The college values the abilities and achievements of all its pupils and is committed to a) discovering and providing the best learning conditions for each pupil b) promoting development in understanding
and social maturity alongside others; c) enabling all pupils to reach their full potential. All children have the same entitlement to a broad, balanced and relevant curriculum and we are
committed to making this accessible to all our pupils through differentiation, varied teaching
methods, flexible timetabling and individual support, where possible.
Where children are of different physical abilities we endeavour to integrate them as much as is
possible at meal times, recreation times and generally within the wider life at Concord.
Support which is deemed necessary, over and above what can be provided directly by the class
teacher, will be made available wherever possible. This support will be allocated following initial
assessment and termly monitoring or as a result of the concern of parents, students or teachers. The
cost of assessment by a specialist assessor is normally paid for by the parents and any further
additional help that cannot be provided easily within the college may also be invoiced to the parents
(subject to agreement and at the principal’s discretion).
The views of the child will be sought so that they take part in decisions about their education and we
are able to plan appropriate action with them.
We recognise the need to identify children who are showing signs of difficulty with any aspect of their
life at school as early as possible.
This will be done in the following ways:
1. Assessing the pupil’s achievement in the entry tests and the CAT tests, especially looking at a
marked disparity in one of the three/four scores, (although the proportionately lower Verbal
scores of many of our EAL students have to be factored in to their profiles).
2. For students with an EHCP, provision will meet the recommendations on the plan.
3. Carrying out Screening Assessment for all pupils in Forms 3 and 4. This is followed up through
a meeting with the Specialist Assessor, Head of Lower School, SENCO, Year Heads and Head of
4. Liaising with feeder schools if a pupil has been previously identified as having special needs.
This information can provide starting points for the development of an appropriate curriculum
for the pupil.
5. Looking at work samples, observations and assessments of attainment in core curriculum areas
such as English, Maths and Science.
6. Discussing pupils’ progress and those who are giving cause for concern at a Heads of Department
meeting or with the SENCO directly who will liaise with Heads of Department, Vice Principal
Academic (VPA) Vice Principal Pastoral (VPP).
Monitoring and Provision within the Curriculum
When a child is first identified as performing less well than his/her peers, class teachers will monitor
their expectations of the child and also monitor the work being asked of the child to ensure it is
realistic and matches the child’s needs.
The class teacher will ensure that differentiation is incorporated into their planning.
A variety of approaches will be employed to maximise the achievement of all pupils.
Weekly statistical data of tutees is sent to all Form Tutors; data for students on the SEN
register is sent to the SENCO.
Fortnightly SOC (Student Oversight Committee) meetings with the Principal, VPA, VPP, Head
of Lower School, Head of Girls, SENCO, Heads of Department, Heads of House, Year Heads and
nurse to discuss students giving concern and set targets.
Heads of Departments, the VPA and the SENCO will be asked for advice and possible teaching
strategies and will identify short-term targets and monitor and review the child’s progress.
Pupils will be made aware of what is expected of them, with clear targets set. This may take
the form of discussions with the Head of Lower School, VPA or SENCO within the first few
weeks of the school year with or without the parents present, as appropriate.
There will be a sharing of best-practice and effective teaching strategies both within
departments and across the school through INSET sessions and departmental meetings.
The Provision of Further Support.
Should it become clear that, despite the above steps, the pupil continues to make significantly less
progress than their peers, the SENCO will liaise with either the VPA or the Head of Lower School to
decide whether it is necessary for students to receive further support.
Academic Scholarships are considered on individual merit and after following the Application Process for a sixth form boarding place candidates are required to submit their GCSE/IGCSE (or equivalent) results to the Principal’s office. Academic Scholarships of between 5 – 10% fee reduction will be awarded to those who achieve 10 A*s/grade 9s (or equivalent). Results should be submitted by the December of the student’s 6.1 year at the College. Scholarships will be awarded in December and will cover the whole of the 6.1 and 6.2 years.
NB Scholarship funds are limited and will be allocated to top students at the Principal’s discretion.
Sixth form boarding applicants can also consider applying for an Anthony Morris Scholarship which is a substantial award to enable a young person to apply to Concord whose family might otherwise be able to afford the fees. The application process involves means testing of the family resources and income to ensure that the scholarships are awarded to those most in need..
Continuation Scholarships are awarded by the Principal to the top students progressing from the College’s Form 5 to the Sixth Form. The award applies to the 6.1 and 6.2 academic years.
Top Student Scholarships are awarded by the Principal to Concord students achieving top grades in their AS Examinations. The award applies to the 6.2 academic year only.
Bursaries are available to assist parents on lower incomes who wish to send their child to the College. They are also available to parents whose financial circumstances change while they have a child at the College. Bursaries are ‘means-tested’ and parents will be required to complete a detailed form in support of their application. Please apply to the College if you require further information regarding bursaries.
Parents can also be assured that Concord’s secure and beautiful rural campus is a safe and healthy place for any child to grow. Concord is also a warm, calm and friendly community in which values of trust and decency are shared between staff and students in a mature atmosphere of mutual respect and kindness. If you have a chance to visit, you will see a lot of smiling faces.
Academically, the results speak for themselves. Not only do Concord students produce astonishing GCSE and A level performances, but they also go on to attend top universities in the UK and around the world. Concord is annually ranked highly in UK school league tables. But it is perhaps even more impressive that ‘The Good Schools Guide’ has described our wonderful school as ‘near perfect’, ‘in a league of its own’ and ‘where the next generation of global high flyers is being nurtured’.
Education is more than just grades. Grades are certainly the ‘passport’ that students need to move on to the next stage of their lives and that employers will take account of in the future. But, the real art of education is to develop the confidence and self-worth of the young person holding the ‘passport’ that grades provide. Moral values and the soft skills of empathy, communication, team-working and time management are just as important to develop the confidence that is so central to any young person’s future.
Mr Neil G Hawkins MA Hons Cantab