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Queen Elizabeth Grammar School Penrith


Queen Elizabeth Grammar School Penrith a mixed selective academy

In order to prepare our students to succeed in tomorrow’s world we aim to provide a secure learning environment, a rigorous academic curriculum, high expectations, and best practice in teaching, learning and technology enhanced by wide-ranging extra-curricular opportunities and outstanding pastoral care.



Queen Elizabeth Grammar School Penrith is a busy, happy and successful school with well motivated and conscientious pupils, a highly experienced and committed teaching staff and outstanding parental support. There is a very clear recognition here between teachers and pupils that they are on the same side and working together. There is a shared vision that all members of the school community are doing their best to ensure that all achieve their full potential in the time they are here.

The school was founded by Royal Charter in 1564. In 1992 it became Grant Maintained and in 1999 a Foundation School. From May 2011 it has been an Academy Trust and will remain within the state education system providing free schooling for all pupils.

The school believes in taking the best aspects of the traditional grammar school ethos and blending them with the most useful elements of good practice in modern education. The grammar school ethos is represented by high aspirations to achieve academically through a committed and conscientious work ethic, self-discipline and mutual respect. There is also a desire to keep the school small and friendly, where teachers and pupils know each other and can work together effectively. Best practice in modern education is about varied teaching styles and assessment for learning. It involves harnessing new technologies to enhance teaching and learning. There is considerable extra-curricular provision in sport and the performing and creative arts. For example, in the autumn term alone each year there will be over one hundred separate sporting fixtures in rugby, football, netball and hockey with numerous theatre trips, drama workshops and performances by the various music ensembles in several concerts and school events. There are also many opportunities outside lesson time for pupils to participate in outdoor pursuits, art, design and technology, science and engineering as well as mathematics, business and enterprise activities.


The school was formerly situated in the centre of Penrith near St. Andrew’s Church, but moved to new buildings on its present site in 1915. The main school was extended in 1937 and 1958. The Donald Fay Memorial Building consisting of four Technology rooms and two Information Technology rooms was completed by September 1995 and a new building providing six Science laboratories, four Mathematics rooms and another Technology room was opened in July 1998. In November 2001, the Peter Kremer Sports Hall and four English rooms were completed. Further building work in 2004, 2009 and 2014 has provided additional office space and four classrooms. The extensive playing fields are adjacent to the school. The school is co-educational and numbers about 840 pupils of whom over 230 are in the Sixth Form. Pupils are prepared for GCSE examinations at 16 and in the Sixth Form for GCE. The majority of pupils remain at school until the age of 18 and most continue their education at colleges and universities across the country and abroad. Other pupils enter further education courses at the colleges at Carlisle and Kendal.

Aims The school aims to build upon its tradition of academic excellence. Pupils will be encouraged to strive for the highest levels of achievement to maximise their potential. The school aims to take full advantage of its small numbers to provide a caring environment in which the individual pupil’s personality and abilities are valued and fostered. The school provides an environment in which creativity, enterprise and initiative are encouraged. Social, artistic and sporting activities are promoted to develop pupils’ interests and talents. The school does its best to ensure that pupils leave this school to embark upon higher education or employment confident in their skills and learning and fitted for useful, active citizenship.

The school is committed to: • The elimination of racial discrimination and the promotion of race equality • The elimination of unlawful discrimination and the harassment of disabled persons • The need to take account of disabilities • The promotion of positive attitudes towards disabled people • The need to encourage participation by disabled people • The elimination of unlawful discrimination and the promotion of gender equality • Providing appropriate support for children looked after • Securing pupils’ regular attendance at school • The identification of and provision for, gifted and talented pupils • Promoting community cohesion

School Hours The school day begins with registration in form rooms at 8.50am. There is a break of 15 minutes at 10.20am, a second break of 15 minutes at 11.45am and morning school ends at 1.10pm. Afternoon school begins with registration at 2.25pm and continues until 3.50pm. Each day, except Monday, consists of eight teaching periods lasting for 35 or 40 minutes. On Monday, afternoon school begins with registration at 2.00pm and continues with three 35 minute periods until 3.50pm.


School Meals School meals are provided on a self-service basis. There is a choice of hot dishes, including a vegetarian option. sandwiches, home-made tray bakes, fresh milk, hot and cold drinks and a selection of salads and fresh fruit. Food is available from both the dining hall and the snack bar. There is an emphasis on healthy eating and our purchasing policy favours low-fat and low-sugar products. Fresh cooled drinking water is available throughout the school day from various places around the school. Pupils who bring packed lunches eat their meals at tables in a room provided. Some pupils may be eligible to receive free meals. Parents should not hesitate to apply for free meals if they think they may be entitled to them. Application forms can be obtained from the school office or contact

Charges For School Activities Policy Statement by Governors l. The admission of a child to Queen Elizabeth Grammar School and the formal curriculum offered to a registered pupil are not subject to charge or the parents’ willingness to make a voluntary contribution. 2. The Governors wish to see the curriculum enriched as far as possible for the benefit of all pupils. They recognise that whatever public funds are made available they will never be sufficient to fund all desirable activities at the required level. They, therefore, reserve the right to: (a) charge parents for activities offered as an optional extra wholly or mainly outside school hours; (b) charge parents for the full cost of individual music lessons during school hours; (c) reclaim from parents the cost of wasted examination fees, wilful breakages and damage; (d) draw to the attention of parents activities organised by a third party, thereby giving parents the opportunity to request leave of absence for their children during the school day to join those activities. In those circumstances, a charge may well be levied by the third party; (e) seek voluntary contributions from parents to fund activities either within or outside school hours and to provide incidentals, e.g. transport;


(f ) request parents to provide incidental equipment e.g. pens, pencils, rulers; (g) charge parents at cost, or in kind, for materials if parents have agreed in advance to own a finished product; (h) charge parents for board and lodging on residential trips whether they are part of the curriculum or optional extras.

The Aims Of The Curriculum The curriculum is the academic ‘face’ of Queen Elizabeth Grammar School. Our curriculum is based on traditional grammar school principles, offering opportunities to develop academic skills and understanding across a broad range of disciplines. This academic base is complemented by the strength and depth of practical work within lessons. The curriculum aims to equip pupils with the intellectual skills to become effective learners. In lessons they will acquire knowledge and understanding and – perhaps more importantly – they will learn how to learn. This dual emphasis, on study skills as well as on academic and practical understanding, enables pupils to progress to higher education and to take their place in society. Through a broad and balanced curriculum, incorporating opportunities for discussion and group work as well as individual study, pupils develop a sense of who they are and how they excel; the curriculum therefore offers opportunities to develop spiritual and moral values and social and cultural awareness. In a rapidly changing social and economic climate, relevant knowledge and skills are at a premium. Our curriculum reflects these changes, through the content of particular subjects, courses and examination specifications and through the context of lessons. Rather than attempting to second-guess technological changes, however, the academic curriculum seeks to instil in pupils a love of learning, enabling them to update their own knowledge and understanding and to choose their own career path. The curriculum up to Year 11 remains broad, therefore, discouraging specialisation too early. Although as an academy we are not obliged to keep to the National Curriculum, in practice our curriculum follows the broad principles of the National Curriculum, adapted for the needs and abilities of our pupils.

Most of our pupils continue their education with us into the Sixth Form (Years 12 and 13) which is also open to pupils from other schools who wish to benefit from the academic focus and broad range of courses we offer. The aims of the curriculum remain the same in the Sixth Form, although since students study fewer subjects – typically four subjects at A’ Level – there is necessarily a greater degree of specialisation. Year 12 students take up to four subjects plus a programme of general studies; in Year 13 students normally continue with three of these subjects as well as taking an enrichment course. The formal curriculum is complemented by extracurricular activities. The school takes pride in the range and standard of these activities, believing that they offer opportunities for pupils to develop their own interests and to excel in ways that are substantially different from those offered in their academic and practical studies. In common with formal lessons, however, the aim of these activities is to enable pupils to develop skills and interests that will be of value to them now and in the future. Extracurricular activities frequently enable students to develop skills in leadership, teamwork and resilience in response to challenges. Teaching and assessment methods are developed to take account of up-to-date insights into how pupils learn. Standards and aims of the curriculum are kept under constant review, through formal annual procedures and informal discussions. The views of pupils, parents, universities and employers are very welcome and form an essential part of the review process, enabling the school to adapt to the changing needs of pupils and of society more generally.

Year Groups In Years 7, 8 and 9 pupils take English, Mathematics, Science, Art, Design and Technology, Drama, French, Geography, German, History, ICT, Music, Religious Education, Citizenship, PE and Games. In Years 10 and 11 pupils take English Language and Literature, Mathematics, Biology, Chemistry and Physics, at least one modern Foreign Language, PE, Games and a course which includes Enterprise and Citizenship, Health Education and Careers Education.

In addition three optional subjects are taken from the following: Art, Design and Technology (Engineering, Food, Resistant Materials or Textiles), Drama, French, Geography, German, History, ICT, Physical Education and Music. In Years 12 & 13 the following subjects are usually available:-

AS/A2 Level Art & Design, Biology, Chemistry, Design and Technology, English Language, English Literature, Environmental Studies, French, General Studies, Geography, Geology, German, History, Mathematics, Further Mathematics, Music, Physical Education, Physics, Philosophy of Religion, Textiles and Theatre Studies. All Year 12 students follow the General Studies course, an Enrichment module and Games. Year 13 students attend weekly enrichment lessons as well as Games.

Religious Education Religious Education is an important part of the school curriculum. The aims of Religious Education are: - to give pupils knowledge and understanding of religious belief and practice; - to promote an open-minded and critical approach to questions of belief; - to encourage pupils to form their own views on the major questions of life. All views, whether ‘religious’ or ‘non-religious’, are welcome in Religious Education, providing there is a willingness to reflect rationally upon such views and to engage with the differing views of others. In Key Stage 3 the major questions of life are investigated, together with the response to them of the main world religions. In Key Stage 4 important moral issues are discussed and the Christian and Muslim positions on these issues are critically appraised. All students take a full GCSE course in Religious Studies which starts in Year 9. Parents wishing to withdraw their son or daughter from school Assembly or Religious Education lessons should give notice of this in writing to the Headmaster. Appropriate alternative provision will be made for those pupils.


Physical Education

Aims. Physical Education contributes to the overall education of young people by helping them to lead full lives through engaging in purposeful physical activity. The aim is therefore to: - encourage all pupils to participate in and enjoy physical activity; - to promote their appreciation of physical exercise and encourage their safe participation in physical activities; - to promote their understanding of the social development of physical activity and its importance today; - to help them acquire skills and develop the ability to apply these in a variety of activities; - to set high standards of behaviour/ conduct which is acceptable not only within the department, but in the school and community; - to promote an understanding of health issues; - to promote the well being in both health and physical development of all the children in the school. All pupils are expected to take part in Physical Education unless a doctor certifies that this is not advisable.


Provision. The winter programme includes badminton, basketball, hockey, netball, cross-country running, dance, gymnastics and volleyball for girls; Association football, badminton, basketball, climbing, cross-country running, gymnastics, hockey, rugby football and volleyball for boys. The summer sports are athletics, cricket, rounders and tennis for girls; athletics, cricket, softball and tennis for boys. There are facilities for badminton, basketball and table-tennis and courses are also provided in aerobics, dance/ drama, outdoor pursuits, squash and swimming. All pupils in Key Stage 3 and Key Stage 4 have one Physical Education lesson of 35 minutes and one Games double period of 1 hour 10 minutes for Years 7 and 8 and 1 hour 20 minutes for Years 9 to 11. Outdoor facilities comprise two rugby pitches, one football pitch, two hockey pitches, an all-weather hard play area for three tennis or three netball courts, basketball rings and access to an astro turf. In summer, a 400 metre track and areas for field events are laid down and there is a cricket square and artificial wicket. Indoor facilities include the gymnasium and the sports hall.

There are five Physical Education specialists, all of whom have coaching qualifications and they are assisted by a number of staff, who have considerable playing and coaching experience. We appreciate very much the assistance of parents in refereeing matches and supporting teams and we would welcome offers of coaching expertise in any of our sporting activities. Links with local sports clubs are strong. Many of our pupils are members of local sporting clubs and Penrith RUFC and Penrith Cricket Club allow us to use their facilities for fixtures. Our tennis and netball courts and our sports hall are used for county tournaments.

Sex & Relationships Education (SRE) In line with the Government’s belief that all pupils should be offered the opportunity of receiving a comprehensive, well-planned programme of SRE during their school years, our curriculum provides a programme of SRE which encourages young people to develop self respect. Our aim is to present facts in an objective, balanced and sensitive manner, set within a clear framework of values and an awareness of the law on sexual behaviour and consent. There is an emphasis on promoting good mental and physical health. The parents of a pupil may, if they wish, withdraw that pupil from all or part of the SRE provided except in so far as such education is comprised in the National Curriculum. The school acknowledges that the prime responsibility for bringing up children rests with parents; they are key figures in helping their children cope with the emotional and physical aspects of growing up. A more detailed statement of our policy on SRE is available on the school website.

Drugs Policy The principal aim of our drugs policy is to enable young people to make healthy, informed choices by increasing knowledge and exploring attitudes. Education about drugs forms an important strand in the Life Skills course. The Year 7-11 course includes the following themes:personal responsibility, safety and behaviour, pressure from peers and the media, risk assessment, legislation, myths and misconceptions, appropriate action, help and support. Our full drugs policy is available on the school website.

Careers Education Careers Education is provided as follows:In Years 7 and 8 - to awaken pupils to the relevance of their studies to future careers: - by all departments pointing to the employment opportunities linked to their school subjects. In Year 9 - to help with the choice of optional GCSE subjects: - by highlighting key points to be borne in mind when selecting subjects; - by explaining the career implications of specific subject choices. In Years l0 and 11 - to help with the choice of post 16 education and training: - by exploring the options available; - by counselling to relate students’ aptitudes and abilities to career choices; - by developing skills and understanding required for entering the next phase; - by offering a work experience within a chosen profession. In Years 12 and 13 (a) to help with the career development of all students: - by making available information on the opportunities open to them for training and employment; - by offering advice on the personal and social implications of making specific career choices and on the skills required in specific areas. (b) to help with entry to employment or higher education for post A level students: - by presenting details of the opportunities available to them together with the various levels and methods of entry; - by advising students on the most appropriate course to take to fulfil their needs and realise their ambitions. Additionally, career-specific input is made via computer software, the internet, TV programmes, visiting speakers and industrial visits for pupils at different stages in their school courses. The independent careers agency Inspira provides a range of complementary support and guidance services.


Work Experience

Private Study

Work Experience is provided as follows:-

Private Study at school and work at home are essential parts of every pupil’s learning programme as well as a valuable introduction to the discipline of independent study. A private study timetable is supplied at the beginning of each academic year and parents are asked to see that this is followed regularly and conscientiously, if possible in quiet surroundings. Pupils record their private study in their planners which parents and form tutors are asked to check and sign regularly.

In Key Stage 4 - One week for all pupils, the placement being related to possible career choices. Help can be given to students who wish to seek placements following completion of GCSE courses in the Summer Term. In Years 12 & 13 – Work experience can be arranged on a flexible basis where it is considered useful and appropriate for individual students.

Special Educational Needs and Disabilities A copy of our Special Educational Needs policy is available on the school website.

Years 8 and 9 Usually three subjects each evening, about 20-30 minutes per subject.

Our policy is for the school to meet the needs of pupils through an appropriately differentiated curriculum and, in some cases, through additional one-toone teaching or support for pupils with specific learning or emotional/ behavioural difficulties. Every effort is made to consider arrangements which best meet the special needs of individuals within the school and an Individual Education Plan is produced for each child who receives additional support. This plan is reviewed at least twice a year.

Years 10 and 11 There is a programme of three subjects each evening which is intended to occupy on average between one and a half and two hours. However, the requirements of GCSE coursework and assessment necessitates some variation in this pattern. Care will be taken to avoid excessive loads.

The Pastoral Deputy Head works with the Special Educational Needs Coordinator to identify and support pastoral and curricular requirements.

Teachers do their best to ensure that set work can be completed in the allocated time. Pupils who genuinely have been unable to complete the work in the appropriate amount of time should seek advice and support from their subject teacher.

Parents are welcome to contact the school to request an appointment to discuss any concerns about academic progress, welfare or behaviour.


Year 7 Usually three subjects each evening, about 20 minutes per subject.

Years 12 and 13 This will vary according to the demands of the chosen course but a minimum of ten hours per week is recommended.

Pastoral Arrangements Visitors to the school often comment on the friendly, caring and supportive atmosphere in the school and our students tell us that they feel safe and happy. There is a strong feeling of community, with older students frequently taking responsibility for supporting younger students, in the classroom and at breaktimes. In Years 7 to 11 the pastoral unit is the tutor group of approximately thirty pupils. In Years 12 and 13 students are divided into smaller groups. The form tutor sees the students every day and should be the first point of contact if there are any pastoral concerns or queries. We find that most difficulties can be sorted out quickly when there is good communication between the student, home and school.

Attendance is monitored closely by the Attendance & Support Officer who also gives family support, advice and leads the Early Help Assessments. To prepare students for the emotional demands of secondary school we recommend that parents encourage their children to take on responsibility at home, perhaps for some household chores or for helping an elderly relative. It is our experience that students who are allowed to take responsibility and are encouraged to make independent decisions are happier, more able to share and make better progress than students who do not have the same opportunity.


Each year group is led by a Year Head, who provides pastoral support, leads assemblies and liaises closely with the Deputy Head.

We are proud of the high standards of behaviour in our school. We expect all our students to treat others with the same courtesy, respect and consideration which they would expect for themselves.

The Deputy Head is the Designated Teacher for Safeguarding and can be consulted at any time for advice about child welfare and safeguarding. All staff receive regular safeguarding training and there is a designated governor with responsibility for safeguarding.

We encourage good behaviour and high standards of work through our staged system of rewards and commendations. Our behaviour policy and managing bullying behaviour policy can be found on the school website.

The Deputy Head is also the Designated Teacher for Looked After Children and works with Children’s Services to support these children in the school.

A formal detention system operates on Wednesday lunch times. After-school detentions may be imposed in extreme circumstances.


Guidelines for behaviour around school Schools are places of work. Just as in any place of work, there are rules and expectations to allow everyone to work successfully, safely and enjoyably.


• Be courteous towards other members of the school and visitors. • Wear the correct school uniform • Keep the school site and school buses free from litter. • Be polite and helpful when using school transport. • Be punctual. Sign the late book if you miss registration. • Move around the buildings quietly and show consideration for others. Keep left where possible. Do not run indoors. • Do not bring knives, cigarettes, matches, lighters, alcohol or illegal substances into school. • Follow the school’s mobile phone policy which can be found on the school website and in the Student Planner. • Treat text books with care and do not deface school property. A charge may be made for damage. • There are specific rules for behaviour in workshops and laboratories and when participating in sporting and outdoor activities. These rules must be observed for reasons of safety. • Eat only in the designated areas. • Chewing gum is not allowed. • Report all accidents and breakages to the school office or to a member of staff. • Make sure equipment and clothing is marked clearly and permanently. Keep money under close personal care or deposit it with a teacher for safe keeping. • In the event of illness during the school day, students should report to the school office. The office staff will contact parents, arrange transport home or to the hospital, or supervise the medical room. Students should not make their own arrangements • In the event of absence due to illness, parents should notify the school by telephone and should keep the school informed about any subsequent days of absence, by telephone or letter.

• • •

Students in Years 7-11 should remain on school premises during the lunch hour, unless permission has been given by staff to do otherwise. Students leaving school for medical and dental appointments should produce a note from parents and should sign out and in. The books are in the school reception. Parents are asked to confine holiday arrangements to the school holidays as term time holidays will not be authorised. In exceptional circumstances when parents wish to apply for permission to withdraw a student during term time, for other reasons, a leave of absence form should be completed explaining the special circumstances to be taken into consideration. Permission may be granted at the discretion of the school.

Guidelines for behaviour in the classroom • Enter rooms quietly and on time. • Remove outdoor wear when indoors. • Make sure you have the correct equipment for each lesson. • Listen carefully to the teacher and carry out requests quickly and quietly. • Raise your hand if you wish to contribute. • Do not interrupt other pupils or the teacher. • Treat others with kindness and respect. • Work sensibly with your classmates; do not distract or annoy them. • Record all homework in your planner and show it to your parents regularly. • Do not leave during a lesson without a note from your teacher. • The teacher will decide when each lesson ends. You may pack your bag when you are invited to do so. • Leave classrooms clean and tidy. • If you are absent from school, you should contact either a person in your class or your teacher, to find out about missed work and homework. You should then complete the work as soon as possible. • Tell your teachers if you are having any problems, or you think that someone else may be having problems. Your teachers are here to help you.

School Uniform It is the policy of the school that all pupils wear correct uniform. A uniform gives a sense of belonging to the school and it helps us to maintain the high standard of dress on which we have always insisted. Please help us to maintain these standards by ensuring that your child comes to school correctly dressed each day. Girls – Years 7-11 Black blazer with school badge Black trousers (no culottes, leggings, jeans, trousers with wide flares or tight fashion trousers) or Black skirt in a simple style. (very short, very long or tight skirts are unacceptable) Plain white buttoned blouse with a suitable collar to take a tie. Black V-neck Jumper (optional) School tie - clip-on only Black shoes of sensible style. Trainers, canvas shoes and high-heeled shoes are not permitted. Boots are acceptable with trousers but not with skirts. White, or black socks OR black tights Make-up, including nail varnish, is considered unacceptable for school. Games and PE Years 7-11 Navy skirt Royal blue cellular sports blouse Black leggings for Dance Royal blue “football” socks White ankle socks Training shoes Navy blue hoody with school logo Navy blue tracksuit bottoms Navy blue sports shorts Boots - only necessary if girls intend to play football for school. Leisure jackets and tracksuit bottoms are available through the school. Years 9 - 13 hockey/netball tops are available for team players. Mouthguards are strongly recommended for hockey. Boys - Years 7 - 11 Black blazer with school badge Black trousers (no jeans or cords) Black pullover in V-neck style (optional)

White formal shirt (casual and sports shirts should not be worn) School tie - clip on only Black shoes of simple conventional style Canvas shoes and trainers are not permitted. Games and PE Years 7-11 Rugby shirt - Royal blue shirt with reversible band in House colour - green, red or yellow. Training shoes for PE Boots for rugby and football Royal blue football socks Black rugby shorts White polo shirt and white shorts White sports socks In years 9 - 13 players can purchase different rugby and football tops through the school. Mouthguards are strongly recommended for rugby and hockey. General Points • Blazers should be worn at all times unless permission is granted not to do so. Outdoor jackets should be plain coloured, should not be worn instead of blazers and should be removed inside the school buildings. • Blouses and shirts should be tucked in at the waist. • Hairstyles and colour should not reflect extreme fashion trends and should complement formal school uniforms. • Please note blades on sports boots are banned by the Local Authority. Jewellery For reasons of safety and security, we discourage pupils from wearing jewellery in school. Any items worn should be unobtrusive and will be limited to: one watch, one plain finger ring, one stud ear-ring only in each pierced ear. Nose rings are not considered appropriate for school. Facial and body piercing are both unacceptable for school and rings/ studs must be removed before coming to school. All items of jewellery must be removed if requested in specialist subjects. House Colours Blencowe - Green Lowther - Yellow Tudor



All articles of uniform should be clearly marked with the owner’s name. Unnamed lost property will be donated to the school’s recycled uniform shop or to a local charity shop. 11

Parental Engagement

School Fund

Queen Elizabeth Grammar School is keen to ensure that every pupil is given the opportunity to develop talents and potential to the full. The education of the whole child is important and the format of reports offers a system which will monitor progress, record achievement and inform decisions regarding future learning activities.

We invite parents to make a voluntary subscription of £15 per year per child to the School Fund. The Fund makes regular grants to school clubs and societies, pays for competition and event entry fees and travelling costs and helps towards the purchase of items of new equipment to benefit all of the children in the school. By signing a Gift Aid form, parents who are taxpayers are able to increase the value to the school of any voluntary contributions they make.

Communication with parents is constantly encouraged and our schedule offers opportunities for parents to come into school and meet teachers to discuss student progress and plans. The attendance at our consultation evenings is excellent. An Assessment Calendar is issued in September which lists all Parents’ Consultation Evenings and report dates. Throughout the year we invite parents to attend open evenings, concerts, lectures, drama productions, sporting events and awards evenings. All parents are automatically members of the Friends of Queen Elizabeth Grammar School Penrith, which organises regular fund raising events throughout the year. The school uses PARENTMAIL to communicate with parents. Newsletters and other information and messages are sent out regularly through PARENTMAIL. The parents of most of the children in the school are registered with PARENTMAIL. To be registered free of charge, please send in your email address to the school office. Those parents not registered with PARENTMAIL will receive a paper copy of any documents sent out as well as a copy of the school newsletter which includes diary updates and information on forthcoming events. The newsletter is also available on the school website.


Personal Accident Insurance for pupils Some parents wrongly assume that if a child is injured at school, the school is held to be responsible regardless of the circumstances and that the school’s insurance will automatically apply. This is not so - the school’s responsibility is strictly limited to cases where there was negligence by the staff. Accidents can happen in school, on the sports field, or during school visits, when the staff are not in any way at fault and are, therefore, not responsible. However, the school has taken out personal accident insurance covering all pupils during school-related activities.

Student Voice Year Council meetings are held fortnightly and are chaired by a member of the Student Leadership Team. School Council, which includes elected representatives from all year groups, meets fortnightly with members of the Senior Leadership Team to discuss issues raised by pupils and staff. School Council is consulted regularly by outside agencies on a variety of local issues. It also participates in a range of local and regional school council networks. Members of School Council are consulted on the School Development Plan and are involved in interviews for new members of staff.

Home School Agreement

All parents are invited to sign the Home School Agreement when their son/daughter enters the school. The agreement identifies ways in which parents and teachers can work together in a spirit of partnership to support the individual student. The student also has an opportunity to sign the agreement.

The School will: • • • • • • • •

care for your son/daughter’s safety and welfare. provide a balanced curriculum and meet the individual needs of your son/daughter. offer a broad range of public examinations. aim to offer a broad range of extra-curricular opportunities. keep you regularly informed and consulted about general school matters and about your son/daughter’s progress in particular. set, mark and monitor private study work and coursework. arrange regular parents’ evenings during which progress can be discussed. let you know about any concerns or problems that affect your son’s/daughter’s work or behaviour.

Parents will: • • • • • • •

ensure that their son/daughter attends all sessions of school unless ill, in which case they will notify the school after 8.15 am on the first day of absence. not arrange family holidays or day trips during term time. see that their son/daughter wears the correct uniform and is properly equipped for school. keep the school informed of any concerns or problems which might affect their son/daughter’s work or behaviour. support the school’s policies and guidelines for behaviour. support their son/daughter in private study work. attend parents’ evenings and discussions about their son/daughter in order to work with the school to ensure his/her progress.

The Pupil will: • • • • •

attend school regularly, on time and in the correct uniform. bring the correct equipment every day. fill in his/her planner every day and show it to his/her parents do his/her classwork and private study work as well as he/she can. support the school’s code of conduct and courtesies.


Extra-Curricular Activities


Clubs And Societies

Tuition is offered for all the main orchestral instruments as well as guitar, saxophone and voice. The school has a high standard of instrumental performance with opportunities to join various bands, orchestra, string orchestra, flute choir, string quartet and other ensembles as appropriate. The very successful choirs contribute to a varied diet of concerts, end of term services and a range of Christmas celebrations. Students from the school have performed in the National Youth Orchestra and National Youth Choir with some attending specialist Saturday music classes in Manchester (RNCM) and Glasgow (RSA).

School clubs and societies meet during the lunch break or sometimes after school. These change from year to year and full details are published on the notice boards: Amnesty International Art Club Badminton Club Band Basketball Choirs Christian Union Clarinet Club Climbing Club Computer Club Creative Writing Cross Country Running Club Dance Club Design and Technology Club Drama Club Duke of Edinburgh Award Eco Club English Clinic Expedition Society Flute Choir Gymnastics Club Mathematics Clinic Mathematics Club Modern Language Clinic Music Theory Class Orchestra Saxophone Club Science & Engineering Club Uganda Club Volleyball Young Magicians Club Games coaching, team practices and house matches are also arranged during the lunch break and facilities are available for tennis and badminton. The Library is open Monday to Thursday evenings until 6pm. A range of clubs are offered there by the ‘Safe Place To Be’ supervisor including Film Club, Airfix Club, Dressmaking and Handicrafts. 14

Drama Drama thrives within the school. There are lunchtime Drama clubs for pupils in Years 7 and 9. There are annual productions in which it is possible for pupils to become fully involved in performing, set building, or lighting and sound. Since 2008 pupils have had the opportunity to perform in Grease, A Midsummer Night’s Dream, Oliver!, Romeo and Juliet, Alice in Wonderland, Nicholas Nickleby and Les Misérables. There is usually a drama festival during the Summer term which involves many pupils in street theatre performances. Pupils from the school have achieved places with the National Youth Theatre.

Theatre Visits Visits to high quality theatre productions are a feature of the extra-curricular life of the school. At all levels, we encourage making the most of opportunities to visit the theatre as part of English and Drama studies but also as a part of a wide education. We make every effort to take students to worthwhile productions of Key Stage 3, GCSE and A level set texts.


Residential Visits

For girls there is a variety of lunch time clubs in order to encourage enjoyment in sport as a leisure time pursuit and to provide opportunities for the further development of individual skill. From these clubs those who wish to play competitively will be selected for after school fixtures. Any girl is welcome to join.

Students are encouraged to take advantage of the wide range of opportunities available for residential trips. These include subject-based visits, tours and competitions for sports teams, as well as trips of a more recreational nature. Activities of this kind provide great academic and social benefit and it is hoped that everyone in the school participates at some stage.

Clubs are run in athletics, dance, gymnastics, hockey, netball, pop-lacrosse, rounders and tennis. Facilities are available at lunch time for badminton, climbing, table tennis, volleyball and cross country/running. There is a comprehensive fixture list in all age groups with other schools in the County and a number of girls also play in Cumbria teams. For boys there is an extensive extra-curricular programme of sport which is available to any boy wishing to take part. Athletics, badminton, basketball, cricket, cross-country, hockey, rugby, soccer and softball are all offered during lunch time practices and after-school fixtures. Queen Elizabeth Grammar School teams have an excellent reputation throughout the County in all the major sports and provide many boys for Cumbria teams.

During Year 8 all pupils have the opportunity to participate in the Residential Experience based in the Borrowdale Valley in the heart of the Lake District. The pupils are offered a wide range of outdoor activities and are encouraged to work together as well as individually. The Residential Experience is seen as an integral part of each child’s personal development.


School Transport

Complaints Procedure

The Local Authority is responsible for transport to and from school. An application form for school transport may be obtained from the school office. Pupils are advised to look after their bus contract tickets with great care. If a contract ticket is lost, parents are responsible for the payment of fares until a replacement ticket is issued. Problems involving the supply of contract tickets can usually be dealt with at the school office.

If parents become concerned in any way about their child’s education, it is important that they inform the school. As a first step they should discuss issues with their child’s form tutor or head of year. If still concerned after this, a meeting can be arranged with a member of the school’s senior leadership team.

Good conduct is expected of our pupils when travelling on buses and we expect them to wear seat belts. Any difficulties should be reported to the Headmaster.

There may be some occasions when parents wish to complain about matters relating to the curriculum and collective worship which are the responsibility of the governing body. Special formal arrangements exist for dealing with complaints of this kind. Advice on how to pursue a formal complaint is available on the school’s website.

School policy documents can be found on the website - Paper copies can be requested from the school office. The information supplied in this document is in accordance with information at present available and is believed to be correct as at the date of printing in May 2015, but its accuracy is not guaranteed. In particular, nothing herein prejudices the right of the Governing Body or the Headmaster to make any decision relating to the school as it sees fit, without regard to whether this will affect the accuracy of any matters contained in this publication. Further, neither the governors nor the school is legally responsible for any erroneous information contained in this document. 16

Queen Elizabeth Grammar School Penrith Cumbria CA11 7EG Tel: (01768) 864621 Fax: (01768) 890923 E-mail: Website:

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Queen Elizabeth Grammar School Penrith Prospectus 2015  

Queen Elizabeth Grammar School Penrith Prospectus 2015

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