement the learning experience at GCSE and A Level, which are consistently a highlight, broadening pupils’ horizons and inspiring their own creativity.

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Trips & Visits

Learning extends far beyond the classroom. Educational trips offer our pupils an invaluable opportunity to enrich their understanding of academic subjects while also expanding their perspectives and fostering an appreciation of different cultures.

A wide variety of trips, both local and international, are carefully organised to enhance the overall school experience.

42

CAMBRIDGE HOUSE GRAMMAR SCHOOL

Munich June 2025

Barcelona

The History and Geography Department organised a trip to

In June 2025, my friends, teachers and I went on a cultural trip

Munich which proved to be an unforgettable experience for

to Barcelona, Spain, staying for four days and three nights.

everyone.

Highlights included seeing the Sagrada Familia in real life,

Pupils reflected deeply at Dachau Concentration Camp gaining a first hand appreciation of the horrors committed

June 2025

visiting Camp Nou and exploring the interactive CosmoCaixa Science Museum.

by the Nazi regime. At the BMW Museum, the car enthusiasts

We also enjoyed a guided tour of the city, saw the Barcelona

enjoyed exploring the wonders of German innovation

Olympic Stadium and watched a live Flamenco show, which

and engineering, while the visit to Neuschwanstein Castle

gave us a real insight into Spanish culture. My favourite

wowed with its fairytale architecture and Bavarian history.

experience was visiting PortAventura Theme Park, where I

A guided tour of the Allianz Arena was another highlight,

rode some thrilling rollercoasters.

especially for the football fans.

Throughout the trip, we had opportunities to practise

Pupils also experienced everyday German life, appreciating

our Spanish in everyday situations, which helped build

new customs, food, language and culture, broadening their

confidence and fluency. It was an unforgettable experience

global perspective.

shared with friends. ¡Lo pasamos muy bien!

PROSPECTUS 26/27

- Joshua, 10EC 43

Staff Profile

Louise Brown From the smallest particles to the vast scale of the universe, Physics has always filled me with a sense of awe and curiosity. As a student, I was captivated by how the fundamental laws of Physics could explain everything from the behaviour of light to the motion of galaxies. This attractive combination of questioning, logic and problem-solving led me to study Applied Mathematics and Physics at Queen’s University.

“It is inspiring to watch pupils grow in curiosity, confidence and resilience as they become life-long learners.”

I am delighted to be part of the teaching staff at Cambridge House Grammar School and privileged to be a member of the Physics department. I value the opportunity to share this sense of wonder with my pupils, helping them to realise that Physics is not just a collection of formulas, but a way to develop our understanding of how the world around us works. It is inspiring to watch each pupil grow in curiosity, confidence and resilience as they become life-long learners.

With a passion for music, I was actively involved in the Music Department throughout my own time at school and I have thoroughly enjoyed continuing this involvement at Cambridge House Grammar School. I have had the privilege of playing alongside both the Junior and Senior Choir, watching pupils share their talents with their peers and the wider school community.

Scripture Union also played a vital role in my school experience and it has been a joy to support ‘Grounded’ Scripture Union as pupils take time to reflect, ask questions and engage with the theme for this year, “What are you searching for?”.

Cambridge House Grammar School provides a wealth of opportunities that allow each pupil to discover and develop both their academic and personal strengths. I am proud to be part of this community as we work in partnership with pupils and parents to inspire ambition, nurture potential and shape futures.

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CAMBRIDGE HOUSE GRAMMAR SCHOOL

PROSPECTUS 26/27

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46

CAMBRIDGE HOUSE GRAMMAR SCHOOL

Staff Profile

Callum Lynch Since joining Cambridge House Grammar School in September 2024, I have thoroughly enjoyed becoming part of such a welcoming team. From day one, I have been inspired by the dedication of the staff and the enthusiasm of the pupils. There is an exceptional energy within the school and I am incredibly proud to be part of it.

In my Digital and Information Technology classes, learning never stands still. I love the fast-paced, evolving nature of the subject; it allows me to challenge pupils to think critically and solve complex problems in real-time. Witnessing those ‘lightbulb moments’ when the solution finally becomes clear is easily the best part of the job. My goal is not just to teach the curriculum, but to give them the tools to navigate a digital future with confidence.

“Witnessing those ‘lightbulb moments’ when the solution finally becomes clear is the best part of the job.”

Cambridge House not only provides an exceptional learning environment but also a wide range of extra-curricular activities where a strong sense of belonging is at the heart of school life. While coaching the Year 8 and 9 football teams, it is fantastic to watch the pupils develop grit, discipline and teamwork on the pitch. I also take the Key Stage 3 VEX Robotics Club on Thursdays, which is always a highlight of my week, it is a vibrant and creative environment for pupils to collaborate and just have fun with technology.

Cambridge House is a fantastic community to be a part of, I feel privileged to work in a school that cares so deeply about every pupil. I look forward to continuing to inspire our pupils to successfully reach their full potential.

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Public Examination Results 2025 Year 12 - GCSE Subject

Percentage of Pupils Entered Achieving Grades (%) Entries

A*

A

B

C*

C

D

E

F

G

U

Agriculture and Land Use

17

0

18

29

12

29

6

6

0

0

0

Art and Design

34

9

29

9

26

24

0

3

0

0

0

Business and Communication Systems

17

12

29

29

12

18

0

0

0

0

0

Business Studies

54

4

11

28

33

13

7

4

0

0

0

Construction and the Built Environment

58

5

33

31

24

5

2

0

0

0

0

Design and Technology

59

0

10

42

22

14

8

3

0

0

0

Digital Technology

25

24

40

20

8

4

0

4

0

0

0

Drama

21

0

10

38

33

14

5

0

0

0

0

English Language

136

1

24

37

23

15

1

0

0

0

0

English Literature

13

8

31

38

23

0

0

0

0

0

0

French

12

0

25

17

50

8

0

0

0

0

0

Geography

46

2

24

46

20

7

2

0

0

0

0

History

48

0

35

21

25

15

2

2

0

0

0

Home Economics: Child Development

52

6

21

23

29

15

6

0

0

0

0

Home Economics: Food and Nutrition

38

5

32

32

16

13

3

0

0

0

0

Mathematics

136

2

29

49

11

9

0

0

0

0

0

Mathematics: Further

42

5

19

19

19

21

5

5

2

0

5

Music

3

0

0

67

0

33

0

0

0

0

0

Physical Education

35

0

11

20

14

23

23

9

0

0

0

Religious Studies

30

17

40

20

10

10

0

3

0

0

0

48

CAMBRIDGE HOUSE GRAMMAR SCHOOL

Subject

Entries

A*

A

B

C*

C

D

E

F

G

U

Science: Single Award

17

0

0

12

53

29

6

0

0

0

0

0

Spanish

37

5

51

32

11

0

0

0

0

0

0

0

Statistics

26

0

0

23

50

19

8

0

0

0

0

0

Percentage of Pupils Entered Achieving Grades (%) Subject Science: Double Award

Entries

A*A*

A*A

AA

AB

BB

BC*

C*C*

C*C

CC*

CC

CD

DD

DE

119

3

5

18

12

17

11

13

12

1

4

3

2

0

Percentage of Pupils Entered Achieving Grades (%) Subject Media Studies

PROSPECTUS 26/27

Entries

9

8

7

6

5

4

3

2

1

U

23

9

4

13

39

26

4

4

0

0

0

49

Year 13 - GCE Subject

Percentage of Pupils Entered Achieving Grades (%) Entries

A

B

C

D

E

N

U

Art and Design

11

36

18

36

0

9

0

0

Biology

18

39

22

28

6

6

0

0

Business Studies

21

14

10

33

29

10

0

5

Chemistry

14

29

21

21

14

7

0

7

Digital Technology

8

38

13

38

0

13

0

0

English Literature

14

7

21

64

0

7

0

0

Environmental Technology

2

50

0

50

0

0

0

0

Geography

9

33

44

22

0

0

0

0

Health and Social Care

21

29

71

0

0

0

0

0

History

13

8

23

23

15

31

0

0

Life and Health Sciences

15

0

53

47

0

0

0

0

Mathematics

35

14

17

20

26

20

0

3

Nutrition and Food Science

11

36

36

18

9

0

0

0

Performing Arts

1

0

0

100

0

0

0

0

Physics

12

8

8

25

17

25

0

17

Professional Business Services

23

0

57

30

13

0

0

0

Religious Studies

10

20

20

50

0

10

0

0

Software Systems Development

2

0

0

100

0

0

0

0

Spanish

4

0

75

25

0

0

0

0

Technology and Design

15

13

13

40

27

0

0

7

Percentage of Pupils Entered Achieving Grades (%) Subject

Entries

Distinction*

Distinction

Merit

Pass

Construction (BTEC Level 3 Subsidiary Diploma)

11

0

72

18

10

Engineering (BTEC Level 3 Subsidiary Diploma)

27

0

63

37

0

Information Technology (BTEC Level 3 Subsidiary Diploma)

8

0

75

25

0

Sport (BTEC Level 3 Subsidiary Diploma)

18

0

28

61

11

50

CAMBRIDGE HOUSE GRAMMAR SCHOOL

Year 14 - GCE A2 Subject

Percentage of Pupils Entered Achieving Grades (%) Entries

A*

A

B

C

D

E

U

Art and Design

8

0

13

38

25

25

0

0

Biology

15

7

33

40

7

13

0

0

Business Studies

17

6

12

53

24

6

0

0

Chemistry

9

22

0

33

22

22

0

0

Digital Technology

11

18

0

18

45

18

0

0

Drama

6

0

0

50

33

17

0

0

Economics

1

100

0

0

0

0

0

0

English Literature

5

20

0

0

80

0

0

0

Geography

10

0

20

50

30

0

0

0

Health and Social Care

32

0

22

59

13

3

3

0

History

13

0

15

38

31

15

0

0

Life and Health Sciences

8

0

13

13

38

13

25

0

Mathematics

20

0

25

20

20

25

10

0

Media Studies

12

0

0

25

42

17

17

0

Nutrition and Food Science

8

0

38

50

13

0

0

0

Performing Arts

1

0

100

0

0

0

0

0

Physics

10

10

10

20

40

10

0

10

Professional Business Services

10

20

10

20

40

10

0

0

Religious Studies

7

0

0

57

29

14

0

0

Spanish

3

0

100

0

0

0

0

0

Technology and Design

22

0

5

14

45

32

5

0

PROSPECTUS 26/27

51

Percentage of Pupils Entered Achieving Grades (%) Subject

Entries

Distinction*

Distinction

Merit

Pass

Engineering (BTEC Level 3 Subsidiary Diploma)

19

21

68

11

0

Sport (BTEC Level 3 Subsidiary Diploma)

12

25

25

33

17

Travel and Tourism (BTEC Level 3 Subsidiary Diploma)

2

50

50

0

0

52

CAMBRIDGE HOUSE GRAMMAR SCHOOL

PROSPECTUS 26/27

53

Admissions Criteria 2026-27 ADMISSIONS CRITERIA FOR ENTRY INTO YEAR 8: SEPTEMBER 2026 TO PARENT(S)/CARER(S) NAMING CAMBRIDGE HOUSE GRAMMAR SCHOOL AS A PREFERENCE ON YOUR CHILD’S TRANSFER APPLICATION. When considering which children should be selected for admission, the Board of Governors will only take into account information which is detailed on or uploaded with the Transfer Application including where appropriate, the Total Standardised Age Score (TSAS) awarded by the Schools’ Entrance Assessment Group (SEAG). Parents should therefore ensure that all information pertaining to their child and relevant to the school’s Admissions Criteria is stated on or uploaded with the Transfer Application.

Entrance Test Results The TSAS in the SEAG Entrance Assessment and the SEAG Unique Pupil Number should both be entered on the Transfer Application. The Statement of Outcomes received from SEAG indicating your child’s SEAG TSAS should be uploaded to the Transfer Application. Parents/Carers should note that they are required to produce documents verifying information pertinent to the school’s Admissions Criteria. If the documents are not uploaded with the Transfer Application, as detailed below, they will be requested after notification of an offer of a place at the school.

SEAG is very clear that its Entrance Assessment consists of two papers. A pupil who only takes one paper (i.e. either Paper 1 or Paper 2 but not both) will not have completed the full Entrance Assessment. Such pupils will, however, have their “single paper” marked and will receive a Statement of Outcomes. Outcomes for pupils who only sit one paper will have the designation “e” (for estimate) immediately after the Outcome, e.g. TSAS 196e; Band 4e, may be considered for admission to Cambridge House Grammar School under Special Provision – see below.

Sub-criteria Please ensure that you indicate on the Transfer Application which of the sub-criteria apply and if more than one sub-criterion applies, all relevant sub-criteria should be indicated.

Special Circumstances and/or Special Provision If you are making a claim for your child to be considered under Special Circumstances or Special Provisions, please read carefully the information given in the relevant section below. Please note that you are required to upload with the Transfer Application all such material as you consider will assist the Board of Governors in determining if Special Circumstances and/or Special Provisions apply.

Further details can be found in the Section ‘SPECIAL CIRCUMSTANCES AND SPECIAL PROVISION’ below.

During the admissions procedure when applying the criteria punctual applications will be considered before late applications are considered. The application procedure opens on 27 January 2026 at 12 noon (GMT) and an application submitted by the closing 54

CAMBRIDGE HOUSE GRAMMAR SCHOOL

date of 19 February 2026 at 12 noon (GMT) will be treated as a punctual application. An application received after 12 noon (GMT) on 19 February 2026 will be treated as a late application (see Waiting List information below).

As required by Department of Education regulations, children resident in Northern Ireland at the time of their proposed admission will be selected before children not so resident.

The child’s Birth Certificate and proof of home address should be uploaded with the Transfer Application.

When considering which children should be selected for admission, the Board of Governors will only take into account information which is detailed on or uploaded with the Transfer Application and the TSAS awarded by SEAG as set in the Statement of Outcome (or the score assigned by it as a result of consideration of Special Circumstances and/or Special Provision). Parents should therefore ensure that all information pertaining to their child and relevant to the school’s Admissions Criteria is stated on the Transfer Application or uploaded with the Transfer Application.

Criteria The Board of Governors of Cambridge House Grammar School will admit children strictly in rank order on application of the Admissions Criteria up to the limit of the admissions number. In the event of the school being oversubscribed, the Board of Governors has approved the criteria described below.

Admissions Criteria 1. The Admissions Sub-Committee will consider children who have taken the Entrance Assessment administered by the Schools’ Entrance Assessment Group (SEAG). The Board of Governors will use the Total Standardised Age Score (TSAS) as awarded by SEAG to a pupil in the Entrance Assessment, subject only to the consideration of parent/guardian(s) claiming ‘Special Circumstances’ or ‘Special Provisions’ as defined below. Places will be allocated in strict rank order of the scores, starting with the highest score and working in descending rank order, up to the Admissions Number (140). The TSAS in the SEAG Entrance Assessment should be entered, along with the SEAG Unique Pupil Number, on the Transfer Application. It is the responsibility of parents/guardians to make sure that the original Statement of Outcome received from SEAG, indicating their child’s SEAG Total Standardised Age Score (TSAS), is uploaded with the Transfer Application.W 2.

If the number of applications is greater than the admissions number, the following criteria will be applied in the order set down until the final place has been allocated: a. in order of preference with first preference applications being selected before second preference applications and so on. b. pupils with a sibling* enrolled in the school for the 2025-2026 academic year [state name(s) and Registration Group(s) on the Transfer Application]; c. pupils who are the eldest** child of the family*** (including only child) in their family to be eligible to transfer to a mainstream Post-Primary School (details to be supplied on the Transfer Application).

Where applicable, twins (or other multiples) will be treated as joint eldest.

For the purpose of the sibling*, eldest** child of the family*** sub-criteria, these will be interpreted in accordance with DE Circular 2025/12, Annex 2 paragraphs 2-4 of The Procedure for Transfer from Primary to Post Primary Education

PROSPECTUS 26/27

55

3.

issued by DE i.e.: *Sibling: applicants qualify for the sibling criterion according to whether or not they have another ‘child of the family’ already attending the school in question. **Eldest: applicants qualify for the eldest criterion if they are the first child of the family eligible to apply for a postprimary mainstream school. Twins and other multiple birth applicants will be regarded as joint eldest. Eldest ‘child of the family’ eligible to transfer includes cases where the eldest child has completed his/her post-primary education, the eldest child of a reconstituted family, the eldest child of the family was statemented or attended a special school or where a family has relocated to Northern Ireland. Proof of eldest child should be uploaded with the Transfer Application – a letter on headed note paper, stating that the child is the eldest eligible child and that the family is known to the verifier, from one of the following who is not a family member of the applicant: a Primary School Principal, a medical practitioner, a solicitor, an elected public representative, a member of the clergy or a police officer. ***Child of the family: defined in relation to the parties to a marriage or parties living together in the same household, means: a child of both of them; and any other child who has been treated by both of those parties as a “child of their family”. The Department of Education has been advised that this definition of a child of the family covers: a child born to a married couple; a child born to a co-habiting couple; a child of either of those people by a previous marriage or relationship; a child living with the same-sex partners whether there is a civil partnership under the Civil Partnership Act 2004 or not; an adopted or fostered child; a situation where, for example, an orphaned cousin is being brought up with the family. d. The age of the child, preference being given to the eldest established by date of birth as entered on a Birth Certificate or the Adopted Children’s Register; If applicants are still tied at Criteria 2d), then priority shall be determined amongst these tied applicants according to the placement of their surname in a rank order, randomly developed, of all of the letters of the alphabet (if applicants have the same surname then first forename shall then be used). The randomised order is as follows: X D B H I Q Mc C Y K W S G Mac L E T Z A J U N R M F O V P

If there are still places available after consideration of all the children who have taken the SEAG Entrance Assessment and been awarded a Total Standardised Age Score (TSAS) by SEAG (or a TSAS assigned by the Governors in accordance with the arrangements for Special Circumstances and Special Provisions as set out below), the School will consider for admission any children who have not taken the SEAG Entrance Assessment using the sub-criteria 2a), b), c), d) and e) and Criterion 3, in the order set out.

SPECIAL CIRCUMSTANCES AND SPECIAL PROVISION – GENERAL INFORMATION The purpose of a claim for Special Circumstances and/or Special Provision is so that a child can be assigned a TSAS equivalent to that which he or she would have obtained in the SEAG Entrance Assessment under normal conditions. Consideration of a claim for Special Circumstances and/or Special Provision consists of two parts: the first requires the consideration of whether there is sufficient material to permit a child to be considered as having Special Circumstances or attracting Special Provision, or both; if a child is permitted to be considered as having Special Circumstances or as attracting Special Provision or both, the second part of 56

CAMBRIDGE HOUSE GRAMMAR SCHOOL

the consideration requires an educational judgement to be made on the totality of the material presented to the School so that a score equivalent to that which the child would have obtained in the SEAG Entrance Assessment under normal conditions can be assigned.

Please note, parents/carers are required to upload with the Transfer Application all such material that will assist the Admissions Sub Committee in performing both parts of the consideration described above. It should be noted by parents/guardians that both parts of the consideration referred to involve an exercise in educational judgement and not precise calculation.

Educational Evidence to be provided in support of a claim for Special Circumstances and/or Special Provision In reaching the educational judgement needed to assign a score equivalent to the TSAS that the child would have been awarded in the SEAG Entrance Assessment under normal circumstances, the Board of Governors will consider the totality of the material presented (uploaded to the Transfer Application) by the parents/carers. This material may include any or all of the following: i.

The TSAS awarded by SEAG in the Entrance Assessment (if the child sits both SEAG Entrance Assessments) or the TSAS estimate score provided by SEAG (if the child only sits one of the SEAG Entrance Assessments, due to the child’s illness, or other unforeseen circumstances); ii. The results for the child of any standardised tests conducted in P 5, P 6 and P 7; iii. Comparative information from the primary school, including the results, without names, for other children in the child’s P 7 class of any standardised tests conducted in P 5 and P 6 and P 7 and, where available, SEAG Entrance Assessment practice paper Scores; iv. Any other relevant material.

Special Circumstances Cambridge House Grammar School has academic performance as its first criterion, subject only to the consideration of problems which may have affected performance in the SEAG Entrance Assessment and which are supported by independent documentary evidence of appropriate nature, including medical evidence. These problems are commonly referred to as ‘Special Circumstances’. If a claim for the consideration of Special Circumstances is made in respect of matters for which special Access Arrangements were granted for a pupil, the Board of Governors will take into account the fact that the pupil was granted special Access Arrangements for those matters.

Parents/Carers who wish to apply to the school under Special Circumstances should complete the SC Form (obtainable from the school) stating the precise reason why they believe the child should be considered for Special Circumstances. The SC form and appropriate documentary evidence should be uploaded with the Transfer Application. The Board of Governors will consider each application for Special Circumstances. Where a Special Circumstances claim is upheld, the Board of Governors will, following consideration of the information available, assign an appropriate score for the child equivalent to SEAG Entrance Assessment TSAS that the child would have been awarded in the SEAG Entrance Assessment under normal circumstances. Such children will then be considered with all other children who have received a SEAG Entrance Assessment TSAS and the Admissions Criteria applied.

Details of Medical or Other Problems Where it is claimed that a child’s performance in the SEAG Entrance Assessment has been affected by a medical or other PROSPECTUS 26/27

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problem, it is the responsibility of the parents/guardians to set out in the Form SC precise details of the problem and upload with the Transfer Application the evidence to corroborate its existence.

Where the problem is a medical one of short term duration which affected the child only at the time of the SEAG Entrance Assessments, parents/guardians should be aware that Governors will attach greater weight to evidence indicating that the child was examined by a medical practitioner in relation to the illness at the time of the assessments. Where the problem is of a non-medical nature the parents/guardians should set out in the Form SC precise details of the problem and upload appropriate documentary evidence with the Transfer Application. It should be noted that independent evidence will carry greater weight.

Special Provision Special Provision will apply for: i. pupils whose parents/carers wish them to transfer from schools outside Northern Ireland; ii. pupils who have received more than half their primary education outside Northern Ireland; iii. children who because of unforeseen and serious medical or other problems which are supported by appropriate documentary evidence, were unable to sit both the SEAG Entrance Assessments OR have an estimated outcome because they only sat one of the two Entrance Assessment papers.

Note: All those seeking admission should sit the SEAG Entrance Assessment, with the exception of those pupils who take up residence in Northern Ireland after the 25th September 2025.

Parents/Carers who wish to apply to the school under Special Provision should complete the relevant Form SP (obtainable from the school), stating the precise reason why they believe the pupil is eligible for consideration under Special Provision and providing appropriate independent documentary evidence, which must be uploaded to the Transfer Application. Where the circumstance is medical the school will require the production of evidence that the pupil was examined by a medical practitioner in relation to the illness at the time of the assessment. It should be noted that independent evidence will carry greater weight.

For those pupils whose parents wish them to transfer from a school outside Northern Ireland, applications must be made for Special Provision via the Education Authority Online Portal for Year 8 transfer on or before noon on 19 February 2026.

The Board of Governors will consider the application for Special Provision. Where this is accepted, the Board of Governors will assign, on the basis of the information provided, an appropriate score for the child equivalent to the SEAG Entrance Assessment TSAS that the child would have been awarded in the SEAG Entrance Assessment under normal circumstances. The pupil will then be considered on the basis of this score with all other pupils who have received a SEAG TSAS and the Admissions Criteria applied.

Duty to Verify Those making applications should note that the information contained within an application that qualifies the child for admission will be verified. The Board of Governors therefore, reserves the right to require such supplementary evidence as it may determine to support or verify information on any Transfer Application. Those making applications should also note the provision of false information or incorrect information, or the failure to provide verifying documents according to the required deadline, may result in either the withdrawal of a place or the inability of the school to offer a place.

It is the responsibility of parents/carers to ensure that the Transfer Application is completed in full and that all relevant 58

CAMBRIDGE HOUSE GRAMMAR SCHOOL

information is uploaded with the Transfer Application.

If the Board of Governors becomes aware of any irregularity in the details uploaded or included on the Transfer Application, it reserves the right to reject the application made on behalf of the child for admission to the school.

Waiting List All applications for admission to Year 8 that were initially refused will be automatically placed on the Year 8 Waiting List. New applications, late applications and applications where new information has been provided will also be added to the Year 8 Waiting List. This Waiting List will be in place until 30 June 2027, that is, the end of Year 8. Please contact the school if you wish your child’s name to be removed from the Year 8 Waiting List.

Should a vacancy arise after the date upon which placement letters have been issued from the Education Authority, the procedure outlined in the Admissions Criteria for entry to Year 8 will be followed in relation to those applications on the Year 8 Waiting List. The school will contact you if your child gains a place in the school by this method.

Year 8 Applications and Admissions Year

Admissions Number

Total Application

Total Admissions

2023/24

140

161

140

2024/25

140

171

140

2025/26*

140

174

142

*The Total Admissions for year 2025/2026 includes all Year 8 children admitted to the school including those who have a statement of special educational needs and/or may be attending SPiMS. (SPiMS = Specialist Provision in Mainstream School)

School Policies are available to view at www.cambridgehouse.org.uk and are also available on request - please phone 028 2564 53151.

Cambridge Avenue Ballymena Co. Antrim BT42 2EH

PROSPECTUS 26/27

Tel: 028 25643151 E-Mail: info@cambridgehousegrammar.ballymena.ni.sch.uk www.cambridgehouse.org.uk

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Cambridge Avenue, Ballymena Co. Antrim, BT42 2EH Tel: 028 2564 3151 Fax: 028 2565 1239 www.cambridgehouse.org.uk facebook.com/CambridgeHouseGS/