prospectus 2020 - 21 2020...in success. shiv khera “ together we create futures..... cambridge...

Cambridge HouseGrammar School

Prospectus2020 - 21

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WELCOME

Your positive action combinedwith positive thinking resultsin success. Shiv Khera

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Together we create futures......Cambridge House Grammar School is a controlled co-educational Grammar School (11-19), which enjoyshigh levels of commitment from students, staff, governors, parents, past pupils and friends of the school.We are situated on an excellent and expansive site at the corner of the Galgorm Road and CambridgeAvenue. The school has a stable enrolment trend, with a highly qualified staff, a full ranging curriculumfor all year groups, and an extensive extra curricular programme. There is an excellent pastoral caresystem, which derives from the school’s commitment to ensuring that pupils’ emotional health and well-being is actively recognised and addressed by pastoral staff. The school has partnered with Inspire Well-being to become an Inspiration Point; we have our own Mental Health Charter on display. A significantnumber of our sixth form pupils are now trained Mental HealthAmbassadors and work to promote positive mental health andwell-being across each year group.

By developing practical and well researched strategic links withbusiness and academia Cambridge House provides a dynamic andinnovative curriculum, equipping pupils with core skills andcompetencies to meet the challenges presented by the fourthindustrial revolution. We are passionate in our belief that our pupilsmust be the highly educated leaders within Northern IrelandIndustries –as well as of those beyond our shores. Many of our pastpupils are today’s leaders and entrepreneurs, holding key positionsin the business community, whilst others have excelled inacademia, securing places in some of the top universities in theworld. We can point to recent past pupils, both girls and boys, whohave achieved high levels of scientific research excellence, inparticular that of Engineering, reaching Doctorate levels (QUB)including Post Doctoral Research Fellowship positions in both UKand American Universities in areas such as Advanced Materials,Nanotechnology and Pharmaceutical Engineering. These pupilscontinue to commit to the school through the Past Pupils Association, and remain actively available tomentor and coach young boys and girls who want to follow such pathways. Our superb academic resultsin 2019, in particular at A Level, reflect the importance placed on consistent high quality learning andteaching in the classroom with an emphasis on creativity and innovation.

Our aim is to nurture the academic and personal development of each pupil in our care and to promotethe pursuit of excellence and achievement for everyone. We prioritise the development of the necessaryabilities and skills, to ensure that our young people come to terms with the need for understanding thepersonal values required for lifelong learning, within a global context. The invaluable training across allkey stages will enhance careers prospects and benefit pupils and employers, producing employable youngadults with high levels of academic and vocational abilities.

Cambridge House pupils consistently achieve at local and national levels in curricular and extra curricularareas. Implicit in our school values is the belief that a sound and well-rounded education is paramount.We promote a strong family ethos which is based on care, concern and respect for fellow pupils, staff,governors and parents. We promote high standards in all aspects of school life. The school aims to be aplace of inspiration, where young people aspire to reach high levels of attainment and self confidence.

The school has celebrated its Centenary (1910-2010); it is rich in history and tradition. We have changed,in many positive ways, during our 109 years; we are not afraid of change - in fact we actively embrace itas a challenge and look forward to the next chapter of our journey.

We will welcome your daughter or son into our school family and share the privilege of nurturing yourchild during their precious time with us.

E Lutton Principal.

We offer you awarm welcome tothe family that isCambridge HouseGrammar Schooland share with youour ethos and ourvision for the future.

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VISION STATEMENT: Together we create futures.

Cambridge House Grammar School is a quality Teachingand Learning centre, achieving excellence in a creative,flexible and enterprise culture.

As a Listening school we are committed to Inspiringpupils at every level, enabling each pupil to Fulfilindividual learning opportunities and to achieveExcellence in the preparation for life as a 21st CenturyCitizen.

AIMS: 1. To nurture the academic and personal development

of every child in our care.

2. To promote the pursuit of excellence and achievement by each pupil through developing abilities and skills to maximum potential.

3. To develop a range of aesthetic, spiritual and moral values in all our pupils.

4. To prepare pupils for lifelong learning within a global context.

We all want the best for our children. We want to givethem every opportunity to succeed in life. Your child willbe treated fairly and with respect within the school.However, each pupil is also required to accept theprocedures, regulations and policies of the school whichare there to ensure that everyone enjoys the security of asafe and encouraging learning environment.

Cambridge House Grammar School has a creative and empowering style of leadership withthe Principal and Vice Principals confidently supported by a dynamic and forward thinkingSenior Leadership Team, who hold strategic roles aimed at building leadership capacity andensuring a consistently high quality practice of learning and teaching within each classroom.

We are a modern school with traditional values. Our value systems are underpinned by dailyassemblies where pupils experience collective spiritual and moral guidance as well as beingable to celebrate achievement with their teachers and their peers.

Cambridge House Grammar School embraces change in every aspect and sees challengesas opportunities for improvement. We promote personal, interpersonal and communityvalues, which prepare our young people for adult life and the world of work.

“We cannot always build thefuture for our youth, but wecan build our youth for thefuture”. Franklin D Roosevelt

Vision, Aims and MissionDrama

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Cambridge House Prospectus 2020-21Technology Suite

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“ “Concentration is thesecret of strength. Ralph Waldo Emerson

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The Pastoral Care programme promotes theschool’s aims by:

1. Creating in pupils a sense of belonging and of loyaltyto the school community.

2. Providing a safe and supportive environment inwhich pupils can strive for full personal andacademic potential.

3. Helping pupils to develop a social competence andpersonal resilience, in interaction with each otherand adults.

4. Helping pupils to develop positive, co-operative andtolerant attitudes.

5. Exploring self-discipline and personal developmentappropriate to the age group.

6. Preparing pupils for adult working life.7. Providing a wide and enriching extra-curricular

programme.8. Facilitating close and co-operative links with

parents and other external agencies, whereappropriate.

Pastoral Care Arrangements

To ensure the effective pastoral care of each pupil:

1. There is a full and effective Induction Programmefor new pupils.

2. Each pupil is allocated to one of the school’s fiveHouses to develop a sense of family.

3. Each Year Group is divided into Form Classes; pupilsmeet their Form Teacher during the Pastoral Period.

4. Peer Mentors are present during Key Stage 3 FormTime, on a regular basis.

5. School Prefects support our safeguardingprocesses.

6. Heads of Year co-ordinate and support the work ofthe Form Teachers. Heads of Key Stages support theHeads of Year.

7. The Vice Principal (Pastoral) co-ordinates the workof the External School Counsellors, who areavailable, to support individual pupils through difficult periods.She also co-ordinates the work of the school’s FirstAiders who deal with day to day health problems andoffer help and guidance as appropriate.

8. Each Key Stage has its own Council. This providespupils with their own voice in the life of the school.The School Council represents all final views.

9. Regular formal and informal contact with parents isan integral element of the Pastoral System.

10. External School Counsellors are available, on a onceweekly basis, to support individual pupils throughdifficult periods.

11. First Aiders deal with day-to-day health problemsand offer help and guidance, as appropriate.

12. Additional needs are considered by the SchoolBased Care Team.

13. The Safeguarding of every pupil is of paramountimportance within all aspects of school life.

14. The Pastoral System is under the overall supervisionof the Heads of each Key Stage, Vice Principal(Pastoral) and Principal.

Special Educational Needs

The school has a Special Education Needs Policy whichseeks to provide an education appropriate to the needs ofall its pupils. Close co-operation with Education Authoritypersonnel ensures that the special requirements ofparticular pupils are addressed.

The school has a designated Special Educational NeedsCo-ordinator (SENCo).

School Uniform

Pupils are expected to wear the official school uniform.Full details are available on the school website.

School Policies and Documents

For the efficient running of the school a range of Policiesand Documents are in place. These are available on theschool website.

House System

The school has a House System based on patrons famousin such fields as the arts, sport, sciences and business.Form Boards provide background details of our Patronsand we use their achievements as aspirations for successand endeavour.

House names:

Abercorn Sacha, Duchess of Abercorn (Literature)Burnell Professor Jocelyn Bell Burnell DBE

(Science)Jones Marie Jones (Drama)Patton David Patton (Business)Robinson Brian Robinson (Sport).

This House System underpins the family ethos of theschool.

Pastoral CareThe Pastoral Care provision centres on creating an ethos and the conditions which supportpositive behaviours for learning and teaching as well as ensuring an emotionally secureenvironment for all. Pastoral Care is present in all aspects of school life and influenceseach pupil in every activity associated with school. The School’s Pastoral Policy is availableon the school website.

Cambridge House Prospectus 2020-21

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“The real voyage of discovery consists not inseeking new landscapes, but in having new eyes.Marcel Proust

Cambridge House Grammar School Curriculum Policy is based on the definition ofcurriculum as '...all the learning which is planned and guided by the school, whether it iscarried on in groups or individually, inside or outside the school’.

Learning and TeachingLearning and Teaching is the core purpose of the school.The priority is active engagement within the classroomand high quality learning strategies which will facilitatehigh quality academic outcomes in line with NI GrammarSchool benchmarks.

The achievements of learners are central. Our school iscommitted to ensuring that learners attain high standardsof performance. Learners also acquire the full range ofpersonal skills and attributes that contribute to theirsocial and economic wellbeing, including problem solving,creativity and their capacity to work independently andcollaboratively. Our school provides a welcoming,supportive and stimulating environment and promotes asense of curiosity and self-esteem in learners.

Effective improvement is closely linked to a high degree ofaccountability and rigorous monitoring and evaluation ofall aspects of provision by the relevant school leaders.

A range of key skills is developed:Being creative Using imaginationThinking skills Decision-making skills Listening skills Managing informationWorking with others Negotiation skillsJustification skills Self-evaluation Self-management Target setting

Religious EducationThe School has a Christian ethos.

Provision, in line with Statutory requirements is made.Collective worship for the Junior and Senior Schoolhappens on a weekly basis at Assembly. These are led bythe Principal, Vice-Principals, Senior Team and SixthForm; Year Group Assemblies are also scheduled weekly.Parents may, if they wish, withdraw their children fromCollective Worship or RE.

The school community joins together for annual services:Remembrance, Christmas, Easter and Summer.

Curriculum

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School Musical

TechnologyRugby

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CURRICULUM PROVISION The Entitlement Framework


Fun Run

Key Stage 3 (Years 8 - 10)

The following subjects are studied as part of our deliveryof the Northern Ireland Curriculum:

• Art and Design• Careers Education (Discrete provision Year 10)• Performing Arts (incorporating Drama, Music, Dance,

Music Technology and Moving Image)• English (with Media Education)• Form Programme• Geography• History• Home Economics• Information and Communications Technology• Mathematics (with Financial Capability)• Modern Languages: Spanish and French• Physical Education (and Games)• Religious Education• Science: Biology, Chemistry, Physics• Technology and Design

Thinking Skills, Personal Capabilities and the CrossCurricular Skills are imbued within the delivery of thesesubjects. Learning for Life and Work and CareersEducation Information, Advice and Guidance are providedas part of a whole school and Form time programme.

Key Stage 4 - The Entitlement Framework GCSE (Years 11 - 12)

All pupils will have opportunities to study the StatutoryRequirements of:

PE (Games), Religious Education. Careers Education,Information, Advice and Guidance is provided in line withstatutory requirements.

The following GCSE subjects are offered: • Agriculture and Land Use CCEA• Art and Design CCEA• Business and Communications Systems CCEA• Business Studies CCEA• Cambridge National Award in ICT • Child Development CCEA• Construction and the Built Environment CCEA• Double Award Science CCEA• Drama CCEA• English Language CCEA• English Literature CCEA• French CCEA• Further Mathematics CCEA• Geography CCEA• History CCEA• Food and Nutrition CCEA• Digital Technology CCEA • Mathematics CCEA• Media Studies WJEC• Music CCEA• Physical Education CCEA• Religious Studies CCEA• Single Award Science CCEA• Spanish CCEA• Statistics CCEA• Technology and Design CCEA

Sixth Form Provision The Entitlement FrameworkA Level (Years 13 - 14)

Pupils will study three or four subjects at AS level; the majority will continue with three subjects for A2, though some may take four.

Subjects can be chosen from the following list:• Art and Design CCEA• Biology CCEA• Business Studies CCEA• Cambridge Technical Introductory Diploma in IT OCR• Construction and the Built Environment EDEXCEL• Chemistry CCEA• Digital Technology CCEA• Drama and Theatre Studies EDEXCEL• Engineering EDEXCEL• English Literature CCEA• French CCEA• Geography CCEA• Health and Social Care CCEA• History CCEA• Nutrition and Food Science CCEA• Life and Health Sciences CCEA• Mathematics CCEA• Media Studies WJEC• Music CCEA• Professional Business Services CCEA• Physics CCEA• Religious Studies CCEA• Spanish CCEA• Sports Studies EDEXCEL• Technology and Design CCEA

A taught Careers Education programme is also deliveredin Years 13 and 14.

The subjects listed above are those offered for 2020-2021.Changes may occur in line with further Department ofEducation guidelines.

Cambridge House Grammar School is an active participantin Ballymena Learning Together, which supports academicand applied subjects through collaboration.

School Organisation

Homework

Homework is an integral part of the learning experienceand the development of sound study habits. It is vital toreinforce learning and to encourage pupils to workindependently. Homework should have meaning andpurpose. It should fit into schemes of work and teachersshould have particular learning outcomes in mind.

Time guidelinesThe following information gives approximate times to bespent on homework per year group. If longer homeworksare set they should be spread over several nights.

Year 8One to one and a half hours should be spent per night,over five nights per week or the equivalent. The timerequired for any individual homework should notnormally exceed 20-25 minutes.

Years 9 - 10One and a half to two hours should be spent per night,over five nights per week or the equivalent.

Years 11 - 12Two to two and a half hours should be spent per night,over five nights per week or the equivalent.

Years 13 -14Three hours should be spent per night over five nightsper week or the equivalent. Study time within school willcount as part of this total.

The School Day

Currently the school day is divided into 5 periods over a 2week timetable.

The School Development Plan 2019 - 2022

The School Development Plan, revised annually reflectsthe changing needs of the school.

The School Development Plan is available on the schoolwebsite.

Pupils in Year 8 are allocated to 5 Pastoral Form Classes as well as timetabled classes.These groups stay together for core subjects in Key Stage 3 and are subdivided for practicalsubjects. Pupils are allocated to subject classes at Key Stages 4 and 5, dependent on theirsubject choices. Pastoral Form Classes, however, remain with their Form Teacher.

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Open DaySchool Sports Day

Modern Languages

Period 1 9.00 - 9.55am

Period 2 9.55 - 10.50am

Break 10.50 - 11.10am

Period 3 11.10am - 12.05pm

Period 5 1.40 - 2.30pm

Period 6 2.30 - 3.20pm

Junior School Senior SchoolPeriod 4a Period 412.05 - 12.25pm 12.05 - 1.00pmLunch 12.25 - 1.05pmPeriod 4b Lunch1.05 - 1.40pm 1.00 - 1.40pm

Extra Curricular Provision 2019 - 2020A wide range of extra-curricular activities is provided both at lunch time, after school,evenings and at weekends for all age groups.

Sports:• Athletics• Badminton• Basketball • Cross Country• Football• Golf• Hockey - Girls• Horse Riding• Rugby - Boys and Girls• Netball• Tennis

Creative and Expressive:• Art Club• Choirs: Junior, Senior, Chamber • Drama Clubs - Junior and Senior• Dance Drama• Debating• Drama• Public Speaking• School Band• School Orchestra• Traditional Music

Other Clubs and Activities:• Army Cadet Detachment• Bookworms Club• Computer Club• Eco-Committee• Numeracy Club• Science Club• Scripture Union• ‘T-Factor’• The Duke of Edinburgh’s Award• Trips abroad e.g. New York• Greenfingers Club - including Primary School Project• Year 8 Lunchtime Club• Table Tennis• Badminton

Facilities:• 3 Rugby Pitches• 3 Hockey Pitches• 4 Tennis Courts• 2 Cricket Squares• 1 Basketball Court• 2 Gymnasia• 1 Sports Hall• 1 Library• Extensive Careers Facilities - including specialised

Careers Library• Sixth Form Centre• Technology Centre• 8 Science Laboratories• Green House• 2 Home Economics Suites• 6 Computer Suites• 2 Drama Studios• Performing Arts Practice Rooms• Music Rooms and Recording Facilities

Cambridge House Prospectus 2020-21 9

Young Enterprise Event

Library

No law or ordinance ismightier than understanding.Plato“ “

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Chem

istry Lab

Young EnterpriseCambridge House is a Centre of Excellence forEntrepreneurship and has a long and celebratedtradition of enterprise. The school has been therecipient of many awards and accolades forperformance in this area, including being the NorthEast Regional Winners and Northern Ireland Finalists.

Such experiences are invaluable, providing outstandingopportunities for creative and collaborative thinkingcoupled with business leadership and administrativeskills. Pupils are provided with the opportunity to sitthe OCR Level 3 Certificate in Enterprise qualification,which attracts UCAS points.

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The three key aims of our careers education andguidance programme are:

• Self-Awareness and Development: identifying,assessing and developing the skills and qualitiesnecessary to choose and implement an appropriatecareer plan

• Career Exploration: acquiring and evaluatinginformation and reviewing experiences to identify andinvestigate appropriate career pathways and learningopportunities in education, training and employment,locally, nationally and internationally

• Career Management: developing skills in careerplanning and employing effective career decision-making strategies to manage transition and makesuitable career development choices, with theappropriate support, advice and guidance.

A planned programme of Careers Education forms anessential part of the curriculum at each Key Stage. It isdelivered by both discrete and integrated means.

At Key Stage 3, pupils study Employability as part of anintegrated approach across all subjects. Pupils in Year 10have a designated period of Careers on their timetables.The focus is on Career Planning and Management andpupils begin to develop their Career Folders. In additionto this taught programme, all Year 10 pupils receive:

• Class talks from the DEL Careers Officer.• The opportunity to use and complete career profilingsoftware such as Cascaid.

• Parents and pupils are invited to attend a subjectnight, giving them the opportunity to discuss GCSEchoices with subject staff.

• A one to one advice and guidance interview, whichparents are also invited to attend, with a member ofthe Careers Team.

• A range of presentations through subject areasrelating to careers in that subject area, this includesSTEM, industry ambassadors, Sector Skills Council.

At Key Stage 4, pupils in both Years 11 and 12 have adesignated period of Careers on their timetables.In addition to this taught programme, all Year 12 pupils:

• Receive a one to one interview with the DEL CareersOfficer.

• Opportunity to attend the Past Pupils Careers Evening• Have the opportunity to sign up to various talksorganised throughout the year

• Parents and pupils are invited to attend a subjectnight, giving them the opportunity to discuss subjectchoices for GCE A Level and other options with subjectstaff careers and university staff

• A range of presentations through subject areasrelating to careers in that subject area

• A one to one advice and guidance interview, whichparents are also invited to attend, with a member ofthe Careers Team.

• Follow up interviews in August after results arepublished

At Key Stage 5, pupils in Years 13 and 14 have adesignated period of Careers on their timetables. Inaddition to this taught programme, all pupils can avail of:

• Opportunities to attend the Past Pupils CareersEvening;

• UCAS personal statement building support;• Year 13 will have supplementary Careers/UCASsupport available after their AS examinations in June.

• Mock Interview Programme;• Opportunities to sign up to various talks organised forthis year group;

• Bank Presentations – budgeting/bank accounts;• Work Experience Programmes;• Pupil Finance Seminar and Clinics;• Parent and pupil UCAS event and a subject night,giving them the opportunity to discuss post-18 optionswith subject staff, and careers staff;

• One to one advice and guidance interview, by amember of the Careers Team;

• Follow up interviews in August after results are published;

• Individual support with regards to UCAS for Year 14 onresults day.

Careers Education,Information, Advice & GuidanceCareers Education, Information, Advice and Guidance (CEIAG) is central to our schoolcurriculum. The fundamental objective is to provide all pupils with the opportunity tobecome effective career decision makers, enabling them to develop an appropriate careerplan and to support its implementation with accurate and impartial advice and guidance.Our provision plays an important part in the development of each pupil in preparation forthe opportunities, challenges and responsibilities of adult working life.


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Pastoral CareSixth Form students are supported by a Pastoral Careteam, led by the Head of Sixth Form and two Heads ofYear. A dedicated team of Form Teachers meet with theirclasses once a week in order to monitor progress, settargets and follow a bespoke programme which supportsthe students with their own personal development, careerplanning and preparation for life beyond school. The levelof stress that students experience is also monitored on acontinual basis by Form Teachers, with interventions suchas Stress Management Sessions being put in place at keypoints throughout the school year. The Head of SixthForm, whose office is situated within the Sixth FormCentre, operates an ‘open door’ policy where studentsmay drop in to discuss any concerns they may have andask for advice.

Study Centre The Sixth Form Centre boasts a range of excellentfacilities to allow the students to maximise their studytime and also to enjoy the social aspects of being in thesenior school. A variety of learning styles are catered forthrough the availability of a silent study room, ICT roomand an interactive group study facility. Two full-time studysupervisors ensure that students use their timeeffectively, monitor work undertaken in study and offerpastoral support when required. Students who arestudying practical subjects, such as Art or Technology, arealso able to go to subject areas to work on their projectsindependently. The Olive Tree café is situated in the SixthForm Centre and provides hot food, drinks and snacksexclusively for Senior students before school, at break andlunch time. A ‘super free’ period is available every week,where students may use the Common Room to socialisewith their friends and to relax.

Study Support During the academic year, students complete threetracking assessments; ensuring the progress of eachSixth Form student is monitored closely by the Head ofSixth Form and Heads of Year. Bespoke study supportprogrammes are put in place for students following eachtracking report and the publication of examination results.Students who are achieving well are rewarded with anextra ‘super free’ period. Those who have not achieved ina particular subject area are supported by departmental

staff, whilst those who have underachieved in a number ofsubjects are assigned a mentor. Tailored interventions areagreed with the student and progress reviewed upon thepublication of new results.

Work experience All Year 13 students complete a week of work experiencein a career area which is of interest to them. Theprogramme, which is led by the Head of Sixth Form, waspraised by the Inspectorate for the way it is organised andfor the opportunities it provides for the Year 13 students.Students have the opportunity to embark on a wide rangeof placements in the fields of engineering, medicine,dentistry, education, law and accountancy. During thework experience programme, students are prepared forthe world of work and are required to evaluate theirexperience, reflecting on how it has informed their futurecareer goals. There are also opportunities for membersof Sixth Form to complete additional work experienceplacements in consultation with the Head of Sixth Form.

EnrichmentAll Sixth Form students are provided with the opportunityto tailor their educational experience by undertakingenrichment activities; such as, participating inindependent reading, a period of games, YoungEnterprise, or practising a musical instrument. Studentsmay also enrol to participate in courses which developboth their skillset and CV; for example, TEFL (TeachingEnglish as a Foreign Language) and sign language.

VolunteeringSixth Form students are encouraged to actively becomeinvolved in the life of the school by undertaking aleadership role; for example, as a Welcome Host,Academic Mentor, School Council Representative, HouseCaptain, School Prefect, Mental Health Ambassador orAnti-Bullying Ambassador. All positions require studentsto give of their time, and so can be counted towardsaccreditation by the external organisation ‘VolunteerNow’, allowing students to become ‘MillenniumVolunteers’.

PrefectsThe application procedure for prospective Prefects isrigorous and for the top candidates includes apresentation and formal interview with the Principal andSenior Teachers. The Senior Prefect Leadership Team is adriving force in both the Sixth Form and the school as awhole. They take on the role of Peer Mentors where theylink with Year 8 form classes to ensure that our youngerpupils settle into school quickly. They are alsoresponsible for organising major events such as the SixthForm Induction activity, Year 14 formal and charityfundraisers. The Head Boy and Head Girl lead the SeniorSchool Council which provides a voice for the students anda direct link to the Head of Sixth Form, Principal and theBoard of Governors.

Extra-curricular activitiesA wide variety of extra-curricular activities and socialevents are on offer to Sixth Form students; ensuring thatall tastes are catered for. Details of activities on offer canbe found in the section entitled extra-curricular provision.

Sixth FormCambridge House Grammar School isproud to continue a consistent intake ofover 200 students who choose to study inSixth Form. Prior to entry into the SixthForm, students are provided with one-to-one interviews ensuring a curriculumchoice which will suit their ability andcareer aspirations. Senior students atCambridge House Grammar School canexpect to be part of a professional learningcommunity of young people who areactively involved in all aspects of school life.

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Sixth Form

Com

mon Room

Mental Health and Well-BeingAt Cambridge House Grammar School, we believe the primarypurpose of education is to awaken a love of learning in each ofour young people, which will then carry on long after they haveleft us. A key priority for us is to ensure that each of our pupilsis ‘happy’ in terms of their level of confidence andindependence, has a desire to learn, and the resilience to do so.

To support the development of mental health and well-beingwithin our school, Sixth Form students had the opportunity toattend training and become Mental Health Ambassadors. They now work within school to promote positive mental healthand well-being and combat the stigma that surrounds mental illness.

As a school we have also partnered with Inspire Well-being tobecome an Inspiration Point, ensuring that everyone within ourschool and local community has access to information abouthow to support their own mental health.

To summarise our vision, a Mental Health Charter has beencreated, pledging to:

1. Create an open and inclusive culture within our school which displays respect for those with mental ill-health

2. Promote equality of opportunity, and challenge the stigma of mental ill-health

3. Identify and provide sources of information and support regarding mental ill-health

4. Support and work towards improving the mental well-being of everyone in our school community.

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Professional Profile: John Nicholl - Head of PE/Head of Year 10

I grew up in Ballymena with my parents, brother and sister. At schoolI always had a keen interest in sport mainly playing Rugby, Football,Cricket and Table-tennis. My PE teachers were very important rolemodels who always encouraged me to take part in as many sports aspossible. I really enjoyed developing my skills, working as part of ateam, encouraging others around me and being part of the sportingfamily that my school offered.

After completing my A-Levels, I went onto to study at Belfast Instituteof Further and Higher Education, completing my HND in Sport andExercise Science. From BIFHE, I studied a BSc (Hons) degree atStranmillis College, Belfast in Sport & Leisure with PE.

After completing my degree, I decided to complete my PGCE in PE atthe University of Ulster, Jordanstown. I thoroughly enjoyed my courseas it provided me with more opportunities in coaching and teachingthrough different sports such as Gymnastics, Dance, Basketball andSwimming.

I love Cambridge House GS because of the environment we provide ourpupils to learn, develop and achieve through creativity with strongpastoral care along the way. To see the pupils, develop from Year 8 toYear 14 is very special, especially with those pupils who have such anactive participation towards my subject, PE. The school offers a vibrantcollection of sports with highly skilled coaches for all different sportingbackgrounds to cater for all their needs.

I believe that PE is so important in a child’s development as it offerssomething completely different to a classroom experience. In PE weaim to develop a pupil’s confidence, self-worth and offer an educationin how to look after their own body through strength & conditioningand personal hygiene. Working with others, problem solving,communication skills and a healthy body and mind are fundamental toa pupil growth and development at Cambridge House GS. I havethoroughly enjoyed my 6 years at Cambridge House and I hope to helpdevelop each pupil on their own journey throughout school not only inSport, PE but their life as a whole.

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Rebecca Ellis - Biology Teacher

I grew up in Antrim with my parents and sister. I knew from a veryyoung age that I wanted to be a teacher. My sister often reminds me ofthe fact that I decorated our spare room like a classroom and madeher go to “school” on a Saturday morning! During my time at AntrimGrammar School I had many inspiring teachers who encouraged meto reach my potential and participate fully in school life. My Biology andChemistry teachers stand out in particular, they made learning scienceinteractive and fun. It was then that I realised that I wanted to pursuea career in teaching Science. It is my aim is to instil this interest inscience through my own teaching.

After completing my A-levels I went on to study Biological Sciences atQueen’s University. Throughout my time at University I volunteeredregularly at local primary schools teaching science and art lessons aswell as learning more about the teaching profession. As soon as Icompleted my degree I applied for a PGCE at Queen’s. I was thrilled toobtain a place and I thoroughly enjoyed the course. My second

placement during this course was in Cambridge House GrammarSchool. I learned so much during my time here and I knew this wasexactly the school environment that I would like to end up teaching in.I have really enjoyed my time at Cambridge House over the past twoyears. There is a real sense of community and I am very grateful towork in such a supportive and caring environment, both within theScience department and at a whole school level.

I really believe extra-curricular activities are essential for young peopleto pursue their interests as well as instil confidence and experiencethe school community. Running the Junior Science Club with mycolleagues has been a privilege. I am also very proud of our Eco-Committee. Our biggest task to date has been planting 400 trees in theschool grounds. We have also carried out a biodiversity survey of ourschool grounds, participated in several litter picks and started work on a ‘bug hotel’.

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Be Inspired to AchieveA Passion for Sport and Physical EducationAt Cambridge House, we are committed to the school ethos of creating and developing lifelong learners in sport.

Playing sports helps our pupils to stay in shape, teachesthem how to organise their time, boosts friendships, andbuilds relationships with their peers and coaches.

School sport allows our young pupils to work individuallyand together as members of teams. They developrespect for opponents through inter school competitions.

Pupils are provided with many opportunities throughsport to develop their own personal skills andcapabilities which, will enable them to make choices andself manage through commitment, perseverance and adetermined work ethic.

We also encourage sixth form pupils to take part in anenrichment sports programme giving back to youngerage groups through leadership or coaching roles.

Physical Education, including games is compulsory forall pupils in years 8-12. there are also opportunities forparticipation in sport at lunch time, after school and atweekends.

Pupils will have the opportunity to take part in variousschool trips and tours linked with sport in cambridgehouse, such as;• rugby tours at junior and senior level• hockey tours at junior and senior level• ski trip at junior level

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Cross Country

Cambridge House Grammar School Army CadetDetachmentCadet training is based on a syllabus of military typetraining which encourages “self-discipline” and aimed atyoung people which will give them “fun, action, adventure”and the chance to make loads of friends, they can also getreal qualifications such as a BTEC in Public Services andMusic, a First Aid at Work qualification and a Duke ofEdinburgh Award at Bronze, Silver or Gold level.

Netball

Athletics Hockey Team

Rugby

Year 14 [2019]Number of pupils in Year 14 86 Number of pupils in Year 13 & 14 185

Percentage achieving 3 or more Grades A* to C Percentage achieving 2 or more Grades A* to E87.2% 100%

Subject Total number Percentage of Pupils Entered Achieving Grades of entries A* A B C D E UArt and Design 9 0.0 33.3 33.3 22.2 11.1 0.0 0.0Biology 12 0.0 16.7 33.3 41.7 8.3 0.0 0.0Business Studies 8 0.0 12.5 50.0 12.5 25.0 0.0 0.0Chemistry 6 0.0 16.7 33.3 33.3 16.7 0.0 0.0Digital Technology 14 7.1 14.3 50.0 28.6 0.0 0.0 0.0Drama 5 0.0 0.0 60.0 40.0 0.0 0.0 0.0English Literature 6 0.0 16.7 0.0 66.7 16.7 0.0 0.0French 6 0.0 33.3 33.3 33.3 0.0 0.0 0.0Geography 7 0.0 28.6 57.1 14.3 0.0 0.0 0.0Government and Politics 1 0.0 0.0 0.0 100.0 0.0 0.0 0.0Health and Social Care 36 2.8 19.4 55.6 22.2 0.0 0.0 0.0History 3 0.0 33.3 33.3 33.3 0.0 0.0 0.0Life & Health Sciences 9 0.0 33.3 11.1 55.6 0.0 0.0 0.0Mathematics 15 20.0 26.7 33.3 20.0 0.0 0.0 0.0Media Film and TV Studies 20 0.0 5.0 40.0 40.0 15.0 0.0 0.0Nutrition and Food Science 7 14.3 28.6 14.3 28.6 14.3 0.0 0.0Physics 11 0.0 45.5 36.4 9.1 9.1 0.0 0.0Professional Business Services 16 0.0 12.5 50.0 37.5 0.0 0.0 0.0Sociology 5 0.0 0.0 40.0 60.0 0.0 0.0 0.0Software Systems Development 2 0.0 100.0 0.0 0.0 0.0 0.0 0.0Spanish 7 0.0 14.3 57.1 28.6 0.0 0.0 0.0Technology and Design 19 15.8 15.8 42.1 21.1 5.3 0.0 0.0

Distinction* Distinction Merit PassConstruction(BTEC Level 3 Subsidiary Diploma) 2 100.0% 0.0% 0.0% 0.0%Engineering(BTEC Level 3 Subsidiary Diploma) 11 54.5% 36.4% 9.1% 0.0%Information Technology(Cambridge Technical Level 3) 14 50.0% 21.4% 28.6% 0.0%Sport(BTEC Level 3 Subsidiary Diploma) 8 50.0% 25.0% 25.0% 0.0%

Year 14 (A-level) 2014/15 2015/16 2016/17 2017/18Performance Indicators CHGS NI CHGS NI CHGS NI CHGS NI

% achieving 2 or more Grades A* to E 100 100 100 100 100 100 100 100% achieving 3 or more Grades A* to C 62 77 54 76 61 78 87 78

DESTINATION OF SCHOOL LEAVERSTotal number of pupils in years Percentage of pupils in years

12 13 14 12 13 14Transferred to another school 3 2 0 7.9 50.0 0.0Entered Jobskills 0 0 0 0.0 0.0 0.0Entered Further Education 27 2 11 71.1 50.0 12.6Entered Higher Education 0 0 68 0.0 0.0 78.2Took up Full-time Employment 1 0 3 2.6 0.0 3.4Entered Modern Apprenticeship 6 0 2 15.8 0.0 2.3Emigrated 0 0 0 0.0 0.0 0.0Did not do any of the above 1 0 3 2.6 0.0 3.4Total 38 4 87 100 100 100

ANNUAL ATTENDANCE RATE FOR 2018/19 95.5% 17

Year 13 [2019]Number of pupils in Year 13 99

Subject Total number Percentage of Pupils Entered Achieving Grades of entries A B C D E UArt and Design 4 50.0 50.0 0.0 0.0 0.0 0.0Biology 22 13.6 50.0 27.3 9.1 0.0 0.0Business Studies 12 25.0 25.0 16.7 16.7 16.7 0.0Chemistry 15 20.0 13.3 26.7 26.7 6.7 6.7Digital Technology 8 25.0 0.0 62.5 12.5 0.0 0.0Drama 14 35.7 35.7 28.6 0.0 0.0 0.0English Literature 4 25.0 0.0 25.0 50.0 0.0 0.0French 3 66.7 33.3 0.0 0.0 0.0 0.0Geography 9 44.4 22.2 11.1 22.2 0.0 0.0Health and Social Care 34 29.4 47.1 23.5 0.0 0.0 0.0History 6 16.7 33.3 33.3 16.7 0.0 0.0Life and Health Sciences 10 10.0 50.0 40.0 0.0 0.0 0.0Mathematics 23 17.4 17.4 47.8 17.4 0.0 0.0Nutrition and Food Science 9 22.2 44.4 22.2 11.1 0.0 0.0Physics 14 21.4 28.6 35.7 14.3 0.0 0.0Professional Business Services 16 6.3 0.0 50.0 37.5 6.3 0.0Religious Studies 10 10.0 30.0 20.0 30.0 10.0 0.0Sociology 8 50.0 37.5 12.5 0.0 0.0 0.0Spanish 4 50.0 25.0 25.0 0.0 0.0 0.0Technology and Design 18 22.2 27.8 38.9 5.6 5.6 0.0

18

Cambridge House Grammar School Senior Teaching Staff

PRINCIPAL:Mrs E Lutton, BEd, MSc, PQH(NI)

VICE PRINCIPALS:Mrs K McClurg, BA, MSc, PGCE, FCIEA, PQH(NI)

Mrs A Proctor, BEd, FCIEA

SENIOR TEACHERS:Mr A Adamson, BSc, MSc, PGCE, MEd, PQH(NI)Mrs M Spence, BSc, HDipEd(Hons)Mrs R Oliver, MEdMrs J Patterson, MEd

VIth Form SocialYear 8 Christmas Box Charity Open Day

Total number Distinction* Distinction Merit Pass Distinction Merit Passof entries

Information Technology 9 0 0 55.6 22.2 22.2 0 0(Cambridge National)

L E V E L 2 L E V E L 1

Year 12 [2019]Number of pupils in Year 12 138

Percentage entered for 5 or more subjects Percentage entered for 7 or more subjects100% 99.3%

Percentage achieving Grades A*-C Percentage achieving Grades A*-Cin 5 or more subjects in 7 or more subjects

97.1% 90.6%

Subject Total number Percentage of Pupils Entered Achieving Gradesof entries

A* A B C* C D E F G UAgriculture 7 0.0 42.9 28.6 28.6 0.0 0.0 0.0 0.0 0.0 0.0Art and Design 34 2.9 14.7 8.8 11.8 26.5 17.6 11.8 5.9 0.0 0.0Business Studies 26 0.0 26.9 42.3 15.4 11.5 3.8 0.0 0.0 0.0 0.0Child Development 30 16.7 26.7 26.7 16.7 6.7 6.7 0.0 0.0 0.0 0.0Construction 22 13.6 9.1 36.4 4.5 13.6 9.1 9.1 0.0 4.5 0.0Digital Technology 33 3.0 36.4 27.3 24.2 6.1 3.0 0.0 0.0 0.0 0.0Drama 19 5.3 42.1 36.8 0.0 15.8 0.0 0.0 0.0 0.0 0.0English Language 138 1.4 15.9 26.1 28.3 26.1 1.4 0.7 0.0 0.0 0.0English Literature 30 6.7 33.3 30.0 26.7 3.3 0.0 0.0 0.0 0.0 0.0Food and Nutrition 24 12.5 33.3 12.5 20.8 4.2 16.7 0.0 0.0 0.0 0.0French 12 8.3 75.0 8.3 8.3 0.0 0.0 0.0 0.0 0.0 0.0Geography 53 1.9 26.4 22.6 18.9 17.0 7.5 5.7 0.0 0.0 0.0History 30 3.3 36.7 23.3 20.0 0.0 13.3 0.0 3.3 0.0 0.0Mathematics 138 10.9 17.4 46.4 0.0 25.4 0.0 0.0 0.0 0.0 0.0Mathematics Further 31 3.2 25.8 29.0 16.1 22.6 3.2 0.0 0.0 0.0 0.0Music 5 0.0 40.0 20.0 20.0 20.0 0.0 0.0 0.0 0.0 0.0Physical Education 26 0.0 7.7 30.8 26.9 23.1 11.5 0.0 0.0 0.0 0.0Religious Studies 10 10.0 40.0 10.0 10.0 20.0 10.0 0.0 0.0 0.0 0.0Science: Single Award 20 5.0 15.0 15.0 45.0 20.0 0.0 0.0 0.0 0.0 0.0Spanish 36 8.3 47.2 38.9 5.6 0.0 0.0 0.0 0.0 0.0 0.0Statistics 104 0.0 0.0 10.6 43.3 41.3 3.8 1.0 0.0 0.0 0.0Technology and Design 54 1.9 20.4 42.6 20.4 11.1 3.7 0.0 0.0 0.0 0.0


9 8 7 6 5 4 3 2 1 UMedia Film and TV Studies 77 1.3 6.5 10.4 27.3 26.0 20.8 5.2 1.3 1.3 0.0Sociology 8 0.0 0.0 0.0 37.5 12.5 37.5 12.5 0.0 0.0 0.0


A*A* A*A AA AB BB BC* C*C* C*C CC CD DD Science: Double Award 118 4.2 3.4 15.3 6.8 13.6 16.1 19.5 14.4 5.1 0.0 1.7

Year 12 (GCSE) 2014/15 2015/16 2016/17 2017/18Performance Indicators CHGS NI CHGS NI CHGS NI CHGS NIPercentage achieving Grades A*-C in 5 or more subjects 98 98 98 97 95 97 96 96Percentage achieving Grades A*-C in 7 or more subjects 92 94 95 92 91 91 91 91

19

APPLICATIONS AND ADMISSIONSYear Admissions No. Total Application All Preferences Total Admissions2015/16 140 173 1402016/17 140 189 1402017/18 140 171 1402018/19 140 199 1412019/20 140 210 141

This table does not include children who were admitted to the school with a statement of special educational needs.

Key Stage 3 [2019] in percentagesNumber of pupils in Year 10 138

1 2 3 4 5 6 7Communication Teacher Assessed NR NR NR NR NR NR NR

NI Summary ** 1.5 6.2 20.0 34.3 24.7 13.2

Using Teacher Assessed NR NR NR NR NR NR NRMathematics NI Summary ** 1.3 7.8 18.3 31.2 24.7 16.7

Using ICT Teacher Assessed NR NR NR NR NR NR NRNI Summary ** - 7.3 19.4 51.9 18.1 3.3

** Denotes fewer than 5 pupils.

Key Stage 3 % Achieving Level 5 % Achieving Level 6Performance Indicators or above or above

Communication Using Using Communication Using UsingMathematics ICT Mathematics ICT

Teacher Assessment NR NR NR NR NR NRNI Summary 72.2 72.6 75.3 37.9 41.1 21.4

NR – no result recorded

Please note that the 2018/19 NI data have been produced based on submitted returns from approximately 16% of post primaryschools and the information presented here has not been weighted to reflect the school population. It is therefore important toexercise caution when interpreting these results and analysing data year on year.

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