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Development of the Enrichment Programme

During the last 3 years MTGS has developed its Enrichment Programme with the introduction of a September Fair, promoting all activities by giving all pupils an opportunity to find out more about the activities that interest them prior to making a commitment. Not only does this provide a useful insight into the demands of the activity, but it also encourages girls to investigate activities that they would otherwise overlook; we found in the past that some pupils were simply unaware of certain clubs on offer. An introductory assembly, which highlights the fair, raises awareness of the various skills associated with enrichment activities; these include leadership, team work, social interaction, commitment, responsibility and challenge.

The weekly schedule provides pupils of all ages a breadth of activities which foster interest, develop new skills and promote challenge. The programme includes choirs, orchestras, jazz group, string ensemble, netball, hockey, gym, badminton, volleyball, table tennis, football, running, rowing, CCF, DoE, drama, creative writing, psychology, language booster, art, ICT, Book Shadowing, Astronomy, House Quiz, Costume, Gardening, Chess, Knitting & Stitching, German and Science.

The annual audit, which commenced in 2007-8, has revealed interesting statistics; namely, that more and more girls are taking part! The data is collated (December/May) in 3 areas; music, sport and other activities. The number of girls taking part in at least one music or sports activity during the academic year has been fairly consistent over the last 3 years. However we are delighted to report that the number of girls partaking in other activities has increased substantially in the last 12 months; from 289 in 2008-9 to 399 in 2009-10 (the figure was 283 in 2007-8). The figures represent an increase of 25% attendance in these non-sports/music activities. This is at least in part due to the breadth of choice, which in turn reflects the efforts of staff in setting up new activities year on year. The records identify girls' strengths and interests outside the classroom and information is followed up by pastoral staff. Indeed, in the 2007 Inspection Report, it was judged that ‘excellent records are kept of their participation and achievements'. A second set of data also collates information regarding the extra curricular activities and achievements of pupils outside school. The two sources of information reveal that in 2009-10 only 1.6% of pupils did not partake in activities in or out of school; the figure was 5% the previous year, and in a sense triangulates the advancement referred to earlier.

At the annual GSA Deputies' Conference in 2008, the school's Enrichment Programme was the focus of a one-hour presentation to delegates in Cardiff.

Mrs M Bush 2010