Chelsea Academy Prospectus

A Church of England Academy Specialising in THE Sciences

PROSPECTUS

An introduction from the Principal, Andy Yarrow I am delighted to have been appointed as Chelsea Academy’s first Principal. I bring the experience of successful headship of a large London secondary school, judged as ‘outstanding’ by Ofsted, to make the Academy one of the best schools in London. Starting a new school has been an exciting challenge, providing a great opportunity to be creative and to set the highest expectations and standards right from the start.

Chelsea Academy has places for 162 Year 7 students per year group and will grow each year until 2014. Over 750 applications were received for the Academy’s current Year 7 cohort.

The Academy has two sponsors, the Church of England (the London Diocesan Board for Schools) and the Royal Borough of Kensington and Chelsea. Their vision is for a school that serves its local community and has a distinctive Christian ethos. This is something that I share and endorse. Chelsea Academy combines traditional values and the highest standards with an innovative approach to learning and teaching. Students, teachers and associate staff work together to build a community based on mutual respect where students can flourish and develop the personal qualities they need for future success. We want to help develop young people who can make a valuable contribution to society.

We have worked hard to recruit wellqualified and appropriately experienced teaching and associate staff of the highest calibre who recognise that students have different learning styles, gifts and talents.

For any young person who is passionate about learning and determined to achieve within the context of a Christian community, Chelsea Academy represents an unrivalled opportunity.

I know how important the choice of secondary education is for you and hope that this prospectus will answer your questions. Visitors to the Academy are always welcome and you can find out more by going to www.chelsea-academy.org.

I look forward to welcoming your son or daughter to Chelsea Academy.

“The headteacher has used his exceptional talents to build a leadership team of highly motivated individuals who constantly strive for excellence… The key to the school’s success is the way that leaders at all levels are completely focused on helping all the students to achieve as well as they possibly can. Each and every student matters and staff ensure that all flourish in an atmosphere of positive thinking.”

Ofsted June 2007 Hornsey School for Girls, Haringey Andy Yarrow, Headteacher, 2004 – 2008

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Who can apply to Chelsea Academy?

“Chelsea Academy is the first choice Secondary School for the majority of our children and families.

Having the Academy in this part of the Borough has really taken away much of the stress and worries that families from Christ Church used to face at this crucial transition point in their education.”

Avis Hawkins, Headteacher Christ Church, Church of England Primary School, Chelsea

Chelsea Academy is open to girls and boys of all backgrounds and does not use an admissions test to select students.

The Academy admits 162 Year 7 students each year and most of these live in the local area. Fifty per cent of places are ‘Foundation Places’, with priority given to those who attend Christian churches and Church of England primary schools. The other half are ‘Community Places’, with priority given to applicants from the Royal Borough’s community primary schools and allocated to those who live closest to the school.

Full details of the Admissions Policy are on the website at www.chelsea-academy.org and in the Royal Borough’s booklet ‘Transferring to Secondary School in September 2011’.

Please see the insert at the back of this prospectus for more information about how to apply for a place at Chelsea Academy.

Who are Chelsea Academy’s sponsors?

Academies are state schools that receive their funding directly from central government.

Some replace existing schools, while others, like Chelsea Academy, are brand new.

The Academy has two sponsors.

One is the Church of England’s London Diocesan Board for Schools (LDBS).

This means the Academy has a distinctive Christian ethos whilst positively welcoming students from all faiths and backgrounds. Church of England schools have a long-standing reputation for academic excellence, and Chelsea Academy will continue this tradition. The LDBS has sponsored two other brand-new Academies in north London, both of which have excellent standards of achievement and have been popular with parents and students right from the start.

Chelsea Academy’s other sponsor is the local authority, the Royal Borough of Kensington and Chelsea, which recognises the significant need for additional secondary school places in the area. The Royal Borough, too, has an excellent reputation for the standard of its schools.

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“In our Church schools, the importance of faith and belief is openly acknowledged. We find that the mix of faiths and cultures in London provides a stimulating opportunity for young people to explore their own beliefs in an informed and respectful environment. We believe this fosters mutual regard and understanding.�

Tom Peryer OBE Former Director of Education, LDBS and Governor

What does ‘a Christian ethos’ mean in practice?

Part of the answer to this question is to be found in a well-known verse from the New Testament: ‘The fruit of the Spirit is love, joy, peace, patience, kindness, generosity, faithfulness, gentleness and self-control. There is no law against such things.’ These are some of the personal and community qualities and values that are encouraged and promoted.

The development of individual character and a healthy community is regarded as every bit as important as the development of mind and the gaining of qualifications. At Chelsea Academy, we believe that everyone carries the image of God, each is of unique value and meaning and their lives are to be lived with purpose and a sense of service to family, community and world.

As a Church of England Academy, Chelsea Academy is open to and welcoming of students and families with different faith traditions and beliefs. Students of all faiths, and those of no faith, are just as much at home in the Academy as those from Christian backgrounds.

There is a chapel for prayer, small services and personal reflection within the Academy building. There are daily

assemblies and religious education is studied by all students. Indeed, spiritual and moral development is a strong feature throughout the curriculum.

In addition, because of our science specialism, there are particular opportunities to explore the moral and ethical aspects of science as well as the relationship between the scientific and religious understanding of life.

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“I am delighted that my son is attending Chelsea Academy. We felt it was important that he studies at a school with a Christian ethos. I have been really impressed with the passion and enthusiasm that the Leadership Team and all the teachers have for learning.”

Christian Preston, Year 8 parent

How are high standards and expectations pursued?

Chelsea Academy aspires to, and demands, excellence in everything it does. It is guided by the Ofsted criteria for outstanding schools and is building upon proven methods used in other high-achieving schools.

In his previous school, Chelsea Academy’s Principal, Andy Yarrow, was recognised by Ofsted for using ‘his exceptional talents to build a leadership team of highly motivated individuals who constantly strive for excellence’. He has worked hard to recruit the highest quality teaching staff. Strong senior leadership and governance ensures high standards and aspirations. During the Academy’s first year, students made significant academic progress which, in the case of a number of subjects (including mathematics and science), was in line with the top 5% of schools nationally.

Students are expected to work hard and demonstrate exemplary standards of behaviour, both within and beyond the Academy. In particular, behaviour that damages other students’ education is not tolerated. Parents and carers are expected to support fully and play their part in reinforcing the Academy’s ethos and expectations on a day-to-day basis.

Parents are able to use the internet from home or office, to get regular information and feedback about their child’s progress. There are also many other opportunities for parents to become involved in the life and development of the Academy, such as through the Parents’ Council.

Children who take pride in their appearance are also likely to take

pride in their achievements and conduct. Students are expected to be positive ambassadors for the school and local community. The uniform is both traditional in style and smart in appearance. Parents are expected to ensure that students are properly dressed and equipped for school.

“ Both students and parents have the right to expect the best from the Academy, and in turn we will expect a lot from them.

An effective partnership between parents, teachers and associate staff, based on mutual respect and

teamwork, is vital for the success of your child’s education, and for Chelsea Academy itself.

Talking daily to your child about what is going on at school, together with establishing agreed homework routines, really will make a difference to his or her progress.”

Andy Yarrow, Principal

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“We have a shortage of secondary school places in Kensington and Chelsea.

Our ambition for Chelsea Academy is that it will compete with the very best state and private schools.”

Councillor Sir Merrick Cockell Leader of the Royal Borough of Kensington and Chelsea, Vice Chair of Governors

How does Chelsea Academy ensure students realise their full potential?

Students succeed where the teaching is of high quality, when they are taught to be effective learners and where their progress is regularly monitored.

Staff have developed programmes and lessons that both stretch and support students in their learning. This includes regular assessments built around each student’s needs that help to challenge them to have high aspirations as well as measuring their progress.

To equip students with verbal and written communications skills, and the confidence to use them, learning activities involve debates, discussions, role-play, research, problem-solving, peer teaching and extended project work. These are the kind of essential skills young people need if they are

to fulfil their potential and make their way in the world. These skills are also fundamental to examination success. As well as having six hours of lessons each day, instead of the usual five, individual lessons are often longer than normal, in order to give students time to explore subjects in greater depth and develop skills with greater proficiency.

provided as necessary. There is a very strong emphasis on high quality student support – individual attention that goes well beyond the traditional pastoral approach in many schools.

Research shows girls and boys respond and learn in different ways, so on occasion, each can benefit from being in single-sex classes for some subjects.

Where appropriate, students are taught in classes set by ability from Year 7 (for example: mathematics; science; English and French) or in single-sex classes (for example: personal development; PE; dance and top sets in mathematics).

As students progress through the Academy, they will find a mixture of single-sex and co-educational classes.

Each student is part of a ‘Coaching Group’, eventually of no more than 14 students and currently only nine. As the Academy grows, these groups will be made up of a mixture of ages – with older students coaching and mentoring younger students under the guidance of the member of staff who is the group’s Learning Coach. Coaching Groups meet every day to monitor work, progress, achievements and conduct; students learn to set themselves challenging goals and targets. Support of this quality enables students to become active in their learning and to reflect on their progress. This, in turn, helps them to realise their potential.

Setting appropriate targets and monitoring progress regularly enhances students’ learning. Particularly challenging targets are set for those students who need to catch up, as well as the more able, and additional tuition beyond the normal Academy day is

In order that parents can support their children and be actively involved in their education, there are regular one-to-one learning reviews. Each child’s progress and performance can also be tracked by their parent accessing secure on-line records.

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“I am pleased that high standards are taken seriously at Chelsea Academy. My daughter is able to learn without distraction and all students are taught self-discipline.

The policy on behaviour is very clear and the Principal and staff are effective in enforcing it.”

Avani Birdi, Year 8 parent

How is the curriculum organised?

It is important for children to experience a smooth transition from primary to secondary education and to a new and exciting curriculum. In Years 7 and 8 students follow the National Curriculum with a focus on half-termly themes. Teachers to get to know each student well, enabling them to match tasks and support every individual’s needs.

The curriculum is designed to develop students’ skills and competencies, as well as their subject knowledge.

Because there are almost 30 hours of lessons each week, instead of the usual 25, additional time has been allocated to English, Mathematics and science lessons as well as an enrichment programme in which students choose modules that particularly interest them.

Extra booster lessons for students who need additional support are provided to help ensure no student gets left behind.

If necessary, parents can also receive training so they can provide additional support for their children.

These first two years provide the foundation for an earlier start to GCSE

courses for those who are ready. This accelerated approach removes the obstacles that can hold back the most able and will also be a motivating force for all students who will benefit from the pace of learning and a more personalised curriculum.

Both within and beyond the curriculum, there is a marked international dimension to Academy life. For instance, students get the chance to learn additional languages, and communicate with schools in other continents via email and video conferencing. There are also opportunities to participate in

student exchange programmes and visits abroad.

Chelsea Academy’s Sixth Form opens in September 2011. This will be characterised by the same high standards and achievements as the rest of the school. Up to 250 students will receive teaching and academic support to rival London’s highest regarded state and independent schools. Chelsea Academy will aim for its sixth formers to progress to the best universities.

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What does the Academy’s science specialism mean?

All Academies have one or more subject specialisms. Chelsea Academy’s is the sciences. However, it is important to understand that this does not mean students applying for a place have to already be good at science. Nor does it mean that the school timetable is heavily weighted towards science.

What it does mean is that Chelsea Academy receives extra funding to support extra learning resources and activities relating to science. For example specialist science facilities include a sports science centre, an earth sciences laboratory and a medical sciences laboratory. Partnerships with organisations who are leaders in their

field, such as Imperial College and the Science and Natural History Museums, have been established to help achieve the aim of fostering greater enthusiasm and skill in the sciences. All students will be encouraged to develop an understanding of the importance of the global and local ecological, environmental and ethical impact of science. Those recognised to

be academically able in the sciences field have the opportunity to become ‘Science Leaders’ within the Academy. Chelsea Academy wants to become known as a school which produces the scientists of the future.

“Working together as partners will give our staff and students great opportunities to inspire Academy students to view a degree in science as an exciting option. I am sure the Academy students will benefit from taking part in projects led by some of Imperial’s students and researchers.”

Rodney Eastwood Secretary of Imperial College London and Chelsea Academy Governor

What are the Academy facilities like?

Chelsea Academy’s stunning, innovative new building opened in September 2010. Its remarkable design offers an exceptional space that enhances the students’ experience of learning and community.

The school’s premises are in Lots Road, a short distance from the King’s Road in Chelsea. Costing around £43 million, the building provides modern classrooms and laboratories and flexible learning spaces. It is a stimulating business-like learning environment, with the very latest in specialist facilities for all aspects of the curriculum. Special facilities include a theatre, a sports hall and an activities studio with a climbing wall.

Designed by award-winning architects Feilden Clegg Bradley Studios, the Academy incorporates numerous

innovative design features. The building is extremely energy-efficient, with approximately ten per cent of its energy coming from renewable sources generated on site.

Another exciting feature of the Academy is the state-of-the-art IT equipment and systems. It includes a powerful online “learning platform” so that students can access learning resources and assessments along with their own work, from any computer – either at the Academy or beyond. This also means parents will be able to view their children’s performance

data (such as progress levels and grades, assessment results, attendance records and teachers’ comments) from a computer anytime, anywhere. Parents will also be able to check the Academy’s bulletins, calendars and diaries. There is a 1:1 student:computer ratio at the Academy, with students learning how to use both Mac and PC devices simultaneously.

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What other learning opportunities are there?

All students are offered the opportunity to get involved in activities that develop their wider educational skills and understanding. These run alongside the traditional core curriculum and take place during the Academy day. Chelsea Academy operates a longer school day than most schools to incorporate these activities.

“The facilities at Chelsea Academy are second to none and make the school a great place to learn.”

Cllr James Husband Mayor, Royal Borough of Kensington and Chelsea (2009/10)

• Australian Rules Football

• Gardening & Cookery

• Public Speaking

• Science Leaders

• Film Studies

• Philosophy & Religion

• Poetry

• Creative Writing

• Journey to Africa

The extensive ICT facilities are available for students’ use beyond the normal school day – and the learning resources are available online and therefore accessible at any time from any location. Outside normal school hours a range of Academy facilities will also be made available for parents and for the local community.

• Rap Literacy • Future Teachers • Sports Leaders • Astronomy and Philosophy All students are encouraged to learn to play an instrument, sing or use technical skills to support musical performances. As the Academy grows, there will be a full range of musical ensembles, including an orchestra and a range of bands and choirs.

Alongside regular musical concerts, dance shows, drama performances and talent competitions, there is a major school production every year for which students can audition.

• Kayaking

Although situated on a compact site, Chelsea Academy has excellent on-site sports facilities (including a full-size sports hall, an activities hall with climbing wall, and two extended multi-use games areas). Sports activities continue beyond the end of the normal Academy day, alongside a wide range of other extended curriculum activities, including:

• Chelsea Academy Newspaper

• Art

• Make a Documentary

• Contemporary Dance

• Computer Game Design

• Street Dance

• Bollywood

• Choir

• Ancient History & Archaeology

• Chess

• Gardening & Cookery

• Debating

• Musicians of the Future

• IT

• Photography

• G Nation (Active Citizenship)

Known as ‘enrichment electives’, during the Academy’s first year of opening these included: • Greek Studies • Chess

Chelsea Academy believes strongly that education goes far beyond classroom lessons. These enrichment activities do precisely what they say; they help give students a fuller and more rounded educational experience, which builds character as well as knowledge.

Chelsea Academy is supported by the Chelsea Academy Foundation. The Foundation raises funds to pay for extra facilities and activities beyond the Academy’s budget. These include: travel bursaries; the provision of enhanced facilities; funding for musical instruments and sports equipment; support for coaching for master classes and extended curriculum activities.

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Do the students have a say in their education?

Chelsea Academy is firmly committed to involving students in the leadership and development of their school. Students, teachers and associate staff are recognised as equal partners in learning.

As well as participating in the planning and delivery of lessons, every student is expected to contribute in other ways.

Some are prefects who help to support the smooth running of the Academy, while others are peer mentors who advise and support younger students.

There is an Academy Student Council and a Student Leadership Team working with senior staff to develop and improve all aspects of the Academy. Other students are trained so they can contribute to improving what goes on in the classroom by carrying out lesson observations and acting as Student Curriculum Advisers. During the Academy’s first year of opening, almost

100 Year 7 students had the opportunity to be involved in appointing staff to work at the Academy from 2010.

Involving students in their own education helps them to take responsibility and know how to organise their time and their learning. They learn how to work with others, including adults, in a positive way and will develop precisely the skills and attitudes that universities and employers will be looking for in the future.

“ I was really excited to be involved in the appointment of some of the teachers at Chelsea Academy. It made me feel really responsible and that my opinion of what makes a good teacher is valued.”

Ali Aswad Year 8 student and Deputy Head Boy

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Chelsea Academy Lots Road London SW10 0AB Office Tel: 020 7376 3019 Office Mobile: 07525 967131 Email: admin@chelsea-academy.org Website: www.chelsea-academy.org Chair of Governors The Ven. Stephan Welch c/o Chelsea Academy Lots Road London SW10 0AB

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