School Prospectus

 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,

JO DIBB

Executive Headteacher

Introduction

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    25^th September            :  9.15

Tuesday   26^th  September           :  9.15

Wednesday 27^th September         :  9.15

Thursday  28^th September            :  9.15

Friday  29^th September                 :  9.15

Tuesday 10^th October                   :  9.15

Thursday 12^th   October                :  9.15

Open Evening is:

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

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

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.

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

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

5. 29%  girls achieved 3 or more A/A* grades
5. 14%  girls achieved grade at least  1 grade 9 ( the government target was 2%)

Well done to all.

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

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.

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.

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 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.

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.

"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

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.

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

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

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

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:

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.

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.

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 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.

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.

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

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: