The school's curriculum is designed to:

• be balanced, broadly based, relevant and differentiated to match student needs, aptitudes and abilities;
• promote the spiritual, moral, cultural, mental and physical development of each student; and
• prepare students for the opportunities, responsibilities and experiences of adult life.

At all stages curriculum opportunities are the same for all students; where options are available, every effort will be made to provide students with the options of their choice. Student progress will be assessed and the results recorded and reported to parents.

Years 7 to 11:
National Curriculum programmes of study will be provided; the National Curriculum programme will be extended to include courses in FBCS, PSH&CE, Latin, a second Modern Language, Economics and Drama.

Years 12 to 13:
A wide range of GCE A-level courses will be provided. In addition to the National Curriculum subjects, we currently offer Economics, Business Studies, Government & Politics, Sociology, Classics, Classical Civilisation, Human Biology, Media Studies, Theatre Studies, and English Language. The school also offers the International Baccalaureate Diploma Programme with courses in English, Mathematics, French, German, Spanish, Business Management, Economics, Geography, History, Biology, Chemistry, Physics, Latin, Visual Arts, Film, Music, Environmental Systems, Japanese, Russian, Psychology, Theatre Arts and Computer Science. In addition, courses will be provided in PE, PSH&CE and Curriculum Enrichment.

Students with special (additional) educational needs
The school's SEN policy is designed to cater for the education of students with learning difficulties, whatever their nature, which hinder the normal educational development of the student. This outlines:

• Arrangements for co-ordinating the provision for students with SEN;
• Admission arrangements;
• Allocation of resources;
• The identification of SEN and the assessment and provision of SEN;
• Procedures for the monitoring and review of SEN;
• Access to a broad and balanced curriculum;
• Whole school integration;
• Evaluating SEN policy; and
• Arrangements for handling complaints