here - St Ambrose College

Thank you for your interest...
The College was rated as Outstanding by Ofsted and also by the Catholic Diocese of
Shrewsbury following their recent inspections.
St Ambrose College is a Roman Catholic boys’ grammar school with a selective intake,
boys entering via a competitive entrance examination. It is under the trusteeship of the
Congregation of Christian Brothers.
As a voluntary aided school, there are no fees.
The school was founded by the de la Salle Brothers in 1940, after evacuating Guernsey, and
was taken over by the Irish Christian Brothers in 1946. It still retains as its core ethos the
charism of their founder, Blessed Edmund Ignatius Rice.
We have been awarded a grant of over £22 million to build a brand new ‘Pathfinder’ school.
The new school is now under construction and will be open in October 2012.
In 2005 the College was awarded Mathematics and Computing Specialist College status.
This is assisting the development of teaching and learning and raising attainment not only in
Mathematics and Computing but across the whole school. At the same time we are working
closely with our Primary and Secondary Partners, as well as supporting the learning needs
of the wider local community. The College has an impressive site in extensive parklands. It
is well equipped in most areas and generously resourced. Facilities include a purpose-built
Technology block, three ICT rooms, multimedia language laboratory, Sixth Form common
room, a music suite, and a well-stocked library. The school is rich in extra-curricular
activities with something for everyone. The main games are rugby, cricket, athletics and
cross-country, but there are many others. Boys are actively involved in the liturgical life
of the school; a Chaplaincy Team is developing the Catholic Spirituality through liturgical
celebration. All boys have the opportunity to take part in a retreat each year.
There are 940 boys on the school roll, including about 200 in the Sixth Form. Most proceed
to University, a number to Oxbridge.
We have an annual Speech Day in the Bridgewater Hall, Manchester, where we celebrate
the achievements of our boys. This year our guest speaker was Mr Dermot Connors. In
previous years guest speakers have included former Poet Laureate, Sir Andrew Motion, Don
Maclean MBE, KHS, His Eminence Cardinal Stafford, President of the Pontifical Council
for the Laity, Lord David Alton, Professor Jack Scarisbrick, national Chairman of LIFE and
Judge Thomas Teague.
Examination results place us amongst the highest achieving schools in the country. In
particular ALPS place us in the top 1% of the country for A level results.
Head Master’s Introduction
Our Open Morning on Saturday 9th July 2011 will provide you with an opportunity to
tour the school, meeting boys and staff. If we can be of any further assistance please do not
hesitate to contact College Reception.
Head master

EVANGELISATION OF THE MODERN WORLD
St Ambrose College contributes to the overall mission of the Catholic Church by bringing the Good News
of Jesus Christ to every aspect of its life as an educative community. In doing so it fulfils the specific
mission entrusted to the Congregation of Christian Brothers:
“The Evangelisation of youth through the Apostolate of Christian Education”
AWARENESS OF THE SPIRITUAL
St Ambrose College fosters an awareness that the fulfilment of human existence lies beyond this world. It
points from the visible to the invisible rejecting a vision of the human person which is purely material and
temporal.
BUILDING OF A CHRISTIAN COMMUNITY
As with every community centred on the person of Jesus Christ, the quality of relationships is of particular
importance. The Christian love the community seeks to enshrine is characterised by mutual respect, selfsacrifice
and good humour.
COMPASSION FOR THE WEAK
Particular love and concern is expressed towards the weakest members of the school community. This
compassion is also expressed in practical action on behalf of the poor and marginalised both locally and
internationally.
CONCERN FOR THE WHOLE PERSON
The central purpose of St Ambrose College as a Christian Brothers’ school is the wholesome religious,
moral, intellectual, cultural, physical and social education of its students. Concern for the whole human
person also extends to the adult members of the school community.
Christian Brothers’ Education
STRIVING FOR EXCELLENCE
The Christian Brothers’ school encourages each person to use their talents to the full whether academic,
cultural or physical.
TEACHING AS A CHRISTIAN VOCation
The role of the Christian teacher is highly esteemed and the educative task is seen as more than just a job.
It is recognised as a calling from God expressing His kind purposes for the future of humanity.
EDUCation FOR JUSTICE
Christian Brothers’ education is more than an end in itself. It is a process of transformation with the
expressed aim of making society more just and thus contributing to the building of the Kingdom of God
on earth.

IN THis COLLEGE WE striVE
to make reaL in our LIVes and in THE WorLD
THE VALues of THE GosPEL of Jesus CHrist
WE WILL...
• Provide a well-ordered caring environment where self-discipline is emphasised and
pupils are enabled to take responsibility for their own actions following a reasoned set
of Christian values and principles.
• Demand of the pupils the highest possible standards whilst supporting them with a
system of pastoral care, which promotes respect for all of the community. We therefore
value highly good manners, courtesy and fairness.
• Offer support and guidance for all pupils as they take advantage of the wide
opportunities offered to them within the College, enabling them to make full use of
their talents and so contribute to the good of the whole school.
• Seek to develop the college as a vibrant Christian community where pupils will learn
to integrate their Catholic faith and culture “seeking first the kingdom of God” and
enabling them to be “ambassadors of Christ”.
• We aim to do this together in a spirit of hope and happiness following the example of
Blessed Edmund Rice and under the guidance of the Holy Spirit and the patronage of
Our Lady, Help of all Christians.
Christian Brothers’ Education

We are committed to providing
high quality mathematical leaders
for the future
Mathematics and Computing are successful subjects with a whole College impact. The
increased partnership of these two subjects provides the opportunity to explore teaching
and learning styles and develop common skills and knowledge and has reinforced learning
across the curriculum.
Key skills of numeracy, communication, including the use of ICT, critical thinking, team
work, self assessment and evaluation have been further developed for all students. More
opportunities to study the specialist subjects, and take part in extra curricular activities, in
addition to a greater impact of Maths and ICT on all subjects, are helping our students to
develop their knowledge and understanding to a very high level.
Boys are challenged to develop new interests and push forward the boundaries of their
personal achievement. Mathematics is of central importance to modern society. It provides
the language and analytical tools underpinning much of our scientific and industrial
research and development.
Mathematical concepts, models and techniques are also key to many vital areas of the
knowledge economy, including finance and ICT industries. Mathematics is crucially
important, too, for the employment opportunities and achievements of individual citizens.
Mathematics & Computing Status

Spiritual Life
ACTIVITIES UNDERLINE
THE CatHOLIC SPIRIT
OF THE COLLEGE
• All boys have the opportunity to spend time for
reflection away from the College.
• All First Year boys enjoy a retreat at St Cassians,
Kintbury during their first few weeks.
• Retreats for older students to Myddleton Grange
in West Yorkshire, are not only much enjoyed by
all who go, but produce fruit in terms of regular
assistance at Cornerstone, the Christian Brothers’
project in Longsight to help disadvantaged and
vulnerable homeless people.
• In addition in recent years the College has
formed strong links with Revive, a refuge for
asylum seekers which is based in Salford.
Sierra Leone We provide material and prayerful
support to the Christian Brothers in Sierra Leone to
help with the re-equipping of their schools. We are
twinned with New Street Centre in Sierra Leone.
• The Upper Room is a place of sanctity and of
quiet, for developing our faith in God, where the
prayer group meet weekly to discuss issues of
faith and to put that faith into practice and action
in terms of the Holy Mass and Catholic Social
Teaching.
• Holy Mass is regularly celebrated in Holy Angels,
the local parish church.
Last year the whole school took part in a sponsored
walk and raised £10,000 in aid of our twin school. This
year we hope to repeat our success.

Churches Together
The College recently hosted the Greater Manchester Churches Together Group, working to promote greater
understanding and cooperation between the different faiths.
Liturgy
Thanks to the services of local priests from the Deanery, boys are able to attend Mass in school and have had
the opportunity to attend a reconciliation service during Lent.
The College Prayer Group
This is a thriving school society which meets weekly to allow boys to develop their spirituality.
Lenten Appeal
At Lenten time especially, but also throughout the year, we have raised money for charities, including: the
Christian Brothers in Sierra Leone, CAFOD, Life, SPUC, the Catholic Children’s Society, Jospice, Chernobyl
Children’s Society. St. Joseph’s Family Centre, Royal British Legion Poppy Appeal, Cornerstone, Society of
African Missions, NSPCC, Francis House and Traidcraft.
Lourdes Pilgrimage
The Lourdes Pilgrimage from St Ambrose joins with the Diocese to help with the handicapped and sick, again
giving a profoundly deep and lasting experience to those who take part; a privilege for all those involved. This
is an event organised each year by our Old Boys who are joined by members of the Sixth Form.
Christian Brother Links
St Ambrose College has strong links with other Christian Brothers’ schools around the world. Students have
recently shared a video-conference lesson with Fourth Year students from a Boston school.
Every October our Sixth Form students visit Sierra Leone to help teach the youth of Western Africa.

EnriCHing the individual within the context
of a GLobal Christian community
Whilst boys are placed in Curriculum Groups (F, G, J, M, R) for their lessons, they are
attached to a House during House Time. They are therefore with a different group of boys
for half an hour a day and they have the opportunity to extend their friendship group to
boys from other Year groups. All boys have a House Tutor who is the first point of contact
with the school. The boys stay in the same House throughout their time at the College
so that their House Leader remains constant. Boys can earn House Points for academic
excellence and any activity which can be defined as service.
The Four Houses
“And I say to thee. thou art Peter, and upon this rock I will build my Church.”
Matthew 16:18
The House System
The House system encourages:
‘A positive competitive ethos based upon engagement and action which extends and
enriches the individual within the context of a global Christian community.’

WE VALue eaCH PUPIL
for THE taLents and Gifts THey eaCH HAVE
In terms of academic results, we expect each boy to perform to the best of his ability.
Our dedicated teaching staff offer every possible support and advice to achieve this aim.
We expect the boys to take advantage of the many opportunities offered and to involve
themselves in activities outside the classroom whether this be on the sporting field, in terms
of music, drama, or any of the many other extra-curricular activities on offer.
All pupils will take a minimum of nine GCSE examinations at the end of Fifth Year.
Where possible, in Mathematics and the Sciences, the boys are taught in sets. This allows
the work to be covered at a pace appropriate to the ability of each boy. If a pupil is deemed
to be finding difficulties within a particular subject, steps will be taken to give the extra help
that is needed.
The Learning Support Manager will work individually with pupils experiencing particular
problems to help them to overcome their difficulties. Whilst we believe all boys are “Gifted
and Talented”, we do offer support, advice and more challenging work to the “High
Achievers and More Able” pupils within the school.
In order to encourage the best performance from each pupil we provide homework diaries
that are monitored by both parents and the House Group Tutor.
A regular appraisal system operates throughout the school so that parents receive regular
reports on the performance of their sons.
Each House has a House Leader who will monitor the development of the boys together
with the House Group Tutor. This provides the boys with support and encouragement in
both their academic and non-academic pursuits.
The House Group Tutor is the person who has the most day-to-day contact with the pupils
and will be aware of their circumstances. Should there be any problems then it is the House
Group Tutor who should be informed.
Normally, most matters are dealt with at this level. Should it be necessary then the House
Leader will be directly involved, particularly if there is a need to inform the parents.
We would expect other boys within the House Group to be alert to the needs of others and
should tell the House Group Tutor if there is a problem.
Academic Support & Pastoral Care

AN ACADEMIC Grammar SCHooL
WitH Very HIGH standards of eduCATION
FOR ALL of its PUPILS
For those boys who struggle with some of the educational demands made on them, we
seek to help them through a programme of support tailored to their specific needs. This is
the shared responsibility of the boys’ Subject, House Group Tutor and House Leader. Our
Learning Support Manager, who also looks after special needs, is Mrs S Whittle.
ParentaL INVOLVEMENT
Special Needs
The College will seek to keep the parents of the pupil fully informed of all measures taken
and progress made.
In keeping with the teaching of the Catholic Church, the College seeks to act “in loco
parentis” while in school, but never usurping the primary right and duty of parents to
educate their own children as they see fit.
WHAT ARE SPECIAL EDUCationaL NEEDS?
A child has special educational needs if he has a learning difficulty which calls for special
educational provision to be made for him.
A child has learning difficulty if he has significantly greater difficulty in learning than the
majority of children of the same age.
If he has a disability which either prevents or hinders the child from making use of
educational facilities of a kind provided for children of the same age in schools within the
area of the local authority.
A child must not be regarded as having a learning difficulty solely because the language or
form of language of the home is different from the language in which he is being taught or
will be taught.
Special educational needs may be evident in the child’s behavioural, physical, speech and
language, sensory or learning difficulties.
The responsibility for formal assessment of a child, who, it is thought, may have special
educational needs, is that of the local education authority - in this case, Trafford.

The system of rewards and punishments at St. Ambrose relates to the overall objectives of the school
and its Mission Statement: to provide a well ordered, caring environment where high standards and good
manners are expected, and will be supported by the Christian values and principles which underline our
Catholic Education Approach.
Boys will be rewarded in a variety of ways: Merit awards will be used in First to Third Year; badges and/
or ties will be awarded for sporting, musical or dramatic activities. A private word of encouragement
and congratulation from a teacher is often given and welcomed by the pupils. There are many and
various ways in which praise can be given and this will be done with due respect to the age of the pupils
concerned.
In the event of a boy failing to live up to the standards we expect, the College reserves the right to punish
a pupil in order to restore good order within the school and check poor behaviour.
A variety of steps may be taken to admonish poor behaviour: a word from a teacher; a task to do -
written work or some other job appropriate to the offence; a boy may be detained for part of his break
time, or, for more serious offences may be detained after school. In the event of a detention after school,
24 hours notice will be given via the pupil on a signed detention notification. Parents are asked to sign
the notification and return it to the relevant teacher via their son.
For very serious offences a temporary or permanent exclusion from school may be necessary.
The College will always endeavour to be fair in the use of punishments and expects the support of
parents in providing a suitable environment for all pupils in the school.
Summary
We expect all pupils at the College to have genuine respect for themselves, for others and for the good
of the whole College community. In this regard our approach upholds a Christocentric approach
encapsulating the Gospel message of love of God and love of neighbour.
Behaviour & Discipline
School Uniform
The College uniform for pupils is the following:
Black shoes – not boots, sports trainers, velcro fasteners or suede shoes
Dark coloured socks – grey/black/navy blue
Black or charcoal grey school trousers
A white or grey shirt
A St Ambrose tie and pullover (First to Fifth Year)
Sixth Form may wear a black V-necked pullover and a distinct Sixth Form tie
A St Ambrose blazer
Outdoor coats should be dark in colour without any large (designer) logos on them
All items of uniform can be purchased from the Monkhouse Schoolwear, Cheadle
Hulme or online at www.monkhouse.com

Admission is through THE COLLEGE’S ENTRANCE EXAMINATION,
WHICH WILL CONSIST OF A STANDARDISED VERBAL REASONING TEST;
AN ENGLISH EXAM; A MATHEMATICS EXAM.
If the number of applicants achieving the required standard for entry exceeds the number of available places,
then the following over-subscription criteria will apply in the following order to decide which pupils to admit.
OVER-SUBSCRIPTION CRITERIA
1. Baptised Roman Catholic boys who are designated ‘looked after children’;
2. Baptised Roman Catholic boys who have a brother attending the school;
Admissions Policy
3. Baptised Roman Catholic boys resident in the St Ambrose Deanery of the Shrewsbury
Diocese or the Our Lady’s Deanery of the Salford Diocese;
4. Other Baptised Roman Catholic boys;
5. Other Boys who are designated ‘looked after children’;
6. Baptised Christian boys who have a brother attending the school;
7. Other Baptised Christian boys whose application is supported by a letter from a minister
of Christian religion;
8. Other boys whose application is supported by a minister of religion;
9. Other boys.
In the event of over-subscription within any one of the categories for First Year, priority will
be given to those boys who achieved the highest marks in the entrance examination.
In the event of over-subscription within any one of the categories for Lower Sixth, priority
will be given to those boys who live closest to the school measured according to the system
used by Trafford Borough Council.

The nominated deaneries are the St Ambrose Deanery of the Shrewsbury Diocese and the Our Lady’s Deanery
of the Salford Diocese. The parishes making up those deaneries are:
ST AMBROSE DEANERY
St Vincent’s, Altrincham
All Saints & St Margaret Ward, Ashton On Mersey
Holy Angels, Hale Barns
Our Lady Of Lourdes, Partington
St Joseph’s, Sale
Holy Family, Sale Moor
St Hugh And St John, Timperley
OUR LADY’S DEANERY
English Martyrs, Whalley Range
English Martyrs, Urmston
Our Lady And St John, Chorlton
Our Lady Of Perpetual Succour, Moss Side
Our Lady Of The Rosary, Davyhulme
St Alphonsus, Old Trafford
St Ann, Stretford
St Antony Of Padua, Trafford Park
St Hugh Of Lincoln, Stretford
St Monica, Flixton
St Teresa, Firswood
St Wilfrid’s, Hulme
The definition of a Roman Catholic boy is a boy who has received the Roman Catholic sacraments of Baptism,
Confession (Reconciliation) and Holy Communion. All applicants claiming to be Roman Catholics will be
required to produce documentary evidence of reception of Baptism when they complete the registration form
to sit the entrance examination.

SUBJECts
English & Drama
ENGLisH and drama offer
A ranGE of VIBrant OPPortunities
Beyond an ALready stimuLatinG
and diVerse CurriCULum
In teaching English and Drama, we aim to inspire our
boys by providing the opportunities to challenge them
both intellectually and creatively in their exploration
of language, literature and performance through an
innovative and contemporary learning experience.
Not only can the boys enter a range of creative writing
competitions, they have also participated in The Times’
Spelling Bee. Reading for pleasure is enhanced further
through thirty minutes of House Period each week being
dedicated to reading. Our Debating Society has been
very popular this year and a range of challenging topics
have been discussed, demonstrating a very high level of
perception and understanding. This has also exhibited
the positive, competitive ethos of the four Houses as the
boys compete with each other in the hope that they will
eventually triumph.
Drama is taught as a discrete subject in Years 1-5. The
Drama Society meets weekly and the annual whole
school productions have gone from strength to strength.
After the success in 2008 and 2009 of Lord of the Flies
and Henry V, the cross curricular musicals of Joseph in
2010 and Bugsy Malone in 2011 were extremely well
received. Bugsy Malone had an expansive cast which
included a number of girls from Loreto.
This year’s theatre trips have included A View from the
Bridge, Women in Black and Blood Brothers. Previous
theatre trips have included The Faith Healer, Noughts &
Crosses, Waiting for Godot and The Revenger’s Tragedy.

SUBJECts
SCienCE is not onLY EXCitinG
But reLEVant to EVeryday Life
In the early years of science at the College we
aim to deliver science that is not only exciting but
relevant to everyday life. As we cover the Key Stage 3
curriculum over just two years all boys are challenged
not only to understand the essential building blocks
of scientific knowledge but to see how scientists face
and overcome our modern day problems. In a series
of practical based lessons boys learn how to plan,
carry out and analyse a range of increasingly more
demanding investigations.
Science
Science at the College is not just confined to the
laboratory. Over the years our boys have participated
in a range of extra curricular activities from biology
field trips to national science competitions such as
the Royal Society of Chemistry’s Chem Quiz and the
Salter’s Festival of Chemistry.
Visits from post graduate researchers at Manchester
University, weekly science clubs and the Institute of
Physics “Lab in a Lorry” have also helped enhanced
students’ scientific experience at the college.

suBJECts
WE REGULARLY ENTER BOYS
IN THE UKMT MATHEMATICS
CHALLENGE COMPETITIONS
AND REGULARLY GAIN BRONZE,
SILVER AND GOLD AWARDS.
Mathematics is central to our understanding of the world in which we live; it underpins science, technology, medicine,
economics and government. The mathematics classroom will provide students with the opportunity to see beyond
the horizons set by the problems at hand. Learners will engage in a wide variety of tasks and activities to ensure that
all students have every opportunity to fulfil their mathematical potential. We aim to provide every student with the
space and time to access all areas of their Mathematical development whilst providing the support to ensure a deep
understanding of every area of the Scheme of Work.
Mathematics
Mathematics is a linear subject, in other words everything that you learn is an important building block for the next
piece of work. We therefore ensure that over the course of Key Stage Three all students build on their understanding
gained at Primary School, whilst also filling in any areas of uncertainty. Mathematics clinics, run by sixth form
students, are provided each week in lunchtimes where students who have any difficulties in any area can come to ensure
that they become clearer in their understanding.
Teams from about thirty associated Primary Schools in Trafford gather every summer at the College for the final of the
Year Six Mathematics Challenge; taking part in a variety of activities based around the use of Mathematics and ICT.
Third Year students act as mentors during the day and support the Year six students in every way.
It is the heart of every Mathematics teacher to see every student in their care discovers a passion for the subject, a desire
to succeed and is given the opportunity to fulfil their mathematical potential.

SUBJECts
Extra Curricular
ICT students have a wide range of opportunities to explore many exciting
areas of ICT both inside and outside their curriculum time. The ICT rooms
are regularly open during lunchtime and after school; not only offering
support for students in their school work but also giving boys exciting
chances to experience Robotics and other ICT related extra-curricular
activities. In past years we have entered in the First Lego League. In 2005
the team won the UK National Finals and represented their country at the
World Festival in Atlanta in 2006. The Robotics team has won every regional
competition at Sheffield University since 2004.
I CT

SUBJECts
A RICH & DIVErse
Religious education
curriculum
Religious Education
The Religious Education programme is one that develops
the moral, spiritual, cultural, social and academic aptitude
of our students. From First Year all the way through
to Sixth Form, Religious Education is compulsory for
all students. The subject allows them to engage with
the religious and moral issues of the day and, at the
same time, develop and understand the importance of
witnessing to their faith within the school community and
in the wider local and global communities.
The Religious Education curriculum is rich and diverse.
At Key Stage 3, boys reflect on their journey of faith,
investigate and connect with other world faiths and fully
immerse themselves in catechesis and in evangelization.
Trips and outings are arranged to places of worship of
other faiths, a range of guest speakers visit and meet with
the boys to share stories of faith and all boys will have the
opportunity to experience a retreat at one of a number of
retreat centres the College uses.
At Key Stage 4, all boys follow a GCSE in Religious
Education which focuses on social, moral, ecclesial and
spiritual dimensions within the Roman Catholic tradition.
Dialogue and debate in these lessons is encouraged, with
boys expected to develop a fuller understanding of the
place that faith has in the world and the extent to which,
when practised appropriately, it can add considerably to
social and community cohesion.
At Key Stage 5, Religious Studies is a popular A level
choice. The A level focuses on the Philosophy of Religion
and Religious Ethics and challenges students to develop
a deeper, philosophic understanding of the world and,
at the same time, a full understanding of the very deep,
rational underpinnings of the theology of the Faith.
The course covers a profoundly challenging philosophic
and ethical narrative and, in the light of current debates
surrounding God and the place of Religion in society,
allows boys to form and fashion balanced and reasoned
answers to some of the very big questions regarding the
world and existence.
Throughout Sixth Form, there is a rich and diverse
General Religious Education programme of study
which focuses on issues of poverty and human rights.
Students have the opportunity to reflect on such
issues locally and globally. To this end, boys have the
opportunities to visit and work at some of the charities
the College supports, including the asylum seekers
centre Revive, in Salford, and the homeless shelter
Cornerstones, in Moss Side. In addition, every October
half term, boys have the opportunity to travel to work at
St Ambrose Academy, our sister school in Sierra Leone,
to participate in an Immersion Experience. This offers
boys an opportunity to reflect on the international work
of the Christian Brothers and to experience and witness
the Gospel in action, in what the UN refers to as “the
4th poorest country in the world”.
In summary, Religious Education offers boys a range of
educational opportunities. It is among the best performing
academic subjects in the school and the content of the
courses adds considerable moral, spiritual and personal
benefit to the boys’ overall school experience.

SUBJECts
Design & Technology
a thriving department that
prepares students to take
part in the development
of tomorrow’s rapidly
changing world.
The subject encourages young people to become
autonomous and creative problem-solvers, both as
individuals and as part of a team. It enables them to
identify needs and opportunities, to respond by developing
ideas, and eventually making products and systems.
Through the study of Design and Technology, they
combine practical skills with an understanding of aesthetic,
social and environmental issues, as well as of functions
and industrial practices. This allows them to reflect on
and evaluate present and past design and technology, its
uses and its impacts, helping all to become discriminating
informed consumers and potential innovators.

suBJECts
boys express their talents
and pursue their interests
both in and outside of lessons
Art and Music make an essential
contribution to a child’s
intellectual and emotional
development, affording each
pupil the opportunity to explore
their environment imaginatively,
aesthetically, creatively and
practically. Boys are encouraged
to express ideas, feelings and
meanings and make sense of these
in a personal way, producing their
own creative work.
At Key Stage 3 boys receive a grounding in art and the design process, experiencing a range of materials
and techniques. Boys are also introduced to the elements of music and communicate their feeling through
composition and performance.
Creative Arts
Boys make connections with their own experiences and the experiences of others, as represented in works of art,
design and music. They investigate the meaning and values of creative art from the past, and from contemporary
societies and use their findings to inform their own work.
EXHIBITIONS Boys create wonderful
works of art which are displayed around
the school and in the annual exhibitions.
SOCieties and summer SCHooL
Boys develop a wide range of creative
interests by taking part in activities in the
Design & Technology Summer School.

suBJECts
WE awaken and develop boys’
passion for music
Instrumental tuition is available on a ‘one-to-one’ basis from a team of specialist teachers. There is wide
variety and includes all ability levels, including beginners. Instrumentalists are expected to join extra
curricular ensembles such as the “School of Rock” the Folk Group, Choir and Concert Band.
Choral work exists in liturgical and secular settings. There is an open enrolment policy and all vocal ranges
and abilities are accommodated.
Boys have one hour of Choral tuition every two weeks. Our boys then sing at Mass and perform in and
outside of school.
Performance is one important aspect. Each year contains numerous events for the music department to
showcase its talents. The Church’s calendar provides a great focus for celebrations. The choir has a busy
time from the start of each new year rehearsing for the Feast of Saint Ambrose, Advent and Christmas.
In addition to our “own” celebrations in college and at Holy Angels, the choir has been a part of local
community events such as the Hale Village Yuletide Festival, Saint Mary’s Manchester (the Hidden Gem)
Dinnertime Concerts, local SVP Society Christmas luncheon and entertainment at a neighbourhood
residential care home for the elderly.
In the run up to February half term boys can perform in the school musical. This year’s production of
Joseph was a great success and thoroughly rewarding for all involved.
Only the stage of the Bridgewater Hall is large enough to contain all musicians in one sitting - where a
musical programme preludes the College’s annual Speech Night before Easter.
Music
Dedication should be rewarded. The music department arranges many trips and visits for its musicians. This
year there was a very successful trip to the West End to see the Lion King. Following two highly successful
international tours to Italy and Spain, we are researching other overseas possibilities for the future. More
locally, we run an annual visit to York Minster to coincide with the city’s “Yuletide York” festivities. Next
year, the boys are participating in singing with the Hallé day Orchestra and trips to the Palace Theatre.

SUBJECts
Giving boys an understanding
of contemporary world affairs
and the heritage of britain
All students study the Romans, the Middle Ages, the Tudor period,
Industrialisation and aspects of change in the twentieth century due to the
impact of war.
Students are encouraged to complete their own research on the Romans, on
the developments of military technology during the First and Second World
Wars and the importance of an individual from the North West, of their
choice, and to present their conclusions in a project.
At GCSE students study a wide range of topics from the twentieth century,
including the war in Vietnam, Civil Rights in America, the Russian
Revolution, the Irish Situation in the sixties and seventies, the causes of World
War One and Two, America in the twenties and thirties, the Weimar Republic
and Hitler’s Germany.
Students from all age groups enjoy a weekly History Society, run by the Sixth
Form. Recent topics covered have included the Korean War, the assassination
of John F Kennedy and Manchester United in the thirties.
The department also organises a range of visits to sights of historical interest
and have recently visited New York and Washington.
History

suBJECts
interactive lessons using minibooks
linked to COLLEGE network
Boys are given a general introduction to Physical, Human and Environmental aspects of the subject. All of the topics
in the first three years are interactive lessons using the minibooks linked to the school network.
In the First Year we look at the UK and Europe, map reading, settlement, coastal landforms formed by erosion and
weathering and erosion.
In the Second Year we study Africa, weather and climate, coastal landforms formed by deposition and tourism.
In the Third Year the students are preparing for their GCSE course and this will involve undertaking a piece of
coursework on rivers and the study of energy resources, pollution and Global Warming. In the summer term the boys
start the first module of Paper 1 and look at Earthquakes and Volcanoes.
In the Fourth Year the boys complete the modules on the Living World and Coastal landforms. The students are
entered for Paper 1 of the GCSE in the summer term of year four. This paper is worth 37.5% of the GCSE. They will
also complete a piece of coursework that is work 25% of the final GCSE.
In the Fifth Year we complete three modules for Paper 2, Population, the Development Gap and Tourism. This paper
is also worth 25% of the GCSE.
Fieldtrips
In the Third Year the students do a study of the River Dane and collect data on the width, depth and gradient of the
channel as well as the velocity of the stream. This information is then written up as a project.
In the Fourth Year the students carry out a study of tourism in the ‘Honey pot’ site of Castleton. This forms the basis
of their GCSE coursework.
In the Sixth Form the students visit Snowdonia to study fluvial processes and then follow this up by studying coastal
processes and a sand dune ecosystem on Newborough Warren, Anglesey. In the summer term they visit the Eastlands
Sportscity Stadium complex in the north of Manchester to study urban regeneration and fieldwork techniques.
Geography

suBJECts
Visits to France and sPain
take PLace eaCH year
In June of their first year with us, all
First Year boys spend three nights/
five days in Normandy, enabling them
to try out their French, to experience
a little of the French way of life and
to have fun whilst getting to know
each other better.
In Fourth Year, students of French
normally spend a week with families
in Le Mans, having language classes
in a French secondary school and
visiting places of interest such as the
Futuroscope theme park and the Le
Mans 24 hour Race track, ending the
week with a day trip in Paris.
Fifth Year boys and Sixth Formers
normally spend a week in Normandy,
learning about the region and
the language while they are
accommodated with French families.
They also fit in some work experience
and a day in Paris.
Languages
Boys in Fourth Year and above have
the opportunity to take part in the
trip to Málaga, in the South of Spain.
Boys attend classes in the morning,
and do a range of cultural activities
in the afternoon and in the evening.
Boys have plenty of opportunities
to practise their Spanish, as they
stay with Spanish hosts, and they
are responsible for organising their
evening meals. Sixth Formers are
offered a week of Work Experience in
a range of Spanish companies.

suBJECts
Sport PLays an integral part
in the development of the boys
Over the years the College sports teams have toured widely, visiting Barbados, Vancouver, South Africa,
Italy, Holland and Australia and South America. This summer the boys will be touring New Zealand, Fiji,
Australia, Hong Kong and America.
Rugby
Our rugby teams have enjoyed notable success in National and County Competitions and our boys are
selected regularly for County and Regional rugby teams, looking to follow in the footsteps of former pupil
Michael Worsley who made it into the England team. Two recent first XV captains, like Michael, have
been selected to play for the England Schoolboys team. Mark Atkinson has recently signed for Wasps as a
replacement for Danny Cipriani. Matthew Simpson, Fergus and Charlie Mulchrone all represented the Senior
Cheshire side who recently won the County Championship Final at Twickenham with Fergus chosen to tour
Canada with the English amateur side. Thomas and Robert Holloway were recently chosen for the Maltese
national team for the Rugby World Cup following Simon Verbickas and Dylan OGrady who represented
Lithuania and Ireland in the same competition.
Cricket
Each summer the rugby pitches are converted to cricket grounds and play host to a number of local teams.
The final fixture of the year is the annual match between the first XI and M.C.C. Several boys have been
selected for Cheshire Schools’ sides with one recent first XI player selected for North of England.
Soccer
Sport & PE
Our Sixth Formers enjoy a full fixture programme and great success against local schools, but recent
highlights were the two matches played against a touring team from Japan: Urawa H.S and Trinity College
Argentina. Recent 1st team players Alex McQuade and Ben Hampson are currently playing for the Bolton
Academy side, with several junior players linked to academies in the area.
For younger boys the annual six-a-side soccer competition is a popular feature of the Parents’ Association’s
Summer Fair and, whilst the College has established a national reputation for the excellence of its rugby,
many of our boys combine representing the College at rugby and other sports with representing their local
team at soccer.

suBJECts
The current first XI
are Trafford Schools Finalists
Cross Country and AtHLetics
Cross Country and Athletics continue to be areas of achievement for
the College, with boys being selected to represent Trafford in Cross
Country in the Greater Manchester Schools’ Championships. Our
teams have enjoyed great success over the years in local and national
competitions, including the National Catholic Schools’ Championships
which has led to boys being selected to represent GB Catholic Schools
in European competitions.
Our athletics teams regularly win the Trafford Schools’ Championship
with a number of boys selected to represent Trafford in the Greater
Manchester Schools’ Competition.
Other sPorts
Sport & PE
Swimming, Tennis and Basketball teams all compete strongly
throughout the seasons, with many notable individual and team
performances. The current U-13 Basketball team is Trafford Schools
Champions.
A new swimming pool and state of the art sports facilities are planned
for the new school which will regenerate interest in the sport with boys
being able to gain National qualifications.

Lord, teaCH me to seek tHee
And reveal tHyself to me
When I seek tHee
For I cannot seek tHee
Prayer of St Ambrose
Unless tHou teaCH me,
Not find tHee eXCept
tHou reveal tHyself
Let me seek tHee in longing,
Let me long for tHee in seeking;
Let me find tHee in love,
And love tHee in finding.

All correspondence should be addressed to:
Headmaster:
Mr M D Thompson MA, FRSA
St Ambrose College
Wicker Lane
Hale Barns
Altrincham
Cheshire
WA15 0HE
e-mail:
Website:
stambrosecollege@btconnect.com
www.st-ambrosecollege.org.uk
Telephone: 0161 980 2711
Fax: 0161 980 2323
Correspondence to the Governors should be addressed to the Chair of Governors,
Mr R M Haig, c/o St Ambrose College, as above.
Contact Details

Attendance & Absence
2009-2010
Authorised Absence 8.89%
Unauthorised Absence 0.64%
NC Year Breakdown 2010 - 2011
NC Year
total
7 148
8 162
9 129
10 156
11 148
12 124
13 97
total 965
Destination of Sixth Form Leavers
2009 2010
University 79 89
Statistics
Gap Year 10 13
Further Study 0 0
Employment 3 2
Uncertain 0 0
TOTAL 92 104

Teacher Assessment
Percentage at each level
Level 3 4 5 6 7 8
Mfl 1 23 36 38 3 0
d&t 0 0 0 73 27 0
geography 0 0 8 38 39 16
history 0 0 4 25 45 25
Results for 2010: Key Stage 3
ict 0 0 7 28 47 18
art & design 0 4 25 36 25 10
music 0 2 14 67 10 7
Physical education 0 1 11 73 15 0
REligious education 0 0 0 18 68 15

a* A B C D E F G U Total %A*/A %A*-B %A*-C
art 6 8 2 0 0 0 0 0 0 16 87.5 100 100
biology 12 22 14 0 0 0 0 0 0 48 70.8 100 100
chemistry 17 15 12 4 0 0 0 0 0 48 66.7 91.7 100
physics 11 21 14 2 0 0 0 0 0 48 66.7 95.8 100
science 5 33 47 16 2 1 0 0 0 104 36.5 81.7 97.1
science additional 9 15 38 24 10 7 1 0 0 104 23.1 59.6 82.7
latin 1 1 6 3 4 3 2 2 2 25 8.0 32.0 44.0
geography 6 18 9 4 1 0 0 0 0 38 63.2 86.8 97.4
history 13 44 22 5 3 3 1 0 0 91 62.6 86.8 92.3
music 1 5 2 0 1 0 0 0 0 9 66.7 88.9 88.9
maths 19 50 52 28 3 0 0 0 0 152 45.4 79.6 98.0
ict 32 38 31 6 2 0 0 0 0 109 64.2 92.7 98.0
Graphic products 7 16 5 0 0 0 0 0 0 28 82.1 100 100
drama 5 3 3 0 0 0 0 0 0 11 72.7 100 100
sport & pe 3 9 14 1 5 0 0 0 0 32 37.5 81.3 84.4
french 5 12 6 6 0 0 0 0 0 29 58.6 79.3 100
spanish 1 7 8 10 10 2 1 0 0 39 20.5 41.0 66.7
english 16 68 54 11 3 0 0 0 0 152 55.3 90.8 98.0
english literature 45 51 31 21 3 1 0 0 0 152 63.2 83.6 97.4
re 31 71 36 9 5 0 0 0 0 152 67.1 90.8 96.7
Results for 2010: GCSE
a* A B C D E F G u
oVerall 245 507 406 150 52 17 5 2 2 1387
% 17.7 36.6 29.3 10.8 3.7 1.2 0.4 0.1 0.1
Cumulative 17.7 54.2 83.5 94.3 98.1 99.3 99.6 99.8 99.9
aVG Pts 6.43
48.56
%5 A* / C 95.4
%5 A* - B 87.5
%5 A* - A 48.0

a* A B C D E Total Total A/B %A/B
Art & Design (fine art) 2 0 0 0 0 0 2 2 100
Art & design (photo) 0 2 0 0 0 0 2 2 100
Biology 2 8 10 6 4 4 34 20 59
Business Studies 0 4 17 6 1 0 28 21 75
Chemistry 3 8 6 1 1 0 19 17 89
chinese 0 1 0 0 0 0 1 1 100
Computing 0 3 1 5 1 0 10 4 40
Design & Technology 0 0 3 1 0 0 4 3 75
Economics 0 4 10 2 3 1 20 14 70
English LANG & Lit 0 7 8 8 5 0 28 15 54
french 1 2 5 0 0 0 8 8 100
geography 0 1 0 0 0 0 1 1 100
Government & Politics 1 10 1 4 0 0 16 12 75
history 0 12 9 6 1 1 29 21 72
ict 0 1 2 3 2 0 8 3 38
Mathematics 4 14 3 1 4 0 26 21 81
Further Mathematics 1 2 4 0 0 0 7 7 100
Results for 2010: A Level
Physics 5 6 4 2 1 1 20 15 75
Religious Studies 1 3 6 5 1 1 17 10 59
spanish 1 0 1 3 0 1 6 2 33
Sport & PE 0 1 1 5 0 0 7 2 29
Total 21 89 91 58 24 9 293 201 68.6
%age 7.2 30.4 31.1 19.8 8.2 3.1
Cumulative %age 7.2 37.5 68.6 88.4 96.6 99.7