PROSPECTUS 2012-2013 - Westminster Academy

PROSPECTUS 2012-2013

Welcome from the principal, 

chair of governors and sponsor 

PRINCIPAL 

Smita Bora 

BSc Hons, PGCE, MBA, FRSA 

CHAIR OF GOVERNORS 

Jeremy Witts 

Westminster Academy Trust 

SPONSOR 

David Dangoor 

The Exilarch’s Foundation 

2WESTMINSTER ACADEMY | PROSPECTUS 2012-2013 

Welcome to the Westminster Academy 

prospectus, which is intended for all Year 

6 students who are considering joining 

the Academy in September 2012, as well 

as their parents and the local community. 

We hope you will enjoy finding out 

more about our school and our highly 

successful, innovative approaches to 

education in our stunning new building. 

After two years of outstanding leadership 

by Alison Banks in setting up Westminster 

Academy as a flagship institution, I am 

confident that our sixth year as a new 

school will continue to demonstrate how 

students, parents, staff and the community 

working together can raise aspirations, 

achievement, attainment and well-being. 

Our vision for the future, purposeful 

ethos and rising standards continue to 

make us even more popular as a new 

academy, reflected by the increase 

in the number of parents and students 

nominating us as their first choice school. 

Our prestigious Advisory Board and our 

links with the world of business and higher 

education continue to offer our students 

unique opportunities to further lifelong 

ambitions. In January 2008, we achieved 

International Baccalaureate World School 

status and in September 2009 we 

achieved the International School Award. 

Further details of our success in being 

named one of the most improved 

Academies in the country can be found at 

www.westminsteracademy.biz 

Please note there is a special open 

evening for Year 6 students and parents 

on Wednesday 5th October 2011 

from 4 p.m. until 6 p.m. I look forward 

to welcoming you to the Academy at 

this event. 

Our aim is to make Westminster Academy 

much more than an excellent school in 

a wonderful new building. It has always 

been our intention to create an Academy 

that is a learning resource for everyone in 

the community - meeting the needs of local 

residents and business, as well as students 

and parents. 

To fulfil this aim, we have already opened 

Academy Sport and this year we will be 

extending, through Academy Community, 

the opportunities offered to all community 

groups to use the main Academy building. 

We are very proud of the Academy and 

our new building and are excited by 

its potential for the future. We hope, if 

you live in Westminster and in particular 

in Westbourne, that you will share this 

pride and feel that the Academy and its 

buildings are for you. 

We are proud to be associated with 

Westminster Academy which continues 

to make significant progress in providing 

inspiration and innovative education to 

the young of the local community coming 

Education comes from within; 

you get it by struggle and 

effort and thought. 

Napoleon Hill 

from so many fascinating and diverse 

backgrounds. There is still much hard work 

to be done to build on the successes of 

the first four years. 

As sponsors we are committed to 

supporting the Chair of Governors, 

Principal and staff in delivering 

engagement and excellence to give every 

student the best possible foundation for 

their future.

We must make the world honest 

before we can honestly say to 

our children that honesty is the 

best policy. 

George Bernard Shaw 

WESTMINSTER ACADEMY | PROSPECTUS 2012-2013 

3

WESTMINSTER ACADEMY 

at the Naim Dangoor Centre 

The Academy is now in its sixth year and moved into 

our Harrow Road site in September 2007. The buildings 

were designed by award-winning architects Allford Hall 

Monaghan Morris (AHMM). Initially, in summer 2007, 

some 750 students moved there and our sixth form (Year 

12) opened. In September 2008 the Academy expanded 

with its first Year 13. 

The site on Harrow Road, between Alfred Street and 

Torquay Street, is extensive for a city school and includes: 

state of the art facilities; eight sports pitches; and a 

magnificent community sports centre with dance studio. 

The sports facility, Academy Sport, is open to the public 

after 5pm as well as for the use of Academy students 

during school hours. 

The main building has a ground floor comprising a 

large lecture theatre, drama studio, library and atrium 

with breakout spaces and a global café. The first and 

second floors each have classrooms and practical rooms, 

laboratories, workshops and studios, while on the top floor 

you will find the performing arts area, the sky dining area 

and the staffroom. 

The Academy has already won several major awards, 

including the British Council for School Environments award 

for the Most Inspiring Secondary School Design, The Civic 

Trust Award 2009, the RIBA Sorrell Foundation Schools 

Award 2008, and the RIBA London Building of the Year 

2008. It was shortlisted for the RIBA Stirling Prize in 2008 

and also won the Specialist Schools & Academies Trust 

Future Vision Award in 2007. 

What is written 

without effort is 

in general read 

without pleasure 

Samuel Johnson 


The buildings represent an impressive investment in the 

future of our young people and create an excellent 

learning environment, allowing students to benefit from 

the latest technology and well-designed furnishings in 

comfortable, safe surroundings. All our facilities are also 

available to local groups and businesses, as we intend 

the building to become a hub of community activity and 

contribute to the regeneration of the Westbourne area 

of Westminster. 

Westminster Academy believes that a healthy school 

is one that interacts with the community. Westminster 

Academy works with representatives from housing, social 

and youth services, the health service, the police and 

voluntary organisations together in a joined-up strategic 

approach to improving people’s lives in Westbourne. 

The Westbourne Forum, which includes student 

representatives, has been key to the co-ordination of all 

these improvements, through the community plan.

We taught them the theory of 

flight. They said: We are afraid 

to fly. Come to the edge, we 

said. They came. We pushed 

them and they flew. 

Guillaume Apollinaire 


5

What is 

an Academy? 


Academies are all-ability schools, established by sponsors 

from business and the community, working in highly 

innovative partnerships with central government and local 

partners. Sponsors and the Department for Education 

provide the capital costs of the Academy. Running costs 

are met in full by the Department for Education. 

Our sponsors, the Dangoor family, are people with a 

strong commitment to education and business in the 

Westminster area. They have endowed, through their 

Exilarch’s Foundation, one thousand scholarships for 

low-income undergraduates at sixteen UK universities 

and spent millions on educational projects. When David 

Dangoor first addressed staff, he explained that it was 

mainly through the benefit of good education that his 

family were able to re-establish their lives here when they 

had to leave Iraq over forty years ago. They were keen 

to give something back to this country, which had offered 

them a new home in difficult times. The Dangoor family 

also have experience in teaching and school governance. 

In sponsoring Westminster Academy, they are keen to 

promote the life chances that good education can give to 

young people. We believe we are very fortunate to have 

sponsors who have such an understanding of the needs 

and aspirations of our students. 

The Westminster Academy Trust, with sponsorship from the 

Dangoors, takes seriously its duty to provide an excellent 

environment for teaching and learning, comparable with 

the best schools in the country. We will offer a broad and 

balanced curriculum to students of all abilities, focusing on 

our specialism of International Business and Enterprise. 

Academies are leaders in innovation, adopting 

intelligent approaches to addressing underachievement 

and promoting excellence. The independent status of 

Academies allows the flexibility to be creative. Academies 

are technology-rich, enabling us to develop new styles of 

teaching and learning. 

Pure mathematics is, 

in its way, the poetry 

of logical ideas. 

Albert Einstein 

Academies also play a key part in the regeneration of our 

communities. Westminster Academy is a significant focus 

for learning for our students, their families and other local 

people, as it develops as a learning hub for the whole 

community. 

Westminster Academy is an independent school but we 

do not select students and there are no fees. If you are a 

member of the local community, we have something to 

offer you, so please read on...

One of the endlessly alluring 

aspects of mathematics is 

that its thorniest paradoxes 

have a way of blooming into 

beautiful theories. 

Philip J. Davis 


7

Our business 

is learning 

Westminster Academy is more than just a new type of 

school. It represents a new approach to learning which 

is purposeful and achievement focused. Our ethos is 

business-like. We expect high standards of punctuality, 

dress and behaviour because we recognise these help 

create that positive attitude to learning which in turn leads 

to success. 

Our curriculum is also new. It is based on the competences 

employers have told us they look for in young people, and 

the learning activities are thematic, relevant and topical. 

Our students learn because they want to learn; they are 

motivated and enthused by the topics they study, the 

practical work and the state-of-the-art technology. 

We place a great emphasis on the basic skills of literacy 

and numeracy, as the gateways to learning. All Academy 

learning activities are designed so that students practise 

thinking and problem-solving skills. Most important of all, 

we value personal and social skills, ensuring students learn 

how to co-operate, work in teams and respect others. 

Our students’ families come from 65 countries and speak 

over 50 languages so it is fitting that, as an international 

school, we celebrate the countries, cultures and faiths 

which our students represent. Global awareness and 

tolerance are threads which run through all our work. 


As a Business and Enterprise Academy, we adopt an 

enterprising approach to all our activities. This means 

we encourage lateral thinking, innovation and creativity, 

recognising and building on each student’s talents and 

entrepreneurial spirit. We prepare students for the world 

of work, but also to have high personal standards and 

ambition, seeking opportunities for higher education and 

lifelong learning. 

Above all, we treat all students as individuals, recognising 

their unique identity and respecting their personal qualities, 

skills, interests and needs as we prepare them to be 

confident citizens, workers and parents in the 21st century. 

From its opening, the Academy has set high targets for 

its students and aims to be an inspirational organisation 

which gains an international reputation for its innovation 

and achievement.

The essence of 

mathematics is not to 

make simple things 

complicated, but to make 

complicated things simple. 

Stan Gudder 


9

Key stage 3 

curriculum 


At Westminster Academy we offer 

all the subjects of the National Curriculum 

English 

Mathematics 

Science 

Design and Technology (D&T) 

Information and Communication Technology (ICT) 

History 

Geography 

Art and Design 

Music 

Physical Education (PE) 

Religious Education (RE) 

Personal, Social and Health Education (PSHE) 

Citizenship. 

PLUS 

Languages: Spanish, French, German, Arabic, 

Chinese, Bengali. 

PLUS 

Performing Arts 

Business Studies 

Media Studies 

Our approach is an integrated one, which builds on Key 

Stage 2 learning. Each year’s work is carefully structured, 

so that learning in one subject supports and reinforces 

learning in another area. Each year has a theme, to create 

a unique identity and sense of achievement. In Year 7 

the theme is Communication and Community, with local 

projects being the focus. This widens to Global Citizenship 

in Year 8, with all students developing their ICT and media 

skills through international links, becoming world e-citizens. 

In Year 9 the theme is Enterprise, with lots of opportunities 

for individual and group enterprise activities. 

The core curriculum is based on the RSA 21st Century 

Curriculum, which is founded on five competences: 

Citizenship 

Learning 

Managing information 

Relating to people 

Managing situations 

Key Skills development further builds the literacy and 

numeracy skills started in primary school, with daily 

practice which has been proved to raise standards. 

Creative activities include Music, Dance, Drama, P.E., 

Art and Design, and Design and Technology. ICT is 

used extensively across the curriculum. 

As students move from Year 7 to Year 9, their time to take 

options increases; this allows the curriculum to be more 

individualised and tailored to different students’ interests. 

Students can begin GCSE and BTEC courses in Year 9. 

Personal, Social and Health Education is integrated, 

rather than being taught as separate lessons. Parents may 

exercise their right to withdraw their child from Religious 

Education or Sex Education. Please discuss your views 

with Ms Bora if you are considering this option. 

10

Key stage 4 

curriculum 

The curriculum at Key Stage 4 is individualised, to suit 

the needs, abilities and career pathways of individual 

students, providing a very broad range of GCSE, BTEC, 

vocational and personal development course choices. 

Students are offered a free and guided choice from a 

large range of options which include: 

Literacy 

Numeracy 

French, German, Spanish, Arabic, Bengali 

Double Science or separate sciences 

(Biology, Chemistry, Physics) 

Food, Hospitality and Catering 

Performing Arts (Drama, Dance, Music) 

Business Studies; Financial Capability, 

Economics, Enterprise 

ICT (Information and Communications Technology), 

ECDL 

PE, Sport, Leisure and Tourism, 

Junior Sports Leaders Award 

Health & Social Care 

Psychology 

Media Studies 

Resistant Materials, Graphical Products, Engineering, 

Art, Construction, Motor Vehicles, Hair and Beauty 

Sociology, Geography, History, Islamic Studies, 

Citizenship, 

All students have the opportunity to gain additional 

GCSE points for their entrepreneurship qualification, 

completed as part of internships. 

A key feature of the Academy curriculum is that we pledge 

to open up curriculum planning to involve students, so that 

they can suggest new courses which they would like to 

see introduced. 

All Year 10 students are offered work-related learning 

experiences, including internships in local businesses and 

college courses. An internship is a placement for one 

day each week which allows the student to experience 

at first hand the world of work, to develop personal and 

social skills in a work context and to complete assignments 

for examination coursework. This is a key feature of the 

Academy‘s Business and Enterprise specialism, which 

prepares students for success in further and higher 

education, as well as employment. 

Exam success is fast improving at the Academy, with an 

increase in the number of students attaining five or more 

subjects with higher grades improving from 23% in 2007 

to 81% in 2011. 


11

The sixth form 

Westminster Academy’s sixth form opened in September 

2007. 

The Academy’s specialism of International Business and 

Enterprise features strongly in the sixth form curriculum. 

The International Baccalaureate, together with vocational 

courses in Business Studies and ICT, is at the core of our 

sixth form work. In January 2008 we were authorised as 

an International Baccalaureate (IB) world school, and the 

IB Diploma Programme commenced in September 2008. 

We are one of the few state secondary schools offering 

the IB in London, which has proved attractive to universities. 

Since 2009, 100% of students who applied for a place 

at university, were successful. This includes institutions such 

as Durham University, London School of Economics, Kings 

College, London and Queen Mary University, London, with 

76% of grades awarded equivalent to grade C and above 

at A Level. 

The Academy is part of the Westminster 14-19 consortium 

of local schools and colleges for co-ordinated planning of 

students’ courses and options. We are also building strong 

links with higher education to maximise opportunities for 

our students to succeed in higher education. 

If you are interested in joining our sixth form, please ask for 

our sixth form prospectus. 


12 

Work joyfully and peacefully, 

knowing that right thoughts, efforts 

and aspirations will inevitably 

bring about right results. 

James Allen

Community 

Building a sense of community is a key aim as a new 

school. In doing this, we are building on the relationships 

which already exist within Westminster. 

Although an independent school, the Academy works 

closely with Westminster City Council and its schools and 

colleges. We aim to forge strong links with our partner 

primary schools, for curriculum continuity and joint projects. 

Community is a strong theme in the work of Year 7. Their 

curriculum is based around local field studies and projects, 

to develop their confidence as well as knowledge of the 

local area and ensure they learn through experience and 

studies which are relevant to their lives. 

Throughout all years our curriculum is enriched by strong 

links with local groups, organisations and venues. Last year 

students worked with VISA Europe, The Serpentine Gallery, 

The English National Opera and others. 

The Academy’s facilities are available to the local 

community and we have widely consulted with community 

groups, to ensure our new building meets their needs 

and aspirations. The Academy Governing Body, which 

includes several local residents, was formed in 2005 and 

our Sports Centre Management Group is jointly run with 

Westminster City Council and representatives of local 

sports groups. 

Academy Sport opened in October 2007 and 

operates as a public sports centre after 5pm. The facilities 

available consist of a large sports hall, an aerobic/dance 

studio, third generation astro turf pitches for 5-a-side, 

6-a-side and 8-a-side, and outdoor basketball, netball and 

tennis courts. Our excellent facilities allow the school to 

offer sports before school, at lunchtimes and after school. 

We are also able to offer a wide range of specialist 

sports such as fencing, archery, trampolining and golf. 

With funding from Westminster City Council, Academy 

Sport offers highly competitive rates for bookings by local 

sports and community groups. Academy Sports delivers 

affordable activity opportunities within the Westbourne 

area to a wide range of groups. 

Academy Community offers the facilities of our main 

building for meetings, conferences, training and social 

events outside school hours. The long room is a flexible 

exhibition space; the green room is a lecture theatre 

with cinema-style seating and high-spec audio-visual 

equipment; sky dining is a large restaurant for parties or 

formal dinners. 


13

Global 

citizenship 

Westminster Academy is an international school that 

celebrates diversity and is proud to be multi-faith and 

multi-lingual. We offer, French, German, Spanish, Italian, 

Japanese, Chinese, Arabic and Bengali, as well as short 

optional courses in other languages and support for those 

who wish to study their home language to examination 

level. 

Global citizenship is a strong theme across the Academy 

but especially in Year 8, where the curriculum includes 

world studies and media studies. Our Year 8 students 

work on projects with students in other countries, to 

earn a qualification as world e-citizens. For example 

students have completed a year-long project using new 

technologies to make links and share best practice with a 

school in New York. 

During our early years, Westminster Academy is building 

its reputation as an international school. Students will 

have the opportunity to become involved in international 

visits and exchanges. Our business links include global 

companies, such as VISA Europe, offering students the 

experience of networking across the world. 

We promote internationalism through state-of-the-art 

equipment and learning experiences, such as on-line 

forums and video conferencing. 

Enterprise 


14 

Westminster Academy is a business and enterprise 

specialist college. This means our curriculum is designed 

to prepare students for their future lives as citizens, parents, 

employees and business people. 

Our definition of enterprise is a broad one, encompassing 

creativity, problem-solving and self-confidence. All 

students record the evidence of their achievement in key 

competences. Year 9 students, in particular, follow a 

curriculum which is enterprise-focused, as they take part in 

activities and projects such as mini-enterprise, virtual market 

and e-business challenges. 

The Academy supports the work of development 

agencies, such as the Paddington Development Trust, and 

promotes employment in Westbourne through partners 

and contractors. Our neighbourhood will see considerable 

development in the coming years including the Crossrail 

works, the on-going development of commercial and 

residential properties within Paddington Waterside and 

improvements to the area through an innovative Business 

Improvement District. 

Strong local partnerships such as the Paddington 

Waterside partnerships and those established through 

the new Life for Paddington regeneration programme 

will continue to deliver benefits, supporting local people 

into jobs, learning opportunities and business start-ups. 

Westminster Academy has a key role to play in building a 

better future for our students and our community. 

Our new building is designed to enhance the learning 

opportunities of students in business and enterprise. 

The central atrium is a huge space for exhibitions and 

markets. The classrooms are designed as technology-rich, 

flexible spaces which encourage activity-based learning. 

Specialist rooms for practical work in science, art and 

technology are large multi-functional studio spaces, to 

encourage creativity and enterprise activities.

I feel very strongly 

that change is good 

because it stirs up 

the system. 

Ann Richards 


15

Student 

services 

At Westminster Academy, students are encouraged to take 

responsibility for their own learning. Each student develops 

a personal learning plan and sets targets based on a 

recognition of strengths and development needs. 

Because we are a Business and Enterprise specialist school, 

we also provide students with lots of opportunities to take 

further responsibility within the Academy. For example, 

they may take on a role, such as receptionist, interpreter, 

librarian or technician. They may run an enterprise, making 

or selling goods such as stationery items for other students 

to buy. They may organise clubs or activities. 

Students in Year 10 organise the House Councils, with 

representatives from each year group, to contribute to 

the decision-making process of the Academy. They also 

improve life in the Academy and the local community 

through activities such as raising money for local charities. 

Last year, Westminster Academy students raised over 

£5000 for charities. 

Year 10 also, as part of their vocational courses, assist 

in the management of the Academy. Students following 

vocational courses, for example, may run the Academy’s 

global café or assist with community events. Students also 

contribute to the Westbourne Forum, representing young 

people’s interests and helping to run community events. 

In all these experiences, students are expected to adopt 

a businesslike approach and gain in maturity through 

active citizenship. 

Learning support is provided for all students, from those 

with learning difficulties to those who are gifted and 

talented. Many groups contain more than one adult 

and students are referred or can refer themselves for 

additional support, individual or small group work, 

intensive basic skills work in literacy and numeracy, or 

social skills, behavioural training or counselling. The 

Academy staff includes professionals with many skills, 

such as youth workers and pastoral support workers, who 

link with other agencies to access additional support for 

students who need it. 

Our buildings provide excellent social facilities for students, 

from the sky dining area to the outdoor recreational space. 

All students are provided with a locker and have a “tutor 

room” where they meet their personal tutor daily. They 

have access to an extensive library, ICT help desk and of 

course their own web-based files 


16

I used to love 

mathematics for its 

own sake, and I still 

do, because it allows 

for no hypocrisy and 

no vagueness. 

Henri Beyle Stendhal 


17

Work-related 

learning 

Important to the Academy are our links with local businesses 

and enterprise agencies. As an International Business and 

Enterprise Academy, our aim is to prepare young people 

for their future careers, meeting the needs of employees, 

providing services to employers, and contributing to wider 

plans for job creation and economic prosperity. 

In planning all our courses, Westminster Academy staff 

work closely with local employers and businesses, to 

ensure our curriculum is relevant and practical. Many 

vocational courses are on offer, as well as a qualification 

in enterprise capability. 

All Year 10 students are offered internships in local 

businesses. An internship is a placement for one day each 

week which allows the student to experience at first hand 

the world of work, to develop personal and social skills in 

a work context and to complete assignments for vocational 

GCSE coursework. This is a key feature of the Academy‘s 

Business and Enterprise specialism, which prepares 

students for success in further and higher education, as 

well as employment. Students have worked at dental 

surgeries, solicitors offices, at the office of our local MP, 

and with companies such as VISA Europe. Students say 

that the internship really helps them to chose a career. 

City of Westminster College and other F.E. colleges also 

offer vocational taster courses to our Key Stage 4 students 

and longer-term placements for individual students who 

have chosen that option as the best way of preparing 

them for their chosen career. 

E-learning 

Teaching and learning at the Academy is supported by 

the latest technology. 


18 

Students have access to computers in all classrooms and 

our managed learning environment, called Connetix, is 

web-based, so that students can view their files wherever 

they are, even from home. Students and parents have a 

username and password, to allow them to access their 

personal data and files from any internet connection. 

The Academy buildings are designed to incorporate many 

aspects of new technology: 

cabled and wireless networks 

desktop, laptop and palmtop computers 

web-based learning environments 

swipe card technology 

high security surveillance 

electronic registration 

students’ files accessible from home 

cashless catering 

automated printing 

Our Year 11 students will have a great advantage when 

they move on to careers or university, having mastered 

research skills and become confident e-learners.

The House 

System 

Our House system was introduced as a way of 

maintaining a personalised approach to learning, as the 

students move-up through the Academy. 

There are three Houses, which are simply named Red, 

Purple and Orange. As the Houses evolve, we expect that 

they will develop their identity and the students in each 

House may well choose another name, or adopt a charity 

or inspirational figure to focus on. 

Each House is led by a Pastoral Leader (a non-teaching 

member of staff, who can prioritise student support). Staff 

are a member of one of the Houses, so the House will 

have a staff team of personal tutors and support tutors. 

For parents, the personal tutor is always the main contact 

point, but Houses also have pastoral support workers and 

attendance officers, who may assist. 

The Academy also has a team of LSAs to support 

individuals’ learning needs. Each child who has identified 

special educational needs has an action plan drawn 

up which is continually monitored. This forms part of the 

individual learning plan and targets which every child has, 

overseen by their personal tutor. 

This structure is our way of ensuring your child is wellknown 

and well-supported by a team of staff who are 

dedicated to maximising your child’s progress and keeping 

you informed and involved in his/her education. 


19

Admissions 

Westminster Academy is a comprehensive school which 

does not select pupils for admission. Admissions are 

administered by Westminster City Council through the Pan- 

London Central Admissions System. A brochure describing 

the secondary admissions process can be obtained from 

Westminster City Council Admissions Department and 

the application form is available from them and must be 

returned to them. Please note the Academy does not have 

a separate application form. 

Our admissions policy is available on request and is 

detailed in the WCC brochure. The main criterion is that 

priority will be given to students living closest to the school. 

There is an appeals panel and a waiting list for admissions 

during the year. 

The Academy has an agreed admission number of 180 

students into Year 7. The total number of enrolled pupils is 

limited to 1175 by a planning condition for the new building. 

Attendance 

School attendance is crucial to achievement so any 

absence must be notified to us. Please let us know if your 

child is unable to attend school by ringing an attendance 

officer before 10 a.m. Our attendance office at the main 

entrance from Harrow Road is where you may collect 

your child for a hospital appointment or similar reason. 

If your child has not arrived at school and we have not 

received any message from you by 10.30 a.m., one of 

our attendance officers will contact you. 


20 

Time off school should, of course, be avoided if at all 

possible. On return to school following any absence, a 

student should bring a note from a parent/carer confirming 

the reason. This is essential evidence for recording an 

absence as authorised. Holidays during term time are not 

permitted, as they damage a child’s educational progress. 

Application for any such exceptional absence must be 

made to your child’s Pastoral Leader on the form available 

from reception. 

Our 2012-2013 target for attendance is 97%. 

If your child is ill or has an accident at the Academy, s/he 

will be looked after by our student welfare officer in our 

medical room and the welfare officer will telephone you. 

Please make sure the emergency contact numbers we 

have for you are kept up-to-date, because they can be 

vital in a situation where we need to get in touch with you 

urgently. In the event of a serious emergency, a member of 

staff would accompany your child to hospital and arrange 

to meet you there.

Behaviour 

At the Academy, we instil high expectations and standards 

of behaviour. Our code of conduct is based on five values 

which we take to our H.E.A.R.T: 

HONESTY 

We try always to be truthful and fair 

EFFORT 

We are ready to learn and we do our best 

ASPIRATION 

We set ourselves challenges and aim high 

RESPECT 

We respect each other and ourselves 

TRUST 

We are reliable and won’t let you down 

The Academy reinforces, recognises and rewards the 

good behaviour which we expect. Students are awarded 

learning miles for good behaviour, effort or achievement, 

which they collect for certificates, awards and prizes. 

All incidents of exceptionally good or unacceptable 

behaviour are logged immediately on Connetix, so that 

parents can see the evidence and follow up at home with 

rewards or punishments. Personal tutors do the same and 

contact parents to praise students or to discuss issues of 

concern. Students may be required to work in isolation at 

the Academy, attend at different times or be excluded if 

their behaviour prevents others from learning. 


21

Calendar 

2012-2013 

Term 1 2012 

Start Thursday 6th September 2012 End Friday 26th October 2012 37 days 

INSET 4th and 5th September 2012 

Term 2 

Start Monday 5th November 2012 End Friday 21st December 2012 35 days 

Term 3 2013 

Start Wednesday 8th of January 2013 End Friday 15th February 2013 29 days 

INSET 7th January 2013 

Term 4 

Start Monday 25th February 2013 End Thursday 28th March 2013 24 days 

Term 5 

Start Monday 15th April 2013 End Friday 24th May 2013 29 days 


NOTE Public Holiday; May Day 6th May 2013 

Term 6 

Start Tuesday 4th June 2013 End Wednesday 23rd July 2013 36 days 

TOTAL 190 days 

INSET Days 

4th and 5th September 2012, 7th January 2013, 3rd June 2013 plus extra INSET day or twilight equivalent 

22


23

Charging policy 

and activities 

The Academy offers lots of opportunities for educational visits and 

extra-curricular activities. Cost will always be kept to a minimum 

and subsidised wherever possible. Some visits and activities will 

only take place, however, if parents are able to make a voluntary 

contribution to the cost. 

Complaints 

procedure 

The Academy believes that most concerns can be settled quickly if 

the teacher or staff member responsible for the House or curriculum 

area is informed about the problem. For any concerns which are 

not resolved in this way, there is a formal complaints procedure; a 

leaflet outlining the simple steps in this process and the associated 

timescales is available from reception. It will always be our intention 

to respond positively and promptly to any complaints. 


24 

Happiness does not 

depend on outward things, 

but on the way we see them. 

Leo Tolstoy

Homework 

Homework is essential for effective learning because it gives 

the student individual time to reflect, memorise, review or 

be creative. It also gives parents an opportunity to become 

involved in school work and promote family learning. 

TYPE OF HOMEWORK EXAMPLES BENEFITS 

Short practice exercise 

Practical work 

Extended studies 

Numeracy: a few problems to work out 

Literacy: some spellings to learn 

Spanish: memorising some new words 

and their meanings 

Interviews and surveys 

Gathering materials 

Rehearsing a part in a play 

Project 

Report 

Reading a novel 

Basic skills 

Confidence 

Memory training 

Knowledge 

Independence 

Organisation 

Planning 

Team work 

Presentation skills 

Meeting deadlines 

Research skills 

Preparation for GCSE and sixth form work 

The total homework time we expect varies. It is difficult 

for teachers to know exactly how long a task will take, as 

individuals vary greatly in their work effort and capability. 

Parents can help by noting in the Academy planner if any 

piece of homework was too short or took too long, and 

also by establishing a routine so that homework has a 

regular slot in the family evening and takes priority over 

watching television. 

It is a good idea to set aside an area at home for school 

work, so that a student can be organised and books and 

equipment taken care of. All finished school work should 

be carefully stored, as GCSEs require revision of previous 

years’ work. 


25

“One to one” 

monitoring 

At the Academy, each student’s work will be 

closely monitored. Each week every student has a 

one to one (1:1) review meeting with a personal tutor 

at 8.30 a.m. and also sees their tutor every other morning 

at 8.55 a.m. 

The purpose of the review is to help students plan their 

learning, understand test results and any other evidence of 

progress, and set personal targets. To help with this, each 

student is given a planner, with all dates, deadlines and 

important information. 

Through looking at the planner with your child each week, 

parents can be involved in this process. Indeed, parents 

are welcome to attend 1:1 and personal tutors will keep 

parents informed about progress. 

Evidence of the weekly targets and progress is recorded 

in the student’s personal record on Connetix. This is a 

web-based system which logs all student data, including 

learning journals, progress and attendance information, 

and makes this available to parents immediately when 

they use their password to log on via the Academy 

website. Parents therefore have the benefit of being 

regularly updated on their child’s progress, rather than 

having to wait for an annual report. 

The regular Academy newsletter will also keep you 

informed of all events. 

1:1 time is also an opportunity for the personal tutor to 

check on attendance, uniform and behaviour, and for 

the student to raise any worries in a confidential and 

sympathetic situation. The member of staff’s role is to be a 

“critical friend”, supporting, advising and guiding, listening 

but also challenging and pushing to raise standards. 

Routines 


Breakfast service will be available in the sky dining area 

from 8.15 a.m daily except on Fridays and the library 

opens at 8.30 a.m. Students may arrive after 8.15 a.m. 

but must be here by 8.25 a.m. on their 1:1 day and by 

8.50 a.m. on other school days. There is only one secure 

main entrance which students must use. Any student who 

arrives late for any reason must report to the attendance 

office. Students are not permitted to leave the Academy 

during the school day, unless they are sixth formers or 

upper school students attending another school or college 

for part of the school day. In all other cases, students 

should be collected by a parent or have a note explaining 

the reason for any authorised absence, such as a dental 

appointment. 

26

Safe routes 

to school 

The Academy has been accredited with a Bronze Award 

for its school travel plan, put together in consultation with 

students, parents and local residents. The safety of our 

students on their way to and from the Academy is our 

prime concern. We ask all parents how their child will 

travel to school and do our utmost to ensure all routes and 

public transport methods are safe. Please do not drop 

your child off by car, as this will cause a danger to others; 

wherever possible, children should be encouraged to walk 

or cycle to school. 

We encourage students to cycle to the Academy and 

provide protected cycle racks. Cyclists should wear a 

helmet and have a lock to secure their bike to the cycle 

racks. We believe it is an important part of growing up to 

learn to travel safely and independently. The Academy is 

taking part in the “Bike It” project; cycling training and bike 

maintenance courses are provided for students. 

The 18 and 36 buses stop right outside the Academy. The 

Royal Oak tube station is also convenient, being only a 

short walk away. 

Timing 

of the day 

The following timings operate Monday-Thursday. On 

Fridays, some students have three slightly shorter lessons 

on that day and finish school at 1.35 p.m. 

TIME 

ACTIVITY 

8.15 a.m. – 8.50 a.m. Breakfast service (except Fridays) 

8.30 a.m. – 8.55 a.m. 1:1 All students meet with their personal tutor on one day per week Library is open at this time 

8.55 a.m. – 9.05 a.m. Tutor touch base 

9.05 a.m. – 10.40 a.m. Lesson 1, including a 15-minute break 

10.40 a.m – 12.00 p.m. Lesson 2 

12.00 p.m. – 2.10 p.m. Lesson 3, including a 50-minute lunch break 

2.10 p.m. – 3.30 p.m. Lesson 4 

3.30 p.m. – 4.30 p.m. Clubs and activities. Library open 

There are separate lunch times for Key Stage 3 and 

4 students, which maximises the space and facilities 

available to students during their lunch, and reduces 

queuing time for dining. 


27

Uniform 

and personal belongings 

Westminster Academy is a uniform school. As a Business 

and Enterprise Academy, we feel it is important that 

students learn to dress smartly and appropriately. They 

should understand that most businesses require uniform or 

professional dress and be proud to wear the Academy 

uniform. The wearing of uniform is strictly enforced, and 

we appeal to parents to support us in helping us create a 

positive image and reputation for the Academy. 

The uniform consists of a black fitted jacket with logo, 

black trousers and a jade blouse (girls) or jade shirt and tie 

(girls or boys). The PE kit has a jade polo shirt, with black 

track suit. Our uniform combines low cost with high quality 

and is available through an ordering service run in the 

school, supplied by the uniform company School Colours. 

Each student is responsible for his/her own belongings 

at the Academy. An individual locker is provided, for the 

safe storage of outdoor clothing and personal equipment. 

Lockers are also provided in changing rooms for optional, 

temporary use during PE lessons. 

Jewellery is not allowed as it is unnecessary and can be 

dangerous in some activities. Religious items, however, 

may be worn, should parents request this to the Principal. 

Students may bring mobile phones, provided they are 

switched off in lessons, left in lockers and never used to 

cause nuisance. The Principal reserves the right for staff to 

confiscate any personal belonging which is not allowed in 

school or is not being used sensibly by the student. In that 

case, parents will be asked to call to collect the item. 

The Academy does not accept any responsibility for 

students’ belongings in any circumstances, as our strong 

advice is that students do not bring valuable items to 

school. 

Every student should have a sturdy school bag and 

a pencil case containing black pens, pencils, ruler, 

rubber and basic geometry set. A calculator is also 

recommended. 

All items of uniform and personal possessions should be 

labelled. The Academy cannot accept responsibility for 

personal belongings, nor can we insure them. Students 

and users of the Academy building should therefore have 

personal insurance for their belongings. Please do not 

bring valuable items to the Academy, unless they are 

essential for school work. 


28

In most sciences one generation 

tears down what another 

has built and what one has 

established another undoes. 

In mathematics alone each 

generations adds a new story 

to the old structure. 

Hermann Hankel 


29

How to 

contact us 

CASTELLAIN RD 

SHIRLAND ROAD B413 SHIRLAND RD 

WARWICK AVE 

ELGIN AVE 

HARROW ROAD A404 

SUTHERLAND AVE 

WARWICK AVE 

AMBERLEY RD 

Warwick 

Avenue 

BLOMFIELD RD 

WESTWAY A40 

ALFRED RD 

WOODCHESTERSQUARE 

SENIOR STREET 

DELAMERE TERRACE 

Westbourne 

park 

GREAT WESTERN RD 

Westminster 

Academy Naim 

Dangoor Centre 

HARROW ROAD A404 

Academy 

Sport 

WESTWAY A40 

TORQUAY ST 

BOURNE TERRACE 

Bus 18 & 36 

BOURNE TERRACE 

WESTWAY A40 


WESTBOURNE PARK RD 

A4207 CHEPSTOW RD 

TALBOT RD TALBOT RD 

Write or call in 

Westminster Academy 

The Naim Dangoor Centre 

255 Harrow Road, 

London W2 5EZ 

Phone 020 7121 0600 

Website www.westminsteracademy.biz 

WESTBOURNE PARK VILLAS 

WES 

TBOURNE 

PARK ROAD 

For further information about the 

admissions procedure, contact 

School Admissions Team 

Westminster City Council 

Schools and Learning Directorate 

1st Floor 

215 Lisson Grove 

NW8 8LF 

Phone 020 7641 1816 

Royal 

Oak 

B411 Porchester Terrace 

GLOUSTER TERRACE 

Other useful numbers: 

• Westminster Council 

020 7641 6000 

• The Stowe Centre Youth 

Project 020 7266 8223 

• The Avenues Youth Project 

020 7641 2012 

30


31

Westminster Academy Advisory Board 

President 

Lord Marshall of Knightsbridge 

Chairman, Nomura International plc 

Chairman, Pirelli UK plc 

Professor David Begg 

Principal, Imperial College Tanaka 

Business School 

Gillian DuCharme 

Leadership and Governance Consultant 

Kenneth Durham 

Headmaster, University College School 

Professor David Latchman 

Master, Birkbeck College 

Business is not just about 

making profits. For VISA 

Europe, it is about helping 

create the environment 

and supporting individuals 

to achieve their potential 

and their dreams. Our 

partnership with Westminster 

Academy helps both 

organisations do just that. 

Peter Ayliffe, President and CEO Visa Europe.

PROSPECTUS 2012-2013 - Westminster Academy

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