The Little Book of CCC For All Staff Academic Year 2026-2027
Welcome to the Little Book of CCC The Little Book of CCC is a handy guide designed to help staff find the information they need throughout the academic year. It brings together useful information, important dates, key college contacts and links to CCC strategies, policies and resources. More detailed and up-to-date information is available on SharePoint, with links included throughout this guide to help you find it quickly. Keep the Little Book of CCC close at hand as a useful starting point throughout the year.2
Contents 1.0 Our Corporate Plan 2025–2030 4 2.0 Safeguarding and Wellbeing 5 3.0 Curriculum Strategy 2025–2030 7 4.0 Inclusion Strategy 8 5.0 The CCC Teaching Standards 9 6.0 Cancelling Lessons and Cover 12 7.0 Swap Don't Drop 13 8.0 Withdrawal Protocol 14 9.0 Enrichment Framework 17 10.0 Key College Contacts 19 11.0 Important Dates 283
1.0 Our Corporate Plan 2025–2030 Our Corporate Plan sets out Capital City College's vision and priorities for the next four years. Rooted in equity, innovation and impact, it reflects our commitment to transforming lives, strengthening communities and preparing our students for future opportunities. The plan has been shaped by the voices of our students, staff, employers and community partners. It explains how we will invest in inclusive learning, strengthen industry partnerships and respond to developments in sustainability, technology and the wider skills landscape. Equity & Inclusion Investing in inclusive learning for all Industry Partnerships Strengthening links with employers and communities Future Skills Responding to sustainability, technology and the wider skills landscape Read the full CCC Corporate Plan 2025–2030 — Reports, policies, statements and notices - Capital City College4
2.0 Safeguarding & Wellbeing 2.1 Reporting a Safeguarding Concern Safeguarding is everyone's responsibility. If you are worried about the safety or wellbeing of a student, you must report your concern immediately. All safeguarding concerns must be reported using MyConcern, the College's secure safeguarding case management system. MyConcern enables staff to record concerns, upload relevant information, receive updates and communicate securely with the Safeguarding Team. Do not report safeguarding concerns through ProMonitor, email (unless advised by the Safeguarding Team), or any other system, as this may delay the response and could compromise confidentiality. When submitting a concern in MyConcern: Record the concern as soon as possible. Include clear, factual and objective information. If there is an immediate risk of harm, contact the Safeguarding Team or emergency services without delay before completing the MyConcern referral. You can access MyConcern from the Safeguarding Reporting tile on MyDay or by visiting myconcern.thesafeguardingcompany.com If you are unable to access MyConcern or are a new member of staff who requires an account, contact the Safeguarding Team at safeguarding@capitalccg.ac.uk or call the safeguarding hotline on 020 7832 5050.5
2.2 Allegations Against Staff or Volunteers All allegations of abuse against a staff member must be reported directly to one of the Designated staff members: Trovene Hartley Chief Peoples Officer Brooks Seyoum DSL (Designated Safeguarding Lead) For further information, including the College's Safeguarding and Prevent Policy, guidance on recognising safeguarding concerns, and contact details for the Designated Safeguarding Leads, visit: CCC Safeguarding. 2.3 Mental Health and Wellbeing Referrals Students who would benefit from mental health or wellbeing support should be encouraged to speak to a member of the Mental Health and Wellbeing Team. Where appropriate, staff can make a referral on behalf of a student, with the student's knowledge wherever possible, using the online referral form. The Mental Health and Wellbeing Team provides confidential, non-judgemental support to help students manage issues that may be affecting their wellbeing, engagement or ability to succeed in their studies. Where specialist support is required, the team can also signpost or refer students to appropriate external services. Mental Health and Wellbeing Online Referral Form: ebs: ontrack - Pastoral Further information about the service and how students can access support is available via the QR code on SharePoint.6
3.0 Curriculum Strategy 2025–2030 Our Curriculum Strategy sets out how Capital City College will deliver high-quality, inclusive education and skills that meet the needs of London's students, employers and communities. Building on our previous strategy, it responds to changes in qualifications, employment, technology, sustainability and London's economic priorities. It outlines our commitment to an ambitious, accessible and employer-informed curriculum that supports students at every stage of life to progress into meaningful employment, further study and higher-level skills. Read the full CCC Curriculum Strategy 2025–2030 — Reports, policies, statements and notices - Capital City College The strategy is built around ten strategic themes, outlined below. 3.1 Learner Experience, Progression & Outcomes - We will place learner experience and outcomes at the centre of curriculum evaluation. 3.2 Priority Sector Alignment - We will align our curriculum to London's priority and growth sectors to ensure students develop skills that lead to sustainable employment and progression. 3.3 Inclusion, Equity & Inclusive Talent - We will apply inclusive pedagogy and universal design for learning consistently. 3.4 Specialist Hubs for Vocational & Technical Excellence - We will develop specialist hubs to strengthen the quality, coherence and impact of vocational and technical education. 3.5 Adult, Higher Education & Flexible Progression Pathways - We will strengthen progression routes for adults and higher-level students. 3.6 Apprenticeships & Work-Based Learning - We will strengthen apprenticeships and work- based learning as core elements of our curriculum. 3.7 International Education & Global Skills - We will equip students with global skills and international perspectives. 3.8 Digital Transformation & Innovation - We will ensure all students develop the digital confidence and capability required for work and life. 3.9 Sustainability & Net Zero Skills - We will support London's transition to a net zero economy through curriculum design and delivery. 3.10 Quality, Teaching Excellence & Workforce Development - We will deliver our curriculum through consistently high-quality teaching, learning and assessment.7
4.0 Inclusion Strategy Our Inclusion Strategy sets out how Capital City College will strengthen inclusion, belonging and opportunity across every part of the College. It reflects our commitment to identifying and reducing barriers, promoting equality and embedding inclusive practice across our curriculum, services, campuses and student experiences. Our aim is to ensure that every student feels safe, supported and able to participate, progress and succeed. Read the full CCC Inclusion Strategy here 4.1 What Inclusion Looks Like at Capital City College In the Classroom Students experience classrooms where they are encouraged to participate, supported to succeed, and challenged to achieve their full potential. Teaching recognises different starting points and adapts to meet diverse needs, ensuring all students make meaningful progress and build confidence in their abilities. Learning is personalised, and students feel safe and confident to ask questions, express their views freely, provide feedback on their learning, and seek support when they need it. Across Campuses Students feel a strong sense of belonging. They see their identities and experiences reflected across teaching, enrichment, and wider college life. Relationships between staff and students are respectful, supportive, and ambitious, creating environments where students feel safe, valued, and motivated to engage. Diversity and lived experiences are celebrated, views and values are respected, and students are supported to be authentically themselves within diverse communities that celebrate difference. Beyond the Classroom Students are provided with platforms that broaden their horizons and enable active participation in college life, including student leadership opportunities. Enrichment, employer engagement, and community activities are accessible and inclusive, supporting students to build confidence, networks, and social capital. Students feel a strong sense of entitlement to opportunities and are supported to access and pursue them. Student Success Barriers to participation and success are identified early and addressed effectively. Students who face additional challenges experience coordinated support across curriculum, pastoral, and support services, ensuring that temporary difficulties do not become permanent barriers to achievement. Inclusion Across the Student Journey Inclusion at Capital City College is consistent from first contact through to progression and destination. Students receive inclusive advice and guidance before entry, then ongoing support through induction, programmes, and transition points to help them belong, engage, and move forward with confidence. Inclusive teaching, responsive support, and regular monitoring ensure barriers are identified early and addressed through coordinated action across curriculum, pastoral, and specialist services. Inclusion is visible across the everyday experience of students and staff throughout the College.8
5.0 The CCC Teaching Standards These standards set out our expectations for high-quality teaching and professional practice across Capital City College. They provide a guide for new colleagues and a reference for all teaching staff. 5.1 Teaching Deliver a well-sequenced curriculum that enables students to build knowledge and skills over time, develop critical thinking and prepare for their next steps in learning, employment and life. Teachers recognise students' starting points and use adaptive teaching to ensure all students, including those with SEND and other additional needs, can succeed whilst maintaining high expectations. Every lesson revisits and builds on prior learning, introduces new knowledge and skills, and provides opportunities for students to practise, apply and reflect on their learning. Teachers routinely check students' understanding throughout lessons to adapt teaching, provide appropriate support and stretch, and ensure students make sustained progress over time. High-quality questioning, discussion and feedback are used to deepen understanding and develop students' confidence and independence. Teachers create inclusive, purposeful learning environments where students feel safe, respected, challenged and motivated to achieve their potential. Learning resources are available to students through SPARK (Canvas), enabling students to access materials and continue learning beyond the classroom. Maintain current schemes of learning, assessment schedules, student handbooks and learning resources, ensuring students have access to them before teaching begins and throughout their programme of study. 5.2 Assessment Assessment is planned as an integral part of the curriculum and is used to check students' understanding, identify misconceptions and inform future teaching. Teachers use a range of appropriate formative and summative assessment methods that are aligned to curriculum outcomes and awarding body requirements. Teachers provide regular opportunities for students to demonstrate, apply and extend their knowledge, skills and behaviours. Feedback is timely, constructive and purposeful, enabling students to understand what they have achieved, what they need to improve and how to improve it. Teachers use assessment information to adapt teaching, provide appropriate support and stretch, and ensure students make sustained progress over time. Students are encouraged to reflect on feedback, address targets and take increasing ownership of their own progress. Assessment decisions are accurate, fair and consistent, with internal verification and moderation carried out in line with college and awarding body requirements. ProMonitor Markbook is maintained throughout the course to accurately record student progress, achievement and assessment outcomes in line with the assessment schedule.9
5.3 English, Maths and Digital Skills Teachers develop students' English, maths and digital skills through learning activities that are relevant to their programme of study, enabling them to apply these skills confidently in further study, employment and everyday life. Teachers explicitly teach and reinforce subject-specific vocabulary, technical language and effective communication, enabling students to express themselves accurately and confidently. Students are expected to produce work that reflects academic, vocational and professional standards, with feedback supporting improvements in spelling, punctuation, grammar, mathematical accuracy and presentation appropriate to their programme of study. Teachers provide regular opportunities for students to read, write, communicate, solve problems and use digital technologies in ways that support successful learning and progression. 5.4 Student Progress and Monitoring Registers are completed promptly for every session and unexplained absences are followed up in line with the College Attendance Policy. Every student receives a comprehensive induction that prepares them for successful study, introduces the support available to them and enables them to complete their individual learning plan (ILP) in line with college policies. Student progress, wellbeing and any barriers to learning are reviewed regularly through tutorials, one-to-one meetings and progress reviews, with outcomes recorded in line with college policies. Set, monitor and regularly review ambitious targets with students, recording progress in ProMonitor in line with college policies to support student achievement and progression. Progress Reviews (Parent Reports) for students aged 16–18 are completed in line with college policies, ensuring students and parents/carers are kept informed of progress and next steps. Course At Risk status and student progress information are maintained in line with college policies to enable timely intervention, support and reporting. College systems, including ProMonitor and Navigate, are maintained accurately to support student progress, work experience, enrichment and reporting.10
5.5 Student Voice and Progression Promote student voice by encouraging students to provide feedback on their learning experience and participate in internal and external surveys. Use student voice to inform improvements to teaching, learning and the student experience. Support students to explore and plan their next steps, including progression to further study, apprenticeships or employment. Record student progression intentions and confirmed destinations accurately in line with college policies. 5.6 Learning Environments Learning environments are safe, inclusive and well organised, enabling students to engage fully in learning. Teaching rooms and practical facilities are maintained to a high standard, left clean, tidy and ready for the next session. Displays and learning resources are current, purposeful and relevant to the curriculum, celebrating students' achievements and supporting learning. Learning environments promote equality, diversity, inclusion, safeguarding and professional standards where appropriate. Specialist facilities, equipment and resources are used safely and reflect current industry or subject-specific practice.11
6.0 Cancelling Lessons and Cover Cover arrangements require immediate attention and should be treated as a matter of priority with the respective Group Head of School (GHoS). Classes should not be cancelled without prior approval from the Head of School, and must only occur as a last resort. Appropriate cover should be undertaken by an available staff member, the Curriculum Manager, or Head of School as required. Teachers should inform the line manager of their absence and should not contact learners directly to cancel, as cover arrangements should be made. It is good practice for teachers to indicate what should be taught in cover lessons. Curriculum Managers are responsible for ensuring that appropriate cover arrangements are in place. Each curriculum area will have a central file indicating staff availability for each week, which is to be held by the management team. All schemes of learning should include online resources for every session, be centrally located on a shared area, and readily available to ensure effective cover can be swiftly actioned. In the unlikely event that there are no staff available to cover a class in person, the Central Administration team will contact the learners, signposting them to relevant work to be completed using self-directed study resources online. Learners should complete these in the LRC study space. This must expressly be authorised by the respective Head of School.12
7.0 'SWAP Don't Drop' Process for Course Changes To support students who wish to change courses, ensuring a smooth and well-supported transition. Steps for Students Wanting to Change Course Initial Discussion Student meets 1-to-1 with their tutor to discuss: reasons for wanting to change, and their preferred new course. Course Availability Check Tutor contacts the area of the new course to confirm space availability and begin the transfer process.Referral If the student is unsure about their options, refer them to the Careers & Employability Team for guidance. Initial Assessment and Timetable Curriculum Manager (CM) of the new course ensures the student completes a subject-based initial assessment, and emails the student their new timetable and any missed work. System Update CM updates the student's EBS record to reflect the course change. Final Steps & Support Curriculum CM/tutor confirms the new timetable, supporting access via MyDay. Open door policy during the 'Swap Don't Drop' period: no appointment needed, 1–2 advisers available at all times, remaining advisers on drop-in/appointment duty. Service hours: 9:00am – 4:30pm.13
8.0 Withdrawal Protocol Academic year 2026–27 | Census date: Wednesday 14th October 2026 Student Performance Monitoring Process for the First 42 Days Ongoing Monitoring (Weeks 1–4) From the start of term (1st September), tutors and support staff monitor student engagement, attendance, punctuality, and academic progress. Any concerns are logged in ProMonitor as they arise. Triggering a Performance Meeting (by Wednesday 30th September 2026) If a student's performance is below expectations and they are at risk of withdrawal, a ProMonitor 'Induction Student Performance Notice' is raised. A performance meeting must be held no later than two weeks before the census date. Induction Student Performance Meeting The tutor meets with the student to: outline specific concerns (e.g. attendance, engagement, behaviour, academic progress); agree an action plan with clear, time-bound targets for improvement; record the meeting and action plan in ProMonitor. Review and Follow-Up (Weeks 5–6) The tutor monitors the student's progress against the agreed action plan. If sufficient improvement is made, the student continues on the course with ongoing support. Referral if No Improvement If there is insufficient improvement, the student is: processed as a Withdrawal, with parents/carers contacted; referred to the Careers Team for guidance on alternative pathways; referred to the Youth Engagement Team for programmes for young people that are NEET — a support initiative operating across three centres. Careers and Employability Adviser meets with the student to explore alternative options (including external opportunities). The EE Careers Team logs the discussion and outcomes on ProMonitor.14
8.1 Withdrawal Protocol for Looked-After, EHCP or KS4 Students This protocol outlines the steps and responsibilities when considering the withdrawal of a student who is either a Looked After Child (LAC) or has an Education, Health and Care Plan (EHCP). It ensures compliance with statutory guidance and prioritises the best interests of the student. Looked After Child (LAC) A student under 18 who is in the care of a local authority. EHCP A legal document outlining the education, health, and social care needs of a child or young person with SEND. Guiding Principles Safeguarding is paramount. Withdrawal must be a last resort The voice of the young person must be heard. All decisions must be in the student's best interest and fully documented. Initial Concerns Concerns (e.g. attendance, progress, behaviour) must be clearly identified and recorded. Before any withdrawal is considered, curriculum staff must notify: Head of Welfare & Student Finance (LAC Lead): Jan Dunster; Assistant Principal for SEND: Paul Nee. Early Intervention Curriculum staff should refer LAC learners who require advice and support to the Student Welfare Team at their campus. Withdrawals Students with EHCPs cannot be removed from college without Local Authority consent. LAC students cannot be withdrawn without notification to the Local Authority and/or a meeting with their allocated social worker.15
8.2 Withdrawal Protocol for Apprentices Apprenticeships are work-based programmes involving the apprentice, their employer and the College. The withdrawal process therefore differs from that used for full-time students. 42-Day Withdrawal Rule Period begins from each apprentice's individual programme start date Attendance, engagement and progress must be closely monitored Concerns must be identified promptly, discussed and recorded in College systems Attendance & Early Intervention Subject to the same attendance procedures as other students Unexplained absence or lack of engagement must be followed up promptly Tutor or assessor must agree actions with the apprentice and involve their employer Approval to Withdraw Cannot be withdrawn without prior approval of the relevant Head of School Reasons and interventions already provided must be clearly documented Only considered once appropriate attempts to re-engage have been made Employer Notification & Agreement Employer must be informed of concerns and reasons Discussions, agreed outcome and effective withdrawal date must be formally recorded Final Steps Withdrawal processed promptly in line with apprenticeship funding and College requirements Explore alternatives: additional support, break in learning, transfer or re-engagement16
9.0 Enrichment Our Enrichment Programme provides learners across all campuses with opportunities to develop new skills, build confidence, improve their wellbeing and take part in experiences beyond the classroom. The programme supports the College values of Real-life Learning, Connected Community and Expanded Horizons.17
9.1 SHINE Framework The SHINE Skills Framework helps learners develop 15 essential skills through activities inside and outside the classroom. Workshops, online learning, employer encounters, volunteering and leadership opportunities help learners build confidence, succeed in their studies and prepare for further study or employment.18
10.0 Key College Contacts Chief Executive Officer Angela Joyce — Chief Executive Officer Group Principals Name Role Jasbir Sondhi Group Principal, Education Programmes for Young People and SEND Mark Burrows Group Principal, Adult and Higher Education Debbie Houghton Group Principal, Apprenticeships, Partnerships & Innovation Deputy Principals Name Role Brooks Seyoum Deputy Principal, Student Services / DSL Toby Clark Deputy Principal, Learner Experience Assistant Principals by Campus Campus Name Campus Name Alexandra Centre Paul Nee Soho (Mosaic @ Soho) Carl Boyd Angel Dominic Eady Tottenham Adam Beral Enfield Sharon Wallace Westminster Terry Tinton Finsbury Park Seval Fadil Kings Cross Puneet Dhaliwal Holloway Katie Pike Quality, Teaching and Learning Name Role David Dangana Chief Learning Officer Chris Humphreys Director of Quality Tina Plummer Director of Teaching and Learning Shawn Lonergan, Lorraine Herity and Joe Withey Head of Quality Improvement Nazli Koc Head of Education Technology and Innovation19
Education Programmes for Young People & SEND Business, Arts, Sports & Health Role Name Assistant Principal Puneet Dhaliwal Group Head of School of Health Felicity Gibson-Watt Group Head of School of Business Usha Odilibe Group Head of School of Arts Rebecca Tristram Group Head of School of Sports & Public Services Nihaad Kapdi A Levels Role Name Assistant Principal Dominic Eady Group Head of School of A-Levels Shirley Wong Group Head of School of A-Levels Dagmara Niecko Group Head of School of Vocational Science Christopher Simmons Group Head of School of Applied Science Alex Boud / Daniella Plummer (Jan 2027) Group Head of School of A-Levels (King's Cross) John Ellis SEND & ALS Role Name Assistant Principal Paul Nee Group Head of School of Supported Learning Joanna Krasinska Group Head of School of Supported Learning Laura Edwards Group Head of School of ALS Kam Kalirai Group Head of School of ALS & KS4 Gavin Cox English and Maths Role Name Assistant Principal Katie Pike Group Head of School of English Donna Kavanagh Group Head of School of Maths Felicity Fletcher20
Adults & Higher Education Construction and Engineering Role Name Assistant Principal Sharon Wallace Group Head of School of Construction Mandy Bahra Group Head of School of Engineering David Kellar ESOL Role Name Assistant Principal Adam Beral Group Head of School of ESOL Annelouise Pitt-Bailey Group Head of School of ESOL Peter Coe Hair, Beauty, Aesthetics, Counselling, AAT, Professional Services, Early Year, Teacher Education and Trade Union Education. Role Name Assistant Principal Seval Fadil Group Head of School of Hair, Beauty, Aesthetics and Counselling Saloua El-Khadiri Group Head of School of AAT, Professional Services, Early Year, Teacher Education and Trade Union Education Sarah Ramsay21
Apprenticeships, Partnerships & Innovation Culinary Arts & Hospitality Role Name Assistant Principal Terry Tinton Group Head of School of Culinary Arts & Hospitality Paul Jervis Group Head of School of Apprenticeship & Culinary Arts Sharon Barry Digital, Creative Media & ICT Role Name Assistant Principal Carl Boyd Group Head of School of Creative Media Dominic O'Farrell Group Head of School of Computing and ICT Laila Hassanzadeh Employability, Apprenticeships, Partnerships & International Role Name Group Head of School of Employability Shiv Emmimath Director of Business Development, Partnerships and International Claire Brown Head of Culinary Arts, Enterprise and Global Pathways Vince Kelly Head of Business Development Dean Brown Head of Apprenticeships Jerome Lecerf Head of Project Data and Administration Richard Drozda22
Student Services & Learner Experience Role Name Group Head of Safeguarding & Wellbeing Charlotte Murray Group Head of Welfare and Student Finance Naomi Cotter Group Head of Learner Experience Lorraine Acton Group Head of Enterprise, Employability and Careers Carlo Liu Group Head of Work Experience Emma King Group Learner Voice and Tutorial Manager Kate Reed Safeguarding & Wellbeing Managers Campus Name Angel, Holloway, Regent's Park Ruth Jno-Baptiste King's Cross, Westminster, Soho Frankiie Joseph Enfield, Finsbury Park, Tottenham Marvin Johnson Student Finance & Welfare Managers Campus Name Angel, King's Cross Christopher Powell Holloway, Soho, Westminster, Regent's Park Sue Wiggins Enfield, Finsbury Park, Tottenham Sermin Mehmet-Ali23
Enterprise, Employability & Careers Managers Campus Name King's Cross, Angel Mike Evans Tottenham, Enfield, Finsbury Park Philippa Cooke Soho, Regent's Park, Holloway, Westminster Stefania Caria Enrichment Managers Campus Name Enfield, Tottenham, Holloway, Finsbury Park Anthony Robinson Angel, King's Cross, Westminster, Regent's Park, Soho Vinay Patel Work Experience Managers Area Name Construction & Trades, Engineering, Hair and Beauty, Health & Social Care and Childcare Claire Green Arts, Applied Science, Vocational Science, Sports, Public Services & SEND Claudio Oyarzun ESOL, Creative Media, Digital and Computing, Business & Accounting Mohamed Osman24
Learning Resource Campus Managers Campus Name Tottenham, Enfield Dominic McCabe Angel, King's Cross Mohamed Abdul Karim Finsbury Park, Regent's Park, Holloway, Westminster Simon Nelson Admissions Role Name Director of Admissions Theo Ellis Head of Admissions Meredith White Head of Student Recruitment and Engagement Sian Palmer Contact Services Manager Mohammed Ali Admissions Managers Campus Name Tottenham, Enfield Brenda Brown King's Cross, Soho, Westminster Mohamed Mizan Finsbury Park, Regents Park Meda Butenaite Holloway, Angel Ehssan Sakhraoui25
Corporate Services Role Name Role Name Chief People Officer Trovene Hartley Chief Commercial and Marketing Officer Simon Downing Head of Recruitment Dean Aitkens Director of Marketing Operations and Communications Maria Anguita Head of HR Employee Relations Samantha Liverpool Commercial Director Chris Morgan Head of Learning & Organisational Development Dorota Tworek- Uptas Equity, Diversity and Inclusion Manager Bimmy Rai Head of HR Operations Rani Begum Marketing Manager Sadiya Hogg Chief Financial Officer Roger Bevan Director of Finance Kathryn Wides Director of MIS Jackie Rusling Assistant Director Examinations Ricky Norman Director of Estates and Facilities Neill Scott Deputy Director - Estates and Facilities Richard Pace; Andy Christophi, CIWFM Director of Health and Safety James Ventham Head of Health & Safety Operations Hamzah Ledger Director of ICT Jeremy Wells Assistant Director of TIS Jonathan Fitzwater26
Additional Contacts Service Contact Details Absence Line (General) 0207 832 5000 Option 1: Tottenham, Tottenham Green, Enfield, Finsbury Park, and Holloway Option 2: King's Cross, Sixth Form, Angel, Regent's Park, Westminster, and Soho Bursary Enquiries bursary@capitalccg.ac.uk / 0207 832 5151 Careers and Employability Advice careers@capitalccg.ac.uk Exams exams@capitalccg.ac.uk ICT icthelpdesk@capitalccg.ac.uk Marketing marketing@capitalccg.ac.uk Mental Health and Wellbeing wellbeing@capitalccg.ac.uk / 0207 832 5151 Registers webreg@capitalccg.ac.uk Safeguarding safeguarding@capitalccg.ac.uk / 020 7832 5050 Welfare & Looked After Student Support welfare@capitalccg.ac.uk / 0207 832 5151 Work Experience workexperience@capitalccg.ac.uk27
11.0 Important Dates Event Date A-Level Results Day 12 August 2027 GCSE Results Day 19 August 2027 Main Enrolment 20 August – 28 August 2026 Term Dates Term Dates Half-Term Term 1 2 September – 17 December 26–30 October 2026 Term 2 4 January – 25 March 15–19 February 2027 Term 3 12 April – 6 July 31 May – 4 June 2027 Professional Development Days Date Event Friday 23 October 2026 Local PD Day Friday 18 December 2026 Group PD Day and Staff Awards Thursday 25 March 2027 Local PD Day Monday 5 July 2027 Local PD Day Tuesday 6 July 2027 Group PD Day and Summer Celebration Key Links College Policies and Strategies Safeguarding MyConcern28