Assistant Principal: Quality and Planning: Further Information
1.
Assistant Principal: Quality and Planning
Due to the retirement of the present post-holder, an interesting and exciting opportunity has arisen
within Loreto College for an experienced, well qualified curriculum manager, with proven success in the
classroom, to become Assistant Principal: Quality and Planning. The appointed person will become a
member of the college’s Senior Management Team.
The appointed person will take responsibility for all aspects of Quality Assurance. The college has a longstanding, well-developed and thoroughly embedded Quality Assurance system which has been
responsible for the maintenance and extension of the college’s high level of achievements. The
appointed person will take responsibility for further improving and refining Quality Assurance across the
college, taking in departmental SARs and the range of cross-college SARs, the Validation process and
production of the final SAR.
The appointed person will also take responsibility for the college’s various Planning Cycles and systems,
to maintain current systems but also to innovate when the need arises and to improve where necessary.
Key documents and systems include the Mission Statement, Strategic Objectives and Three Year Plan.
The person appointed will work with all college areas to produce individual Development Plans, the
College Development Plan and the monitoring system associated with them. A range of other planning
reports are also needed through the year.
College Management: 2016-2017
The Senior Management Team in 2016-2017 will comprise the Principal, Vice-Principal with five Assistant
Principals. One of the Assistant Principals semi-retired in summer 2013 but continues on the staff with
responsibility for aspects of marketing and enrolment.
The other Assistant Principals are responsible for:




Andrea Pritchard: Student Services,
Sean Gaughan: Finance, Resources and Enabling departments
Assistant Principal: Curriculum (to be appointed)
Assistant Principal: Quality and Curriculum (to be appointed)
The SMT meet formally every two weeks during term time.
The college is managed through three mutually dependent systems. First, the Heads of Hall comprising
the twelve Heads of Hall who are responsible for managing the work of Tutors and the student support
of their tutees. The Assistant Principal: Student Services is Head of Student Services, and line-manages
the Heads of Hall.
The second is group of Enabling Departments: lead by the Director of College Services. Its remit is to
advise on, monitor and review the general development of college services.
The third is the Curriculum Team. It is envisaged that the Assistant Principal: Quality and Planning will
join Curriculum Team.
These three groups join together to form the College Management Team which is the most significant
management body within the college after the SMT. It meets every month.
Curriculum management
The Assistant Principal: Curriculum has direct responsibility for the Curriculum. This is out into effect
through the management of the Curriculum Team. This comprises the four Heads of Faculty:




Andy Vaughan: the Head of General RE including Additional Learning Support
Catherine Poole: Acting Head of the Faculty of Social Sciences
Surita Lawes: Head of the Faculty of Science and Maths
Danny Price: Head of the Faculty of Languages and Arts including Pathways
It also includes:




Cate Carey: Head of Hall, who has responsibility for the Teaching and Learning Ambassadors Team
Dan Foulder: who combines his role as Schools Liaison, Marketing and co-ordinator of the GHMAP
(Greater Manchester Higher Achievers Partnership) Programme.
Maria Cairney who coordinates the Excellence Unit
James Atkiss who manages the college’s Software Development Team and Cross-college IT.
It is chaired by the Assistant Principal: Curriculum. It also includes:


the Assistant Principal: Finance, Resources and Enabling departments.
The Assistant Principal: Quality and Planning.
The College curriculum
The College has been judged by OFSTED to be outstanding in all aspects of its provision. The report
stated: “outstanding in every respect”. This included “Outstanding” in every subject area:




Science and mathematics: grade one for chemistry, biology, physics, maths
Arts, media & publishing: grade one for art, 3D Design, graphics, photography, textiles, media
studies, film studies, dance, music , drama
Language, literature & culture: grade one for English language, English literature, English Language
and literature, French, German, Spanish, Classical civilisation
Business, administration & law: grade one for business studies, accounting, law
The college continues to achieve very good examination results:
At Advanced level:



the A*-E pass rate has been maintained at 99%
the A*-C, is above the national average at 82%
the A*-B, high grades, is above national average at 56%
At BTEC Level 3 Extended Diploma:




BTEC IT: 100%
BTEC Travel &T: 100%
BTEC Sport: 100%
BTEC H&SC: 100%
The College achieves very strong Value-added scores as indicated by ALPS:
1.


2.


3.


4.


Advanced level: Calculation of overall institutional Value-added score
The value-added score is 0.9
This gives an “Excellent” grade 3 rating. This is the third year that the A level rating has been “3” in
the four year run of data.
AS: Calculation of overall institutional Value-added score
The value-added score is 0.98
This gives an “outstanding” Grade 3 rating.
BTEC: Calculation of overall institutional Value-added score
The value-added score is 1.07
This gives an “outstanding” Grade 3 rating.
ALPS: Calculation of overall institutional Value-added score for 2014
The value-added score is 2.33
This places the college in the top 1% of 1, 164 schools and colleges for value-added..
The College does well in the DfE Performance Tables:
1.
APE: All Sixth Form Colleges (90 plus)

At Loreto in 2014-2015, the APE was 216.7 placing the college in eighteenth position out the sixth
form colleges.
It is also well above the national average which is 211.9 (state funded schools and colleges) and on a
par with 216.1 (all schools and colleges).

2.
APS: All Sixth Form Colleges

At Loreto in 2014-2015, the APS was 846.0 which placed the college ninth out of the sixth form
colleges.
It is also above the national average which is 763.9 (state funded schools and colleges) or 778.3 (all
schools and colleges).

The college encourages student progression that will stretch, challenge and enhance students.





The number of students accessing Oxbridge has continued to be healthy: in 2013-2014, twenty-one
students were offered places; in 2014-2015, nineteen students were offered places; in 2015-2016,
sixteen students have been offered places.
Russell group applications continue to be very high.
In 2015, twenty-one students gained places as medics, five as dentists and two as vets. Fourteen
students gained places on pharmacy courses while six gained places on Clinical Sciences.
A whole range of students celebrated entry to courses possible less distinguished than these but for
the individuals concerned every bit as powerful and rewarding.
More students each year are gaining successful entry to conservatoires, art school and to study
drama.
Wider College Community
The college is justifiably pleased with these significant achievements but also stresses the need for the
wider personal, spiritual and moral development of all its students.
1.
General RE and Chaplaincy

All college students whatever their background attend a period of General RE each week. These are
based on Gospel values, the values of Mary Ward, founder of the IBVM order which started the
college, and on the Church’s rich history of Social Teaching.
All staff and students take part in the Mary Ward Day in late October when everyone comes off
timetable for a day celebrating our founder.
Staff and students are given opportunities through the year to attend retreats.
The chaplaincy team meets regularly to plan events in general but also to reflect the liturgical year.
The chaplaincy starts the day with morning prayer; it also organises mass once a week.
Trips to Taize and Lourdes are an increasingly popular event for students in the final term.
Justice and Peace, Fairtrade and other groups help anchor ethical issues in the reality of today’s
world.






2.
Enrichment
The college encourages students to become involved in a wide range of enrichment activities.






The Duke of Edinburgh Award Scheme take up by students is very high.
Sport features largely in some students timetables on Wednesday afternoons, even though this is
timetabled teaching time, as well as after college. It includes college teams in: basketball, netball,
football and cricket. Wider recreational sport includes: badminton, swimming, table tennis and
yoga.
The college’s reputation for performance and music is strong. Last year “Guys and Dolls”, followed
on the successful tradition of the Christmas music: “We Will Rock you”, “Hairspray”, “Jesus Christ
Superstar”, “Little Shop of Horrors” and so on.
The MANCEP (Manchester Catholic Education Partnership) Shakespeare Festival in November 2015,
for the fourth year running saw some 200 + 11-18 year old spending a day rehearsing a shortened
version of one of Shakespeare’s plays and then performing them in the evening.
Musical events at Christmas and Easter give opportunity for the College Choir and Chamber Choir to
show their talents while recitals take place through the year.
Trips feature in the lives of students whether internally or the extensive range abroad: San
Francisco, Berlin, Athens. A group go every two year to work with one of our sister IBVM schools in
Mumbai.
3.
Student Voice

In lower sixth, students can apply to be “Student Hall Reps” giving their voice to the work of their
Halls, representing the college at various events and undertaking an accredited Leadership Award.
In upper sixth, “Student Academic Ambassadors” represent the student voice at departmental
meetings and also represent the college at events.

4.
External links

The college is the northern hub of the Cambridge HE+ Programme. It is the centre for a network of
local sixth forms to attend masterclasses for enrichment to help potential candidates access the
university.

We are also the hub for Cambridge Music, a similar scheme aimed at increasing music applications
from skilled musicians from groups underrepresented at the university.
College Entry Requirements
1.
Advanced level PROGRAMME
The normal College requirements for entry to what will be in 2016-2017 a standard three Advanced Level
programme are:



Six GCSE grades between A*-C
Two of these must be at least grade B
Two of them should be English, Maths OR Science
There are a few more individual course requirements in some subjects
2.
GUIDED PROGRAMME:
Sometimes it is not possible for a student to satisfy these requirements-for example they may only be
taking 5 GCSEs at school but yet be forecast to get very good grades in all of them. A three Advanced
Level programme could be the most appropriate in their case.
If they have less than the College Entry Requirements for a standard three AS Level programme then
they will be guided onto an appropriate programme through discussion with college staff.
The Guided Programme may look like this:




3 Advanced Levels which reflect your strengths
2 Advanced Levels plus a BTEC Level 3 Subsidiary Diploma
3 AS Levels plus a GCSE
BTEC Level 3 Extended Diploma
The Guided Programme GCSE entry profile will be very varied. These are some examples:



7 or 8 GCSEs at Grade C
5 GCSEs between A*-C, one or two at B with two of English, Maths or Science
5 GCSEs between A*-C together with Distinctions in BTEC Level 2 Diplomas
3.
VOCATIONAL PROGRAMMES
The College requirements for entry to a
(i). BTEC Level 3 Extended Diploma:

Minimum of Five GCSE grades A*-C including either English or Maths
or a

Level 2 Vocational Programme at Merit or above (OCR National/BTEC Diploma/NVQ) PLUS 3 GCSEs
A*-C including either English or Maths
(ii). BTEC Level 2 Diploma:

Minimum of four GCSEs at Grade D or better
(iii). BTEC Level 1:

Minimum of Entry level 2/3 qualifications
(iv). Pathways to Independence: Foundation level: ASDAN Diploma in Life Skills
•
•
•
The student must be working at P8 to Entry Level 1
They must have the commitment and the ability to become an independent traveller
They must have the commitment and ability to undertake relevant work experience
Candidates wishing to apply for
both Assistant Principal posts
should indicate this on a single
application
and
attach
a
separate document for each
post to address relevant areas of
each Person Specification.