Admissions

  1. Admissions
  2. APS Admissions Arrangements 2019-2020
  3. APS Admissions Arrangements 2020-2021
Click here to view information on our Open Evening and Open Mornings taking place in September and October 2018

All admissions to Alexandra Park School are managed by the London Borough of Haringey (LBH) in line with published procedures.  The link below will take you to the relevant details.  Please do not contact us directly: we will only be able to refer you to the LBH.  The school PAN has increased to 232 in 2016.

Haringey Admissions

Postal Address Telephone Email
Haringey School Admissions
Education Services
3rd Floor
River Park House
225 High Road
N22 8HQ
020 8489 1000 schooladmissions@haringey.gov.uk

Oversubscription criteria

When the school is oversubscribed, after the admission of pupils with an Education, Health and Care plan or Statement of Special Educational Needs naming the school, priority for admission will be given to those children who meet the criteria set out below, in priority order:

1 Children in Care/Looked After Children

Children who are looked after by a local authority or were previously looked after but immediately after being looked after became subject to an adoption, child arrangements, or special guardianship order.
A looked after child is a child who is [a] in the care of a local authority; or [b] being provided with accommodation by a local authority in the exercise of their social services functions [see the definition in Section 22(1) of the Children Act 1989).

2 Social Medical

Children who the authority accepts have an exceptional medical or social need for a place at Alexandra Park Secondary School. Applications will only be considered under this category if they are supported by a written statement from a doctor, social worker or other relevant independent professional. The information must confirm the exceptional medical or social need and demonstrate how Alexandra Park is the only school that can meet the defined needs of the child.

3 Brother or Sister

Children with a brother or sister already attending the school in year 7 – 11 and who will still be attending on the date of application. This category includes foster brothers and sisters, half brothers and sisters, stepbrothers and sisters or adopted brothers and sisters. Parents should note that in all these cases, the brother or sister must be living at the same address as the child for whom the application is made.

4 Children of members of staff

A staff member is defined as a person who has a permanent contact of employment with the Governing Body of the school at the time of application and qualifies in the following circumstances:

  • The child for whom application is being made is living at the same address as the staff member; and either
    • the member of staff is recruited to a post for which there is a demonstrable skill shortage; or
    • the member of staff has been employed by the school for three or more years at the time the application for admission is made.

The upper limit on the number of children of staff to be admitted in any one academic year is 16. The tiebreak for the admission of children of staff will be the length of time the member of staff has worked at the school.

5 Distance

Children living closest to the preferred school.

Tie breakers

The tie breaker for criteria other than the children of staff is: children living closest to the school measured in a straight line from the Ordnance Survey address point for the child’s home to the Ordnance Survey address point of the school, calculated using a computerized mapping system. The tiebreak for two or more applications that live exactly the same distance from the school will be random allocation using a computerized system.

Multiple births

If only one place is available at the school and the next child who qualifies for a place is one of multiple birth, the school will go over the published admission number.

Waiting list

Parent/carers can request that their child be added to the waiting list following an unsuccessful application. The waiting list is maintained by the local authority and is ordered strictly in accordance with the above oversubscription criteria.

Waiting list positions can change at any time depending on other applicants’ circumstances and it is important to note that a child’s position may go down as well as up if other applicants join the waiting list. Being on the waiting list does not guarantee a place at the school.

Oversubscription criteria

When the school is oversubscribed, after the admission of pupils with an Education, Health and Care plan or Statement of Special Educational Needs naming the school, priority for admission will be given to those children who meet the criteria set out below, in priority order:

1 Children in Care/Looked After Children

Children who are looked after by a local authority or were previously looked after but immediately after being looked after became subject to an adoption, child arrangements, or special guardianship order. 

A looked after child is a child who is [a] in the care of a local authority; or [b] being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in Section 22(1) of the Children Act 1989).

2 Social Medical

Children who the authority accepts have an exceptional medical or social need for a place at Alexandra Park Secondary School. Applications will only be considered under this category if they are supported by a written statement from a doctor, social worker or other relevant independent professional. The information must confirm the exceptional medical or social need and demonstrate how Alexandra Park is the only school that can meet the defined needs of the child.

3 Brother or Sister

Children with a brother or sister already attending the school in year 7 – 11 and who will still be attending on the date of application. This category includes foster brothers and sisters, half brothers and sisters, stepbrothers and sisters or adopted brothers and sisters. Parents should note that in all these cases, the brother or sister must be living at the same address as the child for whom the application is made.

If a place is obtained for an older child using fraudulent information, there will be no sibling connection available to subsequent children from that family.

4 Children of members of staff

A staff member is defined as a person who has a permanent contact of employment with the Governing Body of the school at the time of application and qualifies in the following circumstances:

  • The child for whom application is being made is living at the same address as the staff member; and either
    • the member of staff is recruited to a post for which there is a demonstrable skill shortage; or
    • the member of staff has been employed by the school for three or more years at the time the application for admission is made.

The upper limit on the number of children of staff to be admitted in any one academic year is 16. The tiebreak for the admission of children of staff will be the length of time the member of staff has worked at the school.

5 Distance

Children living closest to the preferred school.

Tie breakers

The tie breaker for criteria other than the children of staff is: children living closest to the school measured in a straight line from the Ordnance Survey address point for the child’s home to the Ordnance Survey address point of the school, calculated using a computerized mapping system. The tiebreak for two or more applications that live exactly the same distance from the school will be random allocation using a computerized system.

Multiple births

If only one place is available at the school and the next child who qualifies for a place is one of multiple birth, the school will go over the published admission number.

Waiting list

Parent/carers can request that their child be added to the waiting list following an unsuccessful application. The waiting list is maintained by the local authority and is ordered strictly in accordance with the above oversubscription criteria.

Waiting list positions can change at any time depending on other applicants’ circumstances and it is important to note that a child’s position may go down as well as up if other applicants join the waiting list. Being on the waiting list does not guarantee a place at the school.

Misleading or false information

Under the Trust’s oversubscription criteria, places may be allocated on the basis of the proximity of the child’s permanent home address to the school. The Board of Trustees are concerned that on some occasions the permanent home address given by some applicants may not be genuine, but rather an address of convenience, given for the specific purpose of securing a place at the school. The Board of Trustees wants to ensure that applicants who provide an address of convenience or misleading or fraudulent information do not deprive other children of a rightful place at Alexandra Park School.

An address of convenience is considered to be an address used by a parent/carer solely or mainly in order to gain an advantage in accessing a school place for a child where the address used is not the child’s only or main residence.

We take any attempt to obtain a school place through fraudulent means very seriously. If the Board of Trustees becomes aware that a place was secured for a child at the school on the basis of an address of convenience or misleading or false information, it reserves the right, within the terms of the School Admissions Code, to withdraw the offer of a place or, if the child has already started at the school, to remove the child from the school roll.

We consider that every school place obtained by deception is unfair, as other children are being deliberately denied their legitimate claim to take up that place. We work collaboratively with Haringey Council to carry out rigorous checks to ensure that applications are not fraudulent. We carry out random checks on a number of applications and we reserve the right to carry out home visits to the address used on your application form.

The Board of Trustees will refer the suspected use of an address of convenience to Haringey Local Authority for consideration under the Haringey Address of Convenience Protocol, available online at www.haringey.gov.uk/fraudulent-applications.

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School Information (62)

Headline GCSE results 2019

Progress 8 - 0.64

Attainment 8 - 58.6

Grade 7+

Grade 8+

Grade 9+

5+ Incl. English & Maths

Click here to view the full Exam Results

Read more...

Making your GCSE choices

You can download the APS Options Guide here to find out about the courses you must study next year and those you can choose as options. 

After you have explored the possibilities, click here to make your choices. Please have your login details to hand to access the APS Options website – you will have received these at the Options Evening on Thursday 14th March.

We wish you all the best with your decision making.

Who will help me decide?

  • Although it's good to talk to your friends, do not make the mistake of choosing the same courses as them. Choose the courses for you.
  • Talk to the teachers that know you best - Form Tutor, Director of Studies.
  • Talk to the subject teachers and ask them what they think.

Key Staff

If you have any questions relating to your options, please use the contact details below.

Mr Silverman (Deputy Headteacher) - dsilverman@alexandrapark.school
Ms Falola (KS4 Co-ordinator) afalola@alexandrapark.school
Ms Simon (Director of Studies) csimon@alexandrapark.school
Ms Perry (Assistant Headteacher - Inclusion) kperry@alexandrapark.school

Resources

Below are some links to further information which may help you decide which options to choose.

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Term Dates 2019-20

Autumn Term 2019
Starts
Ends

Inset Days

  • Monday 2nd September 2019
  • Friday 29th November 2019
  • Monday 23rd March 2020

Public Holidays:

  • Christmas Day
    Wed 25th Dec 2019
  • Boxing Day
    Thur 26th Dec 2019
  • New Year's Day
    Wed 1st Jan 2020
  • Good Friday
    Fri 10th April 2020
  • Easter Monday
    Mon 13th April 2020
  • May Day (VE Day)
    Fri 8th May 2020
  • Spring Bank Hol
    Mon 25th May 2020

Holidays in Term Time

We do not authorise holidays in term time under any circumstances. Can parents / carers please ensure that they do not book holidays or flights before term ends or after term has begun. Every day in school matters.
The school sees the number of requests for time out of school to visit seriously sick elderly relatives rise massively in the last two weeks of July and the first week of September. It is impossible for us to distinguish between a bona fide request and those seeking cheaper flights. A false request is morally wrong, a bad example to set children and is unfair on those who do have a family crisis.

INSET Day Monday 2nd September 2019

Autumn 1

Tuesday 3rd September 2019

Friday 18th October 2019

Holiday

Monday 21st October 2019

Friday 25th October 2019

Autumn 2

Monday 28th October 2019

Thursday 19th December 2019

INSET Day Friday 29th November

Holiday

Friday 20th December 2019

Friday 3rd January 2020

     
Spring Term 2020
Starts
Ends

Spring 1

Monday 6th January 2020

Friday 14th February 2020

INSET Day Monday 23rd March 2020

Holiday

Monday 17th February 2020

Friday 21st February 2020

Spring 2

Monday 24th February 2020

Friday 3rd April 2020

Holiday

Monday 6th April 2020

Friday 17th April 2020

     
Summer Term 2020
Starts
Ends

Summer 1

Monday 20th April 2020

Friday 22nd May 2020

Holiday

Monday 25th May 2020

Friday 29th May 2020

Summer 2

Monday 1st June 2020

Friday 17th July 2020

Holiday

Monday 20th July 2020

Tuesday 1st September 2020

Assessment Schedule 2019-20

 Student Progress Day Timing Schedule

Please note that, on Student Progress Days, school finishes at 12.20pm for all students.

Student Progress Day Year Group Staff Timings Location
1 Tuesday 8th October (wk2) 7-13 Tutors / Co tutors 9am – 4pm Form Rooms
2 Tuesday 19th November (wk1) 10 Subject Teachers 1:15pm – 7pm Teaching rooms
3 Wednesday 4th December (wk1) 9 Subject Teachers 1:15pm – 7pm Teaching rooms
4 Wednesday 22nd January (wk2) 11 Subject Teachers 1:15pm – 7pm Teaching rooms
5 Thursday 6th February (wk2) 13 Subject Teachers 1:15pm – 7pm Teaching rooms
6 Wednesday 4th March (wk1) 12 Subject Teachers 1:15pm – 7pm Teaching rooms
7 Tuesday 17th March (wk1) 8 Subject Teachers 1:15pm – 7pm Teaching rooms
8 Thursday 30th April (wk1) 7 Subject Teachers 1:15pm – 7pm Teaching rooms
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TSST Offer

TSST Physics 2018 - 2019

Download our TSST flyer 

Train to become a Physics Specialist with Teacher Subject Specialist Training (TSST)

The purpose of this training is to improve the subject knowledge of non-specialist and returning teachers. It will increase the number of hours taught by offering school-led teacher subject specialism training opportunities. 

New River Teaching Alliance will deliver a Physics TSST programme in 2018 / 2019. The course is aimed at teachers with QTS who are already teaching or plan to teach some physics at secondary/FE level. The course is also suitable for those returning to teaching after a career break.

For teachers meeting the criteria, this course is FREE through funding provided by the government. This includes: 

  • non-specialist teachers who could potentially teach a relevant subject in addition to their main subject 
  • non-specialist teachers who are currently teaching a relevant subject either full-time or in addition to their specialist subject 
  • teachers looking to return to the profession 

About the Course

Ideal For:

Teachers with a passion for Physics, Secondary or Primary teachers to teach cross phase 

Key Stage

KS3 and KS4

Venue:

Alexandra Park School

Cost:

FREE FOR ALL PARTICIPANTS 

  • Allows you to teach Physics confidently up to GCSE 
  • The courses draw upon up-to-date research to improve subject knowledge, pedagogy and practical skills 
  • The training will blend 6 face-to-face days with guided independent learning and online support
Outcomes for Participants:
  • Wider teaching opportunities 
  • Improved overall quality of teaching and learning in your lessons 
  • Extension of your subject knowledge and the opportunity to learn and develop skills with others from schools across the region 
Outcomes for Schools:
  • Improved quality of teaching and learning in Physics lessons 
  • Measurable improvement of Physics provision within the school 
  • Greater flexibility of staffing for example . . . 

...an opening up of opportunities for the Science department to run separate sciences at KS4

Please contact hhammond@alexandrapark.school to express interest or with any questions.

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Our Values

School is about more than exam results; we educate the whole student.

When we say goodbye to students at the end of their time with us, we hope that they are well-rounded individuals, confident about their futures, with the skills to achieve on their chosen paths.  To ensure this, we actively teach values and characteristics that we believe will help them during their time at school and later in life.

aps values

Further information on the values and how we report on them can be found here.

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Talk to us about a concern

New River Trust and its schools welcome feedback from parents and carers, whether negative or positive, through the school’s normal communication channels. We are committed to communicating with our parents and carers in a way that avoids the need to formally raise a complaint. We do this by encouraging parents and carers to contact us if they have a concern about any aspect of their child’s experience with us. All concerns are taken seriously and dealt with honestly, politely and in confidence.

We believe that it is in everyone’s best interest to resolve concerns at the earliest possible stage, so we encourage resolution by informal means wherever possible. In 2017-18 there were 5 formal complaints resolved by the Headteacher and 1 resolved by the Local Governing Body. We have developed the below summary for parents and carers to advise them of the steps they should take to seek resolution of any concerns.

Alexandra Park School Complaints Procedure Summary for Parents and Carers

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Year 6 - 7 Transition

Timeframe

26th  September 2019

SCHOOL OPEN EVENING

1st / 2nd October 2019

SCHOOl open mornings  (Limited number by appointment only)

LAST WEEK OF MARCH 2020

NATIONAL OFFER DAY - SCHOOL OFFERS SENT OUT TO PARENTS AND APS BY HARINGEY ADMISSIONS TEAM.

This pack will include information from APS and forms that you will need to complete and return to APS.  These forms help us gather essential details about your child, such as learning and support needs, medical issues and school history.

May 2020

LOOKED AFTER CHILDREN AND THOSE WITH AN EHCP INVITED INTO SCHOOL FOR ADMISSIONS MEETINGS TO DISCUSS ADDITIONAL NEEDS AND SUPPORT.

If your child has additional support needs you wish to discuss, please contact Ms. O'Flynn (Transition Manager) on soflynn@alexandrapark.school.

May 2020

MS. O'FLYNN TO VISIT MAIN FEEDER PRIMARY SCHOOLS TO SPEAK WITH STAFF AND CHILDREN.

May 2020

MEMBERS OF SEN TEAM ATTEND FINAL IEP / AR MEETINGS IN PRIMARY SCHOOLS.

Early July 2020 (TBC)

TASTER MORNING FOR ALL YEAR 6 PUPILS.

Pupils to be invited to a taster morning on one of these dates; you will be informed of which one nearer the time. 

3rd July 2020

PARENTS INTRODUCTION EVENING

Welcome talk by headteacher and information session with tutors, which will also give you the opportunity to meet with other parents.

July 2020

Additional Taster session with the inclusion team for pupils with an EHCP.

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Student Tracker Report - KS5 Guide

Download a PDF of this guide

 

1. Targets and Attainment

We use the A Level Performance System (ALPS) to generate targets at KS5. These are based on average point scores at KS4. We only use the A2 targets in both years 12 and 13. We do not use separate AS targets.

All students will receive at least one ’Current Working’ grade every half term. These attainment grades are based on assessments carried out during each term.

Parents, students and staff will then be able to reflect on an individual student’s progress each term.

2.Learning Grade Definitions

Classwork

 Excellent   Work is always completed efficiently and/or to a standard reflecting his/her best work and often going beyond
the expected minimum.
 B  Good Work is usually completed efficiently and/or to a standard reflecting his/her best work.
 C  Unsatisfactory Work is usually completed but not often efficiently and/or does not always reflect his/her best work.
He/she usually only completes the minimum requirements.
 D  Poor   Work is usually not completed efficiently and/or is below the expected standard for his/her ability.
More time and effort needs to be spent on classwork to meet the required standard.
 E  Serious Concern Work is rarely completed and/or is usually of a poor standard.

Homework

 A  Excellent Work is always completed on time to a standard reflecting his/her best work and often going beyond
the expected minimum.
 B  Good Work is usually completed on time to a standard reflecting his/her best work.
 C  Unsatisfactory   Work is usually completed but not regularly on time and/or does not always reflect his/her best work.
He/she usually only completes the minimum requirements.
 D  Poor Work is usually not completed on time and/or is below the expected standard for his/her ability.
More time and effort needs to be spent on homework to meet required standard.
 E  Serious Concern Work is rarely completed and/or is usually of a poor standard.
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