Extra curricular activities (Beyond the classroom)

In keeping with the Haberdashers' tradition, the Academy will place great importance in offering a rich variety of curriculum enrichment and extra curricular activity. This will serve to balance the demands of academic work and thereby educate ‘the whole person' developing in students those traits which will allow them to play an important and leading role, in the Twenty First Century.

 There are two aspects which can be related to the terms ‘I can' and ‘I want', and these terms are also significant when considering the provision for Gifted and Talented students:

• ‘I can' - it is important that we identify ‘the most able and talented' in different areas and provide the opportunity to develop these talents to their fullest. This will be done via external academic competitions (e.g. the Olympiads), school level activities (music, drama, CCF, Duke of Edinburgh and sport) and by encouraging students to participate at even higher levels (e.g. county, regional, national). Specific details on provision for Gifted and Talented students are set out later in this section.

• ‘I want' - at the same time we will provide the opportunity for all students to develop their interests and talents at their own particular level. This will be done via clubs and societies and by providing a very wide range of House competitions. The aspiration would be that in almost every week of the year there would be some form of educational, cultural or sporting activity taking place at a house level aimed at getting all students involved and thereby feeling that they belong to the house and the Academy and that they are getting kudos from their involvement. Students will also gain leadership opportunities and opportunities to contribute their ideas through these activities.

The aspiration is that each Lower School student is actively involved in extra-curricular activity each term in sport (at a School, house or individual level), in music and drama (at a School, house or individual level), in CCF/Duke of Edinburgh Award and/or in one of the wide range of clubs and societies. As they progress through the Academy some will begin to specialise, though we should continue to encourage breadth through participation in house events.

We also want students to be taking leadership responsibilities both in the School and in their house - Academy Prefects, Form Prefects, House Prefects with responsibility for specific events, subject mentors, peer mentors and peer support, Student Council leaders and representatives.

In terms of pupils aspiring to the highest values and standards of behaviour, the role of assemblies, the code of conduct, the emphasis on commendation and the continuous reinforcement of the whole ethos of the School are key parts. Head teachers tend to emphasise systems, but the key is the quality of teachers appointed and the induction process. It is through the example set by teachers, the informal relations between pupils and staff on trips, during extra-curricular activities, in mentor time and in the classroom that these values and standards are learnt.

Through the opportunities it offers, the Academy will help students to discover their interests, aptitudes and talents, and to develop them to their fullest. Through extra curricular activity as well as through work in the classroom, we will encourage students to grow in self discipline and to prize integrity, tolerance and respect for others.

Opportunities will be widened by the links with Adams' and the wider Haberdashers' Family of Schools and these contacts will all be a major force in developing this co-curriculum.

Provision for Gifted and Talented Students

Gifted and Talented students are defined as those who have one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop these abilities). The term 'Gifted' refers to those students who are capable of excelling in academic subjects eg: science, maths and ‘Talented' to those students who excel in areas requiring visio-spatial skills or practical abilities, eg in sport, drama, art.

It is fully recognised that provision for Gifted and Talented students can act to counteract disadvantage. Direct intervention is particularly critical for students from disadvantaged backgrounds to enable them to reach their potential and raise their aspirations.

The Academy will develop an agreed process for identifying Gifted and Talented students and then regularly review those identified so that identification and review becomes an ongoing process.

In providing for its Gifted and Talented students, the Academy will seek to:

• Develop an ethos where its ‘cool', accepted and sought after to be bright and/or talented. • Recognise and reward achievement.

• Provide a wide range of extension and enrichment opportunities

• Maximise the links with Adams' and the wider family of Haberdashers' schools to achieve this end.

• Ensure that attainment targets reflect the ability and potential to secure appropriate pace and challenge in learning.

• Ensure students are working at an appropriate level and are provided with resources to support their learning and progression.

• Provide a range of ‘fast track' or ‘early entry' routes through KS3 and KS4 for the more able students supporting stage not age examination.