Colchester Royal Grammar School

Lexden Road, Colchester, Essex CO3 3ND

Telephone: (01206) 509100 Facsimile: (01206) 509101
E-mail: admissions@crgs.co.uk

Headmaster: K. L. Jenkinson MA
Chairman of Governors: Dr J. G. Tillett

Status and Character: 11-18 boys' selective foundation school with sixth form girls, and
some boarding provision for boys.
Number of students at September 2009: 808
Standard admissions number: 96
Number intended to admit into Year 7 September 2010: 96 September 2011: 96
Number intended to admit into Year 9 September 2010: 4 September 2011: 4
Intended size of the sixth form for September 2010: 320
Number of external students admitted to Year 12 in September 2009: 64

Throughout this prospectus, words such as he and his may be read as she and her, as appropriate.

School Sessions

Dates of Terms and Half-Term holidays 2009-2010

th th
Autumn Term 2009 4 September - 18 December
rd th
Autumn Half Term 23 October - 30 October
th st
Spring Term 2010 5 January - 1 April
th th
Spring Half Term 15 February - 19 February
th st
Summer Term 2010 19 April - 21 July
st th
Summer Half Term 31 May - 4 June

Daily Session Times

The morning session is from 8.50 am until 12.35 pm. The afternoon session is from 1.30 pm
until 3.40 pm. There is a break of twenty minutes each day at 11.15 am. There are five hours of
teaching in each day.

Information, relevant DCSF documents, statutory instruments, Ofsted reports, school policy statements,
schemes of work and syllabuses may be seen on request to the school office. The contents of this
st
prospectus were correct as at 1 September 2009; it should not be assumed that there have been no
changes since then. CRGS is a specialist school for Science and Languages.

Accommodation and Environment

The school, which is half a mile from the town centre, stands amongst trees in delightful, mature gardens,
which are open to all students. There is a mixture of old and new buildings: superb school hall with a large
stage with sound and lighting control, AV projection system and a pipe organ; gymnasium; heated outdoor
swimming pool; attractive restaurant facilities; refurbished music and drama centre; new science block
comprising two laboratories each for physics, chemistry and biology; three further science labs; a computer
suite of four rooms equipped to allow individual access to PCs; computers within subject areas which are
linked by a LAN which covers all offices and classrooms; a fine, well-stocked library and resources area; a
Connexions centre and other specialist rooms including a block for classics and history, completed in
2000; and a sixth form common room. A new block for Art was opened in 2003 and the Technology block
was upgraded. In 2006 a new extension to the Science block was completed and two new Chemistry
laboratories were opened. An on-going programme of remodelling and redecoration ensures an attractive
and welcoming working environment. The playing fields, which are about half a mile away, are attractive
and extensive and include pitches for all the major sports - rugby, football, hockey and cricket – as well as
for hard and grass tennis courts, a netball court and a pavilion with changing facilities.
 ETHOS AND VALUES OF THE SCHOOL

The individual is the focus of all the school's activities. The highest standards of conduct, courtesy and
consideration for others, appearance, industry and academic achievement are striven for, with an ideal of
mutually respectful relationships amongst all members of the school community. Initiative is both
demonstrated and encouraged by a committed staff, who give much to the pupils, and ask much of them.

The ethos and values of the school are summed up in its Ethos Statement and its Mission Statement,
which are given below:

Ethos Statement

CRGS aims to provide a humane and caring environment in which the

character, personality, individuality and awareness of each pupil are
developed, and an approach to life is encouraged which accords broadly
with Christian values.

The School seeks to help each pupil to achieve the greatest all-round
development and success of which he or she is capable and to promote
his or her academic, personal, social, moral and spiritual development.

Mission Statement

Colchester Royal Grammar School is committed to providing a quality

education for its pupils, and aims at excellence in all that it does. High
standards and expectations shall permeate every aspect of school life and
be evident in the behaviour, attitude and appearance of its pupils.

The school stands for and will actively promote such qualities as:
commitment, compassion, courtesy and consideration for others, good
humour, industry, integrity, loyalty, pride in achievement, pride in
appearance, scholarliness, self-discipline, self-respect and respect for
others, service.

The principal priority of this selective grammar school, indeed its raison
d'être, is the academic achievement of its pupils. The school strives to
raise the aspirations of all pupils, and so to encourage, extend and inspire
them, that they obtain examination results that are the utmost they can
achieve. Examination success, the outcome of effective teaching and
learning, is thus the school's key performance indicator.

Care for the individual as a whole and about his or her personal
development and extracurricular involvement complements the emphasis
on academic achievement, and demonstrates the richness of the school's
provision for its pupils.

A high calibre staff, who are caring, dedicated and enthusiastic, work as a
team in the pursuit of the school's aims. CRGS is unashamedly
ambitious, striving continually to improve itself, and to enhance its local,
national and international reputation.

All staff, pupils, parents and governors are expected to share this vision
and to accept their personal responsibility for upholding and improving
standards.
 PASTORAL PROVISION AND ORGANISATION

Pastoral and Teaching Groups

Pupils in their first year at the school (Year 7) are placed in one of three tutor groups for the purposes of
registration and tutorials. Owing to the high and relatively narrow band of ability of the school's intake,
these tutor groups are not organised according to ability. In order to ease the transition from primary or
preparatory school, the tutor groups also serve as teaching units for all lessons. At the end of Year 7 the
tutor groups are re-organised. In Year 9 four tutor groups are created, to provide smaller pastoral and
teaching units. Pastoral support in Years 7-9 is co-ordinated by the Head of Lower School.

In Years 10 and 11 the pupils are placed in tutor groups according to their option choices. These tutor
groups act as teaching units for tutorial classes and some subjects. The other teaching groups are
determined by options. Year 10 tutors normally stay with their groups into Year 11. Years 10 and 11 are
overseen by the Middle School Manager.

In the sixth form, the students are organised into separate lower and upper sixth tutor groups. Teaching
groups are determined by options. Academic and pastoral support is provided by the Head of Sixth Form,
the Assistant Head of Sixth Form, a Sixth Form Academic Tutor and a Sixth Form Pastoral Tutor.

Sixth Form

We provide the sixth form with an environment, and generate an atmosphere, in which the special status of
sixth form students is recognised. Opportunities for leadership are provided. Students' self-development
is fostered within the supportive, disciplined structure of the school.

The school is keen to help students who enter the sixth form from outside to have as smooth a transition
as possible, and parents of these students, and of others, are welcome to contact their son's or daughter's
tutor over anything that they would like to discuss.

The sixth form common room helps sixth formers to integrate - students who have come from other
schools with those already here, lower with upper sixth, and scientists with arts students.

Discipline and Pastoral Care

Tutors are responsible for the general conduct and care of their groups. Under the co-ordination of the
Head of Year they support and monitor the welfare, academic progress and extracurricular involvement of
the students in their groups. There are tutorial programmes which include various aspects of personal and
social education.

High standards of conduct and courtesy are insisted upon. Relationships of mutual respect between staff
and students, and between the students themselves, are encouraged and expected. An atmosphere of
purposeful, calm, good order is aimed at and, we believe, secured, in this school which places emphasis
on consideration for others.

Sanctions, where necessary, could involve removal of privileges, lunch-time or after-school detentions,
extra work or an appropriate task. The school will try to resolve any problems before they become serious.
Direct contact from parents over any concern is welcomed. In exceptional cases the headmaster may
exclude a pupil for a fixed period, or permanently. Parents have a right to make representations to the
governing body in the case of an exclusion.
 PASTORAL PROVISION AND ORGANISATION
(continued)

Links with Parents and Arrangements for them to Visit the School

Special emphasis is placed on maintaining good relationships with parents. An introductory open evening
is held each summer term for parents of pupils joining the school in Year 7 in the following September.
Continuing arrangements are made for parents' evenings, giving parents the opportunity to discuss their
child's welfare and progress with teachers. Parents are invited to visit the school at any mutually
convenient time to see the appropriate member of staff, whether their child's tutor (normally the first point
of contact), the year head, head of department, assistant head, deputy head, or the headmaster. Written
reports are sent regularly to parents. School calendars and periodic newsletters are sent to parents, giving
them information about activities, achievements and forthcoming events.

There is a parents’ association with the title Colchester Royal Grammar School Association. The
committee contains representatives of parents and teachers. The purpose of the association is to support
and help the school and its pupils by organising fund-raising, social and practical activities. It has raised
considerable sums for such items as a payphone for pupils, benches in the gardens, an amplification and
projection system for the school hall, other audio-visual equipment, a set of encyclopaedias for the library,
resuscitation dummies, table tennis tables, flexible staging and chairs for assemblies, a high quality grand
piano, homework planners for all students, new lockers for Years 7-11, new chairs for the sixth form
common room and, most recently, a new school minibus.

Dress and Appearance

High standards of dress and appearance are expected throughout the school.

Boys in Years 7 to 11 are required to wear the appropriate official school uniform. Summer regulations
apply when announced. Sixth formers do not wear uniform but are required to adhere to a smart dress
code. Further details of the dress and appearance regulations are to be found in the school’s Code of
Conduct.

Extracurricular Activities

The school has an outstanding reputation for games, music and drama. It prides itself on these and on the
wide range of other activities that members of staff provide, and pupils are encouraged to make full use of
the opportunities available. There is no compulsion to take part, but pupils are expected to meet
commitments once they have been made. At present the following activities (some of them specific to
particular year groups or times) are available as clubs or games: art, athletics, badminton, basketball,
chess, Christian focus, computing, craft, design and technology, cricket, cross-country, debating,
discussions with visiting speakers, drama, hockey, Italian, library help, music (senior and junior orchestras,
choirs and windbands; junior string orchestra and other ensembles), netball, orienteering, photography,
rugby, sailing, soccer, Spanish, squash, swimming, tennis, table tennis, weight-training, Young Enterprise.
Some activities take place in the lunch hour, but some may also occur after school or at weekends. There
are regular performances of music and productions of drama and there are many opportunities for the
school's musical groups to perform. In cricket, rugby, football, hockey and netball, the main games, there
are regular fixtures with state and independent schools, for all age groups. The school has its own heated,
outdoor swimming pool, fully-equipped gymnasium, multigym and extensive games fields.
 CURRICULUM AND REPORTING

Curriculum

The school aims to maintain the range and depth of subjects appropriate to a selective school, whilst
meeting the demands of the national curriculum. There is regular emphasis on traditional whole-class
teaching, whilst, to provide a varied learning experience, use is also made, as appropriate, of a wide range
of other teaching approaches, including group work, self-study and personalised learning. Attention to the
individual and to his educational development, needs and success is fundamental. The current curriculum
is outlined below, but it must be noted that all aspects of the curriculum are subject to regular review.

Year 7: All pupils study English, Mathematics, Science, Technology, Information and
Communication Technology, French, Geography, History, Art, Music, Religious and Social Studies (RSS),
Physical Education (including Games) and Latin. Personal and Social Education is provided through these
subjects and a programme of weekly tutorial sessions.

Year 8: As for Year 7, except that Science is replaced by the study of the separate sciences,
Biology, Chemistry and Physics, and students add to the range of subjects studied, through a choice of
either German or Classical Greek.

Year 9: As for Year 8, except that, in Mathematics and French, students are divided into bands
according to ability.

Years 10/11: In Years 10 and 11 all students take GCSE courses in 10 subjects. All take English
Language, English Literature, Mathematics, French and either Biology, Chemistry and Physics or a single
award course in Additional Science. Able mathematicians may be able to take Statistics GCSE. In
addition, students choose from three to five optional subjects from those taken in Year 9. All study for a
GCSE in either ICT or Technology. There are further compulsory courses in PE, Games, Personal
Development and RE, in addition to the tutorial programme.

Sixth Form: The vast majority of students in the school continue their studies into the sixth form,
provided that they meet the entry requirement of at least 3 A grades and 2 B grades at GCSE. In addition,
the school admits in the region of 50 external entrants annually at this stage. This is an academic sixth
form offering courses to AS and A-level only. The AS-level assessment examinations take place at the
end of the lower sixth year and progression into the upper sixth is normally dependent on a satisfactory
performance in these. Most students will follow AS level courses in four subjects in the lower sixth and will
continue with four in the upper sixth. In addition, most students will enter for General Studies A or AS
level. The subjects offered at A-level are: Art, Biology, Business Studies, Chemistry, Classical Civilisation,
Classical Greek, Computing, Critical Thinking, Economics, English, French, Geography, General Studies,
German, History, Latin, Mathematics, Further Mathematics, Music, Physical Education, Physics, Religious
Studies, Spanish, Technology.

Homework

Homework, which plays an important part in the school's academic programme, is set for each weekday
evening in all years. In Years 7 to 11, subjects are allocated homework times, the timetable is given to
pupils at the beginning of the academic year, and each pupil is issued with a planner which acts also as a
means of communication between the school and parents. Independent work and research are an integral
part of sixth form study, and assignments are set on a regular basis.

Recording and Reporting Progress

Continuous records of pupils’ assessed work are maintained by teaching staff. These allow for detailed
monitoring of academic progress. Parents receive reports, and there is an evening set aside for each year
group so that parents may discuss their son's or daughter's progress with subject teachers and tutors.

Concerns about the Curriculum

Parents with any concern about the curriculum are encouraged to contact the relevant subject teacher or
head of department, in the first instance. If this does not resolve the matter or is felt to be inappropriate, a
parent should write to the deputy head (curriculum), explaining the matter of concern. Further information
regarding concerns procedures is available from the school office.
 CURRICULUM AND REPORTING
(continued)
Personal and Social Education
There are tutorial lessons in all years. In Year 7 the emphasis is placed on supporting pupils new to the
school and helping them to develop the necessary skills and abilities to make a successful transition to
secondary education. In later years individual guidance on their work and progress and in choosing
options is given by tutors. A varied and developing programme of activities is followed to promote
awareness and responsibility on a range of personal, social, environmental, economic and general issues.
In Years 10 and 11 all students participate in a modular course on personal development, which includes
health education, citizenship, religious education and personal relationships.

Citizenship

Since 2000, the teaching of Citizenship has been a statutory requirement in schools.

The Citizenship curriculum at CRGS covers the aims as set out in the relevant QCA document of 2000
governing the subject at both Key Stages 3 and 4. These aims are:
• to prepare students to live a good life
• to preserve democracy
• to establish a set of shared values that can broadly be accepted by all members of a multi-
cultural English society.
• to educate students in the operation of citizenship at many different levels, including on an
international level. This therefore includes the concept of Global Citizenship.
• to promote the notion of schools as democratic institutions.

Citizenship is not taught as a discrete subject, but appears principally within the Tutorial and Personal
Development lessons. All other subject areas include citizenship elements in their teaching, and on
occasion whole-school events are organised, as, for example, follow-up activities following Work
Experience.

In addition, students are encouraged to become actively involved in citizenship, both within school and in
the wider community. Students have taken an active role within the Essex Youth Assembly since its
inception.

Careers Education and Guidance and Work Experience

In Years 7 and 8, within the personal and social education programme, there are elements which relate
broadly to careers education and the world of work. In Year 9, pupils are issued with an options booklet
which outlines the GCSE subject syllabuses to be studied in Years 10 and 11. Advice and guidance are
available from subject teachers, tutors, year heads, the deputy heads, and the local Connexions service.
Pupils and parents are also encouraged to consult literature in the school's Connexions centre and to
attend any appropriate local exhibitions. In Year 10, students complete two weeks' work experience, and
in Year 11 counselling is available for students in determining their post-16 direction and choice of AS/A-
level subjects. Students are briefed on the subjects available and the requirements for higher education
courses and computer-assisted advice is also available. For those who decide to continue their education
elsewhere or who start a career, help and guidance are available from teachers in the school and the
agencies involved in providing guidance through the Connexions strategy.

Religious Education
The importance of religious education was recognised in the 1944 Education Act and its position within a
school’s curriculum was confirmed and strengthened in the Education Reform Act of 1988 and Education
Act 1993. Religious education is a statutory subject and is compulsory for all pupils unless parents request
withdrawal. The programme for religious education at CRGS complies with QCA guidelines.

The General Aims Of Religious Education are:

• to open the world of religion for students, to help them discover a range of possibilities within
that world, and relate this exploration to their own experience.

• to assist students in their own quests for identity, meaning and purpose, and help them mature
in respect of their own beliefs, values and attitudes.

At CRGS Religious Education is taught within Religious and Social Studies. It is compulsory for all pupils in
Years 7 to 9. The provision in Years 10 and 11 is currently within modules of the Personal Development
course taken by all pupils. In the Sixth Form, there are modules of the AS and A2 Level General Studies
Courses which address religious and moral issues. In addition, Sixth Form students have a Conference in
the summer term with a particular emphasis on a current affairs issue linked to the agreed syllabus.
The detailed objectives for religious education specify that students should acquire:

• an awareness of the aspects of human experience in which religion is rooted – the dimension of
RE referred to as “implicit RE”;

• an emphatic understanding of what it means to be religious and an appreciation of the

implications of religious belief – the dimension of RE referred to as “explicit RE”.

• the ability to reflect on and evaluate their own beliefs, ideas, perceptions, values, attitudes and
experiences in the light of their learning about religion.

These objectives are realised through a study of the major world religions, including Christianity, Judaism,
Hinduism, Islam, Buddhism and Sikhism, and through the study of particular topics and issues in which
religious practices and beliefs are important. In addition students may opt for a GCSE in Religious Studies
in Years 10 and 11, and A-level Religious Studies.

Sex Education
It is the school’s aim to prepare students for adult life by:

• providing information about the physical, emotional, social and moral aspects of sexual
behaviour;
• improving awareness of the range of sexual attitudes and behaviour in contemporary society;
• fostering sensitivity, respect and responsibility in sexual relationships;
• encouraging appreciation of the value of stable relationships and the benefits and
responsibilities of family life.

Sex Education does not form a discrete subject in the curriculum but takes place within particular subjects
in Key Stage 3 (including Biology and Religious and Social Studies), and in the personal development
course in Key Stage 4. A variety of teaching methods is used, including lectures, discussion, worksheets,
handouts and videos. More detailed information on the school's policy for Sex Education, including
examples of teaching materials used, is available on request from the Co-ordinator of Personal, Social and
Moral Education.

Right of Withdrawal
Parents have the right to withdraw their child from collective worship, religious education and sex
education, except for the Sex and Relationships element of the National Science Curriculum, and should
inform the Headmaster in writing should they wish to do so.

Special Needs & Disabilities

A principal aim of the school is to help each pupil achieve the greatest all-round development and success
of which he is capable, and to provide for his individual educational needs at each stage of his school
career. The governors' commitment to special needs and to making appropriate provision for pupils
identified as having special needs is in keeping with this aim.

Special provision for students with statements of special needs, those identified as exhibiting specific
learning difficulties and those underperforming by the school’s standards, is organised by the school’s
Special Needs Co-ordinator. Pupils with special needs resulting from physical disabilities, sensory
impairment or emotional and behavioural difficulties will be given full access to the curriculum so far as it is
practicable and desirable. The school also recognises the special needs of very able and talented pupils
and makes provision for them.

The Special Needs Co-ordinator is responsible for co-ordinating the provision for pupils with special needs
and for keeping a special needs register. All staff are involved in the identification of pupils with special
needs. Departments and year teams as appropriate determine programmes to address the special needs
and they consult the special needs co-ordinator as necessary. The advice, help and support of outside
agencies are enlisted where appropriate and if the statementing process is to be undertaken.

Parents have an important rôle to play in the identification of special needs and are encouraged to contact
the school with any concerns. They will be kept informed of developments and progress and will be
involved in the special needs provision for their child. The governing body receives regular updates on the
special needs provision.

The school is continuously implementing and updating its Disability Access Plan and has installed signs,
ramps, railings and lifts to improve access to the site.
 CURRICULUM AND REPORTING
(continued)

Arts
Development of an appreciation of the arts is encouraged as an integral part of pupils’ wider educational
experience. A high proportion of pupils play a musical instrument; many take part in or attend concerts,
both within the school and at external venues, including in association with other organisations. There are
art exhibitions in the school and in the locality, and residential art weekends, run by the school’s staff, in a
nearby centre. Numerous theatre trips and occasional visits by theatre groups support curriculum drama
and teaching in English, Modern Languages and Classics. School productions provide many pupils with
valuable experience of the theatre.

Curricular provision for Art and Music is enhanced by the first class facilities available to students. These
include modern Art studios and Elyanore House, which contains a recently-refurbished suite of teaching,
rehearsal and recording rooms.

Sport
The school is outstanding, in the state sector, for sporting provision and achievement.

School sport aims to:

• provide a worthwhile experience of traditional team games for every pupil, and thereby to give
enjoyment, promote fitness and foster teamwork and commitment;
• cater for a variety of pupils' interests and aptitudes, by providing a range of individual sports;
• promote a climate of individual and team success in sport;
• encourage pupils to continue with sport, for its benefits of physical and social enjoyment, on
leaving school.

Every week, each pupil in Years 7-11 has between two and three hours of curricular PE. This includes
national curriculum PE, and, in the course of the year 7-11 curriculum, athletics, badminton, basketball,
cricket, football, hockey, rugby, swimming, tennis and volleyball. In the lower sixth, each student must opt
for an afternoon of games or other authorised activity. In the upper sixth private study at home is added to
the choice. Rugby, cricket, hockey and football are played to a high standard as extracurricular games,
and in these there is a full programme of school matches with state and independent schools, throughout
the 11-18 age range. Other extracurricular sports include athletics, badminton, basketball, cross-country,
golf, netball, sailing, squash, tennis and table tennis.

The school owns extensive, well-kept playing fields half a mile from the main site; a fine pavilion provides
changing facilities. There are also an outdoor heated swimming pool, a gymnasium, a multigym and a
hard-play area.

In addition to the three full-time members of staff, who are experienced, well-qualified, specialist PE
teachers, many staff, several with coaching qualifications, help with curricular or extracurricular sport.

There are strong links with local clubs, with which many of the school's students, past and present, have
been or are associated.
 ADMISSIONS ARRANGEMENTS

i) Year 7 (eleven plus)

Admission to Year 7 is determined by a pupil’s position within the selection procedure organised by the Consortium of
Selective Schools in Essex (CSSE). This position is decided on the basis of the pupil’s performance in three tests: i.e.
Verbal Reasoning, Mathematics and English. The selection procedure is open equally to pupils in Essex and those
who live outside the county. Applications must be submitted to the pupil’s home LEA by the published deadline for
Essex, this is 26th October 2009. In addition, applicants to CRGS must also submit a supplementary information form
(SIF) to the CSSE office by the same date. In the case of oversubscription places will be offered to the 96 boys
scoring highest in the selection tests who have named CRGS as a preferred school and for whom CRGS is the
highest preference school on their application form for which they have qualified. If there are applicants with an equal
ranking on the School’s Order of Merit competing for the last available place, preference will be given to a ‘looked
after’ child, If further discrimination is necessary, preference will be given to the applicant living closest to the school.
Distances are calculated by the Local Authority by use of a Geographical Information System which accurately
measures distance from the home address to the school. The published admission number for Year 7 is 96. The
selection test is available to children registered in Year 6 and under twelve years of age on the following 31st August,
immediately prior to admission in September. The school does not normally admit overage applicants. The school will
hold a waiting list for the Autumn Term following the September entry.

ii) Years 8 to 10
Occasionally vacancies occur in other years, for example due to family relocation. In addition, the school is normally
able to admit a small number of external students (4) into Year 9 each year if they are of the required academic
standard. Selection tests take place in the March or April preceding the September of entry. Applications should
reach the school by 1st February 2010. Where vacancies occur, a recent report is sought on all pupils who have
applied for a place. Those who apply are tested in the school on the set date. The tests seek to establish whether the
applicant can sustain the pace of the school's classroom education and has sufficient knowledge and understanding to
undertake the relevant year group's existing programmes of study. The tests are in English, Mathematics, Science
and a Modern Language. Places will be allocated on the basis of performance in the tests. If a number of applicants
are tested at the same time for a single place and the results show that it is not possible to discriminate between them,
preference is given to a ‘looked after’ child. If this does not resolve the matter, preference is given to a the applicant
living closest to the school.

iii) Sixth Form

A number of external day students (50) are admitted into Year 12 each year. Up to 15 places are reserved for
boarders each year. Offers of places are made subject to satisfactory performance at GCSE or equivalent
examination. The minimum grade requirement for entry into the Sixth Form is AAABB; A*/A grades are expected in
the subjects to be studied at A-level. This is also the requirement for internal students. External students must
complete and submit the school’s official application form. References will be sought on all applicants and predicted
GCSE grades will be requested. Those applicants judged potentially suitable will be invited to the school to discuss
their application, choice of subjects and academic progress. Academic performance is the key criterion in selection.
In the case of oversubscription, places will be offered to those judged most suited to the sixth form in this selective
school on the basis of the information available, especially anticipated performance at GCSE. Where predicted
grades are not provided by the school, performance in trial examinations will be considered. If discrimination is
necessary, preference will be given to a ‘looked after’ child. If further discrimination is necessary, preference will be
given to applicants living closest to the school. The school admits a number of girls into the sixth form, and the criteria
for selection are as above. Students from overseas who do not follow the British curriculum are admitted on the basis
of their academic performance in their current school and where appropriate their performance in the school’s
entrance tests, an academic and character reference from their school and, in the case of boarding applicants, an
interview. The interview will seek to establish whether the applicant is suitable for a boarding place at CRGS.
Overseas applicants must hold a full British or EU passport. All applications to the Sixth Form should be
submitted to the school by 4th January 2010.

iv) Appeals
Applicants who are not awarded a place have the right to appeal. Appeals should be addressed to the school Clerk to
the Independent Appeals’ Panel c/o the school.
 ADMISSIONS ARRANGEMENTS
(continued)

LEAVERS

Routes taken by pupils over 16

a. There were 99 pupils aged 15 at the start of the 2008/09 school year. Of those the following
proportion has since commenced:

i) a course at any school or college of FE - 100%

ii) employment, youth training, other - 0%

b. There were 155 pupils aged 16 at the start of the 2008/09 school year. Of those the following
proportion has commenced:

i) a course at any school or college of FE - 100%

ii) employment, youth training, other - 0%

c. There were 146 pupils aged 17 or over at the start of the 2008/09 school year. Of those the following
proportion has commenced:

i) a course of further education - 0%

ii) a course of higher education (including deferred entry) - 100%
iii) employment - 0%
iv) other - 0%

Students' Absences
Number of day pupils of compulsory school age: 494
The percentage of half days (sessions) missed through total absence (2008/09): 4.9%
The percentage of half days (sessions) missed through unauthorised absence (2008/09): 0.0%
 PUBLIC EXAMINATIONS
(continued)
All students in Year 11 are entered for the ten subjects they study at GCSE.

RESULTS ACHIEVED BY PUPILS AGED 15

ENTERED FOR GCSE EXAMINATIONS IN 2009

SUBJECT ENTRIES A* A B C D E F G U
Arabic 1 - 1 - - - - - - -
Art 38 9 19 7 2 - - 1 - -
Astronomy (2008) 16 8 7 1 - - - - - -
Biology 87 48 28 10 1 - - - - -
Chemistry 87 47 35 5 - - - - - -
Chinese 1 1
Design & Technology 27 5 6 9 3 4 - - - -
English 99 40 49 10 - - - - - -
English Literature 99 44 44 9 2 - - - - -
French 99 55 33 8 3 - - - - -
Geography 61 39 13 6 2 1 - - - -
German 28 20 7 1 - - - - - -
Greek 23 9 6 1 4 3 - - - -
History 62 30 29 2 1 - - - - -
ICT 32 9 12 5 5 1 - - - -
Japanese 1 1 - - - - - - - -
Latin 33 13 12 4 3 1 - - - -
Mathematics 99 49 48 2 - - - - - -
Music 22 8 12 2 - - - - - -
PE 15 7 7 1 - - - - - -
Physics 87 54 26 6 1 - - - - -
Religious Studies 26 6 10 8 2 - - - - -
Science 12 3 2 7 - - - - - -
Statistics 83 52 22 9 - - - - - -

TOTALS 1138 557 428 113 29 10 - 1 - -

% 48.95 37.61 9.93 2.55 0.88 - 0.09 - -

A* A B C D E F G
Technology (Short) 64 3 23 22 11 5 - - -
Short ICT 49 - 5 13 26 5

N/A denotes that the examination was not attempted. No pupils were entered for Vocational Qualifications.

Average score per candidate and pupils’ points are calculated on the basis GCSE grades:
Grade A* = 58 Grade D = 34
Grade A = 52 Grade E = 28
Grade B = 46 Grade F = 16
Grade C = 40
Average points score per candidate: 633.60
Percentage A*-A: 85.56%
Summary of GCSE results for the 99 pupils aged 15 in 2009
(number of pupils aged 15 not entered for GCSE examinations: 0)
PUPILS ENTERED FOR ACHIEVING ACHIEVING ENTERED FOR ACHIEVING ACHIEVING
(PER CENT) 5+ GCSEs 5+ A*-C 5+ A*-G 1+ GCSE 1+ A*-G NO PASSES
___________________________________________________________________________________________________

School 100% 100% 100% 100% 100% 0%

____________________________________________________________________________________________________

LEA N/A N/A N/A N/A N/A N/A

_(2009) ___________________________________________________________________________________

England N/A N/A N/A N/A N/A N/A

_ (2009)_______ ______________________________________________________________________________________
N/A - Not Available (Published 1st September 2009).
 PUBLIC EXAMINATIONS
(continued)
RESULTS ACHIEVED BY PUPILS AGED 16, 17 AND 18
ENTERED FOR A-LEVEL EXAMINATIONS IN 2009

All Sixth Formers take the two-year course for GCE Advanced Level, normally in three subjects, sometimes in four, rarely in two.
In addition most Sixth Formers take General Studies as an Advanced Level examination.

Tuition is available for STEP, AEA and Special Papers where these are required for university admission.

SUBJECT ENTRIES A B C D E U

Art 19 4 6 6 2 1 -
Biology 46 32 6 2 6 - -
Business Studies 16 9 5 1 1 - -
Chemistry 55 40 12 1 1 1 -
Chinese 11 8 3 - - - -
Classical Civilisation 15 5 8 2 - - -
Computing 5 1 2 1 - 1 -
Critical Thinking 6 4 2 - - - -
Design & Technology 4 2 1 - 1 - -
Economics 55 43 7 3 2 - -
English 37 23 13 1 - - -
French 19 10 7 2 - - -
Further Mathematics 23 21 1 1 - - -
General Studies 132 78 38 9 6 1 -
Geography 39 30 8 1 - - -
German 7 7 - - - - -
Greek 9 8 - 1 - - -
History 40 37 3 - - - -
Latin 13 10 3 - - - -
Mathematics 88 64 15 2 6 1 -
Music 4 3 - 1 - - -
Physics 50 37 7 4 2 - -
Physical Education 8 4 1 2 1
Statistics 2 1 1

TOTAL 703 481 149 40 28 5 -

% 60.42 21.19 5.69 3.98 0.71

No pupils took Vocational Qualifications in 2009

Summary of A-level Results for Pupils Aged 16, 17 or 18 in 2009 Taking 3 or More A-levels
No students took fewer than 3 A-level examinations. There were 145 students entered for A-level examinations in 2009.

Average
120-179 180-239 240-299 300-359 360-419 420-479 480+
Score
No of Students
0 1 2 4 15 23 100 535.86
in Points Range

Mean Points per

110.53
Entry
(A-level only)

Average score per candidate and pupils’ points are calculated on the basis of A-level grades:

Grade A = 120
Grade B = 100
Grade C = 80
Grade D = 60
Grade E = 40