Welcome to Carre’s Grammar School, an over-subscribed selective Academy with specialisms in Sports and Science, in the market town of Sleaford.
Carre’s has long been synonymous with excellence and the school’s reputation for providing a first rate all-round education for local children has been strengthened even further over recent years. Our academic results speak for themselves while our achievements in sport, music, drama and other activities are outstanding. The friendly, cheerful atmosphere of the school helps our students enjoy learning and we enable them to take increasing responsibility for themselves and for others around them.
It is our ambition that Carre’s students should leave school with an enthusiasm for learning which will last them a lifetime. By encouraging creativity and originality alongside honesty, sensitivity and compassion we believe that our students will develop the capacity to meet the challenges of the modern world and lead happy and fulfilling lives.
Learning can only take place successfully in a caring and orderly community and we provide an environment in which the young people are expected to work hard and share in the ethos and values of the school. Our expectations of behaviour are high and we aim to support each child through their school career so that they make the best of their talents.
We are committed to the belief that it is very important to offer as many opportunities as possible to our students to gain experience from learning outside the classroom. An extensive array of enrichment and extra-curricular activities is offered. Partnerships have been developed locally, nationally and internationally which extend opportunities for all.
We have been recognised by OFSTED as a High Performing Specialist School, introduced a co-educational sixth form in 2010, and became an Academy in August 2011; but Carre’s is not a school content to rest on its laurels. In order to provide a top quality education, we are continually seeking to build on the fine traditions of four centuries and help our students meet the challenges of a rapidly changing world.
Carre’s Grammar School, a Selective Academy.
Specialist Sports and Science College with Gifted and Talented
|Classification:||Boys' Grammar School (with co-educational Sixth Form)|
|On roll:||820 students|
|Sixth Form:||Joint Sixth Form consortium arrangement with St George's Academy|
|Headteacher:||Mr N M Law|
|Chairman of Governors:||Mr R A Hutton|
Carre’s Grammar School
It is important to recognise that the expectations of high standards of behaviour are for the well-being of all members of the school and community. Good manners and politeness are an important part of everyday life and, therefore, courtesy is expected between all members of the school and between members of the school and the public.
The ultimate aim of the expectations is to ensure that the good name of Carre’s is upheld, that the well-being of the community both inside and outside is maintained, and that the school routine can run efficiently. To this end the following summary is given:
We expect parents to support the school in maintaining a caring, work-orientated environment for the benefit of every student.back to contents
Care is taken to induct each student into the life of the school as quickly and fully as possible. A day during the Summer Term enables new students to meet staff and each other before joining fully in September. An individual review meeting is arranged for students who join mid-year to ensure any issues arising from transition are addressed. All new students follow the same academic programme which is regularly reviewed to meet changing needs.
For the first three years at the school all students study Mathematics, English, Science, French, Geography, History, Art, Design and Technology, ICT, Music, Ethics and Philosophy, PE, with the opportunity to take German or Spanish as an additional foreign language in Year 8. Science is taught as three separate subjects, Biology, Chemistry and Physics in Year 9. Citizenship, Sex and Relationship Education, Careers and Work Related Learning are covered in other relevant curriculum areas and through special events and activities. Cookery is taught in Year 7.
The two-year course to GCSE determines the curriculum for this age group. A student is well-advised to choose those subjects in which he is most able and interested, but the maintenance of a broad and balanced curriculum is actively encouraged.
In Years 10 and 11, all students study Mathematics, English Language, English Literature, Physics, Chemistry and Biology, plus a course in statutory Ethics and Philosophy. At present, students take a further four examination subjects, which must include a Modern Foreign Language, and three further courses from Art, History, Geography, Business Studies, Music, French, German, Spanish, ICT, Design and Technology and PE. Mandarin is currently offered as an additional subject in Twilight time for students. Individualised programmes of study are arranged for a small number of students. Citizenship, Sex and Relationship Education, Careers and Work Related Learning are covered in other relevant curriculum areas and through special events and activities.
Although a small proportion of our students leave us after completing their GCSE courses at the end of Year 11, the vast majority stay with us for a further two years as part of the Sleaford Joint Sixth Form, after which the majority proceed to Higher Education at university. Parents are encouraged to ensure that their children stay the full seven years if this is recommended, whether or not it is intended to go on to Higher Education. Students gain in maturity, in self-discipline, in powers of leadership and in prospects by staying for more advanced work in the Sixth Form.
The two schools, Carre’s and St George’s, operate a common timetable and this offers students a wider range of options than many other sixth forms in the choice of AS/A Levels and vocational courses, as well as cultural, social and sporting activities.
Citizenship, Sex and Relationship Education, Careers and Work Related Learning are covered in other relevant curriculum areas and through special events and activities.back to contents
Classwork and homework are continuously monitored and assessed in relation to predictions and targets for all students’ progress.
This will be underpinned by four assessment points during each academic year which are reported to parents. One of these may well be a test of knowledge, but equally they may be assessments based on class presentations, or a range of assessment techniques. This will enable students and their parents to effectively track progress towards target grades.back to contents
The progress of students on GCSE courses in Years 10 and 11 is closely monitored at all times. Where a student is not performing to our expectations, parents are informed and asked to support us in our efforts to bring about the kind of improvement that will enable the student to achieve an examination pass at the appropriate level. Following the mock GCSE examinations for Year 11 students, final decisions are taken on entrance for public examinations in consultation with students, subject teachers, pastoral staff and parents. Some students whose work shows they are unsuitable to enter the full complement are told they will not be entered, but we would not normally do this in more than one or two subjects. However, where a student has a poor attendance record, has failed to meet coursework deadlines or has lacked motivation and effort, despite our best efforts in consultation with parents to remedy the situation, he/she will be deemed to have waived his right to the funding of entries for examinations in the subjects adversely affected.
The modular nature of the AS and A2 A Level system means that students will have a good idea of their likely overall grade as their modular results are declared through their courses. Students will be counselled as to the wisdom of continuing a course of study in which they are clearly struggling.
Other than in exceptional circumstances, the school will not pay examination entry fees for examinations or modules that students wish to resit in order to improve their grades.back to contents
Parents will be provided with one written report on their child’s progress each year. Information about a student is accessible on-line to that individual’s parent(s). In addition, they receive progress checks and will be invited to attend one Parent/Teacher consultation meeting per year where they will have the opportunity to speak to each of their child’s teachers about his/her progress. Students are encouraged to accompany their parents to the consultation meeting and to be involved in the discussion of their progress. Additional meetings are arranged for students causing concern before a problem develops.
Parents and students will also receive regular assessments of students’ efforts in every subject studied.
The dates for the Parent/Teacher consultations in the school year are published to parents. It should, however, be pointed out that any parents who are unable to attend the Parent/Teacher consultation meeting, or who are anxious about their child’s progress at any stage during the year, should telephone the school, or write in to arrange an interview with their child’s Form Tutor or Key Stage Manager at a mutually convenient time.back to contents
There are definite advantages in the fact that Carre’s is a relatively small school. Teaching groups are manageable in size, promoting excellent teaching, and form groups do not exceed 30. Consequently, Form Tutors have the opportunity to get to know their forms well. In all cases the Form Tutors are responsible for the general welfare of the students and it is to them that the students go in the first instance if problems arise. Form Pastoral periods and morning registration periods provide regular opportunities for staff and students to talk about matters of mutual interest and concern.
Each Key Stage is supported by a Key Stage Manager who knows the needs of the year groups without having the responsibility for a specific form. They are supported by Student Support Mentors, non-teachers who offer one-to-one support for students.
In charge of overall pastoral arrangements within the school is one of the Assistant Headteachers. He, along with Key Stage Managers and the Special Educational Needs Co-ordinator, is responsible for ensuring that ongoing problems are dealt with as effectively as possible. They arrange meetings with parents and staff, initiate contacts with parents where the school is experiencing difficulties with individual students, liaise with the county’s specialist services and organise supportive measures for students where these are judged to be appropriate. Students thrive under positive relationships and a learning environment. A rewards system is followed to give incentive for positive behaviours. The rewards systems are overseen by the Key Stage Managers.
Every member of staff is concerned with the well-being of the students at the school: there is no division between academic teaching staff and pastoral staff. In the first instance, if your son experiences difficulties in a particular subject he should talk to his subject teacher about the problem. Learning is a two-way process and unless the staff are aware of the difficulties that are being experienced, they cannot help to put matters right.
In order to ensure a smooth transition from the primary school our teachers visit each primary school to get to know staff and students, as well as to ensure that our transition process continues to meet the needs of prospective students. In addition to the New Entrants’ Parents’ Evening held in late June/early July, new students visit the school for a day later in the same week in order that they can get to know the school a little before they start in the Autumn Term. The school holds regular meetings with parents in the form of Progress Evenings, but goes further by encouraging a continuing dialogue with parents to ensure that, together, we provide the best service for the students. We consult with parents through the year.
The school has a clear behaviour code to ensure that students learn with minimal disruption. The school works hard to promote positive behaviour and teachers are actively encouraged to reward good work or good deeds. Sustained hard work and progress are rewarded through House Points in Key Stage 3 and Performance Awards in Key Stage 4. Students record these in their planners and when they reach milestones in the number of commendations they have received in a school year, they are presented with a certificate and other privileges. House points are collected in planners to keep parents informed.
The reward system is regularly reviewed to maximise the incentives for students to give of their best efforts in all activities in the school.
Students who fail to meet the school’s requirements in terms of behaviour or production of the required work can expect disciplinary sanctions to be taken against them. We expect parental support when sanctions are necessary.
For minor infringements, students are given warnings. If this is ignored, students are referred to subject or pastoral leaders for advice and support. Should this fail to secure the desired change in behaviour then detentions are issued. Where a pattern of unsatisfactory behaviour is evident, parents will be informed and students may be placed on report to monitor their activities over an agreed period of time. Additional specialist agencies are involved as appropriate.
Repeated transgressions or more serious misbehaviour will result, in ascending order of severity, in exclusion from lessons within school, temporary exclusion from school and permanent exclusion from school. In all cases of disciplinary action taken, the school follows the recommendations set out by the DfE. Students will be assigned to Individual Education Programmes or Pastoral Support Plans as a means of helping them through their difficulties. Outside agencies such as the Educational Psychological Service and the Emotional and Behavioural Support Service of Lincolnshire County Council may be brought in with the agreement of parents. At all times, the school seeks to work with parents to help students through difficulties.
Part of the process of education is to learn from the mistakes made in both formal learning and social contact. However, there are exceptional occasions when very serious transgressions would result in a student’s permanent exclusion from Carre’s without previous lesser sanctions being applied. Specifically, in addition to the incidents contained in guidance from the DfE (serious actual or threatened violence against another student or a member of staff, sexual abuse or assault, supplying an illegal drug or carrying an offensive weapon), students who are involved in organised theft, persistent bullying, the supply or possession of illegal substances, whether for financial gain or not, or students who are engaged in persistent misbehaviour, should expect to be permanently excluded by the Headteacher. If there is a clear link between the misconduct of a student outside of school and the promotion of good behaviour and discipline on the part of our students, then sanctions may also include exclusion.back to contents
The Governing Body recognises that all students have their individual special needs and that, as far as possible, the teaching styles and the curriculum of the school should be so arranged that these needs are taken into account.
It is the policy of the Governing Body to give students access to the support of whichever agencies are appropriate whenever they have a perceived need, whether such students are receiving additional funding through the local authority for that need or not. The school works in close co-operation with a whole range of external agencies involved in the support of such students. These include Lincolnshire County Council support services, namely the Educational Welfare Service, the Educational Psychology Service, the Emotional and Behavioural Support Service, the Sensory Impairment Unit, and the Gifted and Able Unit.
The school gives due account to the recommendations contained in the Lincolnshire County Council Special Educational Needs Handbook and seeks advice from the Special Needs Department at County Offices.
Whilst every effort is made to accommodate students with physical disabilities, there are no lifts or wheelchair access facilities to the upper floors of any building except for the Learning Resource Centre, nor are there disabled toilet facilities in the main teaching areas. The school has an Access Plan in line with recent legislation and all new building projects take into account disability issues.back to contents
We believe that all children have the right to grow up unharmed, to have the opportunity to develop fully and have their basic needs met.
Under the Children’s Act, it is the duty of all staff and Governors of the school to be aware of the signs of child abuse. If the school has cause for concern about the safety or well-being of a child, it is their duty to notify appropriate agencies with the accepted procedures of confidentiality being observed.
The school maintains a Safeguarding (Child Protection) Policy that has been adopted by the Governing Body.back to contents
All students attend registration with their forms each morning at 8.45 am and are registered in their teaching groups in the afternoon. Students returning from periods of absence should bring a note from parents/ carers explaining such absence.
Immediately after morning registration students will either go to assembly, or remain for a Tutor Period. Late arrivals must report to the school office and sign in the ‘late book’.
Lockers may be visited during break and lunchtimes, and after school (until 4 pm)
Generally, all students are expected to be outside at break and lunch times, except during bad weather when students may go to their form rooms. The Sports Hall is also open to students before school when the weather is inclement.
For those students wishing to undertake private study during break and lunchtimes, there is a designated Home Room for each year group. The Learning Resource Centre is also open for general reference work and reading most lunchtimes, as is the ICT room.
The town is out of bounds to all students below the Sixth Form between 8.45 am and 3.45 pm (except for students going home for lunch). Licensed premises are out of bounds for all students, including members of our Sixth Form. Permission to go into town for a special purpose may be obtained from the Form Tutor on production of a letter from the student’s parent.
Certain areas of the school grounds are out of bounds for Health and Safety reasons. These areas are explained to students.
School meals are organised on a cafeteria basis. Daily menus are posted, and a wide choice is available. Students go into lunch on a rota basis, the list for which is displayed in the entrance to the dining hall (‘The Chill’). A balanced diet is always available through the daily choices offered, at approximately £2.50. The school operates a cashless catering payment system.
Sandwiches: Those wishing to bring a packed lunch may do so; accommodation is provided in the Dining Hall. Sandwiches may also be purchased from the Dining Hall.
Students in Years 7 to 11 are not allowed to take lunch at shops or cafés, except in the charge of their parents.
Parents who bring their children to school or collect them from school by car are requested not to bring their cars onto the school premises as the congestion caused by doing so would be a safety hazard to students arriving on foot.
Every student is issued with their own personal planner at the start of the school year. The planner is the most important book in a student’s school bag. In it they record homework, reminders, commendations and messages. Parents are asked to check their child’s planner daily if possible, and to sign it weekly. There may well be messages from teachers in the planner and parents may use the planner to relay their own messages to teachers.back to contents
All students must wear their school uniform with pride on their way to and from school, during the course of the school day and on occasions when they are representing the school off the school premises. The uniform strengthens the identity of the Carre’s community.
The school uniform consists of a black blazer with the school badge on the breast pocket and red braid on each pocket, black or charcoal trousers (which should not be excessively flared or narrow), white shirt and school tie. Pullovers, if worn, should be black and V-necked. Black shoes must be worn and socks must be grey or black.
Fully finished school blazers, school ties and most other items of uniform are available from local suppliers. Alternatively, if parents wish to buy a plain black blazer from a chain store, the school office can supply the badge and braid for them to sew on at a modest cost. We also supply school ties, PE bags, cookery aprons and polo shirts.
As an alternative to the uniform for Years 7 to 11, male Sixth Form students wear a dark suit, any non-vivid shirt and Sixth Form tie, black shoes and grey or black socks. Dark coats are to be worn in winter. Female students are expected to dress in smart business wear.
Sixth form students may wear jewellery discretely.
Students are expected to wear the correct clothing for both periods of PE whether playing or practising.
Physical Education (indoor work): School red polo shirt, black shorts (with or without school badge), white socks, white training shoes, preferably non-marking.
Football/Rugby (Autumn and part of Spring Term): Football/Rugby shirt, in the correct house colour, football shorts (black or black with Carre’s badge), football socks (red or red with Carre’s name), football boots and shin pads. Students are advised to wear a protective mouthguard for rugby and, in the case of screw-in studs, these should have British Standard certification for rugby union. (Students can only use the new all-weather pitch in either trainers or football boots with moulded plastic studs).
Athletics(Spring and Summer Terms): As for indoor work. Tracksuits may be worn. For such extra items parents are recommended to wait until their sons have joined the school when orders can be placed at a discount through the PE Department.
Cricket(Summer Term): Students chosen to play in school cricket teams wear white cricket shirts, white trousers and white cricket shoes. This outfit is preferred for all students but when not in school teams students may wear school shirts, white or school trousers and white training shoes.
Most items of PE and Games kit are available from local suppliers. Polo shirts are also available for purchase through the school office.
We expect students to be smartly and cleanly attired to help develop personal standards of excellence. We seek to minimise the number of rules in the school, but in matters of appearance and dress, parents and students should be aware that the guiding principles are to avoid extremes and for the wearing of the uniform to be in a smart manner. Individual guidance is given to students when appropriate. Jewellery, apart from the wearing of a wristwatch, for reasons of Health and Safety, must not be worn. Hair length should not exceed the base of the back of a school shirt collar and fringes should not come below eyebrow level. Hair colour should be a natural colour. If an attempt at hair colouring goes wrong this will not be regarded as sufficient excuse to adopt a more unusual colouring. If there is a medical reason for a style of haircut then this will obviously be treated with respect and understanding. The dress code is also intended to respect cultural sensitivities.back to contents
Under normal circumstances members of staff cannot be responsible for administering drugs or medicines to students in the school. If a student has a health problem which requires regular medication during the school day, parents must inform the school office so that, where possible, appropriate arrangements can be made. All medications which are brought into school by students must be left at the school office for secure safekeeping.back to contents
Parents are asked to request absence in writing through the Form Tutor at least three days beforehand. Dental and medical appointments should be made out of school hours if possible. As any period of absence interferes with students’ learning, parents are not expected to take their son on holiday during the normal school term. Absences are not authorised unless exceptional circumstances are offered on the request form available from the school office.
Whenever a student is absent without foreknowledge, eg because of illness, parents should telephone the school office on each day of absence explaining the reason. The student should either bring a note to the school office or have a note recorded in their planner to show the Form Tutor on their return.back to contents
From Year 7 we run an ongoing programme of advice and information in collaboration with our local Careers Advisers in order to make sure that the students’ choices are based on informed opinion. This supports our own careers advice for students.
In Years 10 and 11 every student will be offered an interview, either with the school’s Work Related Learning Co-ordinator, or with a specialist Careers Officer, or both. The students also have the opportunity to undertake a thorough careers appraisal through computer-based learning programmes.
There is a well-stocked careers library which is open to the students at lunchtime as well as computer, video and other information in the main school Learning Resource Centre.
In addition, a programme of lectures is arranged, with speakers from the professions, the services, industry and commerce. There are visits to industrial concerns for students in the middle and senior school. Every student in Year 11 is expected to undertake a one-two week work experience programme during the summer term.
The programme continues throughout the Sixth Form where more emphasis is placed upon the opportunities available in Higher Education, enterprise and study skills.
Parents are welcome to attend any of the interviews that are arranged for their sons/daughters and should feel free to contact the school at any stage in relation to their child’s careers guidance.back to contents
To conform with the requirements of the Education Reform Act 1988, there are no fees for tuition of the National Curriculum, statutory Religious Education or in preparation for prescribed public examinations, trips in school time or trips associated with taught courses, although there may be charges for accommodation. There is no charge for examination entry except where:
No charge is made in respect of books, materials, equipment, instruments or incidental transport provided in connection with the National Curriculum, statutory religious education or in preparation for prescribed public examinations or courses taught at the school, except where parents have indicated in advance their wish to purchase a product, and for students who do cooking.
Parents are invited to contribute towards the cost for school activities in or out of school time for which compulsory charges cannot be levied but which can only be provided if there is sufficient voluntary funding. No student is excluded from such activity by reason of inability or unwillingness to make a voluntary contribution. The school may be able to assist in cases of hardship.
The school will seek payment from parents for damage to or loss of school property caused wilfully or negligently by their children.
Hardship is interpreted as parents or guardians in receipt of Income Support, Working Tax Credit, Job Seekers Allowance, Disability Living Allowance or Incapacity Benefit.
Carre’s Grammar School fully recognises its responsibility and role in providing equal opportunities for all students, irrespective of class, race, religion or disability. The school’s policy may be viewed at school and on the school website. All staff at the school are required to operate within the guidelines of the policy.back to contents
In addition to extensive sporting activities, and to further supplement the curriculum, there is a wide range of activities out of school time. Opportunities are given for students to develop their creative talents in art and crafts, music and drama. The school has a considerable variety of educational visits that are organised both at home and abroad. This includes visits to Senegal, Nepal, France, Germany, China, Morocco, South Africa, Australia and St Lucia.
Academic work, although of prime importance, is only one part of school life. Whilst it is justifiably proud of its academic record, the school is equally proud of its achievements out of the formal classroom environment and actively encourages enrichment activities.back to contents
Some children are entitled to receive free meals. Information about how to claim free school meals may be obtained from the school office.back to contents
Students are expected:
to use and not wilfully misuse, neglect or interfere with things provided for their safety.back to contents
Students are expected to study independently, to help reinforce work covered in school, and to help staff identify where difficulties are being experienced.
Homework increases from about one hour per night in Key Stage 3 (Years 7 to 9) to two hours per night in Key Stage 4 (Years 10 and 11). Tasks are recorded in the student planner. If your son is regularly spending appreciably more or less time on homework than this, you should inform his Form Tutor.
Failure to complete homework satisfactorily may result in sanctions being imposed.
A variety of tasks are set for homework activity and there are occasions when personal research or wider reading is set.back to contents
The school employs a team of peripatetic instrumental teachers who offer tuition in brass, woodwind, keyboard, stringed and percussion instruments. There is a charge for tuition. Lessons take place both during the course of the school day and outside normal school hours. Inevitably, students do have to be withdrawn from their normal teaching lessons for instrumental lessons which are held during teaching periods, but we try to arrange their instrumental tuition schedule in such a way that the same school subject is not missed on a regular basis.back to contents
Carre’s Grammar School is a key part of the Government’s strategy of raising sporting and academic standards and establishing partnerships between schools and the wider community. We are a lead school within the Local Authority and promote the standard of physical education across the primary and secondary phases of education, training teachers for Physical Education and Games from early years to secondary specialist staff.
In September 2003, Carre’s Grammar School was designated as a Specialist Sports College and affiliated to the Youth Sports Trust. A state of the art all-weather pitch, unique in its quality within Lincolnshire, was opened in 2007, and our new Fitness Suite, Specialist rooms and Nutrition Suite opened in February 2011.
Through our status as a Sports and Science College we are:
For Sport, Carre’s is a regional focal point for excellence for students of all ages, staff and members of our community. We work with partner schools to develop Physical Education and Science through outreach work, improved access to facilities and provide training for teachers in other schools. As well as working with students and teachers, Carre’s is also working in the community through promoting healthy living, supporting sports performers, providing a venue for cardiac rehabilitation and fitness referrals and the promotion of a wider range of active recreation. We currently work with over 11,000 youngsters.
Through our second specialism status we are:
The insurance market offers personal accident cover for students 24 hours a day. Parents may not be aware of this and if they wish to avail themselves of this cover for their children then they should make enquiries with insurance brokers or companies accordingly.
All students are insured by the school against accidents occurring during sporting activities (fortunately rare). Details are available from the Director of Finance and Administration on request.back to contents
The school does its utmost to encourage responsible behaviour amongst students. Students are responsible for the security of their personal possessions. It is recommended that all personal items are clearly labelled so that if lost, they can be returned to their owner. Parents are strongly advised to check that their household or personal insurance arrangements cover items lost or damaged whilst at school or whilst their sons are involved in school activities. The school does not arrange cover for items lost, damaged or stolen and cannot be held responsible.
Whenever students are involved in Physical Education and Sport, valuables must not be left in the changing rooms unless students have been informed by the teacher that the changing room has been locked.back to contents
All students in Years 7 to 11 receive two hours of Physical Education per week in curriculum time. Out of school hours learning is in addition to this. Students are taught in all areas of activity to provide a broad and balanced curriculum. Activity areas include athletics, dance, gymnastics, outdoor activities and swimming. On average, students will participate in 12 to 15 sports per year. Including out of school hours learning, this can increase to up to 18 sports per year.back to contents
In accordance with Schedule 4 of The School Information (England)(Amendment) Regulations 2010, the school has in place the following policies:
These are only a few of the large number of policies that a school is required to have in place, therefore the school does not issue copies of policies to parents as a matter of course. However, all current school policies are available for inspection by parents at the school if requested, and are also posted on our school website at: www.carres.lincs.sch.uk .
In addition, the Governing Body is obliged to allow the parents of a registered student aged under 18 and, if appropriate, a registered student aged 16 or over, access to that student’s education records by prior arrangement. There is an administration charge for this process.back to contents
Prefects are given responsibilities around the school. They do this in co-operation with the staff. Sanctions may be given for breaches of school discipline. On the buses and trains, senior students are asked to act as prefects, responsible for sensible behaviour, and will report disciplinary problems to an Assistant Headteacher. The school prefects are led by the Head Boy and Head Girl and their team of elected senior prefects.back to contents
Although the school is not a Church school and has no direct denomination affiliation, the Vicar of Sleaford is ex-officio member of the school’s Foundation Governors. For many years the school’s annual Carol Service has been held at St Denys’ Church. There is normally one non-denominational whole-school assembly per week. There are also year group and other points of reflection during the week.
All assemblies are of a broadly based Christian nature reflecting on current events as well as specific Christian teachings. The viewpoints of those who do not share Christian beliefs are also reflected upon. From past experience, this form of assembly has been found to be valued and acceptable to the students, who are encouraged to participate. Few students’ parents have felt the need to withdraw from collective worship and parents are welcome to attend by prior arrangement. Students who are withdrawn from collective worship are expected to be present for announcements made at the end of the period for thought or reflection.
The Ethics and Philosophy course at Carre’s is carried out within the context of the 1998 Education Act and follows the Lincolnshire Agreed Syllabus for Religious Education. Parents may withdraw their child, but as the course is non-denominational, this is unusual.back to contents
Sex and Relationships Education is given, within a moral framework, as part of the curriculum in Science, Ethics and Philosophy, and Personal, Social and Health Education. Knowledge of sexual reproduction is part of the Science National Curriculum. The school believes that a loving, stable family life is desirable, but recognises that not all families achieve stability. Parents are advised when an aspect of Sex and Relationships Education is being followed as part of the PSHE programme so that, if desired, discussion at home may support the programme at school. Parents have the right to withdraw their son from all aspects of Sex Education that fall outside the National Curriculum. Please discuss your intention to withdraw from this aspect of the Curriculum with the Headteacher if you wish to exercise your statutory right.back to contents
Carre’s Grammar School is a selective Academy and the Governing Body is an admission authority in its own right. The Governing Body determines all decisions about admissions, including this policy, although the Local Authority School Admissions Team administers the admissions process in accordance with the Lincolnshire agreed co-ordinated admissions scheme. All dates and procedures concerning application forms, deadlines and notification of offers can be found online at www.lincolnshire.gov.uk/schooladmissions or in the Going to School in Lincolnshire 2013-2014 booklet available from any primary school.
Application for the school must be made either by applying online at www.lincolnshire.gov.uk or completing the common application form of the local authority where you live. Parents are reminded that late applications after the date of return of the common application form will normally be considered after those received by the closing date. It is important to send the form to the local authority on time.
Students seeking admission to Carre’s Grammar School in Year 7 must firstly have qualified under the school’s selection arrangements by attaining a score of at least the agreed minimum standard in the 11+ selection tests. These are set and standardised by the National Foundation for Educational Research on behalf of the consortium of Lincolnshire Grammar Schools.
Sitting the 11+ test at Carre’s Grammar School, at one of its feeder primary schools or at any other venue, does not constitute an application for admission.
There are rights to appeal against non-qualification but exceptional circumstances are required for the independent appeal committee to consider. The arrangements for making such an appeal are outlined in the offer letter sent to parents from the Local Authority. The admission authority expects appeals to be made by parents within 20 school days after the refusal of a place.
The School’s Published Admission Number is 116 students.
Qualification does not in itself guarantee admission to the school. In the event of the school being oversubscribed with applicants who have reached the required standard, places will be allocated in accordance with the following criteria in the order stated:
The Governors must, by law, consider all parents who have sent in a common application form naming the school. In accordance with the 1996 Education Act students who have a statement of special educational need which names the school will be admitted before other students. This may have the effect of reducing the 116 places on offer.
Please see separate policy.
The Admission Authority operates a reserve list for parents who were not successful in securing a place but who wish to be offered a place at the school if one becomes available. Children on the reserve list are ranked in the same order as the oversubscription criteria above. Time on the reserve list is not a criterion for the allocation of an available space. Students may stay on the reserve list until the end of the autumn term of the year in which they are refused a place.
Students may be admitted at times other than at 11+ and 16+ provided their admission does not prejudice the provision of efficient education and use of resources. Students must demonstrate that they would benefit from selective education through the school’s in-year admission selection process.
The school will assess an applicant and contact the student’s existing school to obtain information about objective tests, for example CAT test results. The assessment will evidence whether the candidate’s ability falls within the top 25% of the ability range in the academic year. If there are no places available, the candidate’s name will be placed on a confidential reserve list, ranked according to admissions criteria for entry to Year 7. Parents may appeal to an independent panel against a decision not to admit. Details are available from the Headteacher’s PA.
For late intake applications and mid year applications we will aim to remove any disadvantage to UK service personnel (UK Armed Forces) with a confirmed posting to the area, or Crown Servants returning from overseas, by applying the school’s oversubscription criteria. The governors will consider admitting providing all children in public care and siblings have been admitted. This will be irrespective of the fact that the school has had appeals or appeals are scheduled.
It maybe that we still cannot admit because of organisational or curriculum difficulties within the school. If this is the case, we will inform the Local Authority and ask them to consider the second and third preferences stated. The child must have qualified and the Local Authority will need the notice of posting/official government letter and posting address before we can consider an application under these arrangements.
The Governing Body of Carre’s Grammar School is the responsible body for determining the criteria for admission to the school. The arrangements are the result of wide consultation.
The School Standards and Framework Act provides the legislation relating to the transfer to the secondary phase of education. The statutory duty to secure appropriate education for all students rests with the Local Authority.
In almost all cases, a broader, richer and deeper curriculum in the age appropriate grouping is more supportive of a child’s all round development. The school seeks to work with its feeder schools through providing curriculum support or extension opportunities which enable a child to be maintained in the normal setting for his age group.
The guiding motive of whether there is agreement for accelerated transfer is that the child’s educational needs are best served by attending a school at which he/she is outside the normal age range. Students should normally have spent at least two years working with an age group relevant to the transfer request.
The final decision for delayed or accelerated transfer rests with the Admissions Panel.
Early transfer is only rarely and exceptionally in the best interests of the child. The advanced educational ability demonstrated at an early stage might not be sustained in future years of education and this can mean that a child’s performance in attainment examinations is less than might have been realised had an additional year of education been completed.
Children who are educated alongside others who are significantly older can be isolated if their physical or emotional maturity is below that of their peers. Evidence should indicate that the student’s cognitive ability is in the top five per cent of the population and that he/she is working at a similar level to the most able students in the higher year group in relation to national standards. The student’s social and emotional maturity should be commensurate with the year group to which it is proposed they should transfer.
Children cannot leave full time education until they reach the age of 18. A repeated year of study may therefore be required.
Sufficient time is required for the gathering of information to make a fair assessment to meet a child’s needs. The request for special consideration should be made in writing by the parents of a child to coincide with applications for usual transfer.
If a child has a statement of special educational needs the request will be passed to the SENCO who will be asked to provide a written analysis of whether the child’s needs would benefit from the granting of the request. It may be appropriate to include the response of the educational psychologist attached to the school. The Chairman of the Governing Body, informed by the admissions panel, will then make a decision.
The child’s Individual Educational Plan will be given careful consideration, but this in itself will not determine the decision since the Governing Body of the school is the admissions authority.
For children without statements of special educational need, the designated officer of the admissions panel will write to the child’s current Headteacher to seek his or her views on the appropriateness of the request and seek additional information. This will be compared to the needs of the child in relation to others of a similar age. A decision should reflect consideration of the strategies that the child’s existing school has taken and whether the social and emotional implications of the decision support the best interests of the child.
The decision reached by the panel will be communicated to the parents of the child and copied to the Headteacher of the child’s existing school.
The decision on the principle of the request and the decision regarding the outcome of an application for a specific place at Carre’s Grammar School are two separate decisions. One does not pre-determine the other. As such, the decision is given at the discretion of the admissions panel. The decision is open to appeal following the procedure outlined in the application process.
The government has stated that all Local Authorities must have a Fair Access agreement that allows hard to place children, for example, those that have been permanently excluded, to be given a place before oversubscription criteria are applied and before anyone is considered from the reserve list. Such children are shared out to make sure no one school has to take too many of these children. Any such children must have reached the standard for the school.
The Admission Authority has a right to investigate any concerns it may have with respect to the accuracy of information provided by parents on an application form and withdraw the offer of a school place if there is evidence that parents have made fraudulent claims, for example, concerning parental responsibility or address.
This policy has been drawn up by the Admission Authority of Carre’s Grammar School. Before finally determining the policy, the Governing Body has consulted in line with legislative responsibilities.
The following is the designated area for Carre’s Grammar School. It is based on the area within which Lincolnshire County Council has traditionally provided free home-to-school transport.
Ashby De La Launde
Blankney (except Green Man Farm)
Brauncewell (East of A15)
Dogdyke (Dogdyke Parish)
Kirkby La Thorpe
Labour in Vain Drove
Martin and Martin Fen
Temple High Grange
Thorpe Tilney Dales
Walcot near Folkingham
The following schools are formally linked to Carre's Grammar School through the Sports and Science outreach programme. Students who are attending one of the sixteen schools stated below at the start of Year 6 will be regarded as being eligible for admission under (c).
Ancaster Church of England Primary School, Caythorpe Primary School, Heckington Church of England Primary School, Helpringham Primary School, Kirkby La Thorpe Church of England Primary School, Leadenham Church of England Primary School, Leasingham St Andrew’s Church of England Primary School, Metheringham Primary School, Navenby Church of England Primary School, Rauceby Church of England Primary School, Ruskington Chestnut Street Church of England Primary School, Sleaford The William Alvey Church of England School, Sleaford Church Lane Primary School, Sleaford Our Lady of Good Counsel Catholic Primary School, Sleaford St Botolph’s Church of England Primary School and The Welbourn Church of England Primary School.
Carre’s Grammar School became an Academy on 1 August 2011. Prior to this it was a Foundation School at which time the Governing Body was also an admission authority in its own right
The geographical priority area is based on the area within which Lincolnshire County Council has traditionally provided free home-to-school transport to Carre’s
This is ensure that top grade staff continue to be attracted to the school