About Greenhead College
The philosophy of the college is based on the understanding that each member is to be valued as an individual. This uniqueness and individuality is reflected in the systems it has evolved. It has engendered a culture of praise and encouragement which supports and challenges both staff and students. The college enjoys a high standing in the community.
Greenhead College was established as a sixth form college in 1974 on the site of a former grammar school. The grounds are close to the town centre of Huddersfield and adjacent to Greenhead Park. The bus and train stations are within five minutes walking distance. The college grew in size each year from 1974 but incorporation in 1993 provided the stimulus for further development and expansion. This has resulted in the buildings being significantly extended and refurbished in the past few years. The college started the present academic year with 1800 16-19 students, having exceeded its target for growth.
There is a second sixth form college in Huddersfield together with a large technical college. The three colleges work closely together and have signed a concordat which requires senior staff from the three institutions to meet regularly and discuss matters of mutual interest. Similar meetings also take place with senior representatives of the local authority. The net result of this cooperation is that overt competition has been reduced to a minimum and so the main focus of the three colleges is the education and success of their respective students.
Shortly after incorporation the college took the decision to concentrate on level three work, thus around 36 syllabuses covering 25 Advanced level subject areas are offered. All students are expected to take four subjects in the first year with the possibility of reducing to three subjects in the second year. For most first year students this means four AS subjects, with a small number taking three AS with GCSE Mathematics.
The minimum entrance requirement for all students is five GCSE passes at C or above including English.
A unique difference within the college is the tutorial system which has been graded outstanding in all inspections, the latest being an Ofsted inspection published in January 2008. There are 21 tutors who have chosen to undertake this type of work. They teach their academic subject for half their contact time, and for the other half they look after about 90 first and second year students in tutor groups of about 24. The tutors deliver a two year personal and social development programme as well as careers advice and information and are fully responsible for the students' welfare, acting as a link between subject staff and parents. They are also in charge of all University and job applications. The college also has its own counselling service. The student body is represented by a fully elected Students’ Council organised by elected senior students.
The third strand of the student experience is provided by the college’s enrichment programme. This area of the college’s work won a Queen’s Award in November 2000. The citation said “The college’s enrichment programme is a national exemplar of what can be done at sixth form level to extend students’ education and personal growth beyond their academic courses. Hugely varied and demanding, the programme calls on students to develop self-reliance, promotes citizenship and prepares them to meet the world of work or further study with confidence and commitment.” It has regularly received accolades and is used as an exemplar by AQA in promoting their Baccalaureate. The extent of student choice across the range of music, sport, drama, Duke of Edinburgh’s Award Scheme, community service and work shadowing is enormous. There is a minimum requirement for students’ participation but many take part in more activities by choice. The enrichment programme is a significant factor in attracting students to the college.
The academic structure of the college is based on Heads of Department who are centred on subjects or subject areas. All teaching staff are expected to teach four subject groups a year with the addition of one or two enrichment sessions per week. Subject group sizes average about 19 in the first year AS-level courses and 16.5 in the second year A-level courses. There are two Vice Principals and a team of Assistant Principals who together with the Principal form the Administrative Group. This group’s purpose is to reduce to an absolute minimum paperwork for departmental staff. We strive for freedom from bureaucracy, leaving the academic staff to concentrate on teaching our students. Meetings are kept to a minimum. In total there are approximately 110 FTE academic staff and 38 FTE administrative staff.
The college’s most recent full inspection, by Ofsted, took place in November 2007. The report was outstanding – please look up our reports on their website. The college was awarded its first Queen’s Award in 1996 for its value-added systems and pastoral support for students. It was awarded Beacon status by the then DfEE in 1999 and gained FEFC Accredited status. LSC Beacon status was awarded in 2004.
The college is a member of the Sixth Form Colleges’ Forum and the Association of Colleges. The recommendations from these bodies are considered by the corporation. The college is in sound financial health.
Whilst the college has developed and maintains close links with the other two local colleges, it nevertheless has its own educational ethos. There are at present 12 local 11-16 partner schools. The college has very close links that have been built up over the years with these institutions. The students from these schools have priority for a place at the college provided they apply by mid-February. Students from these schools account for about 60% of the first year's intake of 900 students. The remainder of the places are over-subscribed by a ratio of 2:1 or more and offers are made on the basis of potential GCSE grades and the AS subjects requested. The examination results and the college's position in the national league tables reflect the ability profile of the college student population and the high quality of teaching and learning. Student feedback is overwhelmingly positive.
The value-added approach developed by Dr Kevin Conway (Principal 1987-2002) over the last few years has continued to attract much national interest, not least because the database that has been generated from college ISR data is now very extensive. The college continues to work with Dr Conway and his team at Alkemygold on this approach.
In short, the college is an academically successful, over-subscribed institution with a national reputation for its value-added methods, pastoral systems and enrichment. It has superb staff and is well equipped for both teaching and learning. The climate in the college is healthy and positive.
