These vary from term to term and are different for different year groups.  The schedule is published on the website and is shared with the students.  There is always a wide range of sporting and music opportunities, we have a lively and successful debating club, the School Council plays an important part in the life of the school and we have a very busy community group that work with local day centres, have dementia training and support a wide range of local groups.  Our library is busy before and after school every day as well as at breaks and lunches.  We run homework clubs after school.  For older students there is also the opportunity to study for additional GCSEs, as well as to attend revision classes prior to exams.

Yes, in Maths, English and Science the groups are organised according to ability.  Students can move between groups following assessments.  In all other subjects, the students are taught in form groups or in mixed ability groups from across a number of forms.

Our curriculum offer can be seen on our website.  At key Stage 3 (years 7, 8 and 9) we offer a wide, broad and balanced curriculum to all of our students.

Some of our students study for the GCSE in Astronomy – working with students from other schools and the Greenwich Observatory.  The classes for this are at the weekend. 

Some of our students also take Further Maths GCSE – this is taught after school during Year 11 

Some of our students take Triple (or separate) Science – this is largely taught after school during Years 10 and 11 

Where a student is bilingual, we are often able to arrange for them to take a GCSE in their community language

As a school with a designated provision for ASD, we have considerable expertise in this area across the staff.  Teaching staff all receive training on working with children with ASD.

Yes, there are a number of students in each year group who have reasonable adjustments made for them so that they can more readily manage the behaviour expectations in the classrooms. These are shared with the class teacher after being discussed and agreed by the SEND team with the parents and the child.

In discussion with parents and the child, the SEND team will develop an individual learning plan to support specific needs.  In this case it would be around how to manage the afternoons. The ILP is then shared with class teachers who will be able to use the suggested strategies. 

During the transition process, our SEND team liaise closely with primary schools to ensure that there is a thorough handover of information regading each student with an identified educational need, this includes dyslexia. Following this, families of children with identified needs are invited in to school to discuss their child's needs with the SEND team directly and an Individual Learning Plan (ILP) is created. ILPs are circulated to all teaching staff to ensure that they understand the individual needs of each child, and how best to support them in class.

Sadly there is bullying in all schools.  We work hard to ensure that all students know and understand that bullying is wrong and that it is important to report concerns around bullying at an early point.  Our Form Tutors and Heads of Year will listen and taken action according to the situation that they are dealing with.  In all cases, parents are involved.  We will not tolerate bullying and take strong action where we find out about such behaviours.  Reconciliation and reparation are a key part of the follow up work.  We have a School Counsellor and a number of other staff with training in working with students who need additional emotional support.