|Danson Lane, DA16 2BL, UK Welling|
+44 (0)208 304 8538
Welcome to Bexley Grammar School
We hope that the information you will find here will give you a flavour of the vibrant and friendly atmosphere of our School.
Our vision is that, in all our work, we perform at a standard that justifies the use of the term 'Excellence'.
Please explore the drop-down menus above. New or prospective students and parents will be interested in our online prospectus under 'About Us'; you can also download a pdf version if that is more convenient. For a flavour of each department at BGS visit the 'Curriculum' pages which are expanding to include material by students.
If the news items on this page interest you, see the full version in our weekly online newsletter. To receive the newsletter by email, please complete the online form under 'Parents' above.
Our website is growing all the time; please visit again soon to see what is new.
We aim to help students face the future with confidence.
Our vision is that, in all our work, we perform at a standard that justifies the use of the term 'Excellence'. We are determined to provide "the best education that money can not buy", and look forward to welcoming you to our School community.
If you have any suggestions about our site, please fill in our online comments form under 'Community'.
To create the best possible educational environment in which each individual student is encouraged to work effectively towards the highest personal standards, with opportunities:
to develop academic, cultural, social, physical and other talents;
to establish sound moral values;
to accept some measure of responsibility for their own future, for the school, and for the wider communities to which they belong.
The school is concerned with the development of the full personality of each student and not only with academic progress, important though this is; each individual student has the right to be valued on his or her own merits. There will be many opportunities, not only in the senior part of the school, for students to accept responsibilities for and to be of service to others, both within the school and the wider community.
It is recognised that the education of young people is a partnership between school, the students themselves, parents, governors, the Local Education Authority and the community; close contact between the partners ~ especially between home and school ~ is welcomed and encouraged. Our vision is of a school where all students reach their full academic potential and develop into considerate young adults who are in a position to pursue their aspirations and interests as responsible members of our society.
In all our work we wish to perform at a standard that will justify the use of the term "Excellence".
At Bexley Grammar School, we believe that good behaviour and discipline are the key foundations of a good education. The Code of Conduct is our attempt to distil into one document the sort of conduct ~ brought about by common sense, courtesy and consideration for others ~ that will enable individuals and the school as a whole to function happily and effectively. This is because, without an orderly atmosphere, effective teaching and learning cannot take place. The school maintains discipline and good conduct to secure a calm and well-ordered learning environment. The Home-School Agreement entered into with parents and students gives further support towards ensuring good conduct and a positive work ethic.
The rules are made for various reasons, including: in the interests of safety, health or general well being; academic fulfilment; good order and the smooth administration of the community; concern for the welfare of others in our community. Thus they fall into one of five sections:
ACADEMIC: This involves creating conditions which are conducive to effective teaching and learning, good study habits and examination achievement.
BEHAVIOUR: This involves acting with courtesy and consideration towards others and behaving sensibly and responsibly.
DRESS AND APPEARANCE: This involves creating a sense of belonging and promoting the school's identity.
PROPERTY: This involves respecting the property and possessions of others.
HEALTH AND SAFETY: This involves behaving with due care and attention.
All students are expected to know this Code of Conduct and to abide by it. Breaches of the rules defined as serious offences are liable to lead to exclusion from the school. Exclusion may be fixed-term or permanent depending on circumstances. Repeated misdemeanours of a less serious kind may lead to the same punishment. Other sanctions include: verbal reprimand, extra work, loss of privilege, imposition of a task, community service, break, lunchtime, before or after school detention, daily report and withdrawal from lessons. A Code of Conduct is available from the school and forms part of the Year 7 Booklet.
On entry students are assigned to a Form group and in Years 7 and 8 this remains the basis of most teaching groups. In later Years there is setting for Modern Languages, English, Science and Mathematics across half-Year groups. In Year 9 students are placed into one of two bands (Selective and Higher) for most of their subjects. Class numbers for GCSE courses in Years 10 and 11 are generally smaller, as are A-level/IB groups. Students are also allocated to one of six Houses for a variety of extra-curricular activities.
The School Day
The school day begins at 8.30 am and ends at 3.05 pm. The lunch break is from 12.35 pm to 1.25 pm for Years 7 - 9 and 1.25 pm - 2.15 pm for Years 10 - 13.
The school's policy is to provide supervision for all students who remain on the school site.
Before a student joins the school, parents are reminded of their responsibilities concerning attendance and punctuality. For the year 2nd September 2005 to 26th May 2006 attendance was 95.5% and unauthorised bsence was 1.5% for students in Years 7 to 11. During this time there were 54 fixed-term exclusions and one permanent exclusion involving a total of 38 students.
The School Council which has representatives from each Tutor group discusses a wide range of issues from the students' perspective. The views of this body are represented by a link teacher who ensures that the voice of the student body is heard at senior management level. Meetings happen on a fortnightly basis and students are at liberty to raise items for the Agendas. The School Council's current focus is on promoting healthy eating by improving the school canteen, introducing free filtered drinking water and collaborating with the school caterers to provide healthier options. The school's charity work is co-ordinated by the School Council.
The Sixth Form is open to all who have satisfactorily completed GCSE studies to certain prescribed standards and who have demonstrated a willingness to work as constructive members of the school community. At this stage the school is pleased to accept students from other schools; many have achieved considerable success academically and have undertaken positions of responsibility within school. Students who enter the Sixth Form are expected to set high standards through both their work and their attitude to school life.
The Sixth Form provides an experience of school life which differs in several respects from the five years which precede it. It is a transitional stage between school life and life in the outside community, whether in employment or in higher or further education. This is recognised by giving
Sixth Formers a major role in the running of the school.
On entry into the Sixth Form, students have the opportunity to help with Junior Forms. Some students are trained as Peer Mentors and operate a mentoring scheme for younger students to discuss problems. In the Upper Sixth all students undertake duties around the school. Selected members of the Upper Sixth are appointed Leader Prefects and through their presence and initiative, help to set standards for other students. House and school games and extra-curricular activities provide many opportunities for Sixth Form students to display qualities of leadership, to gain in confidence and to exercise responsibility ~ all of which are vital in any preparation for life in the outside community.
Frequently asked questions about the Sixth Form
Student Exit Patterns
Year 11 2005/2006 Leavers 190 returned to the school to take A-level courses24 started post-16 courses at Further Education Colleges 8 have gained full-time employment.
Year 13 2005/2006 Leavers 135 entered University 10 entered Colleges of Art or Further Education 4 have gained full-time employment.
The Governors' Curriculum Policy Statement
The school's curriculum is designed to:
• be balanced, broadly based, relevant and differentiated to match student needs, aptitudes and abilities;
• promote the spiritual, moral, cultural, mental and physical development of each student; and
• prepare students for the opportunities, responsibilities and experiences of adult life.
At all stages curriculum opportunities are the same for all students; where options are available, every effort will be made to provide students with the options of their choice. Student progress will be assessed and the results recorded and reported to parents.
Years 7 to 11:
National Curriculum programmes of study will be provided; The National Curriculum programme will be extended to include courses in FBCS, PSH&CE, Latin, a second Modern Language, Economics and Drama.
Years 12 to 13:
A wide range of GCE A-level courses will be provided. In addition to the National Curriculum subjects, we currently offer Economics, Business Studies, Government & Politics, Sociology, Classics, Classical Civilisation, Human Biology, Media Studies, Theatre Studies, and English Language. The school also offers the International Baccalaureate Diploma Programme with courses in English, Mathematics, French, German, Spanish, Business Management, Economics, Geography, History, Biology, Chemistry, Physics, Latin, Visual Arts, Film, Music, Environmental Systems, Japanese, Russian, Psychology, Theatre Arts and IT in a Global Society. In addition, courses will be provided in PE, PSH&CE and Curriculum Enrichment.
Students with special (additional) educational needs The school's SEN policy is designed to cater for the education of students with learning difficulties, whatever their nature, which hinder the normal educational development of the student. This outlines:
Arrangements for co-ordinating the provision for students with SEN;
Allocation of resources;
The identification of SEN and the assessment and provision of SEN; Procedures for the monitoring and review of SEN;
Access to a broad and balanced curriculum;
Whole school integration;
Evaluating SEN policy; and
Arrangements for handling complaints
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