Dear parent/carer,
Cody College Grouping for the New Academic Year
As we prepare for the new academic year, we have carefully reviewed the academic performance and progress of all students within Cody College.
Cody College has a clear academic purpose: to provide students within our grammar stream with an ambitious, challenging curriculum and an environment in which high academic expectations are the norm. To
support this, students will begin the new academic year in revised teaching groups based on their academic performance and progress over the past year.
Why are we making this change?
Students develop at different rates and their academic performance can change over time. It is therefore important that teaching groups do not become fixed simply because a student was placed in a particular class previously.
The revised groupings have been informed by a range of evidence, including assessment and examination performance, progress across subjects and teachers’ professional judgement. Our aim is to ensure that
students are taught at an appropriate level of pace, challenge and academic demand, while allowing teachers to respond effectively to the needs of the students in each class.
This is not a reward or sanction and should not be viewed as a judgement about a student’s potential. Rather, it reflects their current academic performance and enables us to provide the conditions in which they can make the strongest possible progress.
Cody College eligibility
Membership of Cody College carries high expectations. Students are expected to demonstrate consistently that they are able to thrive within the academic demands of the grammar stream.
As part of our established Cody College eligibility criteria, we consider a student’s:
● academic performance and progress in comparison with their peers
● attendance, particularly where this falls below 90%
● punctuality
● behaviour and conduct
● commitment to learning and the expectations of Cody College
● any serious breach of academy expectations.
Academic performance is therefore an important part of maintaining a place within Cody College, but it is considered alongside the wider picture of each student’s engagement with school.
Groups will remain flexible
The teaching group allocated for September is not a permanent placement.
We will continue to monitor students’ academic performance throughout the year using assessment information, classwork and other evidence of progress. Where the evidence demonstrates that a different group/college would provide a student with a more appropriate level of challenge or support, we may make adjustments as required. College moves will only be considered after parental meetings and an intervention
period of support.
We want students to understand that their current position does not define what they are capable of achieving. Sustained effort, strong attendance, excellent learning habits and improved academic performance can all influence future placement.
Our expectation remains the same for every Cody College student: high expectations, high achievement.
We ask parents and carers to support us by encouraging students to respond positively to their new group, maintain excellent attendance and punctuality and demonstrate the consistent academic commitment
expected within Cody College.
We believe that this approach provides the right balance of academic challenge, flexibility and accountability.
Most importantly, it ensures that decisions about teaching groups are based on current evidence and on what we believe will best support each student to make strong academic progress.
Thank you for your continued support of Cody College and Leigh Academy Minster.
Yours faithfully,
Mrs S. Green
Vice Principal | Head of Cody College
