Design Samples - POS

www.candi.ac.uk

City and IslingtonLondon’s Leading College

THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP)

27126 CANDI IB BOOKLET:27126 IB BOOKLET AND COVER 02/11/2009 08:40 Page 1

Group Subject Standard Higher Level Level

11 First language First language EnglishEnglish ✓ ✓✓ ✓

2 Second Language French ✓ ✓Italian (beginners) ✓German (beginners) ✓

33 Individuals and Individuals and HistoryHistory ✓ ✓✓ ✓SocietiesSocieties EconomicsEconomics ✓ ✓✓ ✓

PhilosophyPhilosophy ✓ ✓✓ ✓Social & Cultural AnthropologySocial & Cultural Anthropology ✓ ✓✓ ✓

4 Experimental Biology ✓ ✓Sciences Chemistry ✓ ✓

Environmental Systems ✓Physics ✓

55 MathematicsMathematics Mathematical StudiesMathematical Studies ✓✓MathematicsMathematics ✓✓

66 ArtsArts Theatre ArtsTheatre Arts ✓ ✓✓ ✓Visual ArtsVisual Arts ✓ ✓✓ ✓Chemistry or a subject from the Individuals Chemistry or a subject from the Individuals and Societies group can be studied instead and Societies group can be studied instead of Theatre or Visual Arts if it is advisableof Theatre or Visual Arts if it is advisable

4

You choose 6 subjects, one from each group. Itwill be possible to study 2 sciences or 2 humanitiessubjects.

You choose to study 3 of your subjects at HigherLevel, 3 at Standard Level.

In addition, all students participate in the coreelements:

1 Extended essay: A 4,000 wordinvestigation of a topic chosen by you. Thisenables you to develop research and writingskills in preparation for university study.

2 Theory of knowledge (TOK): Theinterdisciplinary TOK course encourages youto develop critical thinking skills and enablesyou to understand the different kinds ofknowledge in different subjects. Again, this isexcellent preparation for university.

3 Creativity, action, service (CAS):Participation in creative activities, sports and

voluntary service. This is an essential part ofthe course, not an optional extra. It developsyour awareness and appreciation of lifeoutside studying.

You will also attend a weekly tutorial session with apersonal tutor who will support your learning andprogress throughout the two years of the course.


What will my timetable look like?This is a sample timetable. SL – Standard Level, HL – Higher Level

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Theatre ArtsTheatre Arts(HL)(HL)

Tutorial German -beginners(SL)

EnvironmentalSystems(SL)

Social andSocial andCulturalCulturalAnthropologyAnthropology(HL)(HL)


MathematicalMathematicalStudiesStudies(SL)(SL)

German -beginners(SL)

EnvironmentalSystems(SL)


IndependentStudy time inCollege

EnglishEnglish(HL)(HL)




5

How will I be assessed?There are external IB examinations in May of thesecond year of the course. Results are published inearly July.

In most subjects there is assessed coursework, oralas well as written.

Theory of Knowledge is assessed by an externallymarked essay.

The maximum diploma score is 45 points. Youneed 24 points to pass the diploma. Each subjecthas a maximum score of 7 points. 3 additionalpoints are awarded for the assessed coreelements.

How do I apply?On the same application form as for any othercourse.

You may want to apply for A levels as well as theIBDP if you are uncertain about which route willsuit you best.

As the IBDP is a new course, all applicants willhave an individual interview with an IB specialist toensure that your choice is the best one for youand for your plans for University and beyond.

Theory ofKnowledge

CAS CAS MathematicalMathematicalStudiesStudies(SL)(SL)


B R E A K

L U N C H

B R E A K


B I S H O PR A M S E YP R O S P E C T U S

2 0 1 0

27019 BR Prospectus7:27019 BR Prospectus 01/10/2009 12:03 Page 1

The Big Build

Since April 2009 we have been in our superb,state-of-the-art buildings, completed at a cost of£21m.

• A new 400 seat auditorium

• Two specialist music rooms and eight practicerooms

• A cyber café, the new social hub of the school

• A new large teaching block to house specialistfacilities for Art, Design and Technology and ICTas well as general classrooms

• A second building, the Drama Barn, housing twodrama studios and one dance studio

• Total refurbishment of existing buildings

• An impressive 3 floor entrance atrium

• A separate playground for Year 7s

• A brand new all-weather pitch for netball andfootball.

B I S H O P R A M S E Y P R O S P E C T U S

3


4 2

How will I learn and be assessed?

Mathematical StudiesTeaching examples will borrow heavily from real life

situations to illustrate the applications of Mathematics, and these often from different countries, particularly when dealing with fi nancial issues. There will also be interesting references to the historical growth of mathematical topics and to the men and women responsible for them.

Standard Level / Higher LevelThroughout both study programmes reference will be

made to the historical origins and refi nement of important mathematical concepts and to the mathematicians whose work advanced our knowledge of the topics being studied. Students will gain an awareness of the universality of Mathematics as a vehicle of communication and learn about the emphasis and approach adopted by different cultures to certain areas of the subject.

Graphical calculators and supporting software will be used as an integral part of teaching and learning, and those participating will look forward to developing their graphical calculator skills from the outset of the course.

In the Maths Studies and the Standard Level courses written exams account for 80% of the overall assessment. There are two, equally weighted exam papers, each of one and a half hours’ length, which are sat in May of Year 13. Project work makes up the remaining 20% of the assessment.

For the Mathematics Higher Level option there are three, terminal exam papers which together account for 80% of the overall assessment. Portfolio work makes up the remaining 20% of the assessment.

Entry Requirements

Higher Level: A/A* in GCSE Mathematics and the recommendation of your current Mathematics teacher.

Standard Level: A/A* in GCSE Mathematics (B with the recommendation of your current mathematics teacher).

Additional Information

Please see Mrs Holmes or Mr Foote for additional information.

G R O U P 5 – M A T H E M A T I C S

GR

OU

P 5

Bishop Ramsey: A Christian School

Bishop Ramsey is proud of its status as a ChurchSchool and worship is at the centre of our schoollife. Each school day begins with Christianassemblies or form prayers in which studentsreflect on messages from the Bible and how ittranslates into their everyday lives. The school alsoencourages active participation in the widercommunity. Every student follows a ReligiousEducation course and in Years 10 and 11, takes afull GCSE.

During the course of the year each student willtake part in three Eucharist services; one of thesewill be a form eucharist, held in the new schoolchapel, the other two will be services where thewhole year group takes part together.

The School Chapel, at the heart of the wedgebuilding, is set aside for quiet reflection and prayer. Itis regularly used by groups of students and staff.‘Lent Appeal’ is a major focus in the life of the school.During Lent Appeal week, students organiseactivities to raise money to donate to variouscharities.

We have established strong links with MalosaSchool in Malawi. Parties of Sixth form studentsvisited in 2007 and 2009 and Bishop Ramseybought a minibus for Malosa School in 2009. Weintend to visit again in 2011.

B I S H O P R A M S E Y P R O S P E C T U S

“Students respond exceptionally well to theschool’s strong Christianvalues” Ofsted

“Every aspect of the school’slife is rooted in Scripture andthe strong ethos of listeningand respect is based onChristian values and a commitment to inclusiveness”

Inspector of Anglican Schools

4


7.1 Analysis by Term

Figure 8: Quoted Spreads by Term

Figure 8 shows the impact of length of term on thequoted spreads for the three types of bonds analysed.

In all three cases the shortest dated bonds showed thesmallest rise in quoted spreads and the longest datedshowed the largest increase. For non-collateralisedbonds the shorter dated (up to 5 years) bonds saw aconsiderably smaller increase than did the medium(5-10 year) and long (over 10 years) bonds.

5-10 10+0-5

2

1.5

1

0.5

0

Spread %

03-0

1-20

06

28-0

3-20

06

23-0

6-20

06

18-0

9-20

06

08-1

2-20

06

06-0

3-20

07

01-0

6-20

07

23-0

8-20

07

15-1

1-20

08

14-0

2-20

08

13-0

5-20

08

05-0

8-20

08

5-10 10+0-5

2.5

2

1.5

1

0.5

0

Spread %

03-0

1-20

06

28-0

3-20

06

23-0

6-20

06

18-0

9-20

06

08-1

2-20

06

06-0

3-20

07

01-0

6-20

07

23-0

8-20

07

15-1

1-20

08

14-0

2-20

08

13-0

5-20

08

05-0

8-20

08

5-10 10+0-5

2.5

2

1.5

1

0.5

0

Spread %

03-0

1-20

06

28-0

3-20

06

23-0

6-20

06

18-0

9-20

06

08-1

2-20

06

06-0

3-20

07

01-0

6-20

07

23-0

8-20

07

15-1

1-20

08

14-0

2-20

08

13-0

5-20

08

05-0

8-20

08

Sterling Corporate Bonds

Sterling Collateralised Bonds

Sterling Financial Bonds

Investment Management Association

34

8.2 Price Improvement – Public Quotes

Given that the quotes made by dealers are non-binding,it is interesting to compare quoted prices with theprices at which trades actually took place. Figure 14shows the extent of price improvement measured asthe difference between the traded price and the quote,as proxied by the iBoxx end of day quotes.

We have noted that the iBoxx quotes are not tradableor firm quotes but, given the infrequency of trading ofmost bonds we would expect that, under normalcircumstances, they would be a fair estimate of currentprices. It should be noted, however that circumstanceswere far from normal during the period studied. Thereare many market reports that these quote series areoften stale and, even when valid, are often good only atsuch small size that the quote is at best a poor indicatorof the likely price for an institutional sized trade. Manyof the results below are consistent with these reports.

Improvement =

Ask – PriceMidQuotePrice – BidMidQuote

for Buy trades

for Sell trades

Figure 14: Price Improvement (Fund A)

Note: Chart omits two extreme positive values and two extreme negative values.

Buy (%) Sell (%)

6

5

4

3

2

1

0

-1

-2

-3

-4

Pri

ce Im

pro

vem

ent

(%)

Jul 0

6

Oct

06

Jan

07

Apr

07

Aug

07

Nov

07

Feb

08

Jun

08

Sep

08

Dec

08

The Impact of the Credit Crunch and the Sterling Corporate Bond Market

43

8.3 Price Improvement – Private Quotes

While this is revealing, the comparison made is betweenachieved prices and the ‘public’ end-of-day quotesrecorded by iBoxx. This means that the effect mayreflect differences in timing between, for example, amorning trade and an evening quote, as well differencescaused by the use of public quotes rather than quotesobtained by a known customer for a specific trade.

One of the fund managers (C) that we examinedrecorded all the quotes and achieved prices for itstrades. This allows a direct comparison of quotesobtained for a particular trade with the price achieved.Quoting behaviour, as recorded, seems to differbetween trades, with some quotes expressed as atrade price and some as a spread over a gilt yield. As aresult, Figure 17 and Figure 18 show the resultcomparisons for the two types of quote. In each case,the figure shows the difference between the best quoteand the worst quote obtained for every trade (the tradeexecuted, by definition at the best quote), expressed asa proportion of the average of the best and worstquotes.

Figure 17: Price Improvement (Spread Quotes) for Fund Manager C

High Medium Low

Jan

06

Mar

06

May

06

Jul 0

6

Sep

06

Nov

06

Jan

07

Mar

07

May

07

Jul 0

7

Sep

07

Nov

07

Jan

08

Mar

08

May

08

Jul 0

8

Sep

08

Nov

08

0.6

0.5

0.4

0.3

0.2

0.1

0

Pri

vate

Pri

ce Im

pro

vem

ent

(%)


46

The implications of the results, supplemented bydiscussions with the fund manager, are that, while thefund manager was able to get most orders away withinthe normal time, they were forced to use differentdealing techniques. Difficult orders have becomesubstantially more difficult between the two periods,leading to greatly extended completion times, despiteattempts to use different dealing techniques.

8.6 Trade Splitting

The interview process discussed above suggested thatsome firms were increasingly managing their own orderflow. Our data does not contain an indicator offragmented trades, so we simply measure the numberof times that the fund manager trades a given stockeach day. At this stage, we do not differentiate betweenbuy and sell trades. Clearly, this measure willsignificantly overstate the extent of fragmentation, asmany independent trades in the same stock may occuron any day. Figure 21 shows the distribution of tradingfrequency in each of the sample months for one fundmanager (C). While there is some slight evidence thatthe number of multiple trades increased in September2008, the change is not dramatic.

Figure 21: Frequency of Trades in a Particular Stock ina Day for Fund Manager C

Figure 22 shows the average value of trades in eachfrequency category for this manager. Again, there is nodramatic change in the relative height of the thirdcomponent of the bar. Overall, this suggests thatfragmentation or trade splitting has not been widelyused to ease trading difficulties by this fund manager.

Figure 22: Value of Trades in each Frequency Band forFund Manager C

1-2 3-6 7+

200

180

160

140

120

100

80

60

40

20

0

Jul 07 Aug 07 Sep 07 Jul 08 Aug 08 Sep 08

1-2 3-6 7+

£m50

45

40

35

30

25

20

15

10

5

0

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e Va

lue

Jul 07 Aug 07 Sep 07 Jul 08 Aug 08 Sep 08

The Impact of the Credit Crunch and the Sterling Corporate Bond Market

51

THE IMA GREAT BRITISH INVESTOR REPORT 3

Key Findings• Most investors considered that the credit crunch had made investors “nervous” and

“cautious” and “made the market worse”. For a large minority (40%) it has “created new investor opportunities”.

• Investors continued to be most likely to say they were prepared to accept a small degree of risk, however levels were lower than May 2008 – 43% compared to 53%. More are now willing to accept higher levels of risk – 7% compared to 5% – though the proportion not usually accepting any risk has also increased – 19% compared to 13%.

• Investors were less likely to think they should be putting money into risk averse products (23%) compared to a year ago (39%). However, 68% still want to put money into capital protected products.

• 49% believe now is a good time to invest with 43% saying if you see an opportunity you should take the risk.

• One third or more of all age groups except the 18 – 34 group use IFAs and satisfaction ratings for their services remains strong despite a slight drop over the last year.

• Investors generally feel that that market is going to hold its course for the next six months.

• Despite improved confidence the likelihood of investors increasing investments has not improved significantly over the last year.

• 53% of investors expect the FTSE 100 to take over 2 years to recover to 6000.

1%

18%

28%

31%

40%

56%

64%

68%

1%

15%

26%

31%

38%

61%

65%

67%

4%

12%

25%

30%

32%

51%

56%

61%

0% 10% 20% 30% 40% 50% 60% 70% 80%

Not had significant impact

Improved opportunities for good returns

Made quality advice valuable

Made it harder to get money for investing

Created new investor opportunities

Made market worse

Increased investor caution

Investors significantly more nervous

May 2008

November 2008

May 2009

The Credit Crunch: Impact

1

IntroductionThis bi-annual survey is the third in a series tracking the behaviour, confidence, intentions and concerns of Britain’s retail investors. In May 2009 YouGov surveyed a representative cross-section of over 4,300 investors varying in terms of age, personal wealth and where they lived, providing a snapshot of the views of the nation - why we invest or not, what we invest in, whether we plan to invest in the future, what we think of the credit crunch and how we plan to spend our hard-earned savings.

The survey also provides two indices acting as barometers of investor confidence and intentions. Investor confidence turned positive in May 2009 with the IMA GB Investor Confidence Index (UK GB ICI) reaching 106. Compared to six months ago (when confidence took a dip to 71 from six months earlier) overall confidence has swung positively by 35 points and compared to a year ago it is up 28 points. The IMA GB Investor Intentions Index (UK GB III) was 99. This is up by 10 points since November 2008, and back to the level of May 2008, showing that investors, on the whole, are neutral about putting money into new investments.

The overall findings suggest that investors are feeling more optimistic about the investment market compared to six months ago although they are still cautious about investing further. IMA monthly sales figures reflect that investors who are investing are choosing to exercise caution by preferring bonds over equities.

The IMA Great British Investor ReportJuly 2009


IMA GB Investor Confidence Index (IMA GB ICI)IMA’s GB ICI measures retail investors’ confidence towards the investment market. It is based on how likely people think the market for investment products is likely to change over the coming 6 months.1

IMA GB ICI for May 2009 = 106A score of 100 would mean that investors were neutral about the market.

Confidence rose 35 points between November 2008 and May 2009, from 71 to 106. This represents a significant swing in confidence in the markets. A net 8% of investors felt the current investment market had improved compared to six months ago when a net 56% of investors felt the market had got worse compared to six months earlier.

IMA GB Investor Intentions Index (IMA GB III)IMA’s GB III measures retail investors’ investment intentions. It is based mainly on how likely people are to take out a new investment product, how likely they are to invest more in an existing product and how likely they are to withdraw funds from existing investments.2

IMA GB III for May 2009 = 99A score of 100 would mean that investors were on average neutral.

A score of 99 indicates that investors are neutral about new investments and is an improvement on November 2008 when the index stood at 89.

Negative Neutral Positive

Negative Neutral Positive

1 The index has two parts: the balance of investors responding positively over those responding negatively for various groups of investors; a composite index value reflecting the overall response of all investors, with larger investors weighted more heavily than small investors.

2 As footnote 1.

November 2008May 2009

100 110 120130

140

150

160

170

180

190

20010

1020

30

40

50

60

7080

90

8999

November2008

May 2009

100 110 120130

140

150

160

170

180

190

20010

1020

30

40

50

60

7080

90

71106


Gender Divide • Men are more likely to be risk tolerant and claim to possess better financial knowledge than women

who are more cautious when it comes to investing.

• Women were less likely to consider the credit crunch had created new investor opportunities or improved the opportunity for good returns.

• While expectations of an improvement in the investment market amongst both male and female investors had tripled – from a low base – men remain noticeably more positive – 36% said markets would improve over the coming 6 months compared to just 23% of women.

Investors were asked how they thought the current market for investments compares with six months ago.

4 As this was an online survey it may have had an impact on the results.

Financial Advice• Financial websites remain the most popular source of information and have steadily

increased in popularity over the last year, being used by 54% of investors compared to 47% a year ago.4 Many consulted the websites of newspapers and money magazines rather than providers’ websites. These sources are generally viewed as helpful in allowing investors to improve their own knowledge in an unbiased way from independent and trusted sources.

• IFAs are still the third most popular source of information cited by 37% of investors. And across all age groups except the 18 – 34 year olds, one third or more use IFAs.

• Satisfaction with IFA services is strong, although compared to May 2008 they are less well-rated for their ability on tax-efficiency – 80% compared to 87% – and product advice – 72% compared to 82%.

72%

75%

76%

76%

76%

79%

80%

74%

75%

77%

79%

79%

83%

85%

82%

83%

78%

83%

79%

78%

87%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

May 2009

November 2008

May 2008

Product advice

Advice on markets to invest in

Asset class advice

Provider advice

General financial planning

General money advice

Tax efficient investments

Satisfaction* Ratings for IFA Services**

Conclusion If investor confidence continues on a positive trend it is possible that more and more investors will start returning to the markets in the near term. IMA’s sales statistics indicate that this is already happening with net retail sales at their third highest level ever.

* Net score % Very/fairly satisfied minus % Very/fairly dissatisfied** Question was asked to people that have used an IFA for one of the reasons listed in past 2 years

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40


Appendix 3Engagement on Particular Issues

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7,48

0*

139

106

885

0+

6,61

0*

661

6,61

0*

661

6,61

0*

44

6,61

0*

3017

929

19,

594

291

9,59

429

19,

594

139

9,59

412

892

1083

0+

8,11

878

68,

118

786

8,11

848

130

68,

118

194

152

1173

19,

546

770

9,46

576

59,

465

2117

9,46

588

4712

1,25

9**

*17

,966

1,25

917

,966

1,25

917

,966

218

1017

,966

238

1381

410

,411

814

10,4

1181

410

,411

128

64#

10,4

1114

945

# 14

581

8,26

067

18,

249

669

8,24

932

258,

249

113

5815

1,20

012

,000

*1,

200

**8,

389

1,01

58,

389

6033

8,38

970

4216

800

9,74

680

09,

746

800

9,74

688

819,

746

2016

1740

0+

7,29

758

47,

297

584

7,29

712

590

7,29

782

7018

1,13

310

,303

899

10,3

0389

910

,303

272

206

10,3

0374

035

119

820

7,70

369

37,

703

693

7,70

30

07,

703

271

124

2080

0+

8,00

01,

000

6,50

080

06,

500

6969

6,50

024

2421

541

8,40

453

58,

404

535

8,40

441

358,

404

5031

2295

09,

500

*95

0**

9,49

41,

028

9,49

451

26#

9,49

423

370

# 23

1,03

710

,370

*1,

037

**9,

520

1,04

99,

520

1,02

236

49,

520

3,18

819

924

135

1,61

313

51,

613

135

1,61

346

201,

613

5525

2540

05,

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395

3,91

029

03,

910

2925

3,91

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39

17,0

7220

4,09

417

,016

196,

233

16,6

0219

6,23

33,

528

1,77

719

6,23

36,

578

1,98

0

* W

here

the

num

ber

of re

solu

tions

is n

ot k

now

n, it

has

bee

n as

sum

ed th

at th

e in

vest

ee c

ompa

nies

affe

cted

had

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mee

ting

with

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ns.

** W

here

the

num

ber

of m

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gs is

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as b

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that

this

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to th

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stee

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mbe

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res

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he tw

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41

Survey of Fund Managers’ Engagement with Companies

Appendix 4Voting Records of 25 Firms - 1 July 2007 to 30 June 2008

Company Date of meeting Resolution (resolution number) Firms with Vote an interest at meeting date

AstraZeneca 24 April 2008 To approve the directors’ remuneration report (6) 25 18 4 3Berkeley 5 September 2007 *To approve the directors’ remuneration report (2) 17 12 4 1

To approve amendments to the Articles 17 14 1 2of Association (9)

To amend the Berkeley Group Holdings 17 14 2 1Plc 2004 (b) Long Term Incentive Plan (10)

To amend the Berkeley Group Holdings 17 10 6 1Plc 2007 Long Term Incentive Plan (11)

BP 17 April 2008 To approve the directors’ remuneration report (2) 25 14 5 6To re-elect as director Dr DeAnne Julius (13) 25 24 1To re-elect as director Sir Tom McKillop (14) 25 24 1

To re-elect as director Sir Ian Prosser (15) 25 24 1To re-elect as director Erroll Davies (8) 25 24 1

Bradford & 22 April 2008 Amend the Executive Incentive Plan 2004 (15) 23 20 2 1BingleyB Sky B 2 November 2007 *To re-elect as a director, Rupert Murdoch (5) 22 16 4 2Carphone 26 July 2007 *To approve the directors’ remuneration 20 14 4 2Warehouse report (2)Carnival 22 April 08 To re-elect Richard Capen Jr as director of 25 16 7 2

Carnival Corporation and as a director of Carnival plc (2)

To re-elect Robert Dickinson as director of 25 22 1 2Carnival Corporation and as a director of

Carnival plc (3)To re-elect Modesto Maidique as director of 25 16 7 2

Carnival Corporation and as a director of Carnival plc (8)

To re-elect Peter Ratcliffe as director of 25 23 1 1Carnival Corporation and as a director of

Carnival plc (10)To re-elect Uzi Zucker as director of Carnival 25 18 5 2

Corporation and as a director of Carnival plc (13)* Resolution same or similar to a resolution on which details were requested one year ago

46


Appendix 9How Firms Voted and Engaged on Particular Resolutions – to 30 June 2008

Consciously

withheld

Against

For

Company Date of meeting Resolution (resolution number) Firms with Vote an interest at meeting date

Compass 8 February 2008 *To approve the directors’ remuneration report (2) 22 20 1 1Group Daejan 26 October 2007 To approve the accounts (1) 14 6 7 1Holdings

To approve the remuneration report (2) 14 6 7 1To re-elect as director David Davis (4) 14 11 3

Diageo 16 October 2007 *To approve the remuneration report (2) 23 17 3 3Dimension 30 January 2008 *To approve the remuneration report (3) 16 7 8 1Data First Group 12 July 2007 *To approve shareholder proposal to adopt 21 2 18 1

workplace human rights policy, prepare annual report concerning its implementation and meet

related expenses (15)Lonmin 24 January 2008 *Approve remuneration report (2) 24 20 2 2Glaxo Smith 21 May 2008 Approve remuneration report (2) 26 13 6 6Kline Helphire 15 November 2007 To authorise directors to utilise part of the 19 11 6 2Group authority granted pursuant to resolution 8 and 9

to allot equity up to GBP 69,000 to trustees of any trust, or any other body established

exclusively for the purposes recognised as charitable under English laws (10)

Marks & 9 July 2008 To re-elect as a director, Sir Stuart Rose (6) 24 12 4 8Spencer (There has been a

specific request to include this

resolution even though it is just

outside the period)* Resolution same or similar to a resolution on which details were requested one year ago

47

Survey of Fund Managers’ Engagement with CompaniesC

onsciouslyw

ithheld

Against

For

While all investments carry an element of risk, the amount of risk you take directly affects anypotential returns and losses. Generally, if there is less risk to your investment, the lower thepotential return you can expect. Whereas the higher the risk, the greater the potential return butalso the more the return is likely to fluctuate.

Expected Risk and Potential Reward

The chart shows the level of expected risk andreturn from different asset classes.

This is further illustrated in the second chart, which shows the performance of a £1,000investment in an average share-based fund (UK All Companies), an average gilt fund and anaverage cash deposit account over 15 years.

Performance of £1,000 in UK All Companies, Gilts and Building Society

Source: Lipper Hindsight 5 and Morningstar Workstation, for the period 31/07/1994 to 31/07/2009.

The chart shows that investing in shares in a UK All Companies Fund tends to generate betterlong term capital growth than investing in gilts or cash.

However, the value of your investment is likely to fluctuate from time to time due to volatility inshare prices. There are two examples of this in the chart In 2002. The value of shares fell asstock markets struggled in the post-9/11 period. But once investor confidence returned, themarket recovered quickly and by 2007 the value of the investment in the UK All CompaniesFund was double that invested in gilts. In 2008, the value of the UK All Companies Fundinvestment fell dramatically in response to the global financial crisis. Nevertheless, by July 2009stock markets had begun to recover and the value of the UK All Companies Fund was oncemore outperforming gilts.

One way to minimise the effects of an economic crisis on the value of your investment is tomake sure your portfolio contains a mix of different assets (cash, shares, bonds and property).This is called diversification and it will reduce the exposure of your investment to the extremelows of the stock market.

But the chart also shows that even during periods of market volatility, both shares and giltssignificantly outperform pure cash investments.

Introducing Investment 6

Hig

her

retu

rnLo

wer

retu

rn

Lower risk Higher risk

UK SharesProperty

High Yield Bonds

Investment Grade Bonds

Gilts

Cash

0

500

1,000

1,500

2,000

2,500

3,500

Average IMA UK All Companies Fund Average IMA UK Gilt Fund Average Building Society Account (£2.5k minimum)

£2,331

£2,236

£1,326

3,000

£

Jul 1

994

Dec

199

4

May

199

5

Oct

199

5

Mar

199

6

Aug

199

6

Jan

1997

Jun

1997

Nov

199

7

Apr

199

8

Sep

199

8

Feb

1999

Jul 1

999

Dec

199

9

May

200

0

Oct

200

0

Mar

200

1

Aug

200

1

Jan

2002

Jun

2002

Nov

200

2

Apr

200

3

Sep

200

3

Feb

2004

Jul 2

004

Dec

200

4

May

200

5

Oct

200

5

Mar

200

6

Aug

200

6

Jan

2007

Jun

2007

Nov

200

7

Apr

200

8

Sep

200

8

Feb

2009

Jul 2

009

Source: IMA

Planning Your Investments

Decide on your Goals and your Time Frame What are you investing for - a Holiday, Christmas, a wedding, university fees, a newhouse, retirement?

How long do you expect it will take you to make enough money to meet your goal?

When will you want to spend the money you are investing?

You may have a lump sum to invest which you would like to see grow, or from whichyou wish to draw an income. Equally, you may decide to invest in instalments (forexample, on a monthly basis) with a view to building up a lump sum.

Your goals should determine your investment plan and the time question: - ‘How long have Igot before I need to spend the money?’ - is crucial.

Generally, the longer it is before you need your money, the greater the amount of risk you areable to take in the expectation of greater reward. You don’t want to find yourself having to selljust when the price has fallen. If you plan to spend the money soon, say in a few years, perhapsto celebrate an anniversary, or if you are nearing retirement and are planning to take animmediate income from your pension fund, you will want to safeguard the value of your money.

Deciding on the best mix The value of shares goes up and down in the short term, and this can be very difficult to predict,but long term they can be expected to deliver better returns than other assets. The same istrue, but to a lesser extent, of bonds. Only cash offers certainty in the short term.

Broadly speaking, you can invest in shares for the long term, fixed interest securities for themedium term and cash for the short term.

As the length of time you have shortens, you can change your total risk by adjusting the ‘assetmix’ of your investments – for example, by gradually moving from shares into bonds and cash. Itis often possible to choose an option to ‘lifestyle’ your investments – this is where your mix ofassets is risk-adjusted to reflect your age and the time you have before you want to spend yourmoney.

The first set of pie charts depicts potential asset mixes for investing for retirement. Theremaining charts aim to give a general idea of the sort of mix which may be appropriate withother goals in mind.

Introducing Investment 8

Important Note

Please note that thesecharts aim to give a general

idea of asset mix and arenot intended to provide

specific advice.

40 Years to Retirement Retirement

Shares

Bonds

Cash

Goal – Retirement

Goal – Goal – Goal –Saving for Children Immediate Income Next Year’s Holiday

Timescale - 1 year

18 Years Any 1 Year

1Clients seeking different approaches,but absolute return is no panacea

In the context of the dislocation caused by thecredit crisis and poor equity market returns overthe last decade, there is increasing discussionabout how products can be better aligned withinvestor interests. The limitations of relative returninvestment techniques are an important themehere, particularly in the retail market. However,views differ about the role that absolute returnstrategies can play. See pages 27-32.

2 Towards a leaner industryWith revenue falling sharply during 2008, staffnumbers were already down by year-end andthere is likely to be a substantial impact onproduct development and the overall shape of theindustry. Fund launch activity is expected to suffer in 2009 and firm-level M&A activity hasalready accelerated, with divestment by financial institutions a defining feature of the currentenvironment. Nonetheless, the asset managementindustry remains unconcentrated and is not easilyconsolidated. See pages 79-86.

3Reshaping banking structures should be part of the reform agenda

Asset managers have a three fold interest inbanks: as investors in bank stocks and securities,as users of markets facilitated by bank capital and

in general macro-economic stability terms. Mostfirms we spoke to see a need for change, whichwould see greater separation of commercial andinvestment banking, but there are mixed opinionsregarding how that would come about. Seepages 95 - 96.

4Better shareholder engagementneeded, but answers also lieelsewhere

Amid some criticism of the role played by assetmanagers in engaging with banks in the run-up tothe credit crisis, firms recognise that theshareholder engagement process did not alwayswork well. While they accept that there is a needfor improvement, those we spoke to point toconsiderable limitations in what can be achievedfrom outside the Boardroom. See pages 73-76.

5 UK still a top location amid caution on regulation and tax

The UK – and London in particular – is still viewedgenerally favourably, with the ability to attracttalent a particularly positive attribute. However,interviewees expressed caution about the outlookfor regulation and tax. While the industry haswelcomed recent changes to the UK fund taxregime, firms have criticised the increasing lack ofcertainty over broader tax policy. There is also adesire to avoid any changes to immigrationcontrols that might make it more difficult for theindustry to recruit from overseas. See pages 92-94.

Key Data and Findings

6

Key Findings

No Return to Business as Usual

Many clients of the asset management industry, asset management firms themselvesand market structures have been severely affected by the financial crisis. Although thelessons will take time to become fully apparent, there is already a recognition thatchange will come in a number of ways. A return to the status quo ante is unlikely and, insome respects, undesirable.

Although these funds represent only just over 1% oftotal funds under management, growth has beenstrong:

Since IMA records began in 1992, ethical funds havegrown by more than 19% each year on average toend 2008.

Growth over the last 5 years has been slightly lowerat 9% per year on average, but this is still slightlyhigher than the overall industry.

Chart 42: Funds Under Management and Net Sales –Ethical Funds (1992 - 2008)

Chart 42 shows the evolution of ethical funds undermanagement and net sales from 1992-2008. Net retailsales of ethical funds were down close to 70% (£152m)year-on-year in 2008. In contrast to the overall industry,ethical funds investing in equities saw positive net retailinflows of £94m in 2008. Despite the steep annualdrop in net sales figures, some retail and institutionalinvestors appear committed to making ethicalinvestments. Net sales for each have been positiveeach year from 1992, with retail clients investing morethan £2.5bn net during this time and institutions aroundhalf that amount at £1.2bn.

Newly Launched Funds

During 2008, IMA collected data on 191 newly launchedfunds36 with the most launches coming into the balancedsectors (56) and, perhaps more surprisingly giveneconomic circumstances, global equity funds (48).

Over the course of the year, retail investors depositedclose to £2.1bn into newly launched funds and, as canbe seen from Chart 43, nearly half of this amount waschannelled into balanced funds or guaranteed/protectedfunds. Given market conditions experienced throughoutthe year, it is of no surprise that these types of fundsattracted the largest proportion of new money asinvestors scaled back their equity holdings and diversifiedtheir portfolios.

Despite the success of the Absolute Return sector, whichwas the second best retail selling IMA sector in 2008,sales and launches of new absolute return funds duringthe year were actually quite modest. Bond funds, whichwere the best retail selling asset class on the wholeduring the year, also saw modest sales into newlylaunched products, which took just 13% of new fundlaunch sales.

Chart 43: Net Retail Sales of Funds Launched During2008 by Fund Type

Although there were large declines in domestic andglobal stock markets over the year, both newlylaunched UK and global equity funds managed toattract new money, albeit on quite a small scale, whileequity funds in general experienced their first annual netretail outflows since 1992.

Funds Market

3

62

0

100

200

300

400

500

600

700

800

0

1,000

2,000

3,000

4,000

5,000

6,000

Net Institutional Sales (LH)Net Retail Sales (LH)Funds Under Management (RH)

£m£m

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

36 This figure is based on the number of funds launched which IMA collected data for during 2008: total number of funds launched and classified to IMA sectors canbe found in Table 9.

Balanced26.0%

Bonds13.0%

Global Equity9.0%

UK Equity2.0%Other Fund

Types18.0%

Absolute Return(UK Domiciled)

9.0%

Guaranteed/Protected

23.0%

Wrapped Products 37

The contribution to total funds under management fromISAs was 20% in 2008. Although the ISA share of totalfunds under management increased slightly (by 1%)when compared to 2007, this figure has trendedbroadly downwards since 2002 when they made up30% of funds under management (see Chart 44).

Chart 44: Funds Under Management by Product Type(1999 - 2008)

In 2008, net ISA sales were again poor, with outflowstotalling £1.6bn, the highest on record, and netredemptions 25% higher than those seen in 2007. Infact, these tax wrapped products have now seen fiveyears of consecutive annual outflows (historically mainlydue to PEP redemptions), despite inflows by retail

investors on an annual basis to the industry as a whole.Although the exact reasons why ISA sales have beensubdued over this period are not known, it is likely thata perceived reduction in tax benefit due to the loss ofthe ability of ISAs to reclaim a tax dividend from shareshas played a part, especially for basic rate tax payers.Chart 45 highlights this trend on a quarterly basisshowing industry net retail sales against net ISA salesgoing back to 1994. (Re-registrations, where aninvestor re-registers their holding from a firm to a fundsupermarket may cause distortions in the data as someof the data may be lost.)

IMA data for investment made via regular savings plansinto funds shows that the majority (83%) of the nearly£1.2bn gross invested through such schemes wasmade through the ISA (and formerly PEP) tax wrapper.Total investment via such plans peaked in 2001 at£2.2bn through two million accounts, but this hasdeclined each year since and at end 2008 the numberof accounts was just over one million. While regularsavings plans only make up about 2% of gross retailsales, these schemes remain an important and stickysource of new money for the industry as theproportionate effect on net sales figures is much greaterthan 2%.

A range of new ISA rules came into effect at the start ofthe 2008/09 tax year. This package saw PEPsconsolidated into stocks and shares ISAs, made ISAs


63

37 As of April 2008 PEPs were consolidated into stocks and shares ISAs. All ISA data shown for periods prior to April 2008 also combines PEPs and ISAs, except inthe case of fund supermarkets where it reflects ISAs only.

0

50,000

100,000

150,000

200,000

250,000

300,000

350,000

400,000

450,000

500,000

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

OEIC/Unit Trust ISA FUM

£m

-2,000

-1,000

0

1,000

2,000

3,000

4,000

5,000

6,000

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

Net Retail Sales (LH) ISA Net Sales (LH)

FTSE 100 CR Index (RH)

1Q 1

994

4Q 1

994

3Q 1

995

2Q 1

996

1Q 1

997

4Q 1

997

3Q 1

998

2Q 1

999

1Q 2

000

4Q 2

000

3Q 2

001

2Q 2

002

1Q 2

003

4Q 2

003

3Q 2

004

2Q 2

005

1Q 2

006

4Q 2

006

3Q 2

007

2Q 2

008

£m

Chart 45: Quarterly Net Retail Sales and Net ISA Sales vs FTSE 100 Index (Q1 1994 - Q4 2008)

Appendices

1

98

7


97

Appendices

Appendix 1: Summary of Main Responses � Headline Data (1)

(Sample sizes vary between questions)

Client Type TOTAL INSTITUTIONAL

Corporate Local Charity Sovereign In-house Third Other Third All Retail Private

Pension Authority Wealth Insurance Party Institutional Party Institutional Client

Fund Fund Insurance Institutional

Assets Under Management in the UK (£m) 3,030,000 898,414 198,189 40,155 47,170 618,871 141,826 450,129 1,696,800 2,394,753 587,476 47,771

29.7% 6.5% 1.3% 1.6% 20.4% 4.7% 14.9% 56.0% 79.0% 19.4% 1.6%

Segregated (directly invested) or Pooled Institutional Assets (%)

Assets directly invested on a segregated basis 50.8% 77.9% 64.6% 98.6% 93.6% 93.6% 67.4% 63.7% 72.1%

Managed on a pooled basis 49.2% 22.1% 35.4% 1.4% 6.4% 6.4% 32.6% 36.3% 27.9%

Multi-Asset or Specialist (%)

Multi-asset 25.1% 13.1% 29.8% 36.8% 2.9% 60.0% 45.6% 5.0% 13.5% 28.9% 13.9% 51.9%

Single-asset/specialist 74.9% 86.9% 70.2% 63.2% 97.1% 40.0% 54.4% 95.0% 86.5% 71.1% 86.1% 48.1%

Active or Passive (%)

Actively managed 80.5% 68.3% 69.4% 83.7% 100.0% 88.3% 97.5% 72.0% 71.6% 77.2% 93.3% 99.0%

Passively managed 19.5% 31.7% 30.6% 16.3% 0.0% 11.7% 2.5% 28.0% 28.4% 22.8% 6.7% 1.0%

Asset Allocation (%)

Equities of which: 41.0% 40.3% 61.7% 54.1% 52.6% 30.2% 38.6% 29.9% 40.5% 37.2% 62.1% 48.7%

UK Equity 46.2%

European ex UK Equity 20.6%

US Equity (includes N. American Equity) 15.6%

PaciÞc Ex Japan Equity 5.2%

Japan Equity 5.8%

Emerging Market Equity 6.0%

Other Equities 0.6%

Bonds of which: 38.7% 43.0% 29.0% 20.7% 46.6% 50.1% 43.8% 30.5% 37.8% 41.6% 21.6% 8.6%

UK Government 26.1%

UK Corporate Bond 35.5%

UK Index-Linked 12.9%

Overseas Bonds 23.1%

Other 2.5%

Cash/Money Market 11.4% 2.2% 2.6% 20.1% 0.6% 10.3% 9.7% 33.0% 11.7% 11.0% 12.7% 39.9%

Property 4.4% 3.2% 2.2% 1.3% 0.0% 7.5% 5.6% 3.8% 2.8% 4.5% 2.6% 1.4%

Other 4.6% 11.2% 4.5% 3.7% 0.2% 1.9% 2.2% 2.8% 7.1% 5.6% 1.0% 1.5%

1. Caution should be used in undertaking direct year-on-year comparisons with previous surveys. Where relevant or possible, we have used matched results in the survey analysis to validate observations of change

Globe Academy | Harper Road | London SE1 6AG

Lower School T 020 7525 9116 | Middle/Upper School T 020 7407 6877

www.globeacademy.org

Principal: Jason Baigent

With Compliments

Globe Academy | Harper Road | London SE1 6AGLower School T 020 7525 9116 | Middle/Upper School T 020 7407 6877www.globeacademy.org

Principal: Jason Baigent

Harper Road | London SE1 6AG

Lower School T 020 7525 9116 Middle/Upper School T 020 7407 6877 www.globeacademy.org

Jason BaigentPrincipal

M 07825 747 175E [email protected]

Faraday BabbageChaplinDickens

MENU

i

Low

er

26645 12pp new final Jes:Layout 1 22/10/09 14:45 Page i

Welcome to Globe Academy, Lower School

Thank you for considering GlobeAcademy Lower School for yourchild.

Globe Academy is an ‘all-through’academy teaching pupils from 3 –18. Pupils in the Lower School areguaranteed a place with us through

to completing sixth form. Our pupils enjoy both the nurturingenvironment and social benefits of a small school and therange and resources provided by a large, well equippedacademy.

Our Victorian school building is having a major facelift over thesummer breaks up to 2010 and we look forward to making themost of the new facilities this will provide.

We have high ambitions and expectations for all our pupils. Weaim to provide an excellent education that offers every pupilreal choices when they leave school. The foundations for thatachievement are laid at primary school. Globe Academymakes a ‘no excuses’ commitment to achieving the best wecan for every pupil. We put mathematics and literacy at theheart of our primary curriculum and we provide the teachingand support every pupil needs to meet and exceed nationalstandards every year.

We want Globe to be a friendly and happy school so we placea high value on behaviour and discipline from an early ageand we work closely with families to support them in helping ourpupils do well.

Please read through this prospectus to see what GlobeAcademy, Lower School has to offer your child and come tomeet us at the parents’ days. If you can’t make these pleasecontact me to visit another time.

We look forward to meeting you.

Ms Sandra White Headteacher of Lower School

• 2 •

26645 12pp new final Jes:Layout 1 22/10/09 14:45 Page 2

About Globe AcademyGlobe Academy is a mixed, non-denominational, “all-through” academy.We take pupils from age 3 to 18 and wehave specialist status in mathematics andthe performing arts. We are part of theARK Schools network and subscribe toARK’s core principles:

• It is our priority to bring all students• It is our priority to bring all students• It is our priority to bring all studentsup to expected levels ofup to expected levels ofup to expected levels ofachievement in English andachievement in English andachievement in English andmathematics as the basic blocks formathematics as the basic blocks formathematics as the basic blocks foracademic successacademic successacademic success

• A “no excuses” commitment to• A “no excuses” commitment to• A “no excuses” commitment toachieving the best we can for everyachieving the best we can for everyachieving the best we can for everypupil.pupil.pupil.

• We support outstanding and• We support outstanding and• We support outstanding anddedicated teachers who dedicated teachers who dedicated teachers who believe in their pupils’ potentialbelieve in their pupils’ potentialbelieve in their pupils’ potential

A ‘noexcuses’commitmentto achievingthe best wecan for everypupil.

“

”

• 1 •


www.globeacademy.org


PRINCIPAL: Jason Baigent

Globe Academy | Harper Road | London SE1 6AGT 020 7525 9116www.globeacademy.org

OLD

KENTROAD

Bus routes:1, 21, 53, 168, 172, 188, 199 and P3

Tube stations:Elephant & Castle and Borough

Rail stations: Waterloo and London Bridge


26599 globe prospectus8:globe info 26/08/2009 15:40 Page 2

• 5 •

Assessment

We regularly assess students’academic potential and progress.We place importance on accurateand thorough assessment so thatstudents are placed in relevantgroups with appropriate challengeand support.

Formal assessments take place atthe end of each half term andparents/carers are informed of theirchild’s progress. Students, teachersand parents all know exactly whatsteps need to be taken to moveeach child to the next level ofsuccess.

Once per term parents/carers andtheir children are invited to theAcademy ‘Academic MonitoringDay’. These days are designed toinform parents/carers about theirchild’s academic progress as well asestablish targets for future learning.During these days we celebratestudent achievement by showcasingexcellence in academic work andperformance.

Enrichment

Education extends well beyond theclassroom. Our extensive ExtendedSchools programme includes extra-curricular classes, trips and visits andspecial events. To support ourstudents learning in core subjects weoffer homework clubs after school,catch up classes in literacy andnumeracy and Saturday and EasterSATS and GCSE booster classes. In

addition we offer Year 11 studentsMaths and English revision residentialweekends in preparation for theirGCSEs. As well as offering catch upand booster classes we provide ourstudents with the chance to extendtheir learning through after schoolclasses in subjects such as Latin,Japanese and Debating. Outside the classroom we have an extensiverange of after school sports andperforming arts activities. We provideresidential and personaldevelopment experiences andopportunities for young people toparticipate in their local communitythrough schemes such as the Dukeof Edinburgh Award.

Community

As an Extended School it is importantthat we offer opportunities for thecommunity to access our facilities,Various community groups use theschool as a base in the eveningsand weekends. Building on thesuccess of our English for Beginnersprogramme we are developing acomprehensive programme of adultlearning opportunities.

It is vitally important to the success ofthe academy that the wholecommunity is involved in theconsultation as the academydevelops. We have a student councilto promote the learner voice, andare developing a Parent TeacherAssociation to ensure our parentsand carers are fully involved in ourdecisions.

In the Upper School(Years 10 and 11)students continue withNational Curriculumsubjects as they worktowards publicexaminations in:

•• English and EnglishLiterature

•• Mathematics

•• Physical Education (PE)

•• Religious Education(RE)

•• Science (Single orDouble Award)

In addition, studentscan choose from theseoptions:Single GCSE courses in:

•• Art

•• Asdan

•• Business Studies

•• Dance

•• Drama

•• Geography

•• History

•• MFL (French, Spanishand Bengali)

•• Music

•• Photography

•• Product design(including wood,metal, plastics, food,graphics and textiles)

•• Religious Education(RE)

•• Science (Triple Award)

Double GCSEs and BTECcourses are alsooffered, with anemphasis on preparingstudents foremployment.Courses include:

•• Applied Business

•• BTEC Performing Arts

•• BTEC Sport

•• DiDA/ICT

•• Health and SocialCare

•• Media Studies


Globe Academy opened in September 2008, offering unique new opportunities to children in Southwark. It is a mixed, non-selective,“all-through” school offering places to 3 to 18 year olds and has no religious affiliation.

Our vision: every child, no excuses

“Today I am proud of my school - tomorrow my schoolwill be proud of me.”

We want Globe Academy totransform the educationalopportunities and aspirations of all itsstudents. We will provide the highestquality teaching, resources andsupport to enable them to flourish ina 21st century global community.

At Globe Academy, we believe thatevery child has the potential tosucceed at school and in life andthere should be no excuses for notachieving that success.With these two principles in hand, weexpect every Globe student tograduate from our academy with theinner-confidence, skills, qualificationsand the drive to achieve theirambitions, embark on either highereducation or their chosen careerand make a real contribution tosociety.

• We offer a challenging andinnovative curriculum to meet theneeds of each student, withpersonal progress carefully andaccurately managed

• We will maximise the potential of our specialist areas ofmathematics and the performingarts

• We recruit and retain the bestquality teachers and support staff

• We place a high expectation onthe commitment of staff, studentsand parents, underpinned by ahard work ethic

• We demand high standards ofconduct - including dress

• We offer a dynamic extracurricularprogramme, including sport,performing arts and languages

• We provide tailored support toensure that no child is left behind

• We maintain strong externalrelationships to broaden ourstudents’ horizons

• Our new state of the art buildingsand resources will fosterexcellence in teaching andlearning


I am delighted to introduce myself as the principal ofGlobe Academy.

I hope this prospectus will provide you with theinformation you need to make an informed decision tochoose Globe Academy for your child’s education.

Ours is a unique academy. In bringing together theformer Joseph Lancaster Primary School and GeoffreyChaucer Technology College in our stunning newbuildings we are creating a dynamic 21st century

school for students of 3-19 years. This will bring with it enormous educationalbenefits about which I am truly excited.

Our sponsor, ARK Schools and the government have invested significantly toprovide excellent learning facilities including purpose built classrooms,laboratories, workshops and studios. We take every opportunity to usetechnology to enhance students’ learning and provide considerable support forlearning for students who need it.

Globe Academy has specialist status in both mathematics and the performingarts. These areas of the curriculum bring dynamic learning opportunities forstudents. Our school productions showcasing drama, dance and music arespectacular occasions and all Globe students are encouraged to participate.

Globe Academy maintains a firm but fair standard of discipline. We take astrong stance with students who disrupt or prevent others’ learning. We expecthigh standards of courtesy and respect at all times and expect students to wearthe Academy uniform with pride.

From day one we have set out to offer our students a first class education. Wework on the principle that no child will be left behind and pursue the higheststandards in every aspect of the education we provide.

I sincerely believe that every student at Globe Academy can, and will, succeed.We set ourselves very high targets because we are determined that everystudent at Globe will leave us with the skills, qualifications and attributes to go onto university or the career of their choice.

I am determined that working as a team – students, parents and staff – we willensure Globe Academy is a beacon ofexcellence.

I look forward to meeting you and discussingfurther what Globe Academy can offer your child.

Jason BaigentPrincipal

High

Expectations

No Excuses

Achievement

for All


• 6 •

An all-througheducation

With classes from nursery to sixthform, Globe students can stay in theacademy throughout their schoolcareer, building strong bonds withfriends and easing the often difficulttransition to an unfamiliar secondaryschool.

Globe’s “all-through” structure offersstability and continuity through thisextremely important period. Studentsare inducted from the intimacy ofprimary school into a small school.Staff know all the students so no childcan be left behind or unnoticed,either academically or in theirpastoral needs.

Smaller schools

Globe Academy is committed to asmall school model which will be fullyimplemented when our new buildingsopen. The academy will run as foursmall schools, a nursery and primarysection, two separate small schools forstudents of 11-14 and a school for 14-18 year olds. Each will have its ownhead, key staff and timetable.

This structure helps staff and studentsto develop strong relationships,making it easier to maintain a cultureof excellent behaviour. Each smallschool will be relatively self-containedwhile all students will benefit from thefacilities and resources of theAcademy as a whole.

As well as a pastoral small schoolmodel we also have 'academic' orfaculty schools, linked with houses.The four schools are:

DICKENSSchool of Language Arts (English,Media, History, Geography, RE,MFL, EAL)

CHAPLINSchool of Performance Arts(Drama, Dance, Music, Art, PE)

FARADAYSchool of Science & Maths(Maths and Science)

BABBAGESchool of New Technologies (ICT,Business, Design Technology, WorkRelated/Vocational Learning)

The heads of academic school workacross the full academy, fromFoundation Stage to year 11 ensuringexcellence in provision within theirsubject areas.

Should contact with the academybe required parents/carers shouldcontact their child’s tutor in the firstinstance or the Head of Year.


• 5 •

Inclusion

Special Educational Needs(SEN)

Globe Academy is committed torecognising every child’s individualneeds and will give students everyopportunity to achieve their potential.We place a great deal of importanceon ensuring that students with specialeducational needs are identified,properly assessed and well supported,following best practice.

SEN provision mapping will providetailored support for each student.Support may be given in class, in asmall group or through withdrawalclasses and will be delivered by askilled team of teachers, learningsupport assistants and specialistbehavioural support staff.

English as an Additional Language

Students for whom English is anadditional language benefit from ouremphasis on the core curriculum,getting extra support until they reachexpected standards in English.Through careful assessment and acombination of small inductionclasses and one-to-one teaching, allstudents will have full access to theAcademy’s learning opportunities.


Globe Academy I Harper Road I London SE1 6 AG

Lower School T 020 7525 9116 Middle/Upper School T 020 7407 6877www.globeacademy.org

Bus routes:1, 21, 53, 168, 172, 188, 199 and P3

Tube stations:Elephant & Castle and Borough

Rail stations: Waterloo and London Bridge

OLD

KENT

ROAD

a c h i e v e m e n t a n d c o m m i t m e n t

Globe Folder 12/6/09 08:19 Page 1

A-LEVEL RESULTS 2008 A-LEVEL RESULTS 2007

% Grades % GradesEntries A-B A-C A-E Entries A-B A-C A-E

Art & Design 18 67 89 100 Art & Design 12 83 100 100Biology [inc Human] 18 12 32 89 Biology [inc Human] 21 57 71 95Business Studies 10 30 90 100 Business Studies 17 41 77 100Chemistry 23 26 48 96 Chemistry 13 54 85 92Design & Technology 3 0 67 100 Design & Technology 3 0 67 100Drama 15 33 73 100 Drama 9 89 100 100Economics 10 20 50 90 Economics 3 33 67 100English Language & Literature 19 47 68 100 English Language & Literature 34 53 85 100English Literature 24 33 58 100 English Literature 17 47 76 94Environmental Science 1 0 100 100 Environmental Science 2 50 50 50French 1 0 0 100 French 3 100 100 100Further Mathematics 5 80 100 100 Further Mathematics 3 33 100 100General Studies 8 0 25 88 General Studies 4 25 50 100Geography 8 25 88 100 Geography 15 47 73 100German 0 0 0 0 German 2 0 50 100History 18 72 94 100 History 20 35 65 100Information Technology 7 14 43 86 Information Technology 17 35 70 100Law 6 33 83 100 Law 5 80 100 100Mathematics 31 65 88 100 Mathematics 40 65 78 100Music 8 13 39 100 Music 2 0 50 100Photography 11 27 91 100 Photography 15 13 80 100Physical Education 13 15 62 100 Physical Education 14 21 64 100Physics 11 27 55 100 Physics 9 56 78 100Politics 1 0 100 100 Politics 1 100 100 100Psychology 39 59 85 100 Psychology 42 55 81 100Religious Studies 24 46 67 100 Religious Studies 21 57 76 100Sociology 13 92 100 100 Sociology 14 64 93 100Spanish 3 0 67 100 Spanish 0 0 0 0Sport/PE Studies 13 15 62 100 Sport/P E Studies 14 21 64 100

• 1 •

25404 BR EXAMS 3/10/08 14:49 Page 1

AS RESULTS 2008 AS RESULTS 2007(Year 13 Cohort) (Year 13 Cohort)

% Grades % GradesEntries A-B A-C A-E Entries A-B A-C A-E

Biology 1 0 0 100 Biology 3 0 0 67

Business Studies 1 100 100 100 Business Studies n/a n/a n/a n/a

Chemistry n/a n/a n/a n/a Chemistry 1 0 100 100

Critical Thinking 9 22 56 89 Critical Thinking n/a n/a n/a n/a

D&T Produce Design 1 0 0 100 D&T Produce Design n/a n/a n/a n/a

English Literature 1 0 0 100 English Literature 1 0 0 0

Env. Science 1 0 100 100 Env. Science n/a n/a n/a n/aFurther Mathematics 3 68 100 100 Further Mathematics 4 50 100 100

Mathematics 1 100 100 100 Mathematics n/a n/a n/a n/a

IT 2 0 0 50 IT n/a n/a n/a n/a

Law n/a n/a n/a n/a Law 1 0 100 100

Music 1 0 0 100 Music n/a n/a n/a n/a

Physics 2 50 50 100 Physics 1 0 100 100

Photography 2 50 100 100 Photography n/a n/a n/a n/a

Psychology 2 50 100 100 Psychology n/a n/a n/a n/a

Religious Studies n/a n/a n/a n/a Religious Studies n/a n/a n/a n/a

Sociology 1 0 0 100 Sociology n/a n/a n/a n/a

• 2 •

25404 BR EXAMS 3/10/08 14:49 Page 2

KEY STAGE 3 KEY STAGE 3

SCHOOL RESULTS - 2008 SCHOOL RESULTS - 2007

ENGLISH MATHS SCIENCE ENGLISH MATHS SCIENCE

Level Teacher Exam Teacher Exam Teacher Exam Level Teacher Exam Teacher Exam Teacher ExamAssess Assess Assess Assess Assess Assess

1 1

2 2

3 1 1 1 1 1 3 1 1

4 7 5 4 5 7 5 4 5 3 3 3 4 3

5 27 29 16 12 25 26 5 36 33 14 12 40 30

6 52 44 25 25 41 34 6 45 41 32 29 44 35

7 13 21 33 38 26 33 7 13 20 32 36 11 30

8 n/a n/a 21 18 n/a n/a 8 n/a n/a 18 18 n/a n/a

This table shows the percentage of students attaining each level for the teacher assessment and the examination

• 7 •

25404 BR EXAMS 3/10/08 14:49 Page 7

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• 8 •

25404 BR EXAMS 3/10/08 14:49 Page 8

TARGETS & RESULTS AT KS3 AND KS4

Percentage of Average Percentage of Percentage of Percentage ofY11 cohort GCSE Y9 cohort Y9 cohort Y9 cohort

YEAR gaining at Point Score gaining at least gaining at least gaining at leastleast 5Cs level 5 in KS3 level 5 in KS3 level 5 in KS3

English Mathematics Science

2003/4 Target 73% 88% 88% 88%

Actual 76% 87% 91% 91%

2004/5 Target 73% 47 (372) 86% 92% 90%

Actual 68% 379.2 94% 93% 94%

2005/6 Target 75% 391 91% 95% 91%

Actual 76% 382.3 92% 94% 94%

2006/7 Target 78% 395 92% 95% 93%

Actual 78% 401.37 94% 95% 95%

2007/8 Target 81% 395 93% 95% 94%

Actual 82% 410.79 94% 94% 94%

Revised Government Percentage of 2 Levels of 2 Levels of 2 Levels of 2 Levels ofTargets from 2009 Y11 cohort gaining progress between progress between progress between progress between

at least 5Cs KS3 and KS4 KS3 and KS4 KS2 and KS3 KS2 and KS3including English English Maths English Maths

and Maths

2008/9 Target 79 83% 51% 53% 84%

• 9 •

25404 BR EXAMS 3/10/08 14:49 Page 9

Dear Parents and Carers,

It was not just the excellent standards ourstudents reached which led the Ofsted teamin March 2008 to judge us ‘outstanding’.They also found this to be true of ourstudents’ personal development, ourcurriculum and the leadership andmanagement of the school.

I was delighted that the very hard work ofChestnut Grove’s staff and students wasrecognised in this way.

We are a truly inclusive comprehensive, andat the heart of everything we do is studentachievement, regardless of ability orbackground. We set ourselves extremelychallenging targets, and, as Ofsted said,‘Students make outstanding progress inrelation to their starting points’. In fact, in2008 their progress from Year 7 to Year 11 wasso good that it placed us in the top 1% of thecountry for value-added.

Our motto, ‘A Creative Learning Community’sums us up well. The value we put oncreativity is demonstrated by our specialism,the visual arts and media, but also by ourinnovative, forward-looking attitude toeducation. ‘Learning’ relates not only to ourstudents, but to our staff, and we are pleasedto have two further specialisms – we are aTraining School and, recently, have become aLeadership Partnership School.

Although we are creative and innovative, insome ways we have a strong, traditionalethos. We put a high value on success in thecore subjects of English, Maths and Science,for example, and also on the less measurablevalues of respect and tolerance, socialresponsibility and good manners.

Chestnut Grove is, above all, a school whichdoesn’t stand still. We are not complacentabout our success, and each year we setourselves increasingly stretching targets.

There’s never a dull moment in ChestnutGrove, but we like it that way. It’s a vibrantplace, where children enjoy learning andplaying. If this is the ‘mix’ you are lookingfor, please do come and see us on one of ouropen sessions. I think you will like what yousee; what you will certainly get is a good wel-come.

Margaret Peacock

Chestnut Grove is an

outstanding School

(Ofsted, March 2008)

26558 Chestnut prospectus:Layout 1 20/07/2009 15:37 Page 3

We believe that high expectations arethe key to success and our aim is forall students to achieve the highestacademic standards and becomeindependent learners, well preparedfor the challenges of higher educationand the world of work.

The curriculum is personalised so thatstudents of all abilities can achievetheir best. This includes setting inmost subjects and ‘fast-tracking’ forthe most able or most talented.

At Key Stage 3, subjects are taught inimaginative ways, often using newtechnology, to engage students’interests, and to provide them withopportunities to develop not onlyknowledge, but also the ability tothink.

For most of the time, subjects aretaught discretely, in one-hoursessions, by highly qualified specialistteachers. Since we believe that variety

maintains interest and promotes highachievement, at regular points duringthe year, the timetable is modified toenable cross-curricular projects andwhole school learning days whichenhance the learning experience. InYear 7, some subjects work together todeliver a coherent, ‘themed’curriculum.

Key Stage 3• English• Maths

• Science• Art

• Design andTechnology

• ICT• Dance• Drama

• French or Spanish• Italian (specialist

Language students)• Geography

• History• RE

• Music• Physical Education

• Personal, Social,Health andCitizenship

Education

pride inlearning

‘Imaginative

curriculum

planning ensures

a close match to

students’

aspirations,

interests and

capability.’



In Key Stage 4, students have a widerange of options to choose from inaddition to the core. Alongside thetraditional GCSE subjects is a numberof vocational subjects, includingDiplomas. As an Arts College, we areleading the introduction of theCreative and Media Diploma, and

from September 2009 we willwelcome a small number of studentsfrom other schools to benefit fromour facilities and expertise.

The Society, Health and DevelopmentDiploma is also offered in liaison withSouth Thames College.

ScienceScience offers a personalisedcurriculum to suit all abilities andinterests. This includes the 3 separateSciences, double Science, singleScience and Btec Science.

Modern Foreign LanguagesLanguages taught are: French,Spanish and Italian. Some studentsenter the school on specialistlanguage places (see Admissions), andthese students take two languagesfrom Year 7.

Citizenship This is delivered mainly through six‘Citizenship Days’, when studentsfollow a programme of activity-basedthemes. These are very popular.

Religious EducationIn Chestnut Grove, R.E. is taught as amulti-faith subject, covering the sixmajor religions of the world. Studentsare taught for one hour a week, and inKey Stage 4 are entered for a GCSE.

Sex EducationSex Education is taught within amoral framework from Year 7 to Year13, as part of our Personal, Social andHealth Education curriculum. Theschool nurse is also involved in thedelivery.

Parents are given the right towithdraw their children from R.E.,from assemblies and from sexeducation lessons. In practice, thisrarely happens, because, in keepingwith the ethos of the school, they arenon-denominational and emphasisethe moral values found in all faiths.

Key Stage4

Core (taken by allstudents): • English (Language

and Literature)• Maths• Science • R.E.• Citizenship• P.E.

Options:• Art• Business Studies• Dance• Design and

Technology• ICT• Drama• French• Geography• Health and Social

Care • History• Media• Music• Performing Arts• Physical Education• Sociology

‘Teaching and

learning are good

because teachers

know their

students well and

work hard to help

them achieve their

potential”



The most ableWe recognise that many of ourstudents have talents and abilitieswhich demand and deserve specialattention. This is partly addressedthrough our setting policy, and partlythrough extra-curricular activities andopportunities, for example throughthe National Academy for Gifted andTalented Youth.

Learning DifficultiesStudents with special educationalneeds have a personalised curriculum,organised by the Inclusion Faculty.This can include support in class orwithdrawal lessons in literacy,numeracy or social skills.

Students with physical disabilities arewelcome. Until the school is re-modelled under BSF, however, we arenot, unfortunately, barrier-free.

highexpectations

for all‘Students with

learning difficulties

make excellent

progress in their

education owing

to well-paced

individual support’.

(Ofsted, March 2008) ‘An excellent pastoral system has resulted

in outstanding personal development

and well-being for all students’.



‘One parent reported:

‘I am very happy with Chestnut Grove and

think what makes it work is the enthusiasm

and dedication across all subjects.’


The aim of our pastoral system is tosupport learning and to help studentsgrow into independent, confidentadults with a sense of socialresponsibility. There is a strong ethosof self-discipline and respect forothers, together with clear sanctionswhen these principles are breached.

Form tutors are central to studentdevelopment. They are responsible formonitoring attendance, punctuality,behaviour and achievement. Thisincludes setting and monitoringtargets in consultation with parentsand they also deliver the Personal,Social, Health and Citizenshipcurriculum.

A house system, led by staff andstudents, encourages a sense of pridethrough competitions, houseassemblies and rewards.

Our own on-site Educational WelfareOfficer and Attendance Officer workwith families to ensure goodattendance and provide support.

Transition into Year 7A well-tried and tested structureensures that our new Year 7 studentssettle well into Chestnut Grove. In thesummer term before entry, our staffvisit them and their teachers in theirprimary schools, many of which weare linked with, through our ArtsCollege work.

Our new students get to know usthrough an award-winning ‘TransitionWeb-site’ as well as the moreconventional day spent with us in thesummer term, when we also meet thenew parents.

Student VoiceWe believe that giving studentsresponsibility enhances their moraland social development. ‘Studentvoice’ in Chestnut Grove includes:

House and School Councils;

Sitting on staff interview panels;

Working with staff on ‘BuildingSchools for the Future’ plans;

Representing the school in amultitude of ways.

It is also important to us that ourstudents develop leadership skills, andwe ensure this through a strongsystem which runs from Head Boyand Head Girl in the Sixth form, downto House representatives in Year 7.

the chestnut

groveeffect

‘Students have

responded

exceptionally well to

the school’s

outstanding

initiatives to give

them a significant

voice and

responsibility in

the running of

the school.’


One of theschool’s

sculptures,designed by

ShapaliKalam in

2009

‘It provides

exceptionally well for

vulnerable children

who are happy and

settled at school.’



The outstanding progress ourstudents make from Year 7 to Year 11was not only recognised by Ofsted,but by the Dcsf in its publication‘Gaining Ground’ (2008) and in thefact that our Contextual Value Addedis in the top one percent of thecountry.

Just some of the ways we achieve thisare:

Rigorous aspirational targets for allstudents. We expect every studentto make at least 2 NationalCurriculum levels progress in eachkey stage.

Clear, regular information tostudents about their progress. Thisgives them ownership of their ownprogress, and keeps parents wellinformed.

Excellent support for students withspecial educational needs andthose for whom English is anAdditional Language. We areproud that these students makesome of the greatest progress.

Focused intervention, includingresidentials, to support students toreach their targets.

pride inprogression

‘By the end of Year

11, owing to the

academic support

they receive from the

school and an

excellent curriculum,

the majority make

outstanding

progress.’


‘If my target is an A grade, I

know my teachers will push

me to get an A*’

(Kyrone Newell Year 11, in a

filmed interview, 2009)

'I think that my progress in this class

has increased greatly since last year. I

feel that my teacher has pushed me to

my limits and got me to work at my

full potential. I think that my Maths

teacher is AMAZING and I feel very

glad to be in her class'.

Caitlin McBride (Year 10)


Visual artsWe actively promote all the artsbecause we believe that they areessential aspects of development.This is recognised by our Arts MarkGold status.

An annual summer Arts Festival;

Art trips to London galleries, andresidential trips (annually to St. Ives and New York);

Working with artists in residenceand local primary schools;

Displays of art work from our ownstudents and our communitypartners.

Performing ArtsDrama, dance and music are alltaught at Key Stage 3, and are popularoptions at Key Stages 4 and 5.Throughout the year, students areengaged in excellent drama, musicand dance productions.

SportsSports play an important part inChestnut Grove, both within thetaught curriculum and as extra-curricular activities. We participateenthusiastically in local and nationalcompetitions, and take great pride inour students’ individual and teamsuccesses. Some ex-students are nowinternationally-acclaimed sportsmenand women.

Amongst the sports offered are:

Football

Cricket

Basketball

Cross Country

Gymnastics

Climbing (on our climbing wall)

Hockey

Netball

Fitness (in our fitness suite)

creativity‘In the wider

community, students

make an outstanding

contribution through

a range of fund

raising activities

related to the school’s

specialist subjects.’


‘The headteacher’s leadership is an

inspiration to her staff. Her vision and

clear direction for this inclusive school

have successfully focused the highly

committed managers and staff on

raising achievement for all students.’


Our extremely successfulcricket team


The InternationalCommunityLinks with schools abroad play animportant role in broadeningstudents’ horizons and giving themopportunities for personaldevelopment.

The Gambia. Students support thislink through regular fund-raising, andwe have even provided our link schoolwith a fully-equipped, solar-poweredcomputer facility.

China and India. Our links withschools in both these countries haveled to growing communicationbetween students.

We also ensure that we do notneglect the individuality of ourstudents’ own home cultures, andfind numerous ways to promote andvalue these, through the curriculumand through extra-curricularactivities.

The School CommunityCommunication with homeWe work hard to keep parents intouch with the school’s activities andto make communication as easy aspossible. This is achieved through:

A student diary;

A weekly Newsletter, sent homeand posted on the web-site;

Regular reports of student progress;

A parent portal through “My ChildAt School” which allows parents toaccess their child’s progress, data,rewards etc.

The school’s web-site.

Parents’ AssociationAll parents are members of the Parents’Association and are encouraged toparticipate actively in educational andsocial activities, which include anannual ‘International Evening’ which isalways excellent, and very wellattended.

Complaints ProceduresThe governors have agreed asystematic procedure for parents tomake complaints about any aspect ofChestnut Grove. This is publishedannually in the Newsletter and isposted in the school foyer.

Charging PolicyThe governors’ Charging Policy statesthat contributions will be levied forschool visits, including residentialones, which are not part of theNational Curriculum, statutoryreligious education or in preparationfor a prescribed public examination.Voluntary contributions can be leviedfor those activities for whichcompulsory charges cannot be levied.

‘The school works

extremely well with

partner primary

schools to ensure

that new students

settle quickly and

happily into Year 7.’


community26558 Chestnut prospectus:Layout 1 23/07/2009 14:35 Page 11

Chestnut Grove is made up of the oldand the new: a Victorian block, a1970’s block and our Art and Designpavilions, which were built in the1990s. The 1970’s block is fortunatein having the big classrooms andspecialist accommodation of the time– a Drama Hall ‘in the round’, forexample, good sports and activitieshalls and a big, airy central learningresource centre.

These features will get a face-liftunder the Building Schools for theFuture initiative. Other parts of theschool will receive much moreattention. For example:

The Victorian block will becompletely remodelled to housethe Sixth Form (we are pleasedthat this old block, which lends an air of tradition, will not be torn down);

A small new block on theperimeter will provide a muchneeded improved entrance;

The heating and ventilationthroughout the school will bereplaced;

There will be a new dining room onthe ground floor;

Our limited outdoor space will belandscaped and improved forstudents’ recreation and socialtime.

In addition, architects will betasked to make the school ‘barrier-free’ for students with disabilities.At present, our numerousmezzanine levels makes thisdifficult.

Details of the BSF scheme will beposted regularly on the web-site.

anenvironmentto learn


We take the health of our studentsseriously, and for many years, haveprovided students with healthyfood in our cafeteria, which ismanaged by a digital recognitionsystem.

This, together with our positiveattitude to school sports andactivities, has gained us National‘Healthy Schools’ Status’, of whichwe are very proud.

Students are encouraged to thinkabout their future careers in Year 9,when they choose their options,again when they select their Sixthform subjects in Year 11, and againin Year 12 when they plan theiruniversity or college places. Adviceis provided by Connexions Careers’Advisers and our own staff.

In Year 10, all students do twoweeks’ Work Experience, andstudents on vocational courses inKey Stages 4 and 5 have additionalbusiness experience.

the world ofwork

healthyschools


Many of our Year 11 students choose tostay on into the Sixth Form to betaught by teachers who know themand continue to set them challengingtargets. We are also joined bystudents from other local schools atthis stage.

Opportunities outside the classroomare wide-ranging and numerous,including:

Residential trips

Visits to universities

Trips to London’s galleries, theatres,concerts and museums;

Work experience for students onvocational courses;

Working with younger students(for example on reading andmaths);

Leading the school’s studentleadership system.

All Sixth formers have a tutor whoseresponsibility it is to monitor progressand provide support to help studentsdevelop the independent learningskills which are crucial at this stage intheir education. Tutors also provideadvice and support for the UCASapplication process, and collatereports.

We are proud of our success rate inenabling students to move on to theuniversity or college of their choice.

‘Students play a

significant part in

the school community

by helping younger

students with

reading, sports and

clubs. They take

their responsibility as

role models very

seriously.’


‘Through consistently good

leadership and management, the

sixth form demonstrate a good

capacity for further improvement’.


the sixth formthe future

A levels:• English

• Media Studies• Maths

• Film Studies• History

• Geography• Chemistry

• Physics• Biology

• Art and Design• Sociology

• Psychology• French

• Spanish• Product Design

Btec Level 3:• ICT

• Business Studies• Health and Social Care

• Performing Arts• Sport

• BTEC Level 2• Travel & Tourism

• Retail


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