To All Prospective Pupils and Their Parents

To All Prospective Pupils And Their Parents

On behalf of the Governors and Staff of Omagh Academy I have pleasure in presenting our school prospectus. The information contained in this folder, together with the School Magazine and website [ provide a broad picture of school life, which I hope you will find interesting and helpful.

For most of our prospective pupils and their parents, OmaghAcademy needs little introduction. The school has, since its foundation in 1903 been closely identified with the town, and has a reputation for academic excellence. High standards of teaching and learning are reflected in the school’s examination results at GCSE and A-level, which place the school comfortably within the top 5 per cent of state secondary schools in the UK and among the top schools in Northern Ireland.

Preparation for Higher Education remains one of the school’s priorities and pupils in OmaghAcademy are prepared by their teachers for entrance to universities and colleges throughout the British Isles. The school also offers a wide range of sporting, social and cultural activities.

Accommodation and facilities are excellent; in 1991 the school re-opened following a major development programme during which our buildings were considerably extended and completely refurbished. A new Technology Block was added in 2004 and a brand new ICT Suite opened in January 2006. This means that pupils are taught all of their subjects in specialist accommodation as well as enjoying the benefits of a Sports Hall, Library, Sixth Form Centre, Drama Studio and Lecture Theatre. In addition the school has 41 members of staff, each of whom is a subject specialist, qualified to teach his/her own subject to university entrance standard.

Parents who require more information on any of the topics addressed in the Prospectus are invited to contact the school office. While the information is correct at the time of writing, the Governors reserve the right to make any changes necessary for the smooth running of the school and in the best interests of pupils.

Yours sincerely.

K.J. Hill

ADMISSIONS CRITERIA YEAR 8: SEPTEMBER 2007

Introduction

Grammar Schools must admit pupils strictly in the order of the Transfer Grade which they obtain, subject only to the consideration of medical or other problems which may have affected performance in the Transfer Test(s) and which are supported by documentary evidence of a medical or other appropriate nature. These “medical or other problems” are commonly referred to as “Special Circumstances”.

Applicants claiming “special circumstances” or claiming that their child should be treated under the Special Provisions scheme as set out in Sections 5 and 6 of the Board's booklet on "Secondary Education and Changing Schools at Eleven; 2006 edition" will have their claims considered before the application of the Admissions Criteria.

Special Circumstances

Where it is claimed that a child’s performance in the Transfer Tests has been affected by a medical or other problem, independent evidence of its existence must be provided to the school. Where the problem is a medical one of short term duration which affected the pupil only at the time of the Transfer Tests the school will require the production of evidence that the pupil was examined by a medical practitioner in relation to the illness.

Where the problem is of a non-medical nature the parents should set out in the Transfer Form precise details of the problem and append any appropriate evidence to corroborate its existence.

Educational Evidence

Sufficient objective evidence must be provided by the parents and the Primary School and accompany the Transfer Form to enable the school to reach a decision.

The following information must be provided:-

1The number of pupils in his/her class and the number taking the tests.

2All the pupil’s school tests results in English, Mathematics, Science and Technology (i.e. internal school tests and standardised tests) from the beginning of the Key Stage 2 period (i.e.P5), compared to the results from the same tests of all other members of his/her P7 class and the transfer grades of the other members of his/her P7 class. In the case of small schools, or schools where very few pupils take the Transfer Tests, it will be appropriate to include the same comparative information in relation to pupils who have taken the Transfer Tests in previous year(s). A sample form (SC1) for this purpose is set out on Pages 20 and 21 of the Board’s booklet. Only the pupils claiming special circumstances should be identified. All other pupils in the comparative picture should be anonymous.

3The Primary School Principal’s comments on the pupil’s academic achievements in comparison with other members of his/her P7 class who receive the same or higher grade in the Transfer Test.

It is emphasised that the onus is on the parents to ensure that the above information is provided by the Primary School. Failure to provide such information may result in the school being unable to consider the application for Special Circumstances.

Special Provisions

For applicants claiming "Special Provisions", as set out in Section 6, the Board of Governors will expect to see any recent reports and will request an assessment from the Board.

Selection Procedure

The Board of Governors will, on the basis of all of the documented evidence available to them at the time of making their decision, decide the grade to be used in the application of their Admissions Criteria to those claiming “special circumstances” and “special provisions”. Those who are deemed by the Board of Governors to be of equivalent ability to those awarded Grade A, or B1 or B2, or C1, or C2, or D will be treated on equal terms with those awarded such grades in the Transfer Procedure tests.

Admission Criteria to be Applied to all Applicants

The Board of Governors has determined that, if the number of applicants is greater than the admissions number, the following criteria shall be applied in the order set down below. Decisions about how the criteria should be applied to each applicant will be taken solely on the basis of information provided on, or attached, to the Transfer Report Form.

1If the number of applicants is greater than the number of places available pupils will be selected by applying the following criteria in the order set down:-

1.1Those who achieved Grade A in the Transfer Procedure.

1.2Those who achieved Grade B1 in the Transfer Procedure

1.3Those who achieved Grade B2 in the Transfer Procedure

1.4Those who achieved Grade C1 in the Transfer Procedure

1.5Those who achieved Grade C2 in the Transfer Procedure

1.6Other pupils.

2If there are more applicants with the last grade which can be applied than places remaining, then pupils with that grade will be selected by applying the following criteria in the order set down:-

2.1Pupils transferring from controlled primary schools for whom OmaghAcademy is the controlled grammar school nearest to their normal place of residence.

2.2Other pupils transferring from controlled primary schools.

2.3Other pupils.

3If there are more applicants with the last criterion in paragraph 2 which can be applied than places remaining, then pupils in that category will be selected by applying the following criteria in the order set down:-

3.1Pupils who are the eldest child in the family or have a brother/sister presently attending the school.

3.2Pupils whose brother/sister previously attended the school.

3.3Pupils, one of whose parents is a former pupil.

3.4Other pupils.

4If there are more applicants with the last criterion in paragraph 3 which can be applied than there are places remaining, then the Board of Governors will establish a rank order based on the distance, “as the crow flies”, from the post code area in which the applicant resides to the school and will allocate the remaining places on the basis of the rank so established – nearest first. If there are two or more applicants for the last place and each has the same postcode, then the elder or eldest will be admitted.

If any place(s) become available after the 1 September and there are more applicants than places available, then decisions will be made on application of the Year 8 Admissions Criteria to those pupils seeking admission at the time the place(s) become available. Where the Board of Governors is of the opinion that the academic ability of the child is not of the standard equivalent to that of the pupils with whom he or she will be taught, it may refuse admission.

ADMISSIONS CRITERIA : YEARS 9 - 14

1.ADMISSIONS POLICY - YEARS 9-14

In the selection of pupils for admission, priority will be given to pupils who are resident in

Northern Ireland at the time of their proposed admission.

Pupils will be considered for enrolment providing the following general criteria are satisfied:

General Criteria:

(a) their admission would not cause the school to exceed its enrolment number; and

(b) their admission would not, in the opinion of the Board of Governors, prejudice the

efficient use of the school’s resources; and

(c) the Board of Governors, on the basis of all the information provided, is of the

opinion that the child’s academic ability is of the standard equivalent to that of

the pupils with whom he or she would be taught at the school; and

(d) the pupil is under 19 years of age on 1st July prior to his/her enrolment.

Pupils who satisfy the above conditions will be selected in accordance with the criteria set out

below.

2.ADMISSIONS CRITERIA FOR YEARS 9-10

If within any of these year groups there are more applicants than there are places, the Governors shall use the totality of the information made available to put the applicants in rank order according to their academic ability and shall select according to the rank order so established, the number needed to fill the available places.

3.ADMISSION CRITERIA FOR YEAR 11

Pupils who have completed Key Stage 3 in another school and who apply for a place in Year 11 to take a GCSE course must have attained level 6 in each of English, Maths and Science to be

considered.

4.ADMISSION TO YEAR 12

(a) Pupils will be admitted to Year 12 providing they satisfy the general criteria set out in

paragraph 1 and have made satisfactory progress towards GCSE in Year 11.

(b) Only in exceptional circumstances will the Governors consider pupils who have

completed five years of secondary education in another school and who wish to repeat

GCSE in Year 12.

5.ADMISSIONS CRITERIA FOR YEAR 13

The Governors will consider applications from pupils who have gained Grade C or higher in at least 5 subjects including English and Mathematics.

In the event that there are more applicants who satisfy the above criterion than there are places available the Governors will establish a rank order based on GCSE scores (A*=4, A=3, B=2, C=1) and allocate the remaining places in accordance with the rank order so established.

6.PROGRESSION FROM YEAR 13 TO YEAR 14

Pupils are required to achieve a minimum of 4 points at AS level in Year 13 in order to

proceed to Year 14. (A=5, B = 4, C=3, D=2, E=1)

7. ADMISSIONS CRITERIA FOR YEAR 14

(a) Students who have taken AS levels at another institution will be admitted if they have

achieved Grade C or higher in three or more relevant subjects at AS level.

(b) Students who wish to repeat A2 will be admitted if they have gained Grade E or higher in at least 2 subjects at A level..

THE SCHOOL DAY

The school day begins at 9.00am and ends at 3.30 pm. Details of the time set aside

for teaching during each school day are as follows.

09.00- 09.05 amRegistration

09.05- 09.40 amPeriod 1

09.40- 10.15 amPeriod 2

10.15 - 10.25 am Assembly

10.25 - 10.40 am Break

10.40 - 11.15 am Period 3

11.15- 11.50 amPeriod 4

11.50 - 12.25 pmPeriod 5

12.25 - 01.00 pmPeriod 6

01.00- 01.45 pmLunch

01.45- 02.20 pmPeriod 7

02.20- 02.55 pmPeriod 8

02.55- 03.30 pmPeriod 9

General Information

CONSULTATION WITH PARENTS

Parents are always welcome to visit the school in order to discuss their child’s progress or any problems that might arise. Normally parents will meet the Head of Year, and since all staff have a heavy teaching commitment, parents are asked to telephone the school to make a convenient appointment. Parents have the opportunity to discuss their son’s or daughter’s progress personally with teachers at Parents’ Evenings which are held once a year.

HOMEWORK

Homework is set for all pupils. A homework diary is provided and parents can assist by checking that the work is completed punctually and to a high standard.

STANDARDS OF BEHAVIOUR

We consider it a duty to provide an orderly and disciplined environment in which all pupils can make the most of their opportunities. High standards of behaviour are required and individuals who do not conform must expect to be reprimanded. Sanctions include lunchtime detention, Year Heads’ Detention and, for more serious offences, Headmaster’s Detention. Pupils placed in Year Head’s and Headmaster’s Detention will be warned in advance and letters sent home to enable them to inform their parents that they will be returning home later than usual. School rules and regulations are printed at the front of each pupil’s Homework Diary.

RELIGIOUS EDUCATION

Each school day contains an act of collective worship in the form of a religious assembly which, in keeping with the ethos of the school, is non-sectarian in character to take account of different religious denominations among pupils. Parents who wish to exercise their right to withdraw a pupil from collective worship or religious education should contact the Headmaster.

PASTORAL STRUCTURE

The Form Teacher is responsible for the general welfare of the Form Group and for general administrative duties. It is to the Form Teacher that a pupil will go for help and advice. Each year group has a Head of Year who is responsible for monitoring the academic and social progress of the pupil, for general questions of discipline and for maintaining records. Pupils with disabilities are also catered for, and as far as possible provided with opportunities to pursue the full curriculum.

THE SCHOOL AND THE COMMUNITY

OmaghAcademy has established strong links with other schools and the wider community. Cross-community links with other schools include sporting contacts, debating and public speaking, joint trips to Britain and European countries and various other community projects.

SPORT

Aims: The school endeavours to provide pupils with the opportunity to experience a wide range of sporting activities through the physical education curriculum and extra-curricular programme.

They are encouraged to develop sporting skills commensurate with their ability and to follow and understand the necessity of a healthy life style while promoting social interaction.

Curriculum time devoted to P.E. and Games

Year 8 - 4 periods per week

Year 9 - 4 periods per week

Year 10 - 4 periods per week

Year 11 - 3 periods per week

Year 12 - 3 periods per week

Year 13 - 3 periods per week

Year 14 - 2-4 periods per week

[depending on A-level

subject choice]

EXTRA CURRICULAR ACTIVITIES

Junior and Senior Drama

Choir, Orchestra, Brass Group

Cookery, ICT, Technology

Duke of Edinburgh Award Scheme

Scripture Union

CHARGING POLICY

There is no charge for curricular activities but parents are asked to make a voluntary contribution to the School Fund and Music. A statement of School Policy on Charging and Remissions is available on request.

Facilities: -

Staff 2 P.E. Specialists; assisted by part-time coaches of team games.

1 - Sports Hall

1 - Gym/Assembly Hall

1 - Large hard surface Area.

3 - Rugby Pitches

2 - Hockey Pitches

1 - Soccer Pitch

Activities:

Athletics, Hockey, Badminton, Netball,

Basketball, Rugby, Cricket, Soccer,

Dance, Fishing, Tennis, Table Tennis, Gymnastics.

FURTHER INFORMATION

The WELB booklet “A Guide for Parents” issued to all parents in P7 contains information relating to the transfer of pupils from primary to secondary education and other information which is statutorily necessary. The Governors’ Report booklet contains School Policy statements on Anti-Bullying, Child Protection, the Curriculum, Discipline, Substance Abuse and Sex Education: other policy documents are available for inspection on request and are summarised in the School Diary.

THE CURRICULUM

The Curriculum at Key Stage 3 (Years 8-10) and at Key Stage 4 (Years 11-12) conforms with the requirements of the Northern Ireland Curriculum.

Year Eight

The yearly intake of around 95 boys and girls is divided into four groups for general subjects. For practical subjects they are sub-divided into 5 groups to accord with regulations governing Health and Safety in laboratories and workshops. There is no streaming or banding. The subjects studied are Art and Design, English, French, Geography, History, Home Economics, Information and Communication Technology, Mathematics, Music, Physical Education, Personal and Social Education, Religious Education, Science, and Technology.

Years Nine and Ten

The Year Eight Curriculum and academic structure continues, but on entry into Year Nine pupils are given the opportunity to study a second foreign language (German or Spanish).

Years Eleven and Twelve

Pupils in Years Eleven and Twelve follow a two year programme of study leading to a General Certificate of Secondary Education. The following subjects are available:

Additional Maths, Art and Design, Biology, Business Studies, Chemistry, English Language, English Literature, French, Geography, German, History, Home Economics, Information and Communications Technology & Design, Mathematics, Music, Physics, Religious Studies, Science (Double Award) Spanish, and Technology. Pupils also follow courses in Religious Education, Physical Education/Games and Personal and Social Education. Careers education is provided through the PSE programme in Year 11 and in timetabled classes in Year 12.

Subject choices for GCSE are carefully explained to pupils in careers classes and a parents’ evening is held before choices are confirmed. Each pupil is required to follow a broad, balanced and coherent programme of study. However, there is sufficient flexibility and choice in the system to allow for a degree of specialisation that takes account of each pupil’s aptitudes and interests.