Admissions - Prospectus
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 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:
- Respect each other
- Respect the school
- Serve the interests of the community
We expect parents to support the school in maintaining a caring, work-orientated environment for the benefit of every student.
Key Stage 3: Years 7 to 9
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, Geography, History, Art, Design and Technology, ICT, Music, Ethics and Philosophy and PE. In Year 7 all students study French and either German or Spanish as an additional language. Students in Years 8 and 9 continue to study two languages. 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.
Key Stage 4: Years 10 and 11
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, Computing, Resistant Materials, Electronics, Graphics, Engineering 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.
The Sixth Form: Years 12 and 13
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, 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.
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. Assessments are based upon formal tests, class presentations, sustained independent work and contribution to class debate. This will enable students and their parents to effectively track progress towards target grades. Students also sit internal examinations in all years, which in Years 11, 12 and 13 serve as mock examinations.
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 will be deemed to have waived his right to the funding of entries for examinations in the subjects adversely affected.
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 that students wish to resit in order to improve their grades.
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 four 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 assessments of students’ efforts in every subject studied at the four assessment points (progress checks).
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 Head of Year at a mutually convenient time.
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 time and morning registration periods provide regular opportunities for staff and students to talk about matters of mutual interest and concern.
Each team of year group tutors is supported by a Head of Year who knows the needs of the year group without having the responsibility for a specific form. The Heads of Year in Key Stage 3 and 4 are supported by a Pastoral Leader with the Head of Sixth form supporting the Heads of Years 12 and 13. The Pastoral team is further supported by a team of experienced Student Support Mentors, non-teachers who offer targeted support for students, both as individuals and groups in our dedicated learning support unit.
In charge of overall pastoral arrangements within the school is the Deputy Headteacher. He, along with Heads of Year, Pastoral Leaders and the Special Educational Needs Co-ordinator, is responsible for ensuring that ongoing problems or needs 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 constructive learning environment. A rewards system is followed to give incentives for positive behaviours. The rewards systems are overseen by the Heads of Year.
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 staff 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 Intake 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 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, CAMHS, Parent Support Adviser and the Early Help team.
The school gives due account to the statutory guidance outlined in the SEND Code of Practice:0-25 years (2014)
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.
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 and to safeguard the well-being, both emotional and material, of all students. 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.
All students attend registration with their forms each morning at 8.45 am and are registered in their teaching groups in the afternoon. Parents must ring the school office daily to notify them if a student is absent.
Immediately after morning registration students will either go to assembly, or remain for a form period. Late arrivals must report to the school office and sign in the ‘late book’.
3. Access to Lockers
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.
For those students wishing to undertake private study during break and lunchtimes, there is a designated Homebase for each Key Stage. 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. 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.
6. Lunch Arrangements
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 ‘The Chill’. Sandwiches may also be purchased from the ‘The Chill’.
Students in Years 7 to 11 are not allowed to take lunch at shops or cafés, except in the charge of their parents.
7. Students Who Travel to and from School by Car
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.
8. School Planners
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.
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.
Years 7 to 11
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 discreetly.
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 3G 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 from the school office.
- All garments must be clearly marked with the student’s name.
- For all PE activities students are required to change completely in the school changing rooms, which are warmed in winter. Students must be provided with a towel for showers.
- Students are expected to take their PE kit home between PE periods.
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. Boys should not have beards or moustaches and hair should be of 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 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.
If a student has a health condition that requires medication during the school day, parents must inform the school office so that, where possible, appropriate arrangements can be made. In accordance with DfE statutory guidance, all medications for students under 16 must be handed into the school office by a responsible adult. Medication must be in the original packaging which clearly shows the dosage and expiry date.
Individual Health Care Plans will be formulated for students with long term health conditions following consultation with parents, staff, healthcare professionals if appropriate, and the child.
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.
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 school’s 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 has the opportunity 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.
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:
- the school has not prepared students for the examination in the year for which the entry is made;
- a student has failed, for no good reason, to complete the requirements of the examination or to attend for it.
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 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 full y 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.
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 and sporting visits that are organised both at home and abroad. This includes visits to Senegal, Nepal, France, Germany, China, Morocco, South Africa, Australia, Ireland, Holland, Sri Lanka, Ecuador 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.
Some children are entitled to receive free meals. Information about how to claim free school meals may be obtained from the school office.
Students are expected:
- to exercise personal responsibility for safety of self and classmates;
- to observe all the safety rules of the school and in particular the instructions of staff given in any emergency;
- to use and not wilfully misuse, neglect or interfere with things provided for their safety.
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.
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.
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 3G 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 work we aim to:
- raise standards of achievement through the increased quality of teaching and learning;
- extend curricular opportunities, including subject enrichment, out of school hours learning and industry and business links;
- increase the take-up and interest in specialist subject courses, particularly at post-16.
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. We have also developed an extensive outreach programme with partner primary schools in PE, Science and MFL.
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.
Recent developments have seen the school increase its commitment to community sport by taking on the management of the Northgate Sports Hall, enabling Carre’s Grammar School and District NK to work in partnership to develop and deliver high quality leisure services in the North Kesteven district.
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.
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.
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.
In accordance with Schedule 4 of The School Information (England) (Amendment) Regulations 2010, the school has in place the following policies:
- Curriculum Policy
- Equal Opportunities Policy
- Special Educational Needs Policy
- Collective Worship Policy
- Behaviour for Learning Policy
- Gifted and Talented Policy
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.
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.
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.
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 (PSHE). 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.
Admission at 11+
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 Secondary School in Lincolnshire 2015 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, therefore, 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:
- A child in public care who has met the qualifying standard for admission to Carre’s Grammar School. A child in public care, sometimes referred to as ‘looked after’, is a child who is in the care of a Local Authority or provided with accommodation by them in accordance with Section 22 of the Children Act 1989, at the time of application. This definition includes previously looked after children who were looked after, but ceased to be so because they were adopted, or became subject to a residence order or special guardianship order.
- Living within the school’s designated area at the time of application, or with evidence of a legally binding agreement such as the exchange of contracts or the signing of a tenancy agreement. The designated area is the geographical priority area shown on page 4 of this policy. Where a child lives at different addresses through shared custody arrangements, the address will be where the child spends the greater amount of time during the school week.
- Attending from the start of Year 6 one of the eighteen named partner primary schools associated with Carre's Grammar School through Sports College and Science outreach work.
- Students whose parent(s) has/have been permanently employed at Carre’s Grammar School for two or more years at the time of application, or is/are recruited to fill a vacant post for which there is a demonstrable skill shortage.
- Students who, at the time of admission, have siblings at Carre’s Grammar School. The definition of sibling is ‘a full brother or sister, whether or not living in the same household. Another child normally living for the majority of the term time in the same household, for whom an adult in the household has parental responsibility as defined in the Children Act 1989 or Section 576 of the Education Act 1996’. In the case of twins or siblings in the same cohort and where there is only one place available in the school, both will be considered together provided they are qualified.
- Should any places remain unfilled after the application of criteria (a) to (e) above, they will be allocated to those applicants outside the school’s designated area who have achieved the highest marks on the 11+ tests, ranked according to score.
- Tie Breaker - should the number of applicants qualifying under criteria (a) to (f) above exceed the number of places available, then places will be offered to those applicants whose place of permanent residence is nearest to the school. This will be by driving distance as measured electronically along public highways using the post office address point of the home to the post office address point of the school.
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.
Entry into Carre’s Grammar School as a member of the Sleaford Joint Sixth Form
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.
Admission of students at other times
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 for his/her academic ability and potential. 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.
Children of UK service personnel (UK Armed Forces) posted to the area or Crown Servants returning from overseas
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.
Guidance for accelerated transfer between phases
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/her 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.
Dealing with requests for accelerated transfer
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. An Admissions Panel, convened by the Governing Body, 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
- Billinghay Dales
- Blankney (except Green Man Farm)
- Brauncewell (East of A15)
- Bridge End
- Burton Pedwardine
- Byards Leap
- Chapel Hill
- Digby Fen
- Digby RAF
- Dogdyke (Dogdyke Parish)
- East Heckington
- Ewerby Fen
- Ewerby Thorpe
- Great Hale
- Kirkby Green
- Kirkby La Thorpe
- Kirkstead Bridge
- Labour in Vain Drove
- Little Hale
- Little Wisbech
- Martin and Martin Fen
- Metheringham Fen
- North Kyme
- North Kyme Fen
- North Rauceby
- Rauceby Hospital
- Ruskington Fen
- Scott Willoughby
- Silk Willoughby
- South Kyme
- South Rauceby
- Tattershall Bridge
- Temple Bruer
- Temple High Grange
- Thorpe Latimer
- Thorpe Tilney
- 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 eighteen 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, Cranwell 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, Ruskington Winchelsea 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