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School Prospectus

Letter from Executive Headteacher

 September  2017

 

Dear Parents,

 

Thank you for your interest in Elizabeth Garrett Anderson School.  I do hope you will visit us on one of our open mornings or evening, or indeed, at any other time if the designated mornings and evening are not convenient.  Please contact us if you would like to arrange a different time.

 

However, if you are unable to visit, I would like to use this letter to highlight some of the things I will be speaking about to our visitors.

 

We are aware that choosing a secondary school is an extremely important decision and that you are quite rightly concerned that you have as much information as possible to ensure that you make the right choice for your daughter.  Not all schools are right for all students so it is important that you are aware of the particular strengths and ethos of each school.

 

At EGA, we are determined that not only should every girl reach her potential in terms of academic achievement, but also that she has a range of other opportunities which will enrich and enhance her experience.  All girls are specifically encouraged to learn to play an instrument and develop their talents in whatever field they choose.

 

Our outcomes for students are exceptional. Every year some girls achieve the highest grade in every single subject.  This clearly shows that, given the right support and encouragement, our students can and do achieve results as good as those of students at any school in the country.  It points to excellence in teaching and learning and knowledge about what is needed in order to be successful in examinations;  no girl leaves EGA without qualifications.

 

In addition to academic success, girls at EGA have the opportunity to take part in a huge range of other activities to explore their talents in the arts, sports or to enrich their curriculum.  It is quite likely that your daughter will work with a professional musician or artist during her time here and might even perform at the Almeida or other venues.   There really is something for everybody.

 

What contributes to this success is a very positive atmosphere where girls are encouraged to take responsibility and to work with others.  We are committed to maintaining our ethos of social harmony in the knowledge that no one can learn when they feel uneasy or unsafe.  Girls are rightly proud of their school and enjoy being here.  They come to school in the knowledge that we have the highest of expectations and that they can achieve more than ever seemed possible on entry to the school.

I always say to parents that, in all the schools in which I have worked, and they’ve all been very different, the one thing which has characterised those students who are successful is that they are the students whose parents work in partnership with the school; the ones whose parents are interested, who attend parents’ evenings and work collaboratively to ensure the best possible educational experience for their children.

 

There really is no substitute for visiting the school and meeting the remarkable young women who attend EGA.  I know you will be impressed by their commitment to learning and their very high standards both in terms of behaviour and achievement.

 

I look forward to meeting you.

 

Yours sincerely,

 

JoDibb

 

JO DIBB

Executive Headteacher

Prospectus Cover

Parent Guides

These guides are to inform you about a range of policies and procedures.

 

If you require any further information about the school, please look at our website:

www.egaschool.co.uk

 

 

You will find links to our most recent OFSTED Report (December 2014) and information about the achievement of our students.

 

Open mornings for 2017 are:

Monday    25th September            :  9.15

Tuesday   26th  September           :  9.15

Wednesday 27th September         :  9.15

Thursday  28th September            :  9.15

Friday  29th September                 :  9.15

 

Tuesday 10th October                   :  9.15

Thursday 12th   October                :  9.15

 

 

 

Open Evening is:

Wednesday    4th October             :  6.00 – 8.00 p.m.

(The Headteacher will speak at 6.30 p.m. and 7.15 p.m.)

 

Exam Results

EXAM RESULTS  :  2017

This year, once again, EGA students are celebrating record exam results. Students met the challenge of new, tougher, exams and results improved with an astonishing number of the top grades. The results of the 2017 cohort show we continue to provide the highest quality of education for our students.

 

In the new external measures we have:

 

                        Attainment 8             = 50.9

(This is the average points of the best 8 GCSE grades for all students)

 

                        English and Maths at grade 4 + = 78%

                    English and Maths at grade 5 + = 55%

(A grade 4 is called a pass and grade 5 is called a strong pass. Old GCSE grade C is considered to be the new grade 4 standard.)

 

No girls left EGA without qualifications.

 

Students achieved more highly than their achievement at primary would predict.

 

  1. 147 girls (92%) achieved grade 4+ in English literature
  2. 135 girls (83%) achieved grade 4+ in English language
  3. 126 girls (78%) achieved grade 4+ in Maths
  4. 31% achieved the English Baccalaureate (based on grade 5+)

(This means students passed English, Maths, two Sciences, a language and a humanities GCSE)

 

  1. 29%  girls achieved 3 or more A/A* grades
  2. 14%  girls achieved grade at least  1 grade 9 ( the government target was 2%)

 

Well done to all.

Uniform and Equipment

We are a uniform school and ask parents to ensure that their daughter leaves for school looking smart in the correct uniform.  Where there are valid reasons for a student missing an item of uniform, we expect parents to write a note in the diary explaining this.  If students do not have a note, they will be sent to reception to borrow some uniform or may be sent home to change.

 

Our uniform offers the following choices:

  • EGA grey skirt or EGA grey trousers from Rough Cuts.  Alternatively, straight legged grey school uniform trousers are also acceptable (not stretchy material or leggings)

 

  • Either the white or pink EGA shirt with logo
  • A choice of EGA sleeveless jumper, zipped top,  long sleeved jumper or cardigan with logo
  • Plain grey, white or black socks or tights or EGA socks
  • Plain black sensible shoes
  • Alternatively, girls may wear the EGA Shalwar Kameez
  • Girls who wear a headscarf should wear either the black or white EGA logo scarf
  • Outdoor jackets should be plain and dark coloured.  No hoodies or non-school uniform cardigans are allowed to be worn

 

  • Optional EGA hats, scarves and gloves are available for cold weather
For PE For Dance
EGA grey jogging bottoms with logo Plain black leggings or jazz pants
EGA pink T-shirt with logo Plain black T-shirt

All items except for shoes, plain socks and dance kit must be purchased from Rough Cuts on Chapel Market as all items must have the EGA logo

Tel:  0207 837 7924

 

Students will also need a sensible school bag to carry their books and equipment in.

 

Essential equipment students must have: pencil case containing black or dark blue pens, pencils,

green pen, highlighter, eraser, sharpener, ruler, calculator, protractor and compass

 

Useful equipment: coloured pens/pencils, glue stick

 

The school cannot take responsibility for the loss of or damage to any personal possessions.  Students are advised to leave valuables and money at home.  The only jewellery allowed is a watch and small sleeper or stud earrings. 

 

Make up, nail varnish and false nails are not permitted in school and students will be asked to remove these.

 

Safeguarding of students at EGA

At EGA, we take our commitment to ensuring the safety and well-being of the students very seriously.

 

In order to ensure that your child is safe, we do the following:

 

  • Keep entrances and exits locked.  Entry to the school by visitors is through the controlled reception

 

  • Ensure that all visitors are wearing identification tags

 

  • Have a clear Health and Safety Policy which includes:
  • Evacuation procedures in case of fire or other emergencies
  • Administering of medicines and first aid
  • Safety procedures when taking part in activities away from the school site

 

  • Have an Anti-Bullying Policy and promote a culture where bullying is unacceptable, including on social media.

 

  • Issue specific guidance on e-safety and have more detailed advice on our website

 

  • Have leaflets available for parents on safeguarding and e-safety

 

  • Run workshops for parents on e-safety

 

  • Have a Safer Schools’ Police Officer on site

 

  • Make sure that all staff working at the school have been thoroughly vetted before they are allowed to work with the students.

 

  • Have a team of staff who students can go to tor support for themselves or for others

 

  • Have close links with external organisations who can provide additional support

 

If you ever have any concerns about our safeguarding procedures, please do not hesitate to contact us.

Curriculum at EGA

Key Stage 3: Years 7 and 8
All girls study a broad and enriching curriculum which enables them to build their core knowledge and skills, as well as discovering and exploring new interests and talents:  

•    English
•    Maths
•    Science 
•    French or Spanish
•    PE
•    RE
•    History
•    Geography 
•    Drama
•    Music
•    Dance 
•    Art
•    Textiles
•    Computer science
•    Food technology
•    PSHE
•    Skills


Key Stage 4: Years 9, 10 and 11
All students work towards GCSEs in the core curriculum subjects of:
•    English Language and English Literature
•    mathematics
•    biology, chemistry and physics separately OR combined science 
•    French or Spanish (in Year 9)

Personalisation: 
Girls can also study up to 5 optional GCSEs: one in Year 9, two in Year 10 and two in Year 11.   All subjects studied at KS3 are available as GCSE options, plus we offer additional GCSE only subjects including economics, sociology, media studies, business studies, film studies, print and photography and psychology.  Students can also follow the foundation learning pathway which enables them to take a variety of BTECs and alternative literacy and numeracy qualifications.

Benefits of our GCSE option model:

Mixed option groups mean girls from year 9 to year 11 work together and act as role models and mentors to each other 
Students with a range of interests and strengths can study a wider range of subjects than is possible in many schools 
Girls learn valuable lessons from their experience of taking some exams in year 9 and 10, which ultimately pays off in year 11 – but they will only be entered if they are ready 
Higher proportions of students achieve the English baccalaureate (strong passes in English, maths, science, a modern foreign language and history or geography)
Girls can choose to spend more time studying for their core subjects or pursue more vocational routes instead of taking so many GCSE options
 

Teaching and Learning at EGA

Teaching and learning at EGA is outstanding.  Our teachers are subject specialists and build excellent relationships with students.  However, we are not complacent and have a strong culture of continually striving to improve and refine our teaching to best challenge and support our students to achieve outstanding results.

 

Homework and Independent Study

Our policy on homework is that it should:

  • Tangibly add value to a student’s learning.  This is explained to students explicitly;
  • Be meaningful, engaging and interesting;
  • Have an appropriate level of challenge for the student;
  • Have a clear value in the next lesson, e.g. it contributes to the next lesson’s learning;
  • Be provide with meaningful and timely feedback – feedback can be in a range of forms.

 

Students are set regular homework but are also expected to take increasing levels of responsibility for managing their own learning outside school.  We provide suggested study timetables for each year group so that both students and parents are aware of how much they should be doing at home.  Expectations will increase steadily each year.  

 

Online learning

We encourage all of our students to develop and support their independent learning using a range of digital learning tools. Many departments use online teaching resources to help our girls develop subject specific skills and knowledge. These include:

  • Maths Watch and My Maths
  • Educake (Science)
  • Vocab Express (Languages)
  • Kerboodle (online textbooks for a range of subjects)

 

We also use Google Classroom – a set of tools that allows students and teachers to communicate and collaborate effectively to enhance learning. Every student is given an EGA Google Account and this is often used to set/submit assignments, work collaboratively on projects, and store their work. 

 

Helping Your Daughter to Learn

You can really help your daughter by:

  • Talking to her about her day and what she has learned;
  • Encouraging a growth mindset towards her learning in all subjects –the belief that we can all improve at anything if we are willing to be challenged, put in the effort, take on board feedback, use helpful strategies and practise;
  • Asking to see her diary, checking what homework has been set and signing it weekly;
  • Helping your daughter to organise her work and checking that deadlines are met;
  • Developing her independence through encouraging her responsibility for private study;
  • Encouraging your daughter to ask for help from the teacher when it is needed;
  • Encouraging your daughter to use the library and attend additional classes and activities.

Promoting Reading

Students must learn to read fluently with enjoyment and confidence if they are to make progress in their education, in their career and in life in general.  The demands of the latest GCSE specifications require students to have high reading ages and the skill of reading is a passport to future work and leisure.

 

We test students’ reading ages on arrival in Year 7 and at regular intervals across their time with us to check whether their reading age is progressing in line with their actual age.

 

What we do to promote reading:

  • Fortnightly library lessons with English teachers to encourage and monitor students’ reading at home;
  • All students registered on the online reading development programme Successmaker, which is monitored by English teachers;
  • The library is open throughout the week, before school, at break and lunch, and after school.  There are books to suit all students and new books are regularly added.   Our librarian is a published Young Adult author and regularly organises visiting writer workshops, as well as running various reading groups;
  • Reading interventions for students identified as needing extra support on entry;
  • Ensure all teachers are aware of students’ reading ages, teaching key vocabulary related to their subject and modelling appropriate reading strategies.

 

How can parents help?

  • Encourage a growth mindset towards reading – even if she finds it difficult, she needs to understand that this is ok and that she needs to persevere through the challenges.  If she finds it easy, she should be reading more challenging books!
  • Make time to listen to your daughter read.  Ten minutes a day is a good start.  It is also really beneficial when older siblings read with their younger siblings;
  • Encourage your daughter and praise the effort and progress that she is making. Encourage her to talk about what she has read;
  • Ensure that your daughter is continually challenging herself with her reading choices – discuss options from the reading lists provided by the school;
  • Read newspapers together and share articles which may be of interest to your daughter;
  • Encourage your daughter to use computer programmes in and outside school which support reading.  Ensure that she attends any additional support clubs if invited;
  • Your daughter’s teachers will give her lists of key words to learn.  Help her with these;
  • Get her a card to your local library and encourage her to visit often;
  • As your daughter gets older, she may want to spend more time on her mobile phone than on reading – please help her to find an appropriate balance!  Even more importantly, set a good example to your daughter by regularly reading yourself.

 

Challenge at EGA


"The higher achieving  students do exceptionally well at EGA”

At EGA we offer a rich, broad balanced curriculum with a wealth of enrichment activities so that our students have opportunities to discover and develop their abilities and talents.?

 

At EGA, students learn in classes set by achievement in Maths from Year 7.  In English, a mixture of setting and mixed ability groups are used from Year 7 and in Science from Year 8.  All of our students commence GCSE courses in Year 9, giving our most able the opportunity to study a wide range of option courses.

 

If your child is identified as higher achieving in a particular subject area we will:

  • let you know that she is considered to be higher achieving through our parents’ data sheets
  • monitor her progress to ensure that she is being stretched and meeting her potential
  • find opportunities for her to engage in additional activities which will help her develop her particular talents and broaden her horizons
  • arrange immersion visits to top universities

 

Examples of extra activities include:

  • Debate Club  where students learn the skills of debating and enter competitions
  • Sports’ Clubs – including competitive matches with other schools
  • Subject Clubs’ extension sessions
  • Working with professional musicians, actors and artists
  • University visits
  • Higher Achieving Student Masterclasses, including visits from external speakers
  • Music Ensembles for all years
  • UCL’s Inspire Islington and Sutton Scholars Programmes

 

Students achieving at all levels have the opportunity to take part in

additional learning activities

 

Pastoral Support

At EGA we believe that pastoral systems and form tutoring play a vital role in supporting our pupils’ personal development and academic progress.  Form tutoring complements, but is distinct from, the academic curriculum and enrichment opportunities.  Through form tutoring, pupils will enjoy developing a sense of individual and group identity.  They will forge a meaningful connection with a member of staff who will pick up on specific concerns, provide targeted pastoral and academic guidance, and support pupils to review their own progress. Pupils will have the opportunity to discuss topical and often challenging issues in a safe environment and practise learning habits, for example resilience and organisational skills.

 

Houses

 

All students at EGA are part of one of four houses – Aquila, Cygnus, Orion, or Pegasus – which have their own unique character, whilst promoting our whole-school ethos of ‘Without Limits’.  Each house is led by a Head of House and dedicated, non-teaching, Pastoral Manager, who are responsible for leading the overall strategic direction of the house and providing personalised support for students within their house.  Many enrichment and student leadership activities are offered through the house structure, as well as opportunities for healthy competition!

 

Vertical Tutoring

 

In addition to academic subjects, students at EGA also benefit from four 20-minute tutor periods per week.  Tutoring at EGA takes place in ‘vertical groups’ where students of different ages are mixed together.  ‘Key Stage 3’ tutor groups are a mix of year 7 and year 8 students; in year 9, students graduate to ‘Key Stage 4’ tutor groups, which are a mix of year 9, 10, and 11 students.  Tutor groups are made up of approximately 18 students.  This is much smaller than in most schools, allowing us to build stronger connections between students and their tutor.

 

Benefits

 

There are many benefits to vertical tutoring and our house structure, these include:

 

  • Smaller tutor groups mean more individual attention for each child and stronger bonds between tutor and tutee.
  • Closer collaboration between students and sharing of experiences across year groups.
  • Creates more opportunities for student leadership for all.
  • Enhanced sense of community and positive identity beyond year group.
  • Opportunities for ethos-building competitions and enrichment between houses.
  • All siblings are in the same house, reducing the number of different points of contact for parents and carers.

Attendance and Punctuality

Outstanding attendance and punctuality, to school and lessons, are vital if your daughter is to learn and achieve her best.    Absences disrupt learning and it is very difficult to catch up on what has been missed.  Parents/Carers have a legal duty to ensure their daughter attends school on time every day.

Our expectations

  • All pupils will maintain at least 97% attendance.
  • Pupils will arrive before 8.30am every day, ready to learn.
  • Any pupils arriving after 8.50am will have punctuality payback at lunchtime.

Pupils identified with poor attendance or punctuality will be required to register at 8.30am

As a school we will ensure that:

  • Students are registered accurately and efficiently in every lesson to enable us to monitor attendance and punctuality.
  • Attendance targets are set for individual students, tutor groups, year groups and for the whole school.
  • Parents/carers are contacted when reasons for absence are unknown or unauthorised.  Parents can also track attendance online using the “Parent Link” tab on the school’s website or via the school’s MyEd app.
  • The attendance team will intervene when a student’s attendance or punctuality fall below the levels required for outstanding progress. 
  • Students are rewarded for improving and maintaining outstanding attendance and punctuality.
  • Support is offered to students, parents/carers to encourage good attendance and punctuality.  Breakfast Club and study spaces are available before school.

 

Students will be encouraged to:

  • Attend school regularly and on time.
  • Communicate with staff if there is an issue that may affect their attendance or punctuality.
  • Report to the school attendance team if their attendance or punctuality fall below the levels required for outstanding progress.
  • Actively engage with support provided to improve attendance and punctuality.

 

Parents / Carers are legally obliged to:

  • Encourage good attendance and punctuality.
  • Ensure that their child does not miss school unless they are seriously ill.
  • Inform the school on the first day of non-attendance giving a suitable explanation and provide a letter explaining the absence on the  student’s return to school.
  • Not take students away from school during term time.

 

The school and governors will not authorise any holidays in term time

If your daughter goes on holiday her place at EGA could be lost and parents / carers will be issued with penalty notices under Section 444A and 444B of the Education Act 1996

 

If your daughter has to miss school you must:

-  Telephone the school office immediately on 020 7689 931

 - Provide a letter giving the reasons for your daughter’s absence to the school reception when she returns

Starting in Year 7

We want each pupil to feel part of EGA as soon as possible and we do everything we can to reassure students and parents during the move from primary to secondary

  • Shortly after a student has received their offer of a place at EGA, she will be invited to take some cognitive attainment tests, which will enable us to offer her the right level of challenge or support as soon as she starts in September.

 

  • Each student and her parents will be invited to school for an interview in June.  During this interview, they will be given a pack of details about the school, the uniform and asked to sign the EGA pledge, which explains what is expected of EGA students and how parents can support the work of their daughter.

 

  • The Assistant Head in charge of transition and SENCO liaise with primary schools regarding each student’s needs.

 

  • We visit as many feeder primaries as possible to meet the girls coming to EGA in a small group and answer all their questions, bringing along some of our current year 7s to help them feel excited.

 

  • The Assistant Head in charge of transition will then decide which students go into which teaching group, taking advice from primary teachers and ensuring that each group has a balance of different levels of achievement.                          
  • Our Summer School runs in the last few days of the holidays.  This allows girls to make new friends, meet some of their future teachers and get to know their way around the building.

 

  • The first day of school in September is only for Year 7s, allowing them to settle in and learn their way around before the older girls arrive. 

 

  • Each student will be given a student planner that they should bring and use every day to record homework. Parents and teachers can also use the planner to send notes. Parents are asked to check and sign planners every week.

 

  • The most important person for each new student is their tutor.  Students meet their tutor four days a week at registration and they are the best person to contact about any problems. Parents should not hesitate to contact their child’s tutor or make an appointment to see them whenever there is something they wish to discuss.  The Head of House or pastoral manager will also be happy to speak to parents should the need arise.

 

  • In October, after students have been at EGA for a month, parents will be invited in the evening to meet their daughters’ tutor and to ask questions about progress so far.  Information will be given regarding baseline assessments and students’ commitment to learning.

 

Parents will also be emailed a weekly newsletter from school keeping them up to date on school events and successes. The newsletter is also available to read on the school website and hard copies can be collected from reception.  Parents can also download the EGA app to receive and send key information and messages.

 

Special Education Needs and Disability

Elizabeth Garrett Anderson is an inclusive school which caters for a diversity of educational needs.

 

We are committed to providing educational opportunities for all pupils whatever their particular needs.

 

The school is fully accessible for pupils with physical disabilities and provides a welcoming and caring environment for all students.

 

We provide an environment where pupils develop a passion for learning.

 

Pupils may have special educational needs if they have:

  • Sensory and/or physical needs
  • Social Emotional and Mental Health difficulties
  • A medical condition which may impact on learning
  • Cognition and Learning difficulties
  • Communication and Interaction difficulties

 

We have a whole school approach to removing the barriers to learning.

 

Our aim is to ensure:

  • all pupils experience success
  • all pupils achieve GCSE, or alternative qualifications

 

We aim to respond flexibly and imaginatively to a wide range of needs and may employ a variety of strategies.

 

These might include:

  • differentiating the curriculum
  • providing additional in class support
  • involving other agencies to work with us
  • withdrawal lessons to enhance literacy and numeracy skills to help pupils learn effectively
  • providing specialised equipment and resources
  • providing supported after school homework clubs
  • mentoring through our pastoral system
  • access to a range of computer software both within lessons and at other times

 

If you have any questions about your daughter’s needs, please contact our Special Needs Co-ordinator – Ms. J. Goss

Clubs, Activities and Additional Learning

Elizabeth Garrett Anderson School runs an extensive programme of Out of School Hours Learning activities which includes before school,  lunchtime,  after school, weekend and holiday activities. There are also trips abroad, trips to outdoor activity centres around Britain and trips to theatres and galleries, both to perform and watch the arts.  The Library and ICT spaces are open before school, at lunchtimes and after school.   A Breakfast Club runs every morning in the dining hall.

 

The programme aims to cater for the different needs of the student population.  The programme  reflects  curriculum led activities, such as homework clubs and drop in sessions for GCSE students that extend and enable a student, but also offers interest led or new activities that enrich a student’s experience.

 

Examples of enriching activities are the art, maths, English and debating clubs which are run by EGA staff and visiting tutors.  Others include a range of sports, arts, drama and music clubs.  These clubs contribute to the programme of school events, such as performances and Sports Day.   Many of these clubs are supported by organisations such as Hogan Lovells Law Company, The Orchestra of the Age of Enlightenment, The Cubitt Gallery, the Almeida Theatre and “Debate Mate”.

 

There are GCSE revision sessions offered throughout the year in half term, school holidays and Saturdays.

 

We finish school at 3.05 p.m. on a Thursday to enable younger students to attend an enrichment activity.  We ask all Year 7s to attend at least one club in the Autumn term.

Some of our activities are supported by the Jack Petchey Foundation.

Please encourage your daughter to take part in extra activities.

 

Some of the clubs that run after school and/or at lunchtimes:

English GCSE Revision

Maths GCSE Revision

Science GCSE Revision

Successmaker

French

Spanish

Italian

German

Junior Sports Leaders Award

Jazz Band

Drama production

Coursework / Homework Catch-up for students new to English

Creative Writing

Food Coursework

Music GCSE ICT

Dance – GCSE technique

Step Into Dance

Reading Club

Rock Challenge – Dance Club

EGA Internationals (Languages)

Psychology club

Creative Writing

Science KS3

Art/maths club

Homework Club

Maths KS3 booster Club

Food Technology Club

Games and Puzzle Club

Badminton

Netball

Football (with Arsenal)

Athletics

Basketball

Volleyball

Swimming

Booked-up Club

Photoshop Club

Cricket Club

Fundraising Cooking Club

 “Debate It” and “Debate Mate”

Film Club

Choir – Junior and Senior

KS3 Drama Club

Guides

Table Tennis Club

Duke of Edinburgh Award

 

 

Behaviour Policy

At EGA we aim to create an environment where everyone can learn and achieve.   Students do this by demonstrating outstanding commitment to learning and outstanding commitment to the community, both in lessons and in and around school.

 

On joining EGA, students sign our pledge card and agree to:

  • Participating in all curriculum lessons
  • Working hard in class
  • Completing homework to a high standard
  • Attending regularly and being punctual
  • Following the dress code
  • Speaking to all people in a considerate way
  • Listening to and supporting each other
  • Taking care of the environment
  • Making the most of opportunities
  • Following the code of conduct
  • Making healthy and safe lifestyle choices

 

Encouraging good behaviour

We use a fair and consistent approach where everyone has the highest expectations in and out of lessons and finds opportunities to praise and celebrate progress and success.

 

Unacceptable behaviour

All behaviour which disrupts learning is unacceptable, as is behaviour which threatens the well-being or safety of a member of the school community.  This includes use of offensive or disgusting language

 

Infringements of uniform, equipment, attendance or punctuality are also forms of unacceptable behaviour, as is damaging the environment.

 

How we deal with unacceptable behaviour

We use a restorative approach in school so students learn how to modify their behaviour as well as face the consequences of their actions.

 

Action includes:

  • A quiet word with a student
  • Moving seats
  • Being sent out of a lesson
  • Telephone calls, and/or meetings with parents
  • Being placed on report
  • Loss of social time
  • Detention
  • Fixed term internal or external exclusions
  • Disciplinary panel meeting

 

In extreme cases, students could face permanent exclusion.

 

Possession of a weapon of any kind in school is likely to result in a permanent exclusion.

Bullying

Our Commitment

 

At EGA, any type of bullying is unacceptable.  If your child is being bullied, we have policies and procedures to support both you and your child. 

 

What do we mean by bullying?

Bullying is where one or more students set out to hurt another student.  This hurt can be caused by physical contact, verbal taunting or threat of aggression.   It also includes sending messages by text, e-mail or social media.   We recognise this and aim to deal with every incident that is reported to us.

 

What do we do about it?

  • We have lessons where we help students to learn how to keep safe on line

 

  • We run workshops for parents on e-safety and student personal safety

 

  • We make it very clear that bullying is not tolerated at EGA. 

 

  • We encourage students to talk to teachers, or other professionals working in the school, about any problems they have.  If we don’t know, we can’t do anything to help.

 

  • We run small group sessions for students to build confidence and communication skills

 

  • We look out for any bullying behaviour.  There are staff on duty before and after school, at break and lunchtimes.

 

  • We take action.  We inform parents if their child is being bullied or is bullying. 

 

Our message to all students is

 

Tell someone

 

  • We write down every incident that is reported to us.   By recording every incident we  build up a picture over time and adjust our work to prevent future incidents.

 

Our advice for a student who is being bullied would be:

  • Tell an adult you trust what is happening.

 

  • Stay with groups of people.

 

  • Follow advice given about keeping safe on line

 

  • Don’t show you’re upset.

 

  • If you are in real danger, get away.

 

  • Fighting back may make matters worse.

Careers Education

All students in Years 7 – 11 have the right to Careers Education and Guidance about the pathways and choices which are open to them.

 

This means students will be offered:

  • A programme of careers lessons at different times during Years 7 – 11
  • Open, honest and impartial advice about all the routes open in education, work and training
  • Help to understand what will suit them best, how to make sensible decisions and what action they need to take.
  • The opportunity to learn skills and gain knowledge needed for their future
  • Access to a variety of work related learning opportunities

 

This will be provided by:

  • The PSHE / Careers Teacher
  • The Work Related Co-ordinator
  • Their form tutor and Head of Year
  • External agencies (such as our business partners)
  • City and Islington College

 

All the above staff will help them to think about their hopes and ambitions and offer impartial advice on  how to move forward.

 

Post 16 Options

As part of the guidance given to students, they will follow a comprehensive programme dedicated to post 16 education employment and training options.  This will be delivered during PSHE/Careers lessons and assemblies.

 

It will include:

  • Advice on effective application and interview skills
  • Impartial careers guidance interview
  • College interview preparation
  • References
  • Academic achievement forecasts (based on school assessments)
  • Personal statement and CV preparation

 

Information and Guidance support can be found on our website and in the pupil diaries.

 

Policy

Elizabeth Garrett Anderson School’s Careers Education Policy and Work Related Learning is in line with current statutory guidelines.

 

Sex and Relationships Education (SRE)

Sex and Relationships Education is taught as part of Personal, Social and Health Education (PSHE) and also as part of the National Curriculum Science courses.

 

The programme runs throughout Years 7 to 11 with topics appropriate to the students’ level of maturity.  The students are given the facts which are relevant to the topic being covered and an opportunity to discuss issues as they occur.  The lessons are delivered by your daughter’s PSHE teacher and qualified external agencies.  A number of approaches are used including discussion, role play, research, presentations, digital material and other media. We also endeavour to utilise theatre in education performances and workshops with visiting speakers.

 

Year 7

Students will study the unit Our Bodies, Ourselves. They will consider the physical and emotional aspects of puberty and adolescence.  This unit introduces the stages of human reproduction.  Students are also taught about the importance of a balanced diet, exercise and a good personal hygiene.

 

Year 8

Students are encouraged to consider responsibilities and decisions in families and future partnerships with an emphasis on self-esteem and mutual respect in relationships.  Students are starting to develop an greater awareness of positive relationships and the maintenance of good sexual health throughout their lifetimes.  Personal safety issues are covered and students are encouraged to develop strategies for avoiding and dealing with difficult situations.  

 

Year 9

We look at HIV/AIDS and sexual health in a world where millions of young people are being infected with the HIV virus and the incidence of other sexually transmitted infections is increasing.   Students will consider the issues around safer sex and will study different types of contraception.  These sessions are supported by The Young Person’s Sexual Health Team.

 

Year 10/11

We continue the work of the previous years which aims to help students be able to make responsible, healthy, safe and informed decisions in their relationships.  Students think about lifestyles and relationships including family life and parenthood. The issue of teenage parenthood is covered.   Students will learn about services available to young people and how to access them.

  • Should you require a more detailed breakdown of the programme or wish to review any of the resources used please do not hesitate to contact the school.

 

  • The topics and issues will be discussed openly and objectively in a sensitive and supportive environment. Sex and sexuality are central to human life and we aim to approach the issues in a positive way so as to help students come to a full understanding of themselves and others.

Post 16 Options/Courses

City & Islington is our Sixth Form College and, as such, guarantees a place for all EGA students post-16 – the level, of course, will depend on GCSE results.

 

Why City and Islington?

  • Study at the top further education college in London:   Beacon award for excellence in post-16 education and training and inspection results confirm this position
  • Excellent exam results – 99% pass rate at A-Levels
  • Strong links with local universities and employers:  More than 1,000 students go on to university each year and you could be one of them
  • Plenty to choose from:  40+ AS-Levels, 50+ vocational courses
  • Five centres the best college buildings in London with the latest specialist equipment, facilities and IT. As OFSTED said, students are offered an “excellent learning environment”
  • Individual attention and the highest quality support:  Rated outstanding for supporting students in their OFSTED inspection.  A vast range of support services including counselling and advice, careers and extra English and Maths are on offer.

Quick guide to 16 – 19 courses

Expected GCSE qualifications for your daughter to gain to be allowed to start a course at this level

Type of course,

Qualification your daughter should apply to study

What you can do when you successfully finish this course

Few or no GCSE grades

Entry level courses

Vocational options.

1 year course to prepare you for work or further study.  Students choose one vocational area.

Study Level

1 course

GCSEs mainly at grades 1-3

Level 1 courses

Foundation course.

NVQ level 1, BTEC Introducing Diploma – 1 year courses. 

Students choose one vocational area such as Business, ICT or Childcare

Study level 2 course

4 GCSEs at grades 4 on average, including English  and, for some courses, Maths

Level 2 courses     / Apprenticeship

Intermediate course

BTEC First Diploma or NVQ Level 2, 1 year course in a variety of different vocational areas

Study level 3 course or Apprenticeship

At least 5 strong pass grades at 9-5  , including English  and, for some courses,  Maths.  Many Level 3 courses have other specific entry requirements, some require 9-5 grades in the relevant GCSE subject.

 

Level 3 courses

Advanced courses.  These  are 2 year courses.  Students can study either 3 A levels  or Vocational courses such as BTEC Nationals, NVQ level 3, and Apprenticeships at Levels 2, 3 or 4/5.     International Baccalaureate  is a package of subjects studied at Level 3.

Work or Study at University or other Higher Education

Entry level requirements may vary.  Please check with individual Colleges

More information on courses at City and Islington can be found on their website: www.candi.ac.uk

  • All 16 – 19 year olds have to study English/Communications, Maths/Numeracy and ICT up to level 2 (GCSE grade 5).  This is built into most courses and known as ‘Key Skills’
  • There are special courses for learners who are speakers of other languages (ESOL)
  • Most places are offered conditional on GCSE results.

If you have any questions about Post 16 qualifications please contact your child’s

Head of House, or the School Careers Co-ordinator (Juliette Henry) on 020 -7837 – 0739

 

 

Useful addresses:

College Addresses

B6 Brooke House College

Kenninghall Road

London E5 8BP

Telephone:  020-8525-7150

Freephone:  0800-389-2947

http://www.bsix.ac.uk

Barnet College

Wood Street

Barnet EN5 4AS

Telephone:  020-8226-4000

www.barnet.ac.uk

City & Islington College

The Marlborough Building, 383 Holloway Road, London N7 ORN

Telephone:  020 7700 9200

Fax:             020 7700 9222

www.candi.ac.uk

City & Islington 6th  Form College

The Angel, 283-309 Goswell Road, London EC1V 7LA

Telephone:  020 7520 0601

Fax:             020 7520 0602

www.candi.ac.uk

City of Westminster College

25 Paddington Green, London W2 1NB

Telephone:   0207723 8826

www.cwc.ac.uk

Enfield College

73 Hertford Road, Enfield, EN3 5HA

Telephone:  020 8443 3434

Fax:             020 8804 7028

www.enfield.ac.uk

Hackney Community College

Shorditch Campus, Falkirk St, Hackney N1 6HQ

Telephone:  020 7613 9123

Fax:             020 7613 9003

www.tcch.ac.uk

La Swap 6th Consortium

La Swap 6th Consortium consists of :

Acland Burghley School

La Sainte Union School

William Ellis School

Parliament Hill School

For 6th entry please apply to:

Parliament Hill School

Telephone:  020-7485-7077

www.laswap.camden.sch.uk

Leyton Sixth Form College

Essex Road, Leyton, London, E10 6EQ

Telephone:  020 8928 9000

Fax:             020 8928 9200

www.leyton.ac.uk  

London College of Fashion & Cordwainers At London College of Fashion

20 Princes Street, London W1G OBJ

Telephone:  020 7514 7400

Fax:             020 7514 7484

www.fashion.arts.ac.uk

London College of Communication

Elephant & Castle, London SE1 6SB

Telephone:  020 7514 6569

Fax:             020 7514 6535

www.icc.arts.ac.uk

Newham College of FE

East Ham Campus, High Street South, East Ham, London E6 6ER

Telephone:  020 8257 4446

Fax:             020 8257 4300

www.newham.ac.uk

Newham Sixth Form College

Prince Regent Lane, London E13 8SG

Telephone:  020 7473 4110

Fax:             020 7511 9463

www.newvic.ac.uk

The College of North East London

Tottenham Centre, High Road, London N15 4RU

Telephone:  020 8802 3111

Fax:             020 8442 3091

www.conel.ac.uk

Sir George Monoux College

Chingford Road, Walthamstow, London E17 5AA

Telephone:  020 8523 3544

Fax:             020 8498 2443

www.george-monoux.ac.uk

Tower Hamlets College

Poplar Centre, Poplar High Street, London E14 OAF

Telephone:  020 7510 7777

Fax:             020 7538 9153

www.tower.ac.uk

Southgate College

High Street

London N14 6BS

Telephone:  020-8982-5050

www.southgate.ac.uk

Southwark College

The Cut

London SE1 8LE

Telephone:  020-7815-1600

www.southwark.ac.uk

Waltham Forest College

Forest Road, Walthamstow, London E17 4JB

Telephone:  020 8501 8501

Fax:             020 8501 8001

www.waltham.ac.uk

Westminster Kingsway

Various Centres

www.westking.ac.uk

Email: courseinfo@westking.ac.uk

Woodhouse College

Woodhouse Road, London N12 9EY

Telephone:  020-8445-1210

www.woodhouse.org.uk