Greig City Academy High Street, Hornsey, London N8 7NU T: 020 8609 0100 F: 020 8609 0101 E: enquiries@greigcityacademy.co.uk W: www.greigcityacademy.co.uk Principal: Mr Paul Sutton OBE, BSc (Hons), MA Chair of Governors: Mrs Sheila Taylor MA (Hons)
Wood Green tion
Sta
Greig City Academy is a co-educational comprehensive school for students aged 11 to 19 years. It has independent status and is maintained by the Department for Education.
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Sponsorship The Church of England, as the sponsor of Greig City Academy, contributed to the renewal and refurbishment of facilities when the Academy first opened and continues to support the school in achieving its objectives. The Greig Trust also contributed to the initial programme of new build and refurbishment. David Greig, a successful local businessman, founded The Greig Trust in memory of his parents in 1949 with the aim of providing funds to assist in the education of Hornsey children in accordance with the Christian faith. The Trust has continued to support a wide range of programmes at the Academy, including extra-curricular activities and improvements to facilities and resources, all of which have been, and continue to be, of significant benefit to our students.
Greig City Academy
Alexandra Palace
Enfield
Status
Greig City Academy
“The academy offers all students a good education. Aspects of its provision, especially care, guidance and support, the contribution students make to their own and the local community, and the work undertaken with parents and carers, are outstanding.� Ofsted, 2011
Welcome
to Greig City Academy
For every child the move from primary to secondary school is an important step in his or her education. I hope that this prospectus will help you and your child to make a decision by providing you with some important information and giving you a flavour of our school. The successes of individual students and the school as a whole represent the outcome of our relentless focus on high standards of academic and personal achievement, positive attitudes towards learning and exemplary behaviour, a focus entirely consistent with our Christian ethos. We maintain a well-ordered environment in which all students can feel safe and enjoy learning and we seek parents’ and carers’ support in achieving this. The Academy was judged by Ofsted as “rapidly improving” in 2004 and as providing “a good education” in all areas in 2009. In November 2011, Ofsted confirmed our own judgment that the Academy offers all students a good education, that many aspects of our provision are outstanding and that student and staff morale is high. Inspectors also noted that “attainment throughout the academy is improving with all students making good, and some outstanding, progress.” Students and staff are proud of the progress we have made in the last few years and we invite you to join us as we continue to improve standards.
“ The principal provides strong and motivational leadership. He effectively communicates a clear vision to staff, students, parents and carers. He and his good senior staff team show considerable commitment to obtaining the best outcomes for all groups of students.” Ofsted, 2011
Your child will benefit from exceptionally well-resourced classrooms, library and study areas as well as specialist facilities such as a professionally-equipped theatre and new technology workshops. Students use the latest ICT resources to support independent learning.
You will find an application form and guidance on how to apply for a place at the back of this pack. I very much look forward to receiving your application.
Of course the best way to find out about us is to come to see for yourself what Greig City Academy can offer your child. In addition to the usual open evening and morning sessions in the autumn, prospective parents are invited to make an appointment to visit the school at any time.
Paul Sutton OBE, Principal
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Commitment Students and staff from many different ethnic, linguistic and faith backgrounds work together harmoniously at Greig City Academy. Students are expected to contribute to this positive atmosphere by: • attending regularly, being punctual and ready for learning • working hard and being organised • respecting and valuing others • taking responsibility for their own actions • maintaining high standards of behaviour and self-discipline • taking pride in the Academy’s uniform In return we will: • provide a wide range of learning opportunities • discuss students’ individual needs with themselves and their parents/carers and make sure they are met • review progress regularly • provide stimulating enrichment opportunities • recognise and celebrate achievement When you accept a place, student, parent/carer and the Academy will sign up to a Home-School Agreement which sets out commitments and expectations on all sides.
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“You told us that the academy is a special place and that you are happy with the education you receive. We agree. You are receiving a good education. Many things impressed us.”
Achievement
in a Christian Community The Academy acknowledges its place in a multi-cultural and multi-faith community. Everything we do is underpinned by Christian values – values shared by those of other faiths and those with no religious faith and which provide a moral framework for families and young people.
Inspectors’ letter to students, Ofsted, 2011
Our part time Chaplain, Fr Patrick Henderson, is available to students, their families and members of staff in a pastoral capacity. A chapel at the heart of the school is a quiet place for personal reflection, prayer and acts of worship. Religious Education is taught throughout the Academy; it is a comparative course covering Christianity and the world’s other major religions plus personal, social and moral education. RE lessons and assemblies give students opportunities to think through sometimes difficult moral, social and ethical issues and to develop a respect for other people’s backgrounds, values and beliefs.
“[Students’] understanding of multiculturalism and moral and social issues, in particular, is developing very well; their spiritual, moral, social and cultural development is good.” Ofsted, 2011
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Learning At Key Stage 3 all students study the subjects required by the National Curriculum. Students are taught most subjects in mixed-ability groups but, in a few, they are taught in sets according to ability with flexibility for movement whenever appropriate. Some students who have particular needs may have a slightly different curriculum and/or additional support in and out of class. The underlying principle is to provide as broad an educational experience as possible to enable students to become aware of their academic strengths and weaknesses. During Year 9, we provide comprehensive guidance on the Key Stage 4 curriculum and hold interviews with students and their parents/carers to agree the most suitable subjects.
Key Stage 4 students may choose from the following options: Spanish
Key Stage 4 comprises English, mathematics, science, citizenship, RE and PE and additional optional subjects which are allocated about 50% of teaching time.
French
We place great emphasis on students choosing the options they are interested in, that will motivate them to do well and achieve the best possible grades, and that will prepare them intellectually and emotionally for higher or further education and the world of work.
Triple Science
“The current curriculum is good and has contributed towards a significant rise in the percentage of students gaining five or more GCSE passes at Grade C or above.” Ofsted, 2011
German Information and Communication Technology History Geography Sociology Media Studies Business Studies Design Technology – Graphic Products, Resistant Materials, Textiles Art and Design
Our close monitoring of students’ progress throughout all key stages enables us to put in place any additional support a student may need. Individual students may be withdrawn for 1-1 or small group tuition and all students benefit from the homework and revision classes that every faculty provides. Year 11 students also attend an extra class in core subjects after school. All Year 11 students are mentored by a member of staff who meets with them on a 1-1 basis at least monthly and more often if appropriate. Students appreciate, and are motivated by, the interest their mentors show and recognise the positive impact on their grades.
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Music Drama PE Catering Food and Nutrition Travel and Tourism Health and Social Care
“[Students] are set appropriately ambitious targets and each student’s performance is analysed well. Such good monitoring is helping to accelerate progress.� Ofsted, 2011
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Individual
development We aim to ensure that all students take responsibility for their learning, remain well-motivated and retain a sense of realism about their academic performance. Two induction days before entry help to make the transition as smooth as possible, as students attend taster lessons and become familiar with staff and the school environment. In the autumn term Year 7 students spend three days on an outdoor education residential where strong friendships are forged.
Pastoral support Form tutors see their tutor groups each day at registration and monitor their academic and social development throughout the year. Tutors are members of a year team led by a Pupil Progress Manager (PPM) and an Assistant PPM all of whom place strong emphasis on close contact with parents and carers to ensure a consistent approach to encouraging and rewarding hard work, tackling concerns and promoting good attendance and behaviour. From Year 7 through to the sixth form, tutors act as mentors to their students and their focus on raising aspirations and challenging low expectations is reinforced in weekly assemblies. We celebrate achievement and progress in assemblies and year-end events, rewarding students’ successes through praise, certificates and prizes.
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“ The academy’s systems to care for and support students are outstanding.” Ofsted, 2011 Behaviour for learning
Homework
We promote self-respect and self-discipline. School and classroom rules drawn up in consultation with staff and students are on display throughout the school. We do not tolerate bullying and any incidents are taken seriously and resolved quickly. Visitors frequently comment on the calm and friendly atmosphere around the school.
Regular homework makes a huge contribution to students’ performance. It consolidates work done in lessons and helps develop an ability to study independently.
Learning support Students whose first language is not English and those with special educational needs are supported in class and, where appropriate, in small groups outside class. As the curriculum becomes increasingly personalised at Key Stage 4, flexible college placements are offered alongside the regular curriculum.
Year 7 students should expect at least an hour of homework per night and the level increases as students progress through the Academy. Years 10 and 11 students are expected to take more responsibility for their studies. At this stage, the homework pattern differs from subject to subject. Students may be planning assignments, using Internet or library resources as well as undertaking traditional homework.
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A rounded
education School life is about much more than the academic. As well as cultural and study trips linked to the curriculum and the many sports and arts activities on offer, students enjoy wide-ranging enrichment opportunities such as Spanish and German clubs, computing, design, maths and media clubs. Our debating teams, from Year 7 through to the sixth form, perform extremely well every year in national competitions and leagues. These and other public events, alongside opportunities to be involved in the work of the Academy’s charities committee, help students develop as active citizens. Each year, well over seventy-five percent of our students go on a residential outdoor education trip either in the United Kingdom or abroad. Those taking part in the Duke of Edinburgh Award Scheme combine outdoor pursuits with community activity, both of which help them cope well with the challenges of life. Concerts and productions showcase the talents of ensembles, bands and choirs as well as individual students. Students gain technical skills and perform in our professionallyequipped theatre. The Performing Arts Centre is in constant use beyond the school day as students develop their skills supported by staff and professional arts practitioners. An impressive number of students take part in sport both competitively and for fun. Our sports teams are regularly successful in local, regional and national competitions and many current and former students play for national basketball teams, competing at international level.
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“Students have many opportunities to enjoy outdoor pursuits and this is a key strength of the academy.� Ofsted, 2011
“ Enrichment provision is particularly strong.� Ofsted, 2011
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Sixth Form We believe students gain significantly by staying on in the Sixth Form where they benefit from the continuing support of their teachers and friendship groups. We offer A and AS Level GCEs and BTEC Level 3 courses as well as a number of Level 2 courses. All students are expected to have a mature attitude to their studies and are supported by a disciplined learning environment, tight monitoring, study programmes and individual mentoring. Meticulous attention to the progress and personal development of each student ensures that those who apply to higher or further education gain a place at their first choice university or college. Sixth formers are valued for the enthusiastic contribution they make to the school community. All are expected to take on responsibilities such as helping younger students with their learning, leading on the school’s work with charities and running enrichment activities. A Sixth Form prospectus is available on request.
“[Sixth form students] play an important role in mentoring younger students and helping with their welfare on the many outdoor education opportunities provided by the academy.� Ofsted, 2011
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Working with “[The school’s] work with parents and carers is outstanding. Staff consistently ‘go the extra mile’ to ensure parents and carers are fully involved with their child’s education.” Ofsted, 2011
parents and carers We encourage you to take an active part in your child’s education through: • attending regular meetings with teachers and Pupil Progress Managers • supporting our policies on attendance, homework and uniform as well as any rules and sanctions the Academy considers appropriate • attending and helping out with events such as sports, performing arts and trips We know that you expect a lot of us and want to be well informed about practice that affects your child. Please contact staff about any relevant matters. We provide statutory information on policies and procedures on our website www.greigcityacademy.co.uk. Hard copies may be provided for a photocopying charge. Parents are elected to the Governing Body and play an active role in the governance of the Academy. All parents and carers are members of the Friends of GCA which organises social events and workshops on topics of interest.
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What to do next How to apply Greig City Academy is part of the Pan-London Coordinated Admissions Scheme. You need to: 1. Complete a local authority application form and return it to the local authority in which you live. 2. If you are applying for a Foundation place, complete the Greig City Academy “Supplementary Information Form� and return it to the Academy. You do not need to complete this form if you are applying for an Open place. Please see our admissions policy for a description of the two types of places.
Who can apply for Year 7 entry? All applicants who will be aged 11 by September 1st in the year of entry and who meet the entry criteria.
Who can apply for entry to other years? Applicants aged 11-16 who meet the entry criteria. Applications should be made to your local authority whose admissions staff will contact the Academy to check whether places are available.
Entry Criteria Applicants will be offered a place in accordance with the criteria described in our admissions policy which can be downloaded from www.greigcityacademy.co.uk or viewed in hard copy at the school.
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“The academy offers all students a good education. Aspects of its provision, especially care, guidance and support, the contribution students make to their own and the local community, and the work undertaken with parents and carers, are outstanding.� Ofsted, 2011
Greig City Academy High Street, Hornsey, London N8 7NU T: 020 8609 0100 F: 020 8609 0101 E: enquiries@greigcityacademy.co.uk W: www.greigcityacademy.co.uk Principal: Mr Paul Sutton OBE, BSc (Hons), MA Chair of Governors: Mrs Sheila Taylor MA (Hons)
Wood Green tion
Sta
Greig City Academy is a co-educational comprehensive school for students aged 11 to 19 years. It has independent status and is maintained by the Department for Education.
ane
ip L
dsh Lor
d
Roa
gh Hi ad
Ro
Alexandra Park
stb
e W
e pik
n Tur
t Stree Church La
Middle Lane
rk
Hornsey
Hackney
e
am
nh
te
t To
Harringay Green Lanes
Hill
Crou ch E nd H
Harringay
uch
Islington
Cro
ill
oad
nR
ad
n La
tma
Ro
Turnpike Lane
h Wig
Pa
e Lan
e
nu
e Av
ne
High
Priory Road
Playing Fields
y ur
Crouch Hill
Finsbury Park
Sponsorship The Church of England, as the sponsor of Greig City Academy, contributed to the renewal and refurbishment of facilities when the Academy first opened and continues to support the school in achieving its objectives. The Greig Trust also contributed to the initial programme of new build and refurbishment. David Greig, a successful local businessman, founded The Greig Trust in memory of his parents in 1949 with the aim of providing funds to assist in the education of Hornsey children in accordance with the Christian faith. The Trust has continued to support a wide range of programmes at the Academy, including extra-curricular activities and improvements to facilities and resources, all of which have been, and continue to be, of significant benefit to our students.
Greig City Academy
Alexandra Palace
Enfield
Status
Greig City Academy