2020 Information Book

Information 2020/2021 Torquay Girls’ Grammar School

1. Our Vision We aim to provide an outstanding environment which fosters; Academic achievement, Personal development, & Caring attitudes In doing so we will prepare our girls for the challenges of the 21st Century so they become the leaders of tomorrow. Our motto is ‘Aude Sapere’ - We Dare our girls to be Wise – We dare them to think for themselves. We achieve these aims by developing: a) Our “10 Habits to help live a big, long, happy and healthy life.” b) Learning Skills – you can find out more about this through Dr Smith’s Little Handbook of Health. 2. Development of Learning Skills We hope to develop 8 skills in the three areas of Preparation, Participation and Progression, known as Triple P (see overleaf). The girls develop these skills during their time at TGGS using every opportunity both in and outside the classroom. In subject lessons there will be many opportunities to develop these skills. In addition there are many extra-curricular activities which provide excellent opportunities to develop certain skills. The Duke of Edinburgh Award scheme, for example, will give the girls a chance to work on the skills of collaboration and leading. Taking part in a drama, dance or musical production will give them a chance to work on their creativity and develop confidence in their ability. Alongside these opportunities, as they pass up through the school, there will be a programme of activities specifically designed to teach elements of these skills. 3. Pastoral System Our pastoral system is based around the need to look after all parts of a student’s life. We have a very strong House culture and a year round calendar of activities. Our students are allocated to a House on entry to the school. These are named after former Head Teachers: Beal, Jackson, Robertson, Wilkinson and Cross. The House system enables students to work together for events such as Sports’ Day, Charity week and other events (see below) culminating in the House Shout where all students (and staff !) compete by singing a song of their choice at the end of term assembly – see our House Culture Booklet. Sixth form students are elected by their House members to be Heads of House and these senior students also provide invaluable support for the younger members of the school (www.tggsacademy.org/houseculture). The 2020/2021 leaders of the Pastoral care system are the Heads of Year, they will be: Head of Year 7 - Ms Saunders Head of Year 10 - Mrs Roberts Head of Year 8 - Mrs Fox Head of Year 11 - Mrs Lamacraft Head of Year 9 - Mrs Rabicano Head of Year 12/13 - Mrs Horrocks/Mrs Browne Additionally, Year 12 students are trained to be peer educators or teaching students so that younger students can feel confident in approaching someone other than a teacher for support and advice. We have a school nurse and counsellors on site most days and they can be called in for emergency support at other times.





The TGGS Learning Framework Learning Skills (Triple P) 5 Characteristics of Excellent Learning Teacher responsibilities (Trinity) Work hard; 1. Do the girls know why they are doing this work?  Put in the necessary time and effort  The assessment objectives are clearly visible/explained and referred to throughout High expectations Strive to develop the Learning skills to be successful. the lesson Set high expectations of behaviour  The lesson title is in the form of a question which can be answered by the end of Preparation and achievement (A*/A) 1. Plan the lesson Set challenging but manageable  Be positive in your approach to learning  The students are shown where they are in a SOW/Syllabus  Anticipate hurdles & think of solutions  The lesson is linked to a particular exam/paper/theme/skill tasks  Consider options  Outstanding exemplar work is shown to give direction Encourage personal development  The relevance of the work in its wider context is made clear i.e. social, historical, 2. Be organised and contribution to the community  Be in in the right place at the right time economic, cultural and scientific as well as being linked to particular career paths  Bring the right equipment and other subjects. Teaching and Learning  Do the right preparation  The plenary links back to objectives Subject Knowledge Be up to date with subject Participation 2. Are the girls made to think? knowledge  The activities require the girls to really think and lead to significant progress in Communicate knowledge and skills 3. Question clearly  Question how things are understanding or skills Have sound knowledge of  Question how things could be; by being  The higher level thinking skills are utilised (Bloom’s taxonomy or Swartz & Parks) specification and assessment criteria creative, innovative and by taking risks eg evaluation, synthesis, compare and contrast. Commit to continuous  Questioning; development of knowledge and 4. Concentrate  A variety of question types are used (refer to Pedpack questioning guide) experience  Focus on the task in hand  There an expectation that students must produce an answer  Sustain your attention  There is a ‘ what to do if you do not know the answer’ strategy Positive Learning Environment  Participate fully in class activities  Classwork and homework is differentiated to match all abilities (cohorts)  Make sure the content and presentation  A choice of tasks is provided which secures the minimum expected understanding Be positive about what the girls can achieve of your work shows attention to detail for an A grade and the stretch and extension for A*  Students are encouraged to show sustained effort despite the challenge. Be enthusiastic and make learning 5. Manage emotions  A clear outcome is expected within a defined time limit enjoyable  Be aware of your and others’ emotions.  Manage your emotions so you perform 3. Does the lesson maintain the girls’ focus and interest? Learn students names  Teaching involves a variety of tasks both in the lesson and over time. Treat all students fairly and at your best in all situations.  The tasks take into account individual learning needs and styles  Support the emotional needs of others  The lesson is well ordered, the girls know exactly what to do and transitions are consistently Use appropriate praise to raise 6. Consider others smooth.  Work positively with others  All students contribute by asking/answering questions or by participating in girls’ self-esteem  Show respect for staff and students Provide a stimulating physical  Have good manners activities  Care for your learning environment  During individual or group work girls stay on task environment  Clear timings given and kept to and time is used effectively Progression  Appropriate changes of pace are seen in response to the girls’ focus and Thorough Preparation 7. Be Resilient  Stick at goals, do not give up easily understanding Plan lessons well  Respond positively to failure by  There are opportunities for peer-led learning Arrive promptly at lessons Provide a variety of engaging tasks changing your approach. 4. Do the girls know how to improve? Use a variety of resources  Reflect on your progress  Exemplar material is used such as model answers at A/A* particularly peer Mark and return work in a timely  Consolidate your learning examples fashion 8. Lead;  Mark schemes are used and discussed Yourself;  Students are trained to mark their own or others work Intervention  Aim high, stretch yourself  Poor answers are analysed and discussed  Direct your own learning  Students are taught how to answer different question stems (no deviation without intervention)  Know how you learn best  There is appropriate feedback given on homework/coursework including Closely monitor student progress Know individuals strengths and Others; annotation of scripts  Develop the skills to lead others  Answer templates are used weaknesses inc those with SEN  Students regularly evaluate against assessment criteria and lesson objectives Praise or support where  Questioning and marking gets students and teachers to understand where they appropriate are and what they need to do to improve Assess work regularly and give  Girls review their learning techniques (Ten Tips) clear feedback 5. Does the learning environment stimulate learning? Ensure the girls know how to  The physical environment is stimulating, subject specific and safe  There is a positive relationship between teacher and students improve  There are high expectations of achievement and behaviour Refer to appropriate  Achievement, progress and effort are valued and praised  The students are enthusiastic, ready to start, keen to participate academic/pastoral when required  The students are happy to take risks/make mistakes Reflect on and adapt practice as  The teacher presents in a way which fires the imagination and sparks a passion for necessary the subject

4. Induction of New Pupils When a girl joins the school in Year 7 every effort is made to help her settle in and adjust to the new environment. We link every new girl with a girl in the current Year 7 who will write to her and be her buddy. She is then invited to a Practice Day in July so that she can become familiar with the buildings and meet the members of her new tutor group, her form teacher and her buddy. Parents are invited to a meeting in the Summer Term before admission. For girls who join the school at a later stage, care is taken to ensure that they settle in as quickly as possible. There are many opportunities for the girls to bond. Two Parents’ evenings over the year gives parents a chance to talk to subject staff and Form Tutors about any issues. 5. Expectations for Girls’ Behaviour We are a caring and considerate community where individuals are treated fairly and with respect and where the girls treat each other and their environment with care. The girls are expected to maintain a high standard of personal behaviour so that they can pursue their studies unhindered and community life can run smoothly. We have a few clear and simple rules which reflect the aims of the school and we seek to minimise the need for sanctions through encouragement and praise. Girls are able to catch up or repeat a piece of work during the lunchtimes if necessary. More serious problems with work and behaviour may result in the girl being placed on report. Parents will be involved as appropriate in any discussions involving the behaviour of their daughter. 6. Rewards and Praise The staff and students have developed a new praise and reward system based on the awarding of House Points for excellent effort in all walks of school life, from the academic to work for the community. Almost all our students gather numerous House points, and this can lead to certificates, badges, personalised letters home and even tea with the Head. At Key Stage 4 the House Points go towards our auction; here exciting prizes are bid for by the students with those with the highest number of House Points able to bid highest. At the end of the year, the moment the school waits for – the unveiling of the House with the most House points; a very exciting moment. 7. Curriculum The aim is to provide a curriculum that balances academic achievement and the development of our 8 Learning Skills and 10 Healthy Habits. These are the skills we feel are vital to succeed in any walk of life. They are taught both within lesson and through our extensive extra-curricular programme. In Years 7-9, Key Stage 3, students study Art, English, French, German, Geography, History, Information Technology, Mathematics, Music, Physical Education, Religious Education, Citizenship, Science and Technology. In Years 10 - 11, Key Stage 4, all girls continue to study English Language and Literature, Mathematics, Double or Triple Science, at least one Modern Foreign Language, at least one Humanity subject (History, Religious Education or Geography) and Physical Education. In addition, two options are selected from Art, Business Studies, Computing, Drama, French, Geography, German, History, Religious Education, Music, Physical Education, Art Textiles, Food Technology and Computing. At the time when these choices are made, parents' meetings are held at which all the appropriate subject teachers and specialist careers staff are available. Typically, the girls will take the equivalent of 9 GCSEs.

In the Classroom The atmosphere at the school can be described as academically rigorous and girls and staff work hard to achieve the highest possible standards. We assess the girls regularly and ask them, in partnership with their teachers, to monitor their own progress and set themselves challenging targets. Art from newspapers, magazines, TV and IT sources. Art makes an essential contribution to the full range Students use a wide range of sources in researching of human intelligence and offers a means of deep their assignments and will build a varied personal enrichment. There is a wide array of understanding of the Business and Economic aesthetic opportunities and acquisition of skills environment. These subjects provide an important available at each key stage to suit the aptitudes and contribution to modern citizenship, giving them interests of the girls across a range of projects. The Art invaluable insight into the world around them. Our Department has one full-time and two part-time GCSE and A level options are supplemented by members of staff. All classes are taught as mixed extra-curricular clubs and the opportunity for ability groups in specialist accommodation located students to take part in national competitions in The Haystacks building. including the Bank of England’s Interest Rate Challenge and the ICAEW’s National Business and Art Textiles GCSE Accounting competition. We also have visits to Textile is well recognised as the area where businesses and invite in external speakers. connections are made between many other subjects within the modern curriculum, and where students can Drama develop their higher-level thinking skills and become At TGGS we are fortunate to have two fully equipped more independent learners. Our students are studios for teaching drama. Students work on acquiring encouraged to question and take risks with their fundamental performance skills, whilst creating exciting designing, whilst developing a sound base of practical and sustained practical work. The focus of lessons is to skills and understanding of the knowledge that build confidence, develop collaboration skills and to underpins successful practical work. At Key Stage 3 encourage creative expression. The majority of the Textiles is taught in specialist rooms with modern work is practical, with students performing a number of equipment. In Textiles the work is project-based and of pieces in front of an audience. Students currently a \"Design and Make\" nature, allowing a considerable study mime, improvisation and characterisation. We amount of freedom of expression and projects are produce a school play annually which is open to chosen to reflect the girls' interests. In Textiles the work interested students in all year groups. is project-based and of a \"Design and Make\" nature, allowing a considerable amount of freedom of English expression and projects are chosen to reflect the girls' The students follow an integrated programme, interests. addressing three key areas of English: reading, writing, speaking and listening. They study a very Textiles GCSE is taught through Art Textiles – please wide range of texts, covering prose, poetry, drama, refer to the Art section of the prospectus for full including plays by Shakespeare, and media texts. information regarding this subject. Grammar For Writing approaches are embedded into schemes of work at Key Stage 3 to support Business Studies and Economics students in becoming effective writers. Classroom Business is available to girls as an option at GCSE, approaches are active and lively, enabling students and A level. Economics is taught in the Sixth Form. to develop critical and creative responses and The topical nature of these subjects means that supporting them to become independent learners. resources are constantly updated; recent real-life Drama is taught as part of the English curriculum in case studies and current data are therefore drawn Key Stage 3. Where possible visits to the theatre are

arranged so that students can see the plays they are Fieldwork is an important component of the course studying in performance to enrich their learning. and students benefit from a variety of fieldwork Also, Book Club and Creative Writing Club offer opportunities. The department has a good working extra-curricular opportunities for students to pursue relationship with several universities (both in the UK their passions and be creative. and abroad) and students have the opportunity to work on enrichment projects within the subject, Geography benefiting from the opportunities offered to them The geography programme in Years 7 – 9 is designed and empowering them to think and act creatively in to both prepare the girls for GCSE geography and to a wide variety of contexts. inspire them by investigating a broad range of contemporary geographical issues. The range of History skills girls develop is impressive and includes In History students are encouraged to understand cartographic, mathematical and analytical skills. and appreciate their own cultural heritage and how The GCSE and A Level programmes of study are it interacts with other world cultures. Alongside the exciting and rigorous and provide an environment traditional skills of analysis and interpretation there is for healthy discussion and debate within lessons. Girls an emphasis on enquiry and research developing that opt for geography at GCSE and A Level good independent learning skills. This will help to develop a critical understanding of the world prepare them for the GCSE course. Where possible, around them and the challenges humanity faces visits to places of historical interest take place to now and into the future. To support classroom enhance classroom activities, such as Morwellham learning the geography department is passionate Quay, London and the First World War Battlefields. about delivering field work and locations have We encourage students to participate in History included Iceland, Sicily, Manchester, Lake District as House competitions, such as Castle building and well as more local destinations such as Plymouth, extra-curricular activities such as the film clubs. Exeter, Slapton Sands and Dartmoor. In Year 7 students begin their studies with a course Geology on Medieval England which then leads onto the Geology is a field-based, multi-disciplinary science Tudors. In Year 8 we start the year with the Stuarts that integrates the principles of chemistry, physics, and continue into Victorian England and the British biology and mathematics in the study of Earth Empire. From there this leads us into the First World processes and history. Students study a broad range War. In the Autumn term of Year 9 students study the of topics including plate tectonics, glaciers, floods, Second World War and world history post 1945. We and groundwater flow – even dinosaur evolution! then start the GCSE in the Spring term of Year 9. Not only do they study the science of the Earth, but GCSE and A level options allow the students to study they also study the geology of the Moon and Mars, different periods of both British and World History and with the opportunity to work with up-to-date data allow them to critically analyse these events through from the NASA Mars InSight mission through the both primary source material and interpretations. As Géoazur Laboratory (GEOAZUR), Université Côte such, students are given the opportunity to explore d'Azur, with whom we work closely a wide range of fascinating political, social and economic aspects of our incredible past Geology is offered at GCSE level as a fast-track course and is a popular subject taught in twilight Mathematics sessions. Students who enjoy working outdoors, have 'Mathematics is a creative and highly interconnected a good scientific background, and are interested in discipline that has been developed over centuries, understanding how the world around them works will providing the solution to some of history’s most find this field of earth sciences a rewarding area of intriguing problems. It is essential to everyday life, study. critical to science, technology and engineering, and

necessary for financial literacy and most forms of our excellent academic results, but more importantly employment.' very proud of our students. At TGGS our goal is to produce extremely competent, Modern Languages confident and independent learners, armed with the All girls study French and German in the first two key mathematical skills to flourish in their subsequent years; in Year 9, girls may be chosen to continue with chosen careers. both languages or will opt to do only one. All Students are challenged with a variety of methods; students study at least one Modern Language to written, mental, oral, investigative and practical, to GCSE level. Through the study of these languages, make them more proficient and confident. We stretch as they have radically different linguistic bases, our them. We actively develop the tools necessary to students gain a deep understanding of how improve their problem solving and reasoning skills. We languages work. This has enabled many of our past strongly promote independent learning and build their students to go on and pick up further languages resilience, by encouraging them to learn from later on in their lives. mistakes. We have always strongly believed in giving our Students are continually assessed on 5 key skills students the ability to manipulate the language(s) • Number that they are studying; an aim that is now reflected • Ratio and Proportion the new GCSE specifications. Once the vocabulary • Algebra and structures are confidently understood, students • Geometry are encouraged to practise and manipulate the • Statistics language through pair and group work. Grammar is taught alongside regular listening and reading We invest in and exploit websites such as ‘mymaths’ comprehension practice, so that there is a sound and ‘Integral Mathematics’ and encourage students basis for further study. In addition, we make to use websites such as 'Corbett maths' and 'Dr frost' to extensive use of technology to further our students’ enhance learning. grammar and vocabulary bases. In years 7,8 and 9 students study a curriculum Many girls choose to continue with French and developed to form the foundations of the GCSE course German at A level. This level of study incorporates and to support mathematics across the school in other aspects of literature; film; culture and current affairs. complimentary subjects such as science, geography and technology. Year 10 and 11 take GCSE at higher Music level with some students also studying the AQA level 2 Music is taught to all students in Key Stage 3. As a Further Mathematics GCSE. Mathematics continues to performing art, a great deal of emphasis is placed be one of the most popular A level choices at TGGS on the practical aspects but these skills are and some choose to also study Further Mathematics at underpinned by knowledge about the subject. A level. Activities in lessons include composing, performing, arranging, vocal and instrumental improvisation, Maths clubs, competitions, University visits, Science, listening and appraising. This approach continues at Technology, Engineering and Mathematics(STEM) Key Stage 4 projects add richness to our curriculum and all students have the opportunity to take part in the UK Many girls learn a musical instrument in lessons given Mathematics Challenge at individual and team level. by specialist teachers and everyone is encouraged to participate in the school orchestra, choirs, the Many of our students go on to choose mathematics string ensemble, marching band and band related university degree courses and we are able to workshops which take place in the lunchtimes. help guide them. We are very happy to be judged on

There are two full concerts each year and musicians • GCSE Combined Science (equivalent to two have opportunities to perform at school events such GCSEs) as prize day, open days the carol concert and the or summer concert. We also have a joint orchestra with TBGS and perform regularly at both schools’ • GCSE Biology, GCSE Chemistry and GCSE concerts. Physics (Triple Science Award) Physical Education Our advanced courses are also firmly based on Physical Education develops students' physical investigations, practical work and individual competence and confidence and their ability to research with many students opting to pursue a perform in a range of activities. It promotes physical science discipline at university. skills and knowledge about the body in action. Physical Education provides opportunities for During their time at TGGS, students are given the students to be creative, competitive and to face up opportunity to enter a number of national to different challenges as individuals and in groups competitions. For example, the annual Challenge and teams. In addition it helps social, physical and and Olympiad competitions are organised to mental development. It promotes positive attitudes challenge and stimulate gifted towards active and healthy lifestyles. It is also fun! A students with an interest in Science; the Biology broad curriculum is covered during Year 7 and 8. The Challenge is offered to all Year 10 students, and we course is broadened slightly in Year 9 where students have entered Sixth Form students into the Biology opt for strands which lean towards their area of and Chemistry Olympiads for several years. Many of choice. At KS4, the curriculum offers a much wider our students have been successful in gaining medals choice for students to try new activities or to and certificates for their achievements, and our Sixth specialize and extend skills and techniques with Form winners are regularly invited to attend the favoured sports. A GCSE course in Physical award ceremony at The Royal Society, London. Education is available at Key Stage 4 for those Students are also invited to enter the Top of the students who are particularly talented on the Bench competition in Years 9 to 11, and the practical side and girls are encouraged to begin Cambridge Chemistry Challenge in Year 12. considering this subject during Key Stage 3. In addition, to support and engage students who Science have a real passion for science there is a weekly Science is an ever-changing subject: not a day goes STEM Club (Science, Engineering, Technology and by without some scientific discovery or issue being Mathematics). In this Club, students can explore reported in the news. We try to incorporate this areas of science outside the curriculum (eg. reverse important and exciting aspect of the subject in our engineering toys, making soda stream snakes, teaching and in doing so inform and encourage the making slime and model hands), enter competitions, next generation of scientists. We want our students listen to speakers (on anything from weather to astro- to be adept at applying their understanding in engineering) and also go on visits and trips to different contexts and our excellent facilities ensure science shows and local engineering companies. that they also have many opportunities to develop their practical and investigative skills. Food Preparation and Nutrition Key Stage 3 Science is delivered in Years 7 and 8. In As part of their work with food, students will be taught Year 9, students start the Science GCSE courses, how to cook and apply the principles of nutrition and before opting to study either the Combined or Triple healthy eating. Instilling a love of cooking in the girls Science Award in Years 10 & 11. By the end of Year will open the door to one of the great expressions of 11, girls will have gained either: human creativity. Learning how to cook is a crucial life skill that enables the girls to feed themselves and others affordably and well, now and in later life.

Food Preparation and Nutrition specification equips understanding of the theoretical aspects of the students with an array of culinary techniques, as well as subject and the practical skills, working on practical knowledge of food science, nutrition, food marketing components developing solutions to problems and food safety. provided by and approved by the examination board in preparation for the practical examination. Students that opt for Food Preparation and Nutrition GCSE students will demonstrate effective and safe As a subject, it has a body of knowledge, established high-level practical skills by planning, preparing dishes techniques, and thinking skills, that will last students a using a variety of techniques and equipment. Students lifetime. The core skill set of Computer Science is will also develop knowledge and understanding of the independent of new technologies and functional properties, chemical processes and programming techniques. nutritional content of foods and understand the relationship between diet, nutrition and health. There is Relationships and Sex Education (RSE) a food practical examination, a food science RSE is taught in the context of Health, Social and practical investigation, as well as a written Moral Education. Factual information relating to examination. The new GCSE provides an excellent sexual reproduction is covered in Biology lessons basis for progression to related courses in Higher throughout the school. Matters involving personal Education including Food Science, Food Technology, relationships are included in our general education Food Microbiology and Nutrition related degrees. programme. If lessons are likely to touch on sensitive or controversial issues, parents are notified in During their time at TGGS, students are given an array advance and given the opportunity to seek further of opportunities to enter a number of local, national, information from the teacher in charge. They may and TV show cooking competitions and meet visiting withdraw their daughters from those parts of the sex award-winning chefs. In addition, to support and education programme that are not covered by the engage students who have a passion for food and National Curriculum if they feel it is appropriate to do where food comes from we have clubs like the TGGS so. Growing Food Club with the development of a new extensive school orchard and allotment for growing Religious Education and Acts of Worship food. Religious Education is studied by all girls at Key Stage 3 and 4 and is also an option at GCSE and A level. Lessons Computing & Information Technology in the subject of Religious Education provide an exciting, Computing and Information Technology is taught as rich and vital part of the school curriculum. The girls are a discrete subject at Key Stage 3, with a focus on encouraged to explore fundamental questions about developing a wide range of competencies, through beliefs and values. A positive atmosphere based on a series of engaging projects, where students mutual respect is created and every student's develop their skills in a wide variety of programs. contribution is welcomed. Within this context space is Students enjoy using their computing and problem- created for students to discover the value of discussion solving skills with progressively more challenging and reflection. Students studying GCSE RS will develop projects, for example manipulating data from the a deeper understanding of the beliefs and practices of NASA Mars InSight mission with materials from the two religious groups: Christians and Jews. They will learn Géoazur Laboratory (GEOAZUR), Université Côte about diversity within these religious groups, and be d'Azur, with whom we work closely. encouraged to explore similarities and differences in belief and practice. They also explore four thematic From Year 10 students have the option of following units of work, applying religious, and in some case non- the GCSE in Computer Science (following the religious, beliefs to a wide range of ethical issues, such Eduqas specification) where they work towards the as animal rights, the role of women, sexuality, marriage, final assessment at the end of Year 11. In the GCSE contraception, euthanasia, human right and social the time is divided between developing an justice, etc. The A Level in Philosophy is focused on four

topic areas: Epistemology, Ethics, Philosophy of Mind application forms and interview techniques. The school and Philosophy of Religion. makes use of the KUDOS and UNIFROG platforms to help students organise themselves and to assist them when Careers Education and Guidance applying for work, apprenticeships, university and life Careers Education features as an integral part of the beyond school. PSHE curriculum throughout the school. The Careers programme seeks to increase self-awareness as well as In both year 10 and year 12 students are encouraged developing knowledge of the opportunities in the world to undertake a week of work experience in a wide of work as well as in further and higher education. The variety of placements, to further develop their skills and programme is delivered through a mixture of discrete experience. taught sessions, work in tutor periods and through drop- down days where students have access to a variety of Students are regularly notified of opportunities available workshops and talks from career and higher education to them, with students in the senior school receiving a professionals. Outside speakers provide valuable help weekly newsletter outlining details of opportunities to and our students have access to an independent enable them to enhance their CV or university Careers and University Advisor who works closely with applications. the school. Students also practise decision-making and transition skills such as writing a curriculum vitae, completing

8. Special Educational Needs and Disability Provision (SEND) We consider all our students to have individual needs and give them the support so that they may fulfil their potential. As an inclusive provider, we strive to deliver high quality teaching, differentiated for individual pupils, as the first step in responding to pupils who have SEND. Where a student experiences particular learning difficulties the student’s progress is monitored carefully and a programme of support is arranged in conjunction with the student and parents. We liaise with all key stakeholders including the student, parents, teaching staff and the pastoral team. As well as expertise within school, we are also able to draw on the support of other health and social care professionals and specialist outreach services to establish the best outcome for the child/young person. We have a well-qualified team consisting of the SENDCo, an Assistant SENDCo/Specialist Assessor, a Technical Teaching Assistant, two Teaching Assistants, an Autism Champion and administrative support who all cater for a wide range of needs. 9. Extra-curricular Activities During the school day there are many clubs and societies open to all in the school. These include: Duke of Edinburgh Award Scheme TGGS, in Higher Education, and in future vocational The D of E (Duke of Edinburgh Award) enables girls at situations. TGGS to develop their mind, body and soul in a non- competitive environment. Its ability to elevate self- Leadership confidence, skills and aspirations should not be There are multiple opportunities for leadership at the underestimated. school; students can represent their form on the The D of E scheme allows girls from Year 9 onwards to Student Council, they can be Form Sports Captain, participate in a programme at different levels. E-safety Ambassadors, run for Head of House or There are 4 sections at Bronze and Silver level and 5 Head Girls, Subject Prefects or Key Stage 3 Leaders. at Gold. Girls select and set objectives in each of the The Sixth Form girls are expected to take a leading following areas: role in school life, especially in working with younger members of the school. They are encouraged to • Volunteering: undertaking service to individuals involve themselves in the many clubs and activities or the community. operating in the school, for example sports clubs and teams, choir, orchestra and those organised by the • Physical: improving in an area of sport, dance students themselves. 6th Form and Year 9 can also or fitness activities. be academic mentors to younger students. • Skills: developing practical and social skills and Maths personal interests. Maths Challenge - Our students take part in annual National Competitions at Junior, Intermediate and • Expedition: planning, training for and Senior levels. Questions are interesting, thought completion of an adventurous journey in the UK provoking and fun and certificates are awarded for or abroad. levels of success achieved. Each year a few students are asked to take part in the second round which is • At Gold level, participants must do an much more demanding and many have been very additional fifth Residential section, which successful. involves staying and working away from home doing a shared activity. Maths Feast & Team Challenges – Some students represent the school at Junior, Intermediate and Each section must be done for a minimum period of Senior team challenge competitions. Clubs are run time. It is monitored and then assessed. Each level of the D of E Award demands more time and commitment from participants. A D of E Award at any level represents a great achievement and can undoubtedly compliment academic success at

throughout the year to help students prepare for and girls are encouraged to attend extra coaching these events. sessions as well as enter area and county trials and competitions. We have had considerable success in Music team and individual sports with girls competing at There is a strong musical direction to the school. The local, national and international levels. girls have the opportunity to take part in a range of activities including ensemble groups such as the Our 4 badminton court sports hall greatly enhances Choir, Orchestra, String group, Jazz band, Pop band, our ability to provide sporting opportunities including Close Harmony Choir. We also have a joint orchestra the fitness suite, which offers a variety of cardio with TBGS students. There are highly experienced vascular and resistance training equipment. It is used peripatetic staff attached to the school so there is extensively in Key Stage 4 lessons and is extremely tutoring available for most instruments. There are also popular with the 6th Form as an extra-curricular plenty of opportunities to perform such as Carol activity. Services, Open Evenings, Carol Singing, Assemblies and Community events. The music department also Ten Tors supports departments such as Humanity days for RE TGGS enters teams at each level in the annual Ten and various Drama productions. There is a special Tors Event on Dartmoor. Training on the Moor takes Year 7 concert in the first term where whole year place over several months preceding the event, led group participate in a musical variety showcase. by qualified members of staff and voluntary helpers. The girls involved will learn skills of navigation, Sport trekking, wilderness camping, and teamwork. At the Hockey, netball, tennis, badminton, rounders, 2019 Ten Tors event, TGGS were able to field 6 teams athletics, trampolining, dance, fitness, athletics, consisting of 6 in each team. We have established cricket, handball and gymnastics are available a very good reputation and can offer an exciting, over Key stage 3 and 4 as in lessons and as extra- challenging, and safe training programme for girls curricular activities. We have a number of inter in Years 10 to 13. Ten Tors is a mass participation house competitions every term where students are event, involving endurance, teamwork, and encouraged to enter and win points for their House. survival! All those who have participated in the Ten These include dance, gymnastics, handball, netball, Tors challenge are held in very high esteem. hockey, rounders, swimming gala and sports day. There is an extensive programme of fixtures

10. Facilities Torquay Girls' Grammar School was founded in 1915. The school moved to the art deco building on its Shiphay site, surrounded by its own playing fields, in 1939. In the ensuing years this original building has been extensively altered and refurbished to provide up-to-date specialist facilities and a whole range of modern buildings has been added as the school has expanded and the needs of teaching and learning have changed. Sport provision includes a £2 Million Sports Hall and modern netball and tennis courts. An all-weather astro- pitch provides competition-standard facilities for all our students, including a large Pavilion. The Governors are committed to providing the best possible facilities for the girls and recent developments include a study centre and a lecture theatre. We celebrated our recent Centenary by building an archive corridor, an outside amphitheatre and refurbished our Vestibule in an Art Deco style. We are currently fundraising to restore the old building, classrooms and corridors. 11. The School and the Community At Torquay Girls' Grammar School we understand that education is for life as well as for academic success. We value our contacts with local businesses and institutions as well as those within the wider international community. Visitors from the Health Service, the Police and local Magistrates contribute significantly to our PSHME programme. The School has an admirable record for contributing to charitable causes, most prominent of which are our support for Imprezza School in Kenya and national and local causes nominated by the girls themselves. 12. Charity Charity work occupies an important place in school activities and there is a long tradition of contributing toward the needs of others. This helps to develop social awareness and understanding, and it fosters in the girls a concern for those less fortunate than themselves. Students together nominate one or more charities they wish to support and organise events to raise funds. In addition, we always support national initiatives such as Children in Need and Operation Christmas Child.

13. The South West Academic Trust (SWAT) We gain massive benefits from belonging to SWAT. The South West Academic Trust is a partnership of leading grammar schools in the South West and the University of Exeter. Our vision is to work together to raise achievement and aspiration within our schools and across the region. Each school seeks to continue and extend existing partnerships with community schools, sharing and embedding good practice and innovation in order to contribute to raising standards and achievement. SWAT is made up of the following schools: South Wilts Grammar School, Poole Grammar School, Colyton Grammar School, Torquay Boys’ Grammar School, University of Exeter, Bournemouth School for Girls, Churston Ferrers Grammar School, Parkston, Plymouth High School for Girls, Devonport High School for Girls, Devonport High School for Boys. 14. Sixth Form We have an outstanding Sixth Form. The vast majority of our Year 11 Girls go straight into the Sixth Form and are joined by about 30 external students. We believe that to take your A-levels at Torquay Girls’ Grammar School is an excellent choice because: • Attainment is exceptionally high. We are one of the highest achieving all girls state schools in the country; • We run specialist career programmes in all sorts of areas including Oxbridge, Medicine, Law and Education; • We send students to America and to many top British universities; • The students think that our Sixth-form is very supportive indeed; • We are the leading centre for the Level 3 Extended Project in the South-West. You can choose from the 20+ A level courses, and you can also enhance your A level choice by undertaking the Extended Project. This is a very exciting opportunity to study an area that you are genuinely interested in detail, and to not only show universities that you are capable of truly independent learning, but to gain additional UCAS points; More detailed information can be found in the Sixth Form Prospectus or on the website.

15. RESULTS 2019 We are regularly in the top 25 state girls’ schools for GCSE and A level results. More importantly, this meant that all of our Year 13 students were able to get onto a University course that they wanted including Oxbridge, Russell Group and other top Universities. This is fantastic news in light of the current intense competition for places. A-Level Results Year 13 (2019) 91 Candidates Pass Rate = 99% Percentage A* - B Grades = 72% Exam SUBJECT Entries A* A B C D E U Biology 26 3 10 6 6 0 1 0 Business Studies 7 1 1 2 2 1 00 Chemistry 24 2 10 7 2 2 0 1 Computing (TBGS) 3 0 0 0 1 0 11 Drama 3 0 1 2 0 0 00 Economics 18 2 4 7 3 2 0 0 English Literature 38 3 10 10 13 2 0 0 Fine Art 4 1 1 2 0 0 00 French 1 0 1 0 0 0 00 Geography 24 4 9 10 0 1 0 0 German 3 0 1 2 0 0 00 History 20 1 9 9 0 1 0 0 Mathematics 32 5 9 8 5 2 3 0 Mathematics (Further) 5 2 1 1 1 0 00 Media Film and TV Studies 7 1 2 2 1 1 00 Philosophy 7 0 2 1 4 0 00 Physics 9 0 4 2 1 2 00 Politics 18 3 5 5 3 2 0 0 Psychology 22 2 5 4 7 1 3 0 Sport Studies 3 0 0 2 1 0 00 TOTALS 274 30 85 82 50 17 8 2 Extended Project 52 18 21 9 4 0 00

GCSE Results Year 11(2019) 127 Candidates 5 9-4/A*-C inc. Maths and English = 100% Percentage 9/8/7/A*/A Grades = 67% Exam SUBJECT Entries 9 8 7 6 5 43 Art and Design 38 11 13 8 2 1 10 Biology Business Studies 76 30 19 11 13 3 00 Chemistry Combined Science 17 7 2 5 3 0 0 0 Computer Science Drama 76 20 18 18 11 6 30 English Language English Literature 102 14 23 28 24 11 2 0 Food and Nutrition French 7 2 1 1 2 10 Geography Geology 18 3 6 5 4 0 0 0 German History 127 27 27 34 27 9 30 Mathematics Music 126 23 20 40 28 11 3 1 Physics Religious Studies 24 3 5 8 2 6 0 0 Sport Studies TOTALS 61 7 10 19 14 5 42 54 24 13 10 6 1 00 10 2 5 1 1 1 0 0 65 6 6 20 17 12 3 0 68 17 20 17 10 3 10 127 15 26 34 35 15 2 0 13 4 2 4 1 1 1 0 76 21 16 17 12 7 30 38 17 7 7 7 0 00 18 2 1 3 3 8 1 0 1138 255 240 290 222 101 27 3 Exam SUBJECT Entries A^ A* A B C D EU Mathematics (Additional) 62 1 9 10 19 18 0 05

16. ADMISSION ARRANGEMENTS For entry into Year 7 in September 2021 Torquay Girls’ Grammar School is a selective girl’s school with Academy status and is therefore responsible for managing its own admissions. This is done in co-operation with the Local Authority to ensure that as many parents as possible obtain a place for their daughter at the school of their choice. Admission is based on academic ability and this is determined through 2 tests. The Planned Admission Number (PAN) for Year 7 in September 2021 is 150 girls and is determined by a number of considerations including the physical space available for teaching. APPLICANTS Candidates will be female. Candidates will be girls in Year 6 at the time of taking the test: (Applicants for joining Year 7 in September 2021 will be born between 1st September 2009 and 31st August 2010) Candidates qualify to take the tests by virtue of her chronological age not the year of their school placement. The admissions tests take place at Torquay Girls’ Grammar school on: Saturday 17th October 2020 Applicants must complete the Test Registration Form issued by the School and return by midday on Wednesday 9th September 2020. The Form can be accessed from the school website or by contacting the school. It enables us to inform you of all the test arrangements. WHAT ARE THE SELECTION TESTS Approximately 50 minutes There will be two CEM tests. Approximately 50 minutes The test setup is as follows: Saturday 17th October 2020 Centre for Evaluation & Monitoring (CEM) Test 1 Centre for Evaluation & Monitoring (CEM) Test 2

The CEM tests will assess verbal ability (comprehension, vocabulary and verbal reasoning), numerical reasoning and non-verbal reasoning. There will be two papers, each with approximately 45-50 minutes of timed test questions. There is a mix of content within each paper. CEM do not produce commercially available practice material for the tests but parents can download a copy of the familiarisation booklet from the school website. This does give a feel for the appearance of the tests and the range of disciplines tested and answer formats used. The two CEM test scores will be combined. Children who are unable to take the tests on this date, due to illness or other significant acceptable reason, will be offered the opportunity to take the tests at the catch-up date. However, this must be discussed with the school at the earliest opportunity. Legitimate late applications after the catch up tests will be taken early December where parents can demonstrate, with evidence, a genuine case. If the parent chooses to name the school on the Common Application Form (CAF) for a child who has not taken the selective test, there will be no score to rank and therefore a place will not be offered. The child will be deemed not to have met the entry criteria. ALLOCATION OF PLACES Students will be ranked according to their total CEM score. The top 150 students on the final ranked list, who want a place at the school, will be offered a place providing they have achieved the eligible score determined by the admissions panel. TESTING BEFORE PREFERENCE Under normal circumstances, so that you can have a good idea whether an application for a place in a grammar school may be successful, children are able to sit the selection test before the closing date for applications. This is called Testing before Preference. This year however, following guidance from the DfE, the Torbay selective schools have decided to amend the date on which tests will take place. This means that the results of the tests will not be known before Saturday 31 October 2020 (deadline for completion of the Common Application Form) and so parents will need to apply for a place at a selective school without receiving a guidance letter. Further information on the date change is available on our website.

NOTIFICATION OF PLACES At the conclusion of the allocation process the Local Authority will be send a ranked list of the children. Parents of successful candidates will be informed in the first instance by the Local Authority on National Allocation day (1st March 2021) and then by letter from the school. The scores of the successful candidates will not be revealed. POST ALLOCATION Parents have the right to appeal against this decision to an Independent Panel, whose decision is binding on the parents and the school. Application should be made to the Democratic Services Department of Torbay Local Authority. The School can assist with contact information. TIMETABLE FOR ADMISSION FOR YEAR 7 IN SEPTEMBER 2021 Wednesday 24th June 2020 Open Day and Evening at the School. Tuesday 8th September 2020 Open Evening at the School. Wednesday 9th September 2020 Deadline for receipt of the Test Registration Form by the School. - midday Saturday 19th September 2020 CEM tests 1 & 2. Monday 28th September 2020 Test arranged for children unable to take the examinations on the 19th. Friday 16th October 2020 Guidance letters sent to parents. Saturday 31st October 2020 Deadline for receipt of the Common Application Form (CAF) by the LA. December 2020 Admissions Panel meets to determine the rank order of Monday 1st March 2021 candidates. April 2021 Local Authority advises parents of results. National Allocation Day Summer Term 2021 Deadline for parents to submit an Appeal Request to Torbay LA Democratic Services. Independent Appeals Panel meets to discuss Parental Appeals.

ADMISSIONS AT OTHER TIMES – IN-YEAR ADMISSIONS You can make a request for admission after the normal round of admissions – after 31 August 2020. All In-Year admissions to the School will be made in line with Torbay’s In-Year Co-ordinated Admissions Scheme. All girls seeking admission after the beginning of Year 7 must provide evidence of their academic ability. This will normally be by sitting entrance tests, except where evidence of a girl’s ability from another selective school is accepted. In Year testing takes place termly when required. 1. For Year 7 from ‘National Allocation Day’ to the end of the Autumn term of that year After places have been allocated the 11+ results will form the waiting list until end of the Autumn term of the admission year. If places become available during this time the next girl on the list will be contacted and offered a place. After this time girls who have satisfied the following criteria can apply for any places that become available. 2. Key Stage 3 (Years 7-9): Made demonstrable progress in National Curriculum subjects since leaving primary school in line with that achieved by girls already in the relevant year group at TGGS. This will assessed through selection tests in English, Maths and Cognitive Ability Testing. The highest scoring student(s) who passes this exam suite will be offered a place. 3. Key Stage 4 (Years 10-11): Made demonstrable progress in National Curriculum subjects at Key Stage 4 in line with that achieved by girls already in the relevant year group at TGGS. This will assessed through selection tests in English, Maths and Cognitive Ability Testing. The highest scoring student(s) who passes this exam suite will be offered a place. SEN Special arrangements for the tests will only be based on support a girl regularly receives in school. For example large-print test papers for visually impaired pupils, the use of magnifying aids, coloured filters, templates or the provision of a scribe to record the child’s answers. Special arrangement requests, including additional time to a maximum of 25%, will only be approved in exceptional circumstances. Special arrangements must not provide an unfair advantage over others. Requests for special arrangements should be made at the same time as a registration form is submitted and should be accompanied by a current Education, Health and Care Plan (or Statement of Special Educational Needs) or Primary School SEND Support information. Each case will be considered on its own merit. A girl’s current school may be consulted. Eligible girls with a statement of Special Educational Need, where Torquay Girls’ Grammar School is named on the statement, have an entitlement to attend.

REQUESTS FOR ADMISSION OUT OF NORMAL AGE GROUP This should be in writing and sent to the Governors’ Admission Panel outlining the reasons for the request and have the backing of the applicants’ Primary School. Each request will be considered on its own merits. OVERSUBSCRIPTION CRITERIA For ties in both 150th place in Year 7 and in the late admissions tests the order of priority will be: A child in care or an adopted child. Children Eligible for the Pupil Premium at the time of the test. Children of staff working at the school at the time of the test (subject to meeting the criteria in the Admissions Code). A girl with a sister at the school. By direct line distance from home to the school at the time of application. This policy details the admission arrangements for our school and should be read in conjunction with the Secondary and In-Year Co-ordinated Admissions Schemes and other agreed policies of Torbay Council, the Local Authority (LA). All policies and procedures seek to comply with the requirements of the School Admissions Code 2014, the School Admissions Appeals Code 2012 and other relevant legislation. Approved by Full Governing Body on Wednesday 4th December 2019.

Torquay Girls’ Grammar School 30 Shiphay Lane Torquay TQ2 7DY www.tggsacademy.org Telephone: 01803 613215 Email: [email protected]