A LEVEL EXCELLENCE 2010

Cheadle Hulme School

Vision and the vital role of middle managers It is this determination to work on the very essence of excellent teaching and learning that has enabled the School to make the progress that it has. Secondly, the encouragement and subsequent growth of an academic culture beyond the exam syllabus complemented the more distinctive focus within the academic timetable; several new ‘scholarly’ societies, clubs and activities have come into being in recent years, and the ethos of the School places great value on participation and engagement. These societies, often led by senior pupils, elevate the academic status of the School by encouraging students and staff to engage in debate and discussion, whether in the humanities, the sciences, politics or philosophy. Thirdly, retaining the balance between work and play has been important; in making such significant improvements to its A Level results, the School has not excluded all other things.

Lucy Pearson, Head of Cheadle Hulme School In the 2011 A Level cohort, there is an international hockey player who is going on to read Chinese at Cheadle Hulme School was originally known as The Oxford and a 3 A* student who has also won this Manchester Warehousemen and Clerks’ Orphan year’s BBC Young Composer of the Year Award. School. It was founded by a group of Manchester Encouraging students to aspire to be their best both in businessmen whose main concern was to provide a the classroom and beyond has enabled the culture of caring environment and education for 'orphans and success to thread itself more strongly throughout the necessitous children'. From its inception, the School School. was to be 'founded and conducted on the most liberal principles and be open for the reception of both sexes'. The School’s recent Inspection Report (March 2011) found that ‘Pupils’ achievement throughout the School In 2005 it celebrated the 150th anniversary of its is outstanding’ and that ‘progress throughout the Sixth foundation; from the original pupil body of six Form is exceptional’. Students’ academic work ‘is 'orphans and necessitous children', it has grown to a supported by the overall excellent quality of the school of over 1400 pupils and 100 teachers. Its high teaching and the outstanding relationships between standards and outstanding examination results endorse pupils and teachers.’ the School’s reputation for excellence.

The upward trajectory of academic results, in particular at A Level, has been one the main cornerstones of the School’s Development Plan in recent years. Head Lucy Pearson credits her predecessor, Paul Dixon, for the impressive improvements the School has made to its local, and national, academic reputation in recent years. The determining factors behind those improvements, which have seen A Level results increase from 62.5% A-B grades in 2001 to 85.7% A*-B grades in 2010 are threefold: primarily, ensuring that every lesson is ‘as good as it could be’ was, in the view of Paul Dixon and his Senior Leadership Team, the single most important factor in raising standards.

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Photos courtesy of Jason Lock Photography Laurence Carr, Second Master, puts much of the ‘We are fully committed to sustaining our academic School’s academic success down to greater autonomy growth and reputation by regularly evaluating what we and accountability amongst middle managers. By do and the way that we do it; we are not afraid of appointing excellent staff to Head of Department changing in order that our students thrive. We have positions, and empowering these experts to lead on introduced the Pre-U as an alternative choice to A Level, academic improvement, the pupils and therefore the as the nature of the course offers something different for School are in the hands of those best qualified to pupils. We understand that, with results, it is vital to deliver improvement. maintain momentum - our challenge is to achieve this whilst delivering on what we believe to be our wider, but Academic standards at the School continue to be at the equally important, educational responsibilities. highest level, with 25% of all A Level grades at the School being the prestigious A*. The School’s Strong academic results are the gateway to young Psychology Department has consistently achieved the people’s futures, and we must ensure that we offer the best results at an Independent School, being awarded best education that we can; but we also know that we this accolade in 2005, 2006, 2007, 2008 and 2009.But have a further role in developing and mentoring success is not limited to one or two subjects; whether independent, socially responsible young people. in Mathematics, Physics, English Literature, Politics or Academic results on their own are not what secure a Psychology, A Level success has been school-wide. young person’s future, nor the future for our local, national or global societies. It is the qualities of the Head Lucy Pearson believes that the future for Cheadle individual that we look to develop as well as their Hulme School is both exciting and challenging. academic skills.’

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