CFGS Curriculum
Central Foundation Girls’ is a highly successful 11 to 19 girls’ school with a proven record of examination success at all Key Stages.
Our curriculum offer is broad and balanced and provides all students with the opportunity to study a range of subjects. Our curriculum offers opportunities for both academic and vocational pathways, ensuring that students have clear progression routes to GCSE (Level 2) and ‘A’ Level (Level 3) courses.
We welcome students from all religions and from all cultural backgrounds and we provide a safe and stimulating learning environment in which every student values her education and makes the most of every opportunity, so that she is able to fulfil her potential. We seek to empower our students to:
- achieve their best
- become confident individuals living fulfilling lives
- make a successful transition into adulthood, whether into employment, further or higher education or training.
View our Curriculum Content Maps
High Potential Students
High Potential (HP) students thrive in such a richly diverse environment, being able to debate and discuss their views with other bright minds who have different perspectives and experiences. The CFGS ‘Reach Programme’ at key stages 4 and 5, and our key stage 3 ‘Exceptional Learners’ programme, provide students with a range of enrichment activities that are designed to deepen subject knowledge, develop critical thinking skills, and above all to foster a passion for learning.
SEND Provision
Teachers set high expectations for every pupil, whatever their prior attainment and use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty are identified and addressed at the outset. Lessons are planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning means that pupils with SEND and disabilities are able to study the full curriculum and this ensures that children and young people with SEND engage in the activities of the school alongside pupils who do not have SEND.
Provision is made in consultation with students, their families and our SENDCo as to the specific needs of students with EHCPs and / or other identified needs in line with the SEND Code of Practice and the Equality Act. Students may therefore receive in class support through a team of teaching assistants. Where specific interventions out of a mainstream class are necessary, according to the individual needs of the student and in line with their EHCP or Student Support Plan targets, SEND teachers, HLTAs or TAs deliver evidence based, time-limited and impact assessed interventions in a 1:1 or small group setting. Whatever the need or challenge, CFGS staff work to support every student to achieve their best in every area of the curriculum.
