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Colchester Royal Grammar School
Lexden Road, Colchester, Essex CO3 3NDTelephone: (01206) 509100 Facsimile: (01206) 509101E-mail: admissions@crgs.co.uk
Headmaster: K. L. Jenkinson MAChairman of Governors: Dr J. G. TillettStatus and Character: 11-18 boys' selective foundation school with sixth form girls, andsome boarding provision for boys.Number of students at September 2009: 808Standard admissions number: 96Number intended to admit into Year 7 September 2010: 96 September 2011: 96Number intended to admit into Year 9 September 2010: 4 September 2011: 4Intended size of the sixth form for September 2010: 320Number of external students admitted to Year 12 in September 2009: 64Throughout this prospectus, words such as
he 
and
his 
may be read as
she 
and
her 
, as appropriate.
School SessionsDates of Terms and Half-Term holidays 2009-2010
Autumn Term 2009 4
th
September - 18
th
DecemberAutumn Half Term 23
rd
October - 30
th
OctoberSpring Term 2010 5
th
January - 1
st
AprilSpring Half Term 15
th
February - 19
th
FebruarySummer Term 2010 19
th
April - 21
st
JulySummer Half Term 31
st
May - 4
th
June
Daily Session Times
The morning session is from 8.50 am until 12.35 pm. The afternoon session is from 1.30 pmuntil 3.40 pm. There is a break of twenty minutes each day at 11.15 am. There are five hours ofteaching in each day.Information, relevant DCSF documents, statutory instruments, Ofsted reports, school policy statements,schemes of work and syllabuses may be seen on request to the school office. The contents of thisprospectus were correct as at 1
st
September 2009; it should not be assumed that there have been nochanges since then. CRGS is a specialist school for Science and Languages.
Accommodation and Environment
The school, which is half a mile from the town centre, stands amongst trees in delightful, mature gardens,which are open to all students. There is a mixture of old and new buildings: superb school hall with a largestage with sound and lighting control, AV projection system and a pipe organ; gymnasium; heated outdoorswimming pool; attractive restaurant facilities; refurbished music and drama centre; new science blockcomprising two laboratories each for physics, chemistry and biology; three further science labs; a computersuite of four rooms equipped to allow individual access to PCs; computers within subject areas which arelinked by a LAN which covers all offices and classrooms; a fine, well-stocked library and resources area; aConnexions centre and other specialist rooms including a block for classics and history, completed in2000; and a sixth form common room. A new block for Art was opened in 2003 and the Technology blockwas upgraded. In 2006 a new extension to the Science block was completed and two new Chemistrylaboratories were opened. An on-going programme of remodelling and redecoration ensures an attractiveand welcoming working environment. The playing fields, which are about half a mile away, are attractiveand extensive and include pitches for all the major sports - rugby, football, hockey and cricket – as well asfor hard and grass tennis courts, a netball court and a pavilion with changing facilities.
 
ETHOS AND VALUES OF THE SCHOOL
The individual is the focus of all the school's activities. The highest standards of conduct, courtesy andconsideration for others, appearance, industry and academic achievement are striven for, with an ideal ofmutually respectful relationships amongst all members of the school community. Initiative is bothdemonstrated and encouraged by a committed staff, who give much to the pupils, and ask much of them.The ethos and values of the school are summed up in its
Ethos Statement
and its
Mission Statement
,which are given below:
Ethos StatementCRGS aims to provide a humane and caring environment in which thecharacter, personality, individuality and awareness of each pupil aredeveloped, and an approach to life is encouraged which accords broadlywith Christian values.The School seeks to help each pupil to achieve the greatest all-rounddevelopment and success of which he or she is capable and to promotehis or her academic, personal, social, moral and spiritual development.Mission StatementColchester Royal Grammar School is committed to providing a qualityeducation for its pupils, and aims at excellence in all that it does. Highstandards and expectations shall permeate every aspect of school life andbe evident in the behaviour, attitude and appearance of its pupils.The school stands for and will actively promote such qualities as:
commitment, compassion, courtesy and consideration for others, good humour, industry, integrity, loyalty, pride in achievement, pride in appearance, scholarliness, self-discipline, self-respect and respect for others, service 
.The principal priority of this selective grammar school, indeed its raisond'être, is the academic achievement of its pupils. The school strives toraise the aspirations of all pupils, and so to encourage, extend and inspirethem, that they obtain examination results that are the utmost they canachieve. Examination success, the outcome of effective teaching andlearning, is thus the school's key performance indicator.Care
for 
the individual as a whole and
about 
 
his or her personaldevelopment and extracurricular involvement complements the emphasison academic achievement, and demonstrates the richness of the school'sprovision for its pupils.A high calibre staff, who are caring, dedicated and enthusiastic, work as ateam in the pursuit of the school's aims. CRGS is unashamedlyambitious, striving continually to improve itself, and to enhance its local,national and international reputation.All staff, pupils, parents and governors are expected to share this visionand to accept their personal responsibility for upholding and improvingstandards.
 
 PASTORAL PROVISION AND ORGANISATION
Pastoral and Teaching Groups
Pupils in their first year at the school (Year 7) are placed in one of three tutor groups for the purposes ofregistration and tutorials. Owing to the high and relatively narrow band of ability of the school's intake,these tutor groups are not organised according to ability. In order to ease the transition from primary orpreparatory school, the tutor groups also serve as teaching units for all lessons. At the end of Year 7 thetutor groups are re-organised. In Year 9 four tutor groups are created, to provide smaller pastoral andteaching units. Pastoral support in Years 7-9 is co-ordinated by the Head of Lower School.In Years 10 and 11 the pupils are placed in tutor groups according to their option choices. These tutorgroups act as teaching units for tutorial classes and some subjects. The other teaching groups aredetermined by options. Year 10 tutors normally stay with their groups into Year 11. Years 10 and 11 areoverseen by the Middle School Manager.In the sixth form, the students are organised into separate lower and upper sixth tutor groups. Teachinggroups are determined by options. Academic and pastoral support is provided by the Head of Sixth Form,the Assistant Head of Sixth Form, a Sixth Form Academic Tutor and a Sixth Form Pastoral Tutor.
Sixth Form
We provide the sixth form with an environment, and generate an atmosphere, in which the special status ofsixth form students is recognised. Opportunities for leadership are provided. Students' self-developmentis fostered within the supportive, disciplined structure of the school.The school is keen to help students who enter the sixth form from outside to have as smooth a transitionas possible, and parents of these students, and of others, are welcome to contact their son's or daughter'stutor over anything that they would like to discuss.The sixth form common room helps sixth formers to integrate - students who have come from otherschools with those already here, lower with upper sixth, and scientists with arts students.
Discipline and Pastoral Care
Tutors are responsible for the general conduct and care of their groups. Under the co-ordination of theHead of Year they support and monitor the welfare, academic progress and extracurricular involvement ofthe students in their groups. There are tutorial programmes which include various aspects of personal andsocial education.High standards of conduct and courtesy are insisted upon. Relationships of mutual respect between staffand students, and between the students themselves, are encouraged and expected. An atmosphere ofpurposeful, calm, good order is aimed at and, we believe, secured, in this school which places emphasison consideration for others.Sanctions, where necessary, could involve removal of privileges, lunch-time or after-school detentions,extra work or an appropriate task. The school will try to resolve any problems before they become serious.Direct contact from parents over any concern is welcomed. In exceptional cases the headmaster mayexclude a pupil for a fixed period, or permanently. Parents have a right to make representations to thegoverning body in the case of an exclusion.
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