20 April 2018
Please see details here of the consultation on the temporary removal of the 6th Form until our new build in 2021.
If you have any comments on the proposed changes, please send these to Claire Wade via email@example.com by Monday the 23rd of April so that we can determine our arrangements. The consultation period expires on Monday 23rd April 2018, so please revert to us with any comments you may have prior to this where possible and at the latest, by Friday the 27th April.
25 February 2018
Compass School is fast becoming a school of choice for the community earning a reputation for being a uniquely tight-nit aspirational school that lives its values.
Our open events in the Autumn term brought record numbers of visitors to our school and a significant boost in applicants making the school their first and second choices for their child. With Secondary School Offer Day pending, here are the reasons so many are choosing Compass:
- A good school with aspirations to be outstanding
- Plans to join the prestigious City of London family of schools in 2018
- State-of-the-art new building in September 2021
- A small school, proud to be small, and with a maximum capacity of 600
- Enrichment is part of every pupils' timetable from Yr.7-9
- We live our values of aspiration, integrity, exploration and resilience
- As a small school, we can provide excellent pastoral care and face to face contact with parents
“The school’s values of aspiration, integrity, exploration and resilience are evident around the
school.” Ofsted, 2017
"I have been happy with my child's education since he began at Compass. He has progressed well because of the excellent teachers." Year 9 Parent
25 February 2018
Compass school has much to celebrate as a productive consultation process has been completed and plans submitted for planning approval for the stunning Grosvenor development of the area.
A new site for Compass School in September 2021 marks the first phase of the Grosvenor masterplan
. The development aims to embody the energy and life of the area; celebrate its past, connect its communities and create opportunities. This is a residential led proposal that will deliver almost 1,350 new homes for rent alongside a new secondary school facility, employment, cultural and retail uses, knitted together through a network of high quality open spaces and new routes.
Watch Masterplan Video
29 June 2017
Ms Thorpe has announced that she will be stepping down as Principal of Compass School Southwark at the end of this academic year. Marcus Huntley, the current Head of School at City of London Academy Southwark will be joining Compass School Southwark as Principal from 1 September 2017. For more information, please read the letters to parents
from Ms Thorpe and the Chair of Governors, Leon de Costa. Parents are invited to meet Mr Huntley and ask any questions that they may have at a Parents’ Consultation Evening on Tuesday 11th July at 5pm.
9 June 2017
The governors, staff, students and parents of Compass School Southwark are celebrating receiving a “GOOD” rating from Ofsted, across all categories from effectiveness of leadership and management through to outcomes for pupils. An Ofsted Inspection Team visited the school on 17 and 18 May 2017.
The Principal, Lauren Thorpe, said of the outcome:
“Since our last inspection in May 2015, the Governing Body and school staff team have worked tirelessly to drive forward the school and see the whole Compass community rewarded with the Ofsted grade that we deserve. I could not be happier for the parents and students, who can now proudly say that they attend a good school.
I am incredibly proud that our strong values of aspiration, integrity, exploration and resilience are highlighted as a strength of the school, and that the good teaching and learning that takes place has been recognised.
I am confident that Compass School Southwark can now go from strength to strength, and solidify its place as the school of choice for families in Bermondsey.”
The key findings of the inspection were:
- “Leaders and governors have worked effectively to improve standards across the school since the last inspection.”
- “The most able pupils and disadvantaged pupils make the same good progress as their peers.”
- “Teachers plan lessons well, considering the needs of pupils in their classes.”
- “Effective teaching supports good progress over time.”
- “Pupils who have special educational needs and/or disabilities make good progress because of the effective care and support they receive.”
- “Pupils’ attendance and behaviour have improved considerably over time, so that they are now good.”
- “The curriculum supports pupils’ personal development well.”
- “The school’s values of aspiration, integrity, exploration and resilience are evident around the school.”
- “As the school has grown, external challenges have been overcome successfully.”
- “The school’s work to support vulnerable pupils is strong.”
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16 March 2017
By Brooklyn and Conrad
Schools in the UK are not doing enough to help students struggling with mental health issues. These issues consist of depression, anxiety, self-harm, etc. In 2016-2017, statistics show that students do not feel satisfied in their school environment, with the amount of attention and help they have received in relation to their mental health state. This is because only 66% of students described their school as helpful and 70% of students said they have been experiencing negative feelings such as distraught, anger and fear.
Compass reporters have created a survey for teachers in Compass School asking them about their experience in managing mental health in young people.
The statistics say that 50% of teachers didn’t get any training in dealing with mental health. 50% also say that they haven’t helped a student with mental health in a school that they work in; 75% say that they worry about students’ wellbeing in their spare time and half of them think that only some of their students feel comfortable speaking to them about mental health.
Miss Stone, an English teacher at Compass School says: “In my opinion, mental health is not so much ignored as schools are ill-equipped to address the many issues of their students amongst the other duties that they have.” This statement is backed up by the statistic that states that 15% of schools in the UK have appointed student mentors to help with student health, instead of qualified teachers who can actually refer, if necessary, their students to specialists.
Students with disorders such as depression could feel trapped when they have no one in their school to talk to about their feelings. Also, students with anxiety could worsen their disorder by worrying about their state, instead of making their problems and dilemmas vocal. In the future, teacher training should include a course on how to deal with mental health in regard to their students and themselves. This would benefit all school with any students struggling with who they are, who they can talk to, and any tips on their current, previous or possible future state.
In a different survey of 700 diverse teachers conducted by the BBC, a quarter of the teachers said that they would not know who to refer a child with mental health to, a third of them had shockingly had no experience in dealing with a student who is struggling with mental health.
Another problem is the amount of trust and confidence that the students have in their teachers or staff at their school. Teachers shouldn’t infantilize their students by putting a censor on topics like depression, anxiety, self-harm, problems at home or domestic violence. By not putting a censor on these themes, they could prepare their students for any kind of problems they could face in their adult life.
To conclude, schools in the UK are definitely not doing the best they could be in dealing with mental health. Some ways we can help this problem is by teaching our teachers about the struggles and how to deal with them. Another way we can help is by making teachers more relatable and approachable.
16 March 2017
By Louis, Eronisa and Kirsty, Year 7
World Book Day was on the 2nd March 2017. Many schools celebrated the day with activities to represent World Book Day. Here at Compass, we played Character Guess Who. Other schools even dressed up as well-known characters.
Today, for BBC School Report, we interviewed several Compass members about what their favourite books are and we asked them the following questions:
Q1) What is your favourite book?
Q2) Who is your favourite author?
Q3) Do you enjoy reading, if not why?
Q4) Who’s your favourite book character?
Q5) Is your holiday your main reading time?
Maurycy Gleba – Year 7 East
A1) The Gone Series
A2) Terry Pratchet
A3) Yes, I enjoy it a lot because I learn from the books
A4) Tiffany Aching because she’s smart and funny
Tegan Wood – Year 7 East
A1) The Curious Incident Of The Dog In The Night Time
A2) Jeff Kinney
A4) Christopher because he’s strange
Nancy Dooling – Year 7 North
A1) I can’t choose, I like them all.
A2) Michael Morpurgo because his books are interesting
A4) Matilda because she’s clever, smart and mysterious
Dillon Collinson - Year 7 North
A1) The Diary Of A Wimpy Kid
A2) Roald Dahl because I like his poems
A4) Manny Heffley because he is really funny
Lily-Mae Headley – Year 7 North
A2) Jacqueline Wilson because her books are amazing and inspiring
A3) It depends on how I’m feeling.
A4) Matilda because she is mischievous, talented and a bookworm
A5) No, because sometime my holidays are times for me to spend time with my family
Ms Quigley – The Librarian
A1) Sense and Sensibility
A2) Janes Austin
A3) I love reading - it’s my passion
A4) Father/Son in Danny The Champion Of The World because I love the relationship they have.
A5) Yes and I’m currently reading Youth action books.
Ms Stone – Head of Trailblazers
A1) I Enjoy many books especially Lluvia de Oro – which means Rain of Gold.
A2) I don’t have a current favourite author, though some of the authors I’ve been reading lately are John Le Carré, Ann Lecki, Michael Grant and Victor Villaseñor.
A3) I love reading because it’s makes me experience adventures and I’m entertained by the stories.
A5) I read outside of my holiday every only read almost 1 hour a day during my commute.
Ms Green – Art Teacher
A1) Dark Materials
A2) Joe Abercrombie because he’s an amazing author.
A3) I enjoy reading because it helps me think better
A4) Gandalf because he’s a powerful wizard
A5) I read beyond my holidays. Because I’m very busy, I normally read on the underground
These questions helped us understand what people thought about books and World Book Day. From these answers it is clear that reading improves people’s knowledge and lives. Roald Dahl and more amazing authors have inspired us to reach out for our dreams and enjoy the world of books. World Book Day has allowed us to find out facts about others and the books they enjoy and their opinion on World Book Day.
16 March 2017
By Christopher and Jamie, Year 8
11 months ago, in May 2016 in Chile, the exoplanet system, TRAPPIST-1, was discovered by the TRAPPIST telescope. They found three planets with the TRAPPIST and then the Spitzer telescope confirmed two of them. Eventually, they found five additional planets. However, three of the planets in this new solar system are presumed to be in a habitable zone of the solar system and may even contain liquid water, meaning there could be a potential chance of life! This is an incredibly amazing, new astronomical breakthrough for the scientific community.
On the other hand, with every discovery comes with its own set of boundaries and problems. The main restriction is the vast distance between planet Earth and these illusive planets. 40 lightyears (235 trillion miles) worth of deadly vacuum between us and it.
Osama, a Year 9 science Subject Specialist, believes that we shall “never be able to achieve this type of technological advancement” and that “we will never get there. Therefore, its significance is extremely minute”.
In contrast, Miss Cockram, the Director of Learning in Compass School, believes that this discovery is “quite exciting as there may be types of life that we haven’t thought of before”. Furthermore when asked about the effect this discovery will have on us she said “it may confuse our motives. The high costs of any possible projects for deep space exploration - we should focus that money on the real problems on Earth like famine”.
The planets in the TRAPPIS-1 solar system orbit very closely to a red dwarf star, a colder star that is gradually dying and collapsing on itself. Unlike Earth, these planets do not rotate and are in a tidal lock. Due to the close distance from their home star, the side of their planet that is facing their star is extremely hot whereas the other side facing away from the red dwarf is extremely cold, meaning we would have to live in the very middle to not boil or freeze. Sounds like a great place to live!
Although these planets are so far away that it seems theoretically and practically impossible to reach in our lifetime, it still has given us much more insight into the possibilities of new Earth-like celestial bodies, the thrilling idea of life on other planets and the hope of a new beginning.
16 March 2017
By Cayla, Lisa and Abdul, Year 7
The inspirational Trudy was chosen from six other competitors.
With her passionate speech about how most girls buy their happiness from the amount of likes per photo from social media, Trudy is now going to preform against the boroughs of London and Essex.
One of the judges Miss Walkey Williams remarked, “It wasn’t easy to choose, I’ve worked with most of the contestants. The decision wasn’t easy but there was a clear winner. I was looking for someone with confidence, who moved around on the stage and who thought about the vocabulary. I also wanted someone who strikes a chord for me.
Maurycy, a year 7 student on the Compass School Council, “I think Trudy should have won as she had good content and structure.”
Marucy also remarked that he would like to participate in the Jack Petchey “because I like speaking my opinion.”
We also got a chance to talk with our second place winner, Archie. He commented, I am happy for Trudy, although I also wanna win and get far, I want her to do well.’
Archie felt, “It was one of my best speeches. I thought what could I do to make a statement. I entered because I thought I would be good at it”
Finally, he mentioned that “Of course they were nervous when we had to do the assembly.”
Compass reporters asked a year 7 student if they were touched by Trudy’s speech.
She replied with, “Yeah. I see where she is coming from and that’s why I don’t wear makeup.”
Jack Petchey started this foundation in 1999, the Jack Petchey Foundation does programmes and projects that benefit young people.
This challenge is available to every state school in London and Essex. The school decides which students will participate. Trudy may go on to the regional finals and from there – a chance to meet the prime minister!
How will the Year 10s cope under pressure? Will Trudy win?
What will happen in the Jack Petchey Speak Out challenge?
16 March 2017
By Laila, Michael and Rita, Year 9
Across the country there has been an increasing issue of the shortage of teachers. This limits the school’s academic possibilities and prevents the students from the education they need to succeed.
In a school, the teacher’s role is to prepare students for their future. However, with this controversy present, students will not be able to reach their aspirations and goals affecting their futures.
Due to the fact that people going elsewhere to work, there is a lack of teachers, which are influential and significant to how the world is shaped. Young people need the support and guidance to achieve their ambitions and create a new society.
There are reasons why people have decided not to go into the industry or have walked away. This may be because of:
- Number of students increasing
- Graduates are finding jobs elsewhere
- Education budgets cut
The national college indicated that demand for new staff will not peak until 2019. This will be when the current year 9 students will doing their GCSEs. If they do not get the basics now, it will be difficult in the following two years.
The two subjects that need more teachers are maths and science, however most people who get a degree in either of them mostly go into STEM rather than teaching. The government is so desperate to gain more qualified teachers, that they are raising the paying price.
Because of the lack subject specialist teachers nationally, many non-specialised teachers are now having to teach or cover subjects that they are not strong in, or didn’t even qualify in.
Teaching is key to any profession; without teachers, no-one would be where they are today. If we don’t give this generation an opportunity to show what they’re capable of, they will not be able to excel and do great things in the future. It’s unfair to them.
16 March 2017
By Nhu and Kass, Year 9
Social Media - a platform on which you can communicate, socialise and view world-wide events. But is it all good? With a developing world like ours, is it entirely true to assume that we stay the same online as we do off? In this report we will explore the in-depth truth of what we see on the screens, and what we see off.
Have you ever thought that one little thing can change you, the way you perceive yourself, to what you wear and how you think? That’s the one thing about social media: it can make you different from who you actually are.
Some people use the platform of social media to change themselves. They put out an image of what they want people to see or think of them. Think about it: have you ever changed yourself for the sake of someone else’s liking?
Everyone’s own truth
In reality, not everyone shares the same opinions, and with this idea in mind, we interviewed four students and a member of staff asking them three questions:
What is your definition of social media?
“Socialising across multiple platforms, without actually meeting anybody.” – Mr. Egbuchiem
“Communication between other people from different areas, may that be around the world or your home city. They can communicate from taking pictures to video calls” - Amin
“My definition of social media is a platform where you can contact other people, monitor what they are doing and share what you are doing” -Gabriel
Has social media change you personally?
“Yes it has changed me, it is addictive to stay online; I always feel like I need to be on it” -Michael
“It changed my mind-set. Seeing big celebrities having designer clothes makes me want to have all the stuff they have. ”- Amin
“Social media has not changed me as a person however, it has made me care a little less about everyone else, opinion’s and what they are doing”- Gabriel
How do you think social media has changed our modern society?
“It changes some people….. They need to be noticed and be seen as what social media wants them to be, rather than being themselves.”
“I feel like social media changes people. It makes them different from who they really are. I feel like there is an increase in suicidal thoughts as people change the way who they are because they think they need to and this makes them more unhappy” – Gabriel
“It’s all about what and who you follow that influences you”- Amin
Overall, social media changes a lot of people in a lot of different ways. This suppresses the user’s will to live the life they want to live, and we end up not knowing ourselves or even really knowing others. As we were interviewing we heard a phrase of which sums up this whole idea: Mr. Egbuchiem remarked, “The world is small, yet the person next door is more of a stranger than ever.”
16 March 2017
By Elexia and Belle, Year 8
Gender equality still hasn’t come far enough. Many countries have progressed in terms of gender equality, but not all 196 countries are clear.
On Wednesday 8th March, Compass School Southwark celebrated International Women’s Day, sharing their opinions on how women and girls should be treated around the world. Compass School reporters followed up on this very important subject by interviewing students to get their opinions on equality for women.
A year 8 student named Sofiane stated, “I feel bad because girls are not as equal as boys and they don’t have the same opportunities.”
This shows that young men have positive opinions about young girls having rights, and shows that boys do also have the right to stand up in the future and make a change for girls their own age.
Beyond Compass School, international rescue committee teams are helping survivors (young girls) find jobs and break the cycle of violence, and many of them may be boys.
Back at Compass, Shyanne, Year 7, reports, “I feel sad because I don’t think it’s fair on girls in different countries. I also feel a little helpless and guilty, as I take being a girl for granted and I don’t always understand how lucky I really am.’
Over 130 million girls around the world don’t have access to education and well paid jobs. Shyanne feeling this way shows some countries have improved equal rights for what girls need in life but some countries are still in the need of making huge leaps forward.
A young student in Year 7, Abdul, commented, “We all have the same rights, we are all equal and no person deserves to be different from anyone else and excluded because of their gender.”
Compass School is in England and we all have the rights we are entitled to as a country. We are given opportunities that others, particularly young women, just do not have. Many students in England are ever so lucky to have these wide chances of being successful and are trying to change the world while they’re still young. However this does not take place in other parts of the world.
For instance, Year 8 Compass student Tia Lou says, “If I wa s ever pushed to marry at the age of 13 (which is my current age) I would feel distraught and depressed as I am being forced and pushed to do something really don’t want to do.
Out of 196 countries still none are clear of sexism just yet. This affects girls and their families as a lot wouldn’t be comfortable or happy about the things they are being made to do, such as being married of at a young age and having children at the age of fifteen.
Overall, diversity is the cure to this strong dilemma and hopefully we can put a stop to inequality.