Day Boy Prospectus
BELFAST
Contents
Welcome
3
Co-Curricular
18
The School Day
4
The Combined Cadet Force
19
Uniform
6
Sport
20
Transport
8
Scholarships, Bursaries
22
Academic
9
& Fees 2014-2015
Pastoral Care
D
B
24
O
F
C
Admissions Criteria
16
J G
P
H L
I
E
N K
Q
T R
A M
S
U
AERIAL view of Campbell College campus A Junior School, Preps 5-7
G Main School Building
M Longfield Changing Pavilion
S Ten Rugby Pitches
B Junior School Kindergarten, Preps 1-3
H Sixth Form Boarding
N Middle School
T Astro-turf Pitches U Athletics Track
C Junior School Prep 4
I Library
O Fox’s Field
D Tennis Courts
J Boarding House
P Sports Hall, Swimming Pool, Squash Courts
E Junior Boarding
K Drama Studio
Q Technology & Design Block
F Netherleigh Lake
L Armour’s Court
R Stormont Changing Pavilion
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Welcome to Campbell College Belfast
Campbell College takes its name from a successful Ulster linen merchant, Henry James Campbell, who provided the funds for its foundation in 1894; the generous buildings and grounds provide excellent facilities in which to educate boys. At Campbell College, an HMC school, we offer parents and boys a breadth of experience on one extraordinary site. We are individual and distinctive in Northern Ireland and within the HMC family. We are focused on the holistic education of our boys; academic achievement in a caring environment with a strong emphasis on pastoral care, coupled with an exceptional range of co-curricular opportunities. Currently, 900 boys (of whom over 130 are boarders) attend the senior school; 280 attend the Junior School which provides for boys aged 3-11 years. The College remains an academically selective grammar school with assessments provided by both AQE and PPTC. The Boarding department is strong; its modern facilities reflect the commitment of the Board of Governors to maintaining boarding within the ethos of the College. We now also provide boarding for Sixth Form girls
through our collaboration with Strathearn School. Campbell College aspires to celebrate learning, promote hard work, participation in sport and the arts, as well as encouraging boys to develop skills of leadership, service and teamwork. It is a school that is open to all; we intend that all, regardless of class or creed, race or religion, will feel comfortable. Campbell College is committed to developing each pupil’s individual talents, and working towards each boy reaching his potential. We know how to educate boys; it has been our privilege to do so for 120 years. We are proud of having helped to shape the lives and characters of those who have achieved their ambitions in their chosen fields. This prospectus paints, with a broad-brush stroke, the life of the College. Prospective pupils and parents are welcome to our Open Days (please check the College website www.campbellcollege.co.uk) or contact the Headmaster’s Secretary by email (hmoffice@campbellcollege.co.uk) or by telephone (028 9076 3076).
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The School Day
The school day begins with an assembly or a tutor meeting at 8.40am. Boys are registered with their Personal Tutor and hear about activities through the Daily Bulletin. This is also a time when Personal Tutors can follow up concerns with individual boys. The first of the day’s six lessons (55 minutes each) begins at 9.00am. There is a mid-morning break of twenty minutes, two sittings of lunch between 12 noon and 1.30pm and school day finishes at 3.30pm. Boys are then encouraged to participate in the cocurricular activity of their choice.
4
Information on school closures and holidays can be found on the College website. The College Medical Centre is open throughout the day and the College Matron is on duty to deal with any instance of illness or accident.
Food The College recognises the importance of good quality healthy food. The boys have access to a range of facilities which provide both choice and enjoyment. There is a cashless card system in operation; boys may also bring pack lunch. Menus are refreshed weekly and reflect our commitment to healthy eating.
5
Uniform
At Campbell, we take pride in all that we do, from keeping our campus tidy to wearing our uniform well. Our expectation is that uniform is worn according to the College standards and we ask for the support of parents in ensuring that boys comply positively with this reasonable intent.
6
School
Games and PE Kit
• Blazer (badged)
• Canterbury games shirt (badged) *
• Black trousers
• Canterbury games shorts (badged) *
• White Shirt
• Canterbury games socks (badged) *
• House tie *
• Canterbury tracksuit (badged)*
• Black socks
• Canterbury PE t-shirt (badged) *
• Black shoes (not boots)
• Canterbury PE shorts (badged) *
• An overcoat or raincoat of formal style (provided that it is black) or a Canterbury rain jacket may be worn
• Plain white socks • Trainers (non-marking) • Rugby boots Additions to the list or alternatives to those items marked * will not be accepted. * Only available from the on-site College Shop, which also sells stationery.
7
Transport
Buses operating to Belfast, Comber, Newtownards and the peninsula run frequently to bus stops adjacent to the College. A direct bus service exits from the College grounds to and from Bangor; there are two buses from Bangor station; an express, and another bus which collects pupils along the route. There is a late bus (4.55pm) to Bangor from the College grounds, as well as two earlier collections. An increasing number of students travel from the northern suburbs of the city; for example, Jordanstown, Newtownabbey and Greenisland. Boys from these areas take advantage of the excellent access to the College afforded by the motorways and Outer Link.
8
Academic
Campbell College is a selective school, at Year 8, through AQE and/or PPTC assessment. We offer a variety of subjects within the requirements of the Northern Ireland Curriculum. In addition to traditional subjects of Mathematics, English, Modern Foreign Languages and Science, we offer Business Studies, Politics, Theatre Studies, Product Design, PE and BTEC Hospitality. Class sizes within Years 8-10 are capped at a maximum of 26, but are frequently less than this. A generous teacher to student ratio of 1:14, means every boy is known in all aspects of his College life. The Curriculum is constantly under review; arrangements for 2014 are as follows:
Key Stage 3 Year 8 is an essential transition year for boys as they move from primary to secondary level education. The admission number in 2014 is 120 and the Governors
have decided that there will be six sets, devoting resources in order to give boys space in class sets of 20. The boys are streamed according to academic ability as defined by the entrance assessments; three classes in ability order A1, A2 & A3 and then 3 mixed ability classes. Latin has been reintroduced to the curriculum for 2014 and will be taken by the A sets in Year 8. All classes follow the same core curriculum with variations only caused through language uptake. The six classes all take English, Mathematics, Science, French, History, Geography, Religious Studies, Home Economics, Drama, Art, Music, Design and Technology, Information and Communication Technology (ICT), Physical Education and Learning for Life and Work. In Year 9, the majority of boys study Spanish or German as an additional Modern Foreign Language. Some pupils receive additional timetabled support in Literacy.
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their expectations. In recent years, the College has invested significantly in enhancing the Sixth Form experience; the Sixth Form Centre, Supervised Study Hall and Careers Department have been re-organised and brought together in the heart of the original 1894 building. The majority of boys will undertake three A-level subjects, some four. A choice of subjects, based on sound, and up-to-date, career guidance is the key to success. We aim to see boys motivated and enthusiastic in their pursuit of excellence in their A-level performance.
In Year 10, Science is studied as the three separate disciplines of Biology, Chemistry and Physics. This year also sees the selection of courses of study for GCSE; parents and pupils are encouraged to consult with subject teachers and Personal Tutors before final decisions are made.
Key Stage 4 In Years 11 and 12 a broad programme of GCSE subjects is offered within the requirements of the Northern Ireland Curriculum. The subjects, currently, offered are Art and Design, Business Studies, Computing, Design and Technology, Drama, English Language, English Literature, French, Geography, German, History, Hospitality, ICT, Leisure and Tourism, Mathematics, Additional Mathematics, Motor Vehicle and Road User Studies, Music, Physical Education, Religious Studies, Science (offered as Single Award Science, Double Award Science or the three separate Sciences; Biology, Chemistry and Physics), Spanish.
Sixth Form We believe that boys’ experience of Sixth Form should be different to that of their years in GCSE study. As boys mature into young men we seek to encourage them in self-discipline by giving them increased responsibility for their own education and raising
10
The College operates within a partnership of other schools (including Bloomfield Collegiate and Strathearn School) to broaden the curriculum offered through sharing some teaching. The students may choose subjects from a wide range on offer, which includes those previously studied at GCSE, as well as Applied Business, Leisure Studies, Drama and Theatre Studies, Further Mathematics, Media Studies, Moving Image Arts and Politics. BTEC Hospitality is also available for selection. Pupils in Year 13 have the opportunity to choose from a range of subjects offered as part of an Enrichment Programme.
Careers Education The College has a pro-active Careers Department and we attribute much importance to its role in guiding boys towards their future. There is ample opportunity for discussion between parents, teachers, Personal Tutors and Careers Advisors before the final programme of study is decided. The Careers Department provides advice and guidance to pupils from Year 10 onwards and assists with the admissions procedures for Further and Higher Education courses through UCAS and CAO. Pupils and parents are invited to read the detail of the Careers Education Information Advice and Guidance (CEIAG) on the College website. Taught programmes, individual interviews, skill development interviews, computer research, work experience and links with local industry are all organised and co-ordinated through the Careers Department.
Examination Results (2013) The Governors and staff of the College congratulate students who completed their GCSE and A-Level examinations in the summer of 2013. There were many outstanding success stories, some of which are set on the following pages.
I’m Abe. I came from Strandtown Primary School, with an A grade at transfer. I achieved 7 A*s and 4 A’s at GCSE and I’m currently studying Mathematics, Physics, Chemistry and History at A-Level.
Examination results are not an end in themselves they are a stepping stone to higher education and employment. The overwhelming majority of our A-Level students have secured much sought-after places in university, both local and further afield. Excellent GCSE results have led to the College having its largest Sixth Form for many years, notwithstanding the fact that the GCSE tariff for entry to the Sixth Form was raised in 2012-13. The results are a reflection of much hard work, nurtured in both the home and the College.
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GCSE 2013 Our GCSE results were the best results in the College for many years. 27 students achieved 8 A*/A Grades or better. Amongst these, Sam Jordan and Patrick Osborne achieved 9 A* and 2 A Grades; Abe Farquharson achieved 7 A* and 4 A grades. Ian Hawthorne and Marcus Rea achieved 11 A*/A Grades. Alistair Bissett, Ross Carrigan, Joshua Catherall, Conor Johnston, Andrew Martin, Ben McDowell, Jamie Robinson and Adam Walmsley achieved 10 A*/A Grades. Five students were awarded 100% in both their coursework and examination in GCSE Art & Design. Cameron Stewart‘s work was selected for the CCEA True Colours Exhibition. Number of pupils in year group (Year 12):
153
Number of pupils in year group with Special Educational Needs:
18
Percentage entered for 5 or more subjects:
100%
Percentage achieving 5 or more grades A*-C:
89%
Percentage achieving 5 or more grades A*-C, including GCSE English and GCSE Mathematics:
84%
Percentage achieving 7 or more grades A*-C, including GCSE English and GCSE Mathematics:
77%
Percentage achieving 5 or more A*-E grades:
100%
32% of all GCSEs taken by Year 12 students were awarded either A* or A Grades. In total, the enrolment for Year 13 following GCSE was 130 students.
Hi, I’m Marcus. I attended Newtownards Model Primary School and got a B2 at Transfer in 2008. I progressed through Campbell, gaining 2 A*s and 9 A’s at GCSE. Now I’m studying Mathematics, Biology, Physics and History at A-Level.
12
Hi, I’m Corrin. Academic selection at 11 didn’t really work for me. I attended St Joseph’s Primary School and got a C1 at transfer. However, I went on to achieve 5 A* and 4 A grades at GCSE and I’m now studying Mathematics, Biology, Chemistry and Geography at A-Level.
GCSE 2013 Results by Subject Subject
Entries
Percentage of pupils achieving grade A*
A
B
C
D
E
F
G
Additional Mathematics
27
33.3
48.1
14.8
3.7
0.0
0.0
0.0
0.0
Art & Design
20
30.0
40.0
25.0
5.0
0.0
0.0
0.0
0.0
Biology
98
6.1
17.3
24.5
36.7
8.2
7.1
0.0
0.0
Business Studies
56
1.8
12.5
37.5
32.1
16.1
0.0
0.0
0.0
Chemistry
72
11.1
38.9
27.8
13.9
6.9
1.4
0.0
0.0
Drama
24
0.0
25.0
50.0
25.0
0.0
0.0
0.0
0.0
English Language
138
4.3
17.4
34.1
29.7
13.0
0.0
1.4
0.0
English Literature
138
4.3
20.3
31.9
29.0
12.3
2.2
0.0
0.0
IGCSE English
15
6.7
20.0
40.0
26.7
6.7
0.0
0.0
0.0
French
32
12.5
31.3
15.6
31.3
9.4
0.0
0.0
0.0
Geography
61
3.3
16.4
29.5
26.2
14.8
9.8
0.0
0.0
German
12
16.7
33.3
8.3
33.3
8.3
0.0
0.0
0.0
History
73
23.3
32.9
17.8
15.1
6.8
4.1
0.0
0.0
Hospitality & Catering
22
0.0
18.2
36.4
31.8
13.6
0.0
0.0
0.0
Information Technology
43
2.3
20.9
30.2
18.6
16.3
7.0
4.7
0.0
Leisure & Tourism
9
11.1
22.2
11.1
33.3
11.1
11.1
0.0
0.0
153
17.0
19.6
32.0
26.8
4.6
0.0
0.0
0.0
Music
6
16.7
16.7
50.0
0.0
0.0
0.0
16.7
0.0
Physics
81
13.6
33.3
24.7
24.7
3.7
0.0
0.0
0.0
Science Double Award
52
3.8
11.5
59.6
17.3
3.8
3.8
0.0
0.0
Mathematics
Spanish
97
9.3
17.5
36.1
28.9
7.2
0.0
1.0
0.0
Sport/PE Studies
44
2.3
36.4
20.5
25.0
15.9
0.0
0.0
0.0
Religious Studies
131
5.3
17.6
23.7
20.6
17.6
8.4
6.1
0.8
Technology
60
6.7
33.3
28.3
23.3
6.7
1.7
0.0
0.0
It is very revealing if these statistics are interrogated a bit more closely. For example, one question to ask might be: “How do those boys progress who come to Campbell with a strong academic track record from Primary School?” If we consider the 2013 GCSE results of the 39 boys who came to Campbell in 2008 with an ‘A’ grade in the Transfer Test: • 19 of these boys (49%) went on to achieve 7 or more A*/A Grades; • 21% of all the GCSEs obtained by this group were awarded A* grades; • 60% of all their grades were either A* or A grades. This compares favourably with any school in the country and shows clearly how well this calibre of student is enabled to fulfil their potential at Campbell. What about those boys who did not perform so strongly at Transfer in 2008, and for whom Campbell represented a ‘second chance’? By way of example, 27 students arrived at the College in 2008 with C1 grades at Transfer. We are pleased to note that 82% of all the GCSEs taken by this cohort were awarded A*-C Grades, and that 23 of these boys (85%) went on to achieve the benchmark of 5 A*-C GCSE Grades including English and Mathematics.
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We are keen to be as transparent as possible in all areas of College life. The statistics below demonstrate that boys who have entered Campbell with high grades during the Transfer procedure progress well, with half scoring at least 7A*/A grades or better in their GCSE profile. Historically boys mature into school at a different rate to girls, and thus it is also good to see how those who did less well at Transfer Age (11years) can progress well.
What is a ‘typical trajectory’ at Campbell College? 2013 GCSE Results
A
B1
B2
C1
C2
D
No. of Students
39
18
19
27
21
8
% A*/A Grades
60
30
27
13
17
1
% A* - C Grades
99
88
82
82
79
72
Percentage of Students achieving 7 or more A*/A Grades
49
22
21
4
10
0
Percentage of Students achieving 5 or more A* - C Grades including English and Maths
100
83
79
85
67
63
(21 students did not have a Transfer Grade in the 2013 cohort. Often these are overseas students or boys who enter Campbell College later in their school career.)
A-Levels 2013 Jason Li and Tom Wilson both achieved 4 A*/A Grades and are now reading Chemistry at Imperial College London and History at Oxford University respectively. Adam Robinson achieved 3 A*/A Grades and has an unconditional offer to read Engineering at Jesus College, Oxford. Jamie Hunter, Oran Lundy, Wu Xia, Patrick Hill and Scott Johnston achieved 3 A*/A Grades. 22% of all A-Level examination entries were awarded A*/A Grades, whilst 49% of all entries were at A*-B Grade. 86% of Year 14 students who applied to university gained admission successfully. Number of pupils in year group (Year 14): 89 Number of pupils in year group with Special Educational Needs: 18 Percentage entered for 2 or more A-Levels: 100% Percentage entered for 3 or more A-Levels: 82% Percentage achieving 2 or more A*-E grades: 100% Percentage achieving 3 or more A*-C grades: 46% Percentage of students sitting 3 or more A-Levels achieving 3 or more A*-C grades: 59% Campbell College was ranked in the top 11% of all schools and colleges in the UK by Durham University’s A-Level Information System (ALIS), in terms of ‘value-added’ from GCSE to A-Level.
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I’m Tom, the outgoing Head Prefect. I came from Campbell College Junior School with an A Grade at transfer. I achieved 9 A*s and 2 A’s at A-Level and I’m now studying History at Exeter College, Oxford.
A-Level 2013 Results by Subject Subject
Entries
Percentage of pupils achieving grade A*
A
B
C
D
E
U
Applied Business
4
0.0
0.0
0.0
25.0
50.0
25.0
0.0
Art & Design
13
69.2
15.4
7.7
7.7
0.0
0.0
0.0
Biology
16
0.0
6.3
18.8
18.8
50.0
6.3
0.0
Business Studies
23
0.0
0.0
47.8
34.8
17.4
0.0
0.0
Chemistry
14
0.0
21.4
28.6
21.4
14.3
14.3
0.0
Chinese
2
0.0
50.0
50.0
0.0
0.0
0.0
0.0
D&T Product Design
16
0.0
18.8
37.5
31.3
6.3
6.3
0.0
Drama
2
0.0
50.0
50.0
0.0
0.0
0.0
0.0
English Literature
9
11.1
11.1
11.1
55.6
11.1
0.0
0.0
French
4
0.0
0.0
25.0
50.0
0.0
25.0
0.0
Geography
22
0.0
9.1
13.6
40.9
22.7
13.6
0.0
History
29
0.0
6.9
34.5
37.9
20.7
0.0
0.0
Information Technology
13
7.7
23.1
30.8
15.4
15.4
7.7
0.0
Leisure and Recreation
2
0.0
0.0
0.0
0.0
100.0
0.0
0.0
Mathematics
22
27.3
31.8
22.7
4.5
13.6
0.0
0.0
Mathematics Further
8
37.5
12.5
37.5
0.0
12.5
0.0
0.0
Media Film and TV Studies
2
0.0
0.0
50.0
50.0
0.0
0.0
0.0
Music
3
33.3
0.0
0.0
33.3
33.3
0.0
0.0
Physics
17
11.8
17.6
35.3
11.8
17.6
5.9
0.0
Politics
8
0.0
0.0
25.0
37.5
37.5
0.0
0.0
Religious Studies
6
0.0
16.7
16.7
33.3
33.3
0.0
0.0
Spanish
3
0.0
33.3
33.3
33.3
0.0
0.0
0.0
Sport/PE Studies
19
0.0
10.5
26.3
26.3
21.1
15.8
0.0
Subject
Entries
BTEC Hospitality
Percentage of pupils achieving grade
4
Distinction
Merit
Pass
75.0
0.0
25.0
Trend Data for Grammar School Examination Performance Performance Indicator
2012/13
2011/12
2010/2011
CCB
NI Grammar School Average
CCB
NI Grammar School Average
CCB
NI Grammar School Average
% achieving 5 or more A*-C grades at GCSE
89
N/A
83
97
77
97
% achieving 3 or more A*-C grades at A-Level
46
N/A
52
77
59
77
% achieving 2 or more A*-E grades at A-Level
100
N/A
99
99
98
99
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Pastoral Care
We believe that boys learn best when they feel happy, safe and secure, and at Campbell we consider Pastoral Care to be a whole school responsibility. All staff have a duty of care to ensure the wellbeing of every boy throughout the school day, whether this be in the classroom, during recreation time, on a school trip or on the games field. We believe in fostering and promoting life long skills such as personal responsibility, tolerance, team-work and mutual respect. The strong, caring ethos of the College is demonstrated by its ongoing commitment to the welfare of the pupils and staff.
Pastoral Structure On joining the College each boy will be assigned a Tutor who will have charge of a group of approximately 15 pupils. Where possible, this Tutor
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will remain throughout a boy’s enrolment; Tutors have the opportunity to get to know their tutees personally and can spend quality time with each pupil individually. This member of staff will also become the first point of contact for parents. These small groups are particularly advantageous in helping boys settle quickly into the College. The Tutor groups meet every morning for registration at 8:40am and Tutors keep a record of the attendance and academic progress of each boy in their group and are also aware of individual circumstances and needs. ‘Mentors’ are appointed from within the Sixth Form body to attend tutor group meetings and assemblies on a regular basis; they are available to offer help and advice to the younger boys, and assist Tutors for Year 8. This is very positive for the Year 8 boys as well as encouraging responsibility in the Sixth Formers who take their role very seriously.
Each year group has a Head of Year (HoY) who will oversee the work of the Tutors, ensuring the co-ordination of policy and practice across the year. The Vice Principals have overall responsibility for pupil welfare; they oversee the pastoral and academic aspects of school life.
House System Each House comprises one tutor group from each of Years 8-14 which gives boys the opportunity to mix with boys from different Year groups. The Housemaster is responsible for organising House competitions and encouraging boys to engage with the co-curricular life of the College.
Links with Other Schools Campbell College has academic and pastoral links with a neighbouring girls’ school, Strathearn. Sixth Form pupils have the opportunity to study on the alternative campus and the schools come together for school plays. Girls from Strathearn have the opportunity to board in Campbell for Sixth Form.
School Attendance Total days attended on the roll as a percentage of possible days of attendance: 96% The school operates a rigorous system for monitoring attendance and punctuality.
School Policies Department of Education guidelines require all schools and colleges to provide certain policies on request. The following policies of the College are available from reception: • Child Protection • Positive Behaviour • Drugs and Substance Misuse The College’s Child Protection Policy is sent to parents at the beginning of the academic year.
Drugs Education We believe that schools have an important preventative role to play in combating the misuse of drugs and we, therefore, include a Drugs Education programme in our curriculum.
Special Educational Needs (SEN) and the Learning Support Area The College recognises the need for specialised provision for students with SEN to ensure they have access to all aspects of the curriculum, and will endeavour to meet their needs, wherever possible, within the resources of the College. Special Educational Needs provision in Campbell College takes account of the Special Educational Needs and Disability Order 2005. Arrangements for provision: • Provision is co-ordinated by the Head of Learning Support. • The Learning Support Department maintains the SEN Register, identifies pupils with SEN and liaises with Heads of Year, Assistant Heads of Year, Tutors, subject teachers and parents. • Pupils with Special Educational Needs are taught in mainstream classes. • Teachers are made aware of relevant needs and of the appropriate strategies to meet these needs. • Extra Literacy and Numeracy support is available in Years 8, 9 and 10. • A Study Support option is available at GCSE. • The Learning Support Area in the main building provides a helpful environment for students requiring additional encouragement. • Provision for Statemented pupils who are at Stage 5 of the Code of Practice is co-ordinated by the Head of Learning Support in liaison with external agencies. This provision is formally reviewed on an annual basis.
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Co-Curricular
Campbell College believes in the development of a community which is most readily seen in the co-curricular activity available. We are committed to creating a supportive, inclusive and diverse environment, preparing each boy for life after the College. We do this because education, like life itself, is about much more than the academic. We wish boys to leave school with a range of knowledge and skills; it is our duty to identify an individual’s strengths and to help foster a passion for various activities, be they in the classroom, the CCF, the drama studio, the music workshop, on the sports field or in the swimming pool. We aim to have every student at Campbell College find things to value so that we can prepare him, both for the examinations he will sit within the College, and for the possibilities of the life beyond. That is why Campbell continues to invest so impressively in the campus and its staff, offering our students the broadest range of opportunities possible.
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As part of our Co-Curricular provision we aim to promote and provide opportunities for leadership, initiative, teamwork and responsibility within a structured environment. The following activities are available: Art Club Charities Committee Chess Club Combined Cadet Force (CCF) Debating Society Dramatic Society Duke of Edinburgh Award Scheme Languages Club Music School Choir Chamber Choir Orchestra and Jazz Band Orienteering Pipe Band Scripture Union Young Enterprise
The Combined Cadet Force
Campbell has one of the largest school contingents within the UK; approximately 350 boys are involved. All students in Year 10 may join the Pioneers where they will learn basic skills such as First Aid, map and compass work and adventure training. From Year 11, students may join the Army, Navy or Air Force Sections where they can avail themselves of a wide variety of fulfilling opportunities, attend Field Days and Easter and Summer Camps. Those with a musical flair may join the bugles, pipes and drums of the Contingent’s Pipe Band; no previous experience of these instruments is necessary - as tuition will be provided. Members of the CCF who have completed their training may also choose to take a BTEC First Diploma in Public Services. This award is equivalent to four GCSEs and is recognised by employers and universities as a worthwhile vocational qualification.
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Sport
We pride ourselves on offering an excellent selection of sporting opportunities and are fortunate to be able to accommodate the majority on-site. All students are encouraged to participate in some form of sport, whether it is in Inter-House Competitions or against other schools. Campbell College students are regularly selected to play representative sport at provincial and international level, but whatever the level of ability or participation, we strongly believe that sport is integral to the development of each boy.
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Sports offered by the College include: Archery, Athletics, Badminton, Basketball, Cricket, CrossCountry, Golf, Hockey, Judo, Rugby, Shooting, Squash, Swimming, Tennis and Volleyball. The quality of coaching that boys receive at Campbell College is of the highest standard from a widely experienced staff.
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Scholarships, Bursaries & Fees 2014-2015
The Board of Governors seeks to support applications to the College by offering bursaries and scholarships.
Year 14 The bursaries awarded in Year 13 will continue at that level in Year 14 if students meet expected standards in AS examinations at the end of Year 13.
Academic Years 8 and 9 Pupils who have completed either the AQE or the PPTC assessments prior to entering the College in Year 8 will receive a bursary if they achieve the following standards in either of those assessments: Top 20% Next 20%
£1,000 for both Years 8 and 9 £500 for both Years 8 and 9
Years 10, 11 and 12 Bursaries based on the outcomes of internal examinations at the end of Years 9, 10 and 11, will be awarded as follows: Top 15 students Next 5 students
£500 per annum for 1 year £250 per annum for 1 year
Year 13 Bursaries based on the outcomes of results achieved at GCSE will be awarded as follows: Students achieving a set standard £750 per annum for 2 years Remaining “top 10” students £500 per annum for 2 years Next 5 students £250 per annum for 2 years
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Pupils who have not qualified for Year 13 bursaries will have the opportunity to qualify for a bursary in Year 14 if they enter the “Top 15 “ students based on AS results. Bursaries are as follows: Entering “Top 10” Entering 11-15
£500 per annum for 1 year £250 per annum for 1 year
The Governors will agree the process by which the outcomes of internal and external examinations are assessed. Their decision will be final. University Grants of up to £1,000 per annum (for a maximum of 4 years) will be made to boys who achieve Oxbridge entry. Grants of £500 per annum (for a maximum of 4 years) will be awarded to students who achieve an agreed exceptional standard in their “A” Level examinations. (This will be limited to a maximum of 5 students in any one year). Sports Bursaries will be awarded to those Sixth Form students achieving representative honours, or an exceptional level of performance at an agreed representative level.
Music Awards will be made to students who achieve certain grades in the Associated Board of the Royal School of Music examinations, details are available from the Music Department. Vocational & Arts Awards will be made to those students who show exceptional talent in their field. All awards are in the gift of the Board of Governors, and the decisions of the Board of Governors are final. Should you require any further information please contact the Bursar’s Office on +44 (0) 28 9076 3076. Fees Campbell College is a Voluntary B Grammar School and as such is allowed to charge fees to all students attending the College.
Day boy tuition fees are invoiced in two equal instalments in September and January of each school year and boarding fees are issued at the beginning of each term. A final extras bill will be issued at the end of the summer term and invoices are to be settled promptly. Discounts are available to those with more than two children at the College, members of the clergy or those in the armed forces. The Governors will consider assistance to those families who suffer severe financial hardship. Fees Per Annum 2013-2014
GBP ÂŁ
Dayboys (EU citizens) Years 8-14
2,300
Dayboys (non-EU Citizens) Years 8-14
6,912
Boarding (EU citizens) Years 8-14
11,654
Boarding (non-EU Citizens) Years 8-14
16,266
Fees for September 2014 are published on the College website in June 2014.
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Admissions Criteria - Year 8, September 2014
The following Admissions Criteria are in respect of those applying to join Campbell College from within the primary education sector in Northern Ireland. Those wishing to apply from outside this primary education sector should make early contact with Admissions at the College for advice and assistance. The Criteria for Admission have been agreed by the Board of Governors. The Headmaster has the full authority of the Board to apply and administer the agreed Admissions Policy. Statement of Policy The College will consider for admission only those applicants who have taken the Common Entrance Assessment (CEA) provided by the Association for Quality Education Limited (AQE) and/or the GL Assessment (GLA) provided by the Post Primary Transfer Consortium (PPTC) and who have been awarded a result in the form of an overall score (AQE) or percentile rank (PPTC). The College will use the score as awarded by AQE achieved by an applicant in the CEA; the percentile rank by the PPTC in the GLA, subject only to consideration of the admission subcommittee responsible to the Board of Governors of those applicants claiming Special Circumstances or Special Provisions as explained below. Information on the CEA and GLA is available from the College or on the respective websites: AQE (www.aqe.org.uk) PPTC (www.pptcni.com)
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Entrance Test Results The score in the AQE CEA and/or the percentile rank in the PPTC GLA should be entered in Section C of the Transfer Form in the following format: ‘AQE CEA score, and/or the percentile rank PPTC GLA’. This information will be verified by the College with AQE and/or PPTC. The results of the entrance assessments will be provided to the College by both AQE and PPTC as a percentile rank for each applicant in relation to the cohort which has taken the assessment in Northern Ireland in 2013. In applying its Criteria, the College will consider the percentile rank of the applicant in the particular entrance assessment(s) in order to rank the applicants. Campbell College will not use as a criterion the position of preference given by the applicant on the Transfer Form; for example, a pupil who has not chosen Campbell College as a First Preference will gain a position in the main group, or the pool, according to CEA/GLA score as subsequent preferences are received. Pupils resident in Northern Ireland at the time of their proposed admission to the school will be selected before any pupils not so resident. The Headmaster is authorised to make available boarding places.
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CRITERIA FOR ADMISSION
(ii) are enrolling as a boarding pupil;
1. The College has decided that a number of places equivalent to 70% of the admissions total of 120 will be allocated to applicants on the basis of the rank order of their respective CEA/GLA scores/ percentile rank using the ‘Banding Tables’ set out below. If it is not possible to distinguish between applicants on the basis of their CEA/GLA scores, places will be allocated using the tie-breaker criteria detailed in 2 (i) to 2(x) below.
(iii) have an elder brother attending the school; (iv) have an elder brother who is a past pupil of the College (to at least GCSE); (v) have a sister currently enrolled in Years 8-14 at Strathearn School or Bloomfield Collegiate School; (vi) are the sons of employees of the school;
Banding Tables - GL Cohort Percentile Band I 80 or above Band II 60 - 79 Band III 50 - 59 Band IV 40 - 49 Band V 30 - 39 Band VI 20 - 29 Band VII 19 or below Banding Tables - AQE Standardised Score Band I 113 or above Band II 106 - 112 Band III 103 - 105 Band IV 99 - 102 Band V 94 - 98 Band VI 88 - 93 Band VII 87 or below 2. Following the allocation of places as described in criterion 1, a Pool equal to 45% of the admissions total of 120 will be identified from the remaining applications. This will be done by the use of the banding tables; those achieving higher scores being selected for the pool before those who have scored less. A number equivalent to 30% of the admissions total of 120 within this Pool will be allocated places according to the following criteria which will be applied in the following order to those who: (i)
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have attended Campbell College Junior School. Preference will be directly proportional to the number of years in attendance at Campbell College Junior School;
(vii) are transferring from one of the following schools, listed alphabetically: (no priority will be given to any particular school): NOTE - These 44 schools are those which have in the past seven years sent most pupils to Campbell College. Abbey Primary School, Newtownards Academy Primary School, Ballynahinch Andrews Memorial Primary School, Comber Ballyholme Primary School, Bangor Ballymagee Primary School, Bangor Ballyvester Primary School, Donaghadee Bangor Central Integrated Primary School Ben Madigan Prep School, Belfast Braniel Primary School, Belfast Cairnshill Primary School, Belfast Castle Gardens Primary School, Newtownards Cavehill Primary School, Belfast Comber Primary School Crawfordsburn Primary School Donaghadee Primary School Down High Prep School, Downpatrick Downey House Prep School, Belfast Dundonald Primary School Friends’ Prep School, Lisburn Fullerton House Prep School, Belfast Gilnahirk Primary School, Belfast Glencraig Integrated Primary School, Holywood Grange Park Primary School, Bangor Holywood Primary School Killinchy Primary School Kilmaine Primary School, Bangor Leadhill Primary School, Belfast
Londonderry Primary School, Newtownards Newtownards Model Primary School Moneyrea Primary School, Ballygowan Orangefield Primary School, Belfast Rathmore Primary School, Bangor Regent House Prep School Rockport School, Craigavad St Bride’s Primary School, Belfast St Joseph’s Primary School, Ballyhackamore St Patrick’s Primary School, Holywood Strandtown Primary School, Belfast Stranmillis Primary School, Belfast Sullivan Upper Prep School Templepatrick Primary School Towerview Primary School, Bangor Victoria Primary School, Newtownards Whiteabbey Primary School (viii) are the sons of Old Campbellians; (ix) are the grandsons of Old Campbellians; (x) If, when all the other criteria have been applied, there are still more applicants for the remaining places than can be admitted, the final decisions will be made on the basis of the distance from each applicant’s home to the main front gates of the College, those applicants living closer to it according to the measured straight-line distance being admitted ahead of those living further away until the final place has been filled. If, following the application of the criteria outlined in 1 and 2 (i) to (x) above, all the available places have NOT been filled, the College will consider applications from candidates who have not taken the CEA or GLA. Allocation of these remaining places will be by application of the criteria stipulated in 2 (i) to 2 (x). The School emphasises that it is the responsibility of the applicants to notify the School on the Transfer Form where the above criteria apply, and to furnish relevant details. Duty to verify The Board of Governors reserves the right to require
such supplementary evidence as it may determine to support or verify information on any application. Please note that Department of Education guidance (Circular 2012/10) states: ‘the provision of false or incorrect information or the failure to provide information within the deadlines set by post-primary schools can result in the withdrawal of a place and the inability to offer a place on the part of any school nominated on the applicant’s Transfer Form’. Special Circumstances Campbell College has academic performance as its first criterion, subject only to the consideration of medical or other problems which may have affected performance in the Common Entrance Assessment (CEA) or GL Assessment (GLA) and which are supported by documentary evidence of a medical or other appropriate nature. These ‘medical or other problems’ are commonly referred to as ‘Special Circumstances’. Please note if a claim for the consideration of Special Circumstances is made in respect of matters for which Special Access arrangements were granted for an applicant, the School will take into account the fact that the applicant was granted Special Access arrangements for those matters. Parents who wish to apply to the School under Special Circumstances should complete the appropriate form available to download from the school website or from AQE/PPTC and attach it with appropriate documentary evidence, as detailed below, to the Transfer Form. • Details of Medical or Other Problems Where it is claimed that an applicant’s performance in the CEA/GLA has been affected by a medical or other problem, it is the responsibility of the parents to complete the appropriate form and append evidence to corroborate its existence. Where the problem is a medical one of short term duration which affected the applicant only
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at the time of the CEA/GLA, the School will give greater weight to evidence that the applicant was examined by a medical practitioner in relation to the illness at the time of the assessments.
c) applicants, entered for AQE CEA, or PPTC GLA who, because of unforeseen and serious medical or other problems, were unable to participate in any of the assessments.
Where the problem is of a non-medical nature the parents should append appropriate evidence. It should be noted that in all cases independent evidence will carry greater weight.
Note: It is expected that all those seeking admission should sit the AQE CEA or PPTC GLA, with the exception of those applicants who take up residence in Northern Ireland after the start of Year 7.
• Educational Evidence It is the responsibility of the parents to provide the educational evidence as detailed in the appropriate form. This should include (where it exists): – The score achieved in the Common Entrance Assessment /GL Assessment percentile rank; – The results for the applicant of any standardised tests conducted in Year 5, Year 6 and Year 7 and the results in any end of year tests in English and Mathematics in Years 5 and 6; – (If possible), additional comparative information from the Primary School which includes the results (without names) for other pupils in the applicant’s Year 7 class of any standardised tests conducted in Year 5, Year 6 and Year 7, and, where available, the respective CEA/GLA scores; – any other relevant educational evidence.
Parents who wish to apply to the School under Special Provisions should contact the School as soon as possible. In addition they should complete the relevant form, obtainable from the School or AQE/ PPTC, stating the precise reason why they believe the applicant is eligible for consideration under Special Provisions and provide appropriate independent documentary evidence. A copy of the form and all the documentary evidence should be attached to the Transfer Form.
An admissions sub-committee, responsible to the Board of Governors will consider the application for Special Circumstances. Where Special Circumstances are accepted, the panel will determine, on the basis of the information available, into which Band the applicant fits. Such applicants will then be considered with all other applicants who have received a CEA/ GLA score and the admissions criteria applied. Special Provisions Special provisions will apply for: a) applicants whose parents wish them to transfer from schools outside Northern Ireland; b) applicants who have received more than half their primary education outside Northern Ireland;
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For those applicants whose parents wish them to transfer from schools outside Northern Ireland, applications for Special Provisions should be made before 24th April 2014. An admissions sub-committee, responsible to the Board of Governors will consider the application for Special Provisions. Where Special Provisions are accepted, the following procedure will apply: a) The School will consider any assessment information and may choose to commission an independent assessment of the applicant’s ability in English, Mathematics and / or Verbal Reasoning; b) The admissions sub-committee will determine, on the basis of all the available educational information, an appropriate band for the applicant. If the applicant sat the CEA and/or the GLA test, the band achieved, if greater than the original, will stand. The applicant will then be considered with all other applicants who have received a CEA/GLA score/percentile rank and the admissions criteria applied.
Waiting List Policy: Should a vacancy arise after 23rd May 2014, all applications for admission to Year 8 that were initially refused, new applications and applications where new information has been provided will be treated equally and the published criteria applied. This waiting list will be in place until the 30th June 2015. Your son’s name will be automatically added to the list and the College will contact you in writing if your son gains a place in the College by this method. Please contact the College if you wish for your son’s name to be removed from the list.
Post GCSE - Sixth Form Admissions Those wishing to re-enter or join Campbell College at Sixth Form (Year 13) will require a minimum of 6 GCSE passes at A* - C grades, including GCSE English and Mathematics, and a minimum GCSE points total of 8. In general, applicants should have achieved at least a B grade at GCSE in the subjects they intend to study at AS/A2 level. Entry to the Sixth Form is also subject to the applicant having a good record of attendance, punctuality and behaviour, and strong supporting references either from Campbell College or from the previous school.
Years 9 -12 For admissions to Years 9-12 account will be taken of the ability of each applicant to benefit from the academic curriculum offered by the College. A report, giving clear indication of satisfactory behaviour and academic potential, will be required from the applicant’s present school. Additional factors considered will include any special aptitudes and talents, or other special circumstances. Early application and contact with the College is advised. The Headmaster is authorised to make available boarding places for each year group according to need. Admissions must be contained within the School’s Total Enrolment Number as agreed with the Department of Education. Availability of places will therefore depend on existing enrolment of the School at the time of application and the distribution of pupils across the different year groups. Due to the nature of GCSE courses, admissions to Year 12 will only be considered in exceptional circumstances.
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Contact us Dayboy Admissions:
Contact the Headmaster’s Secretary: hmoffice@campbellcollege.co.uk
Boarding Admissions:
Contact the Head of Boarding: brobinson317@campbell.belfast.ni.sch.uk
Post:
Campbell College, Belmont Road, Belfast BT4 2ND, Northern Ireland
College switchboard (8.30am - 5.00pm) Telephone Fax
+44 (0) 28 9076 3076 +44 (0) 28 9076 1894
Visit our website for more information on College life: www.campbellcollege.co.uk
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