DOCSLIB.ORG

Parents Handbook and a Guide to Boarding

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Parent’s Handbook And Guide to Boarding Academic Year 2021/22 Aysgarth School Trust Limited Registered Charity No. 529538 (England) Company Number: 898078 Registered Office: Aysgarth School Trust Limited, Newton-le-Willows, Bedale, North Yorkshire July 2021 This booklet expands upon the prospectus and informs parents more about day-to-day life in the School. We hope that it will be especially useful for new parents. It is updated each year. Although correct at the time of printing, some aspects will inevitably change as the School and its environment develop. Copies of the School Policies are on the website – www.aysgarthschool.com TABLE OF CONTENTS 1. STATEMENT OF PURPOSE 2. WHO IS WHO (AND WHAT WE DO) 3. ADMISSIONS POLICY & STARTING AT AYSGARTH 4. ACADEMIC WORK 5. NON ACADEMIC 6. PASTORAL CARE 7. CHILD PROTECTION 8. COUNTERING BULLYING POLICY 9. PHYSICAL RESTRAINT 10. BEHAVIOUR 11. BOARDING OPTIONS 12. BOARDING HOUSE STRUCTURE 13. EXEATS, HALF TERMS & OPTIONAL WEEKENDS 14. UNIFORM 15. TRAVEL 16. CONTACTS AND PERSONAL INFORMATION 17. VARIOUS BOARDING DETAILS Birthdays Boarding Facilities Emailing and Skype Payphones Discipline Procedures in Dorms Routines Alcohol, Tobacco & Drugs Laundry Bounds Visitors Pocket Money Valuables Arrangements for searching Pupils and Possessions Searching with Consent Searching without Consent iPod and Electronic Gaming Policy Belongings left at the end of Term Bikes Weekend and Evening Activities School Trips 2 18. FOOD 19. HEALTH AND SAFETY 20. SPIRITUAL, MORAL, PERSONAL, CULTURAL AND SOCIAL WELFARE 20. (A) POLICY FOR THE PROVISION FOR PUPILS WITH PARTICULAR RELIGIOUS, DIETARY, LANGUAGE OR CULTURAL NEEDS 21. PROCEDURE FOR ENABLING PUPILS TO TAKE PROBLEMS OR CONCERNS TO ANY MEMBER OF STAFF AND PUPIL ACCESS TO A PERSON INDEPENDENT OF SCHOOL AND SHARING PROBLEMS 22. COMPLAINTS PROCEDURE 23. FIRE NOTICE 24. CLARIFICATION OF LODGINGS AND OUTSIDE GUARDIANSHIP 25. INFORMATION TECHNOLOGY (IT) 26. FEES 27. APPENDICES 3 1. STATEMENT OF PURPOSE Aysgarth is home to a close and thriving community of children and staff. Our goal is to find and develop the best in every child by providing a caring, stimulating, safe and comfortable environment. We believe strongly in the value of boarding as a means of developing a boy in every respect – to be happy, confident, courteous, independent and ambitious. The chapel is at the heart of the School reflecting the importance of the Christian faith and values taught within the School. The Core Values of the School are as follows: ● Love your neighbour ● Make the most of your talent ● Be courageous in all you do The Vision Statement of the school is shown below: “Aysgarth aims to excel in providing an enjoyable, inspiring and relevant education, which is the best all-round preparation for its pupils to thrive at the major public schools and beyond.” We will achieve this by: ● Attracting and retaining high quality staff committed to the aims of the School and able to develop enthusiasm in their sphere of activity ● Creating a happy, safe and supportive boarding environment in which each child is encouraged to find and develop their talents to the full ● Teaching a broad curriculum and establishing learning skills that will endure through Public School and life beyond ● Encouraging children to adopt Christian values ● Providing a wide range of opportunities ● Making it easy for parents and children to choose Aysgarth ● Generating an operating surplus to enable reinvestment in the best staff & facilities Boarding The boarding house should be regarded as ‘home’ for our boarders. There should be a distinction between ‘home’ and school. Our aim is to foster an ‘out of school ethos’ where boarders can be happy and comfortable. All staff are to be made aware of this ethos so that boarders can be treated appropriately out of school hours. There is a commitment from the Governors and Senior Management that all staff are adequately trained and supported to carry out their roles effectively. The School admits boarders between the ages of 7 and 13. The boarding establishment of the School can accommodate up to 148 pupils. Accommodation is in the form of dormitories ranging from 4-9 beds. This booklet seeks to set out some of the routines, rules and principles of the boarding organisation and structure. It is certainly not exhaustive, and if you have any questions or queries, don't hesitate to ask a member of the House staff. 4 2. WHO IS WHO (AND WHAT WE DO) SCHOOL GOVERNORS P.J.S. Thompson Esq. (Chairman) W.M.A. Land Esq F&GP Committee, Safeguarding Harrow School North Yorkshire T.E.J. Nolan Esq. J.L. Bourne-Arton Esq. Deputy Head (Co-Curricular) North Yorkshire Eton College Mrs. M.A. Bowring W.J. Roe, Esq. Health & Safety, Pre-Prep, Lancashire Marketing Committee, North Yorkshire Mrs C.L. Cadogan Mrs V.S. Savile F&GP Committee, Derbyshire North Yorkshire D.J.C. Faber Esq. M.C. Wallace Esq. Headmaster, Summer Fields Prep School F&GP Committee, West Yorkshire Mrs. S.J. Guthe C. York Esq Chairman of Academic, Pastoral & Boarding, F&GP Committee, North Yorkshire North Yorkshire B.M.L. Hoskyns-Abrahall Esq. Chairman of F&GP Committee, North Yorkshire The Chairman of the Governors, Nimble Thompson, can be contacted at the School address should you wish to do so. Headmaster: R.J. MORSE, B.Ed. (Hons) De Montfort University Senior Deputy Head and Deputy Head Pastoral P.R. BARLOW, B.A. (Hons) De Montfort University, Bedford Head of Boarding Deputy Head Academic Dr. E.S.G. CANNING, PhD. B.Sc. Leeds University, P.G.C.E. Canterbury Deputy Head Operations G.P. ASKEW, B.A. (Hons) Leicester University, P.G.C.E. Hull University Head of Foreign Languages, Scholarships Coordinator 5 Teaching Staff P.J. SOUTHALL, B.A. (Hons) Hull Mrs. A.K. TOMLINSON, BA (Hons) Bristol University, P.G.C.E. St. Mary's College, University, P.G.C.E University of the West of Twickenham England, Charity Committee P.R. GAVEN, B.Sc. (Hons) P.G.D.E. T.C.B. VIVIAN I.T.Manager University of Natal Mrs. T.E. LOCKE, BA (Hons) Drama, Senior Master, Head of Science University of Hull, Mrs. C.E. MORSE, B.A. (Hons) Norwich P.G.C.E Manchester Met. University School of Art, P.G.C.E Homerton College, Head of Drama (maternity leave) Cambridge. Headmaster’s Wife & Head of Art Mrs. S.J. EDGAR, BA University of & Design Technology Nottingham, P.G.C.E. Teesside University Mrs. J.J. MACLELLAND, B.A. (Hons) QTS, Head of English Lancaster University J.M.ALDERSON, B.A. (Hons) & P.G.C.E., Director of Performing Arts and IT University of Durham, Boarding Activities T. R. BULLAS, M.A. St. Andrews University, D.J. McCROSSAN, B.Ed. (Hons) Queen’s P.G.C.E. University of Surrey University Belfast Head of Maths A.W.J. LANE, Director of Sport Mrs. V. S. MARTIN, M.A. Cardiff University, A.K. FOSTER, Head of Classics, P.G.C.E. York University Magazine Editor Mrs. C.L.C. RICH, B.A. (Hons) Kingston Mrs. J.K. POLLOCK, Skills Development Polytechnic, P.G.C.E Trinity and All St.College Mrs R.J. BULMAN, Teaching Assistant for V.R. IRWIN, B.Sc. Ed. (Hons) QTS, Durham visually impaired University, BA (Hons) Teesside University Mrs N.M. KRISHNAN, Skills Development Head of Senior Boys’ Boarding A.R. CHADWICK, B.A. (Hons) Leeds Gap Year Students Metropolitan University J. SWEETLOVE, H. WEIGHTMAN, Head of Form 1, Head of Junior Boys’ Miss K. SHANNON, Miss L. MURPHY, Boarding D. STEWART J. TOMLINSON, B.A. (Hons) University of the West of England, Head of Geography Music Staff Mrs. S.J. OGDEN, B.A. Ed. (Hons) Durham R. SOWDEN, M.A, GMus, PGCE, MIfl University QTLS – Assistant Director of Music & Brass Head of Skills Development M.D. BAINBRIDGE, LRAM – Strings M.S. ATHERTON, M.A. Durham University, S.M.B. CARTER, B.A. Oxon (Hons) – Voice FTCL, ATCL, Director of Music & Piano P. BARTLETT, ALCM – Woodwind Matrons A.M. NELSON, B.A. (Hons), C.T. ABRSM – Miss. A. ARMSTRONG, Head Matron Pre-Prep Piano Miss. S. SIMPSON, Matron D. RIVRON, Mus. B (Hons) – Guitar, Cello, Mrs. M. JAMESON, Matron Double Bass & Piano Mrs. P. WATERHOUSE, Matron Mrs E. WILSON, GRSM, ARMCM, ATCL. Cert Ed – Piano & Theory Administration Mr B.J. ROBINSON, B.Ed.– Bagpipes A. FRANCIS, N. Dip. Civ. Eng, Bursar Mrs E. A. LATTA MA, B.Ed, Dip Mus OU - Mrs. P. MULLEN, Bursar’s Assistant Violin, Viola, Piano, Guitar, Recorder Mrs. N. PARGETER, Admissions & Mrs H.C. SOWDEN Mus, DipNCOS - Violin, Marketing Viola, Cello, Piano, Theory Mrs. K. WIGGINS PA to Headmaster Mrs. A. JONES, Administration Assistant Mrs M. DAVEY, Head of Brand and Foundation Development 6 AYSGARTH SCHOOL CONTACT DETAILS PREP SCHOOL NUMBER - 01677 450240 This number can be called and if the school secretary is not at her desk, it gives you options for speaking to the Headmaster, the Matrons or the Duty Staff after 5pm ALL E-MAIL ADDRESSES - (member of staff’s initial)(surname)@aysgarthschool.co.uk CHILD PROTECTION Name Role e-mail Mr Robert Morse Designated Safeguarding Lead [email protected] 01677 451022/07500 929729 Mr Paul Barlow Deputy Designated Safeguarding [email protected] Lead 01677 450240/07720 705266 Anna Brown Deputy Designated Safeguarding [email protected] Lead - Pre Prep PASTORAL AND ACADEMIC Name Role e-mail Mr G Askew Form Tutor 5A [email protected] Mr P Barlow Form Tutor 5B [email protected] Dr E Canning Form Tutor 5C [email protected] Mr A Foster Form Tutor 4F [email protected] Mr V Irwin Form Tutor 4I [email protected] Mr A Lane Form Tutor 4L [email protected] Mrs Martin Form Tutor 3M [email protected] Mrs A Tomlinson
Recommended publications
  • Licensed Child Care Centres – Age Grouping, Ratios, Group Size And

    Licensed Child Care Centres – Age Grouping, Ratios, Group Size And

    Licensed Child Care Centres AGE GROUPING, RATIOS, GROUP SIZE AND STAFF QUALIFICATIONS OVERVIEW A new optional approach to age groupings, ratios and staff qualifications will be implemented starting September 1, 2017. Under the new approach, licensees will have the option of operating under the current requirements for age groupings, ratios, and qualifications (Schedule 1) or applying to adopt the new option (Schedule 2). Licensees and new applicants will have the opportunity to apply for a licence under Schedule 2, which would be approved based on set criteria. By providing greater flexibility to licensees to apply to adopt the new age groupings or maintain status quo, the ministry aims to address the complex relationship between staff-child ratios, group size and educator training/qualifications while meeting the varied needs of families, children, and communities in Ontario and supporting successful business models. This fact sheet is intended to highlight some of the key licensing requirements for implementing the new Schedule 2. ontario.ca/childcare BLEED Here are the requirements for age groupings, ratios, maximum number of children, and minimum number of qualified staff under Schedule 2 Name of Age Age Range Ratio of Staff to Maximum Minimum Category Children Number of Number of Children Qualified Staff Infant/Toddler Younger than 1 to 3 12 2 out of 3 24 months (younger than 12 months) 1 to 4 (12 months – younger than 24 months) Preschool 24 months or 1 to 8 24 2 out of 3 older but younger than 5 years Kindergarten 44 months or 1 to 13 26 1 out of 2 older but younger than 7 years Primary/ 68 months or 1 to 15 30 1 out of 2 junior school older but younger age than 13 years Junior school 9 years or older 1 to 20 20 1 out of 1 age but younger than 13 years Can centres adopt Schedule 2 but only enrol children between certain ages (i.e., 12–24 months)? Yes, centres still have the flexibility to choose which ages to serve within their licensed aged groupings.
  • An Analysis of the Effects of Boarding School on Chinese Students’ Academic Achievement

    An Analysis of the Effects of Boarding School on Chinese Students’ Academic Achievement

    FIRE: Forum for International Research in Education Vol. 6, Iss. 3, 2020, pp. 36-57 COMPENSATING FOR FAMILY DISADVANTAGE: AN ANALYSIS OF THE EFFECTS OF BOARDING SCHOOL ON CHINESE STUDENTS’ ACADEMIC ACHIEVEMENT Minda Tan1 Shandong Normal University, China Katerina Bodovski Pennsylvania State University, USA Abstract China implemented a policy to improve education equity through investing in boarding programs of public schools in rural and less-developed areas. However, this policy has not been informed by empirical research in the Chinese context. By using the nationally representative longitudinal data, this study investigates whether and to what extent boarding schools compensate for children's family disadvantages in terms of mathematics and reading achievement. The findings, drawn from multilevel logistic regression and hierarchical models, indicate that students from low-SES families or rural areas tend to board at schools. Boarding students performed better than day students in 8th-grade mathematics tests. Among students with essential needs, those residing at school during the week significantly benefitted in their school performance in both subjects. Overall, it appears that governmental investment in boarding programs can, to some extent, compensate for some family disadvantages. Keywords: boarding school; academic performance; socioeconomic status; family support; education equity 1 Correspondence: Minda Tan, 88 Wenhuadong Road, Shandong Normal University, 250014, Jinan, Shandong Province, China; Email: [email protected] M. Tan & K. Bodovksi 37 Introduction Family educational resources are unequally allocated among families within countries. In China, students from socioeconomically disadvantaged families are challenged to achieve academic success similar to that of their peers because their parents cannot provide adequate financial and cultural resources (Luo & Zhang, 2017) .
  • The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗

    The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗

    The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗ Vilsa E. Curtoy Roland G. Fryer, Jr.z October 14, 2012 Abstract The SEED schools, which combine a \No Excuses" charter model with a five-day-a-week boarding program, are America's only urban public boarding schools for the poor. We provide the first causal estimate of the impact of attending SEED schools on academic achievement, with the goal of understanding whether changing both a student's social and educational en- vironment through boarding is an effective strategy to increase achievement among the poor. Using admission lotteries, we show that attending a SEED school increases achievement by 0.211 standard deviations in reading and 0.229 standard deviations in math, per year of attendance. Subgroup analyses show that the eff ects are entirely driven by female students. We argue that the large impacts on reading are consistent with dialectical theories of language development. ∗We are grateful to Eric Adler, Anjali Bhatt, Pyper Davis and Rajiv Vinnakota for their cooperation in collect- ing data necessary for this project. Matt Davis, Will Dobbie, and Meghan Howard provided exceptional research assistance. Support from the Education Innovation Laboratory at Harvard University (EdLabs) is gratefully ac- knowledged. Correspondence can be addressed to either of the authors by mail: Department of Economics, Harvard University, 1805 Cambridge Street, Cambridge, MA 02138 [Fryer]; Department of Economics, Stanford University, 579 Serra Mall, Stanford, CA 94305 [Curto]; or by email: [email protected] [Fryer] and [email protected] [Curto]. The usual caveat applies. yStanford University zRobert M.
  • The Next-Gen Boarding School

    The Next-Gen Boarding School

    global boarding – washington, dc global boarding – washington, THE NEXT-GEN BOARDING SCHOOL Washington, DC THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN whittle school SUZHOU • BROOKLYN, NY & studios www.whittleschool.org [email protected] +1 (202) 417-3615 THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN SUZHOU • BROOKLYN, NY www.whittleschool.org [email protected] +1 (202) 417-3615 global boarding 1 SHENZHEN, CHINA WASHINGTON, DC One School. Around the World. BROOKLYN, NY SUZHOU, CHINA 2 whittleschool.org global boarding 3 4 whittleschool.org global boarding 5 The Story of Whittle A Global Collaboration to Transform Education We aim to create an extraordinary and unique school, the first truly modern institution serving children from ages three to 18 and the first global one. We want to change for the better the lives of those students who attend and, beyond our own campuses, contribute to the cause of education on every continent. We measure our merit not through the narrowness of exclusivity but through the breadth of our impact. In the fall of 2019, we opened our first two campuses simultaneously in Washington, DC and Shenzhen, China — and soon after announced our next campuses to open in Brooklyn, New York (later this year) and Suzhou, China (in the fall of 2021). 6 whittleschool.org global boarding 7 Introducing The Next - Generation Boarding School Boarding lies at the heart of some of the world’s greatest schools. There is good reason for this: The opportunity to live in a learning community, to A global school with opportunities to form lasting friendships, and to develop confidence and independence when away from home can be life changing.
  • Kindergarten & Junior School

    Kindergarten & Junior School

    Kindergarten & Junior School 2019/20 Kindergarten & Junior School Kindergarten & Junior School Overview Kindergarten Steeped in history, Campbell College is a voluntary grammar and Junior School school, located on a stunning 100-acre woodland campus on the edge of East Belfast, which welcomes boys from the age of three to eighteen. “Campbell College Kindergarten and Junior School is a unique learning environment where boys are The modern Junior School and Kindergarten buildings are inspired, not just by the history and beauty of their nestled in their own private setting within the extensive surroundings, but by the magic of the place. Within our grounds of the College campus. Each Key Stage building nurturing learning environment, diversity is celebrated features bright, spacious classrooms, an ICT suite, library, and individuals are empowered and enabled to achieve sports hall and creative spaces to facilitate specialist art their full and unique potential. When you join our lessons, speech and drama classes and instrumental tuition. Junior School Family, you become part of something Add to the mix a huge outdoor classroom, extensive sports very special. It is the first chapter of an exciting, lifelong pitches, a swimming pool, athletics track and tennis courts, adventure as part of the Campbell Community.” and you can see why this is such a unique learning environment for boys. Miss Andrea Brown Head of Junior School & Kindergarten Our Vision To provide the highest quality and most unique learning experience for boys. Our Aspirations Core Values We seek to ensure that each member of our whole school community is valued, cared for and supported, within We consider it a great privilege to work with children in their a positive atmosphere of co-operation, mutual respect formative years and, as our young Campbellians head off on and trust.
  • 2 Yore Mill Cottage Church Bank, Aysgarth Falls, Leyburn

    2 Yore Mill Cottage Church Bank, Aysgarth Falls, Leyburn

    2 Yore Mill Cottage Church Bank, Aysgarth Falls, Leyburn A Grade II Listed Cottage In A Stunning Location Adjacent T o Aysgarth Falls • Partly Modernised • Ideal Holiday Let • Two Bedrooms • Investment Potential • Stunning Location Adjacent To Aysgarth Falls • Guide Price £110,000 - £130,000 • 4 North End, Bedale, North Yorkshire, DL8 1AB Tel: 01677 425950 Marwood House, Railway Street, Leyburn, North Yorkshire, DL8 5AY Tel: 01969 622800 E [email protected] www.robinjessop.co.uk 2 Yore Mill Cottage, Church Bank, Aysgarth Falls, Leyburn, DL8 3SR SITUATION Bedroom Leyburn 7 miles. Hawes 9 miles. Bedale 18 miles. Darlington 33 Single room (would fit bunkbeds). Large built in wardrobe. miles. (All distances are approximate). Night storage heater. Window with window seat facing Aysgarth Water Falls. 2 Yore Mill Cottage is superbly situated next to Aysgarth Falls. Aysgarth is an extremely popular dales villag e with a wealth of local am enities, set behind St Andrews Medieval Attic Church. Space for storage. AMENITIES GENERAL REMARKS & STIPULATIONS Communications – A1 Interchanges Leeming Bar & Scotch Viewings Corner 30 mins. Railway Station at Northallerton 45 mins. Airport Leeds/Bradford (75 mins). By appointment with Robin Jessop Ltd (01969 622800). Shopping – Aysgarth and West Burton Village Stores. Offers Local market towns Hawes and Leyburn. Larger centres at All offers must be confirmed in writing. We will not report Darlington, Teesside, Harrogate and Leeds. The area is well served by good State and Independen t any verbal offer unless it is confirmed in writing. schools, Primary schools: West Burton and Bainbridge. Tenure Comprehensive Schools: Leyburn and Richmond.
  • Distance Learning Solutions and Child Development During the COVID-19 Lockdown

    Distance Learning Solutions and Child Development During the COVID-19 Lockdown

    DISCUSSION PAPER SERIES IZA DP No. 13819 Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown Hugues Champeaux Lucia Mangiavacchi Francesca Marchetta Luca Piccoli OCTOBER 2020 DISCUSSION PAPER SERIES IZA DP No. 13819 Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown Hugues Champeaux Luca Piccoli CERDI, Universite Clermont Auvergne and University of Trento and IZA CNRS Lucia Mangiavacchi University of Perugia and IZA Francesca Marchetta CERDI, Universite Clermont Auvergne and CNRS OCTOBER 2020 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. ISSN: 2365-9793 IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No.
  • Ripon Neighbourhood Plan to 2030

    Ripon Neighbourhood Plan to 2030

    RIPON NEIGHBOURHOOD PLAN TO 2030 Made 10th April 2019 01 RIPON NEIGHBOURHOOD PLAN TO 2030 RIPON NEIGHBOURHOOD PLAN TO 2030 CONTENTS � FOREWORD Foreword 03 In October 2011 five Ripon organisations - Ripon City 1 Introduction 04 Council, Greater Ripon Improvement Partnership, 2 Ripon in Context � 05 Ripon Chamber of Trade and Commerce, Ripon Civic 2.1 Ripon’s history � 05 Society and the Chapter of Ripon Cathedral - together 2.2 Ripon’s setting � 05 2.3 Planning Ripon � 05 sought Harrogate Borough Council’s support to request 2.4 Conserving Ripon 05 � Government to add the City to the list of places wishing 2.5 Ripon’s People 08 � to prepare a Neighbourhood Plan. 2.6 Ripon’s Homes � 08 On behalf of the partners I am pleased that after several 2.7 Ripon at Work � 08 years work, the contribution of the volunteer team and assistance from 2.8 Deprivation in Ripon � 09 2.9 Health and Wellbeing (data at 2012) � 09 Harrogate Borough Council has resulted in this Plan for Ripon. 2.10 Community Safety � 09 2.11 Environmental quality � 09 2.12 � Accessibility and Transport 10 � Councillor Pauline McHardy 2.13 Conclusions � 10 � The Right Worshipful the Mayor of Ripon � 3 The Strategic Context 11 3.1 National Planning Policy Framework � 11 � 3.2 General Conformity with the Strategic Policies of the Local Plan � 11 � 4 Preparing the Plan � 13 � 4.1 Getting Started � 13 � 4.2 Vision and Objectives � 14 � 4.3 Options � 15 � 4.4 Preliminary Draft Ripon City Plan � 16 � 4.5 Implications of the Emerging Local Plan � 16 � 4.6 Draft Ripon City Plan � 16 � 5
  • Young Adult Realistic Fiction Book List

    Young Adult Realistic Fiction Book List

    Young Adult Realistic Fiction Book List Denotes new titles recently added to the list while the severity of her older sister's injuries Abuse and the urging of her younger sister, their uncle, and a friend tempt her to testify against Anderson, Laurie Halse him, her mother and other well-meaning Speak adults persuade her to claim responsibility. A traumatic event in the (Mature) (2007) summer has a devastating effect on Melinda's freshman Flinn, Alexandra year of high school. (2002) Breathing Underwater Sent to counseling for hitting his Avasthi, Swati girlfriend, Caitlin, and ordered to Split keep a journal, A teenaged boy thrown out of his 16-year-old Nick examines his controlling house by his abusive father goes behavior and anger and describes living with to live with his older brother, his abusive father. (2001) who ran away from home years earlier under similar circumstances. (Summary McCormick, Patricia from Follett Destiny, November 2010). Sold Thirteen-year-old Lakshmi Draper, Sharon leaves her poor mountain Forged by Fire home in Nepal thinking that Teenaged Gerald, who has she is to work in the city as a spent years protecting his maid only to find that she has fragile half-sister from their been sold into the sex slave trade in India and abusive father, faces the that there is no hope of escape. (2006) prospect of one final confrontation before the problem can be solved. McMurchy-Barber, Gina Free as a Bird Erskine, Kathryn Eight-year-old Ruby Jean Sharp, Quaking born with Down syndrome, is In a Pennsylvania town where anti- placed in Woodlands School in war sentiments are treated with New Westminster, British contempt and violence, Matt, a Columbia, after the death of her grandmother fourteen-year-old girl living with a Quaker who took care of her, and she learns to family, deals with the demons of her past as survive every kind of abuse before she is she battles bullies of the present, eventually placed in a program designed to help her live learning to trust in others as well as her.
  • Junior School Dress Code

    Junior School Dress Code

    JUNIOR SCHOOL DRESS CODE The dress code for the children at the Junior School is one of “common dress.” Clothing may be purchased anywhere you wish. Sweatshirts and other clothing items are available from the Shady Side Academy Junior School Parents' Association. Many parents buy their uniform at Lands’ End. Our purchasing code is 9000-3398-6. Girls and Boys Common Dress Shirt: A white, navy or yellow collared shirt either long or short-sleeved or a turtleneck jersey. Shirttails are to be tucked in. No tank tops, spaghetti straps, or midriff tops. Sweater: Navy or white, with or without a Shady Side monogram. Sweatshirt: Shady Side sweatshirts only. Sweatshirts may not be oversized. Pants: Navy or khaki pants. Pants or slacks must be tailored and should not drag on the floor. No sweatpants, leggings, yoga pants, velour or gaucho pants. Belts must be worn if pants have belt loops. Shorts: Navy or khaki shorts--no running, gym shorts or short shorts. Shorts are to be no shorter than mid-thigh in length. Shoes: Tie or Velcro tennis shoes with non-marking soles. In inclement weather, students may wear boots and change into tennis shoes at school. Socks: Navy or white socks must be worn. Girls may wear navy or white tights. Girls have the additional options of: Skirts/Skorts, Jumpers: Must be navy or khaki. Skirts and dresses are to be no shorter than 3” above the knee, or longer than mid-calf. Tights: Navy or white Additional Guidelines: ● Hats are not to be worn indoors. ● Make-up, glitter or fragrances are not permitted.
  • MINUTES of the MEETING HELD on MONDAY 14Th JANUARY 2019

    MINUTES of the MEETING HELD on MONDAY 14Th JANUARY 2019

    ORDINARY COUNCIL MEETING MINUTES MINUTES OF THE MEETING HELD ON MONDAY 14th JANUARY 2019 Present Councillor A Hallett (Mayor) Councillor M Young (Deputy Mayor) Councillor M Barningham Councillor A Coates Councillor M Evitt Councillor D Ingram Councillor C McGill Councillor C Mollard Councillor J Noone A N Reed (Town Clerk) J A Cockburn (Assistant Clerk) 4 Members of the Public (MoP) The Chair requested a minute’s silence before the meeting commenced to remember the late Bryan Cockburn 192.2018 Declarations of Interest in agenda items: A declaration of interest was received from Cllr Barningham for planning item 18/0016/FUL covered in minute 206.2018. 193.2018 Apologies: Apologies were received and accepted from Cllr Howe. 194.2018 Minutes of the Town Council meeting held on 10th December 2018: The council resolved to approve the minutes and they were signed by the Chair. 195.2018 2019 Car Boot Sales – to conduct the draws matching organisations to dates for Saturday Car Boot Sales in 2019. Also, to consider the mechanism for inviting applications for the 2020 sales. The Car Boot Sales draw for 2019 was conducted by Cllrs Mollard and Young and recorded by the Assistant Clerk. The Calendar of organisations to be updated and circulated to all interested parties and posted on the website for public view. 196.2018 Updates from minutes (not covered elsewhere on the agenda): BEDALE TOWN COUNCIL Bedale Hall North End Bedale North Yorkshire DL8 1AA t: 01677 427949 e: [email protected] w: www.bedale-tc.gov.uk ORDINARY COUNCIL MEETING: MINUTES 196.1 Empty Shops: The Clerk informed Council that he had no further update to report at present and would bring back to a future meeting when he had.
  • BRITISH FAMILIES in LOCKDOWN STUDY: the Impact of COVID 19 on Education and Children’S Services C

    BRITISH FAMILIES in LOCKDOWN STUDY: the Impact of COVID 19 on Education and Children’S Services C

    BRITISH FAMILIES IN LOCKDOWN STUDY: The Impact of COVID 19 on Education and Children’s Services C. Clayton, R. Clayton and M. Potter. Leeds Trinity University ‘British Families in Lockdown’ is a qualitative study led by Leeds Trinity University which has investigated the day-to-day experiences of British families during the first seven weeks of lockdown. Fifty-six families from a diverse set of socio-economic backgrounds, geographies, religions and cultures participated in telephone or video calling semi-structured interviews and they shared their detailed, personal stories and experiences of employment, children’s schooling, health, well-being, family life, leisure time and technology use during the first phase of lockdown. Outside of this study, reported Covid-19 evidence is overwhelmingly quantitative based, scientific, clinical, anecdotal or journalistic, as such, these qualitative insights will help build a more rounded picture of British family experiences. The study was quick to respond to the pandemic and is one of the few qualitative studies collecting data from the UK population during the initial stage of lockdown. Our initial findings demonstrate some of the complex ways in which Covid-19 has impacted children’s services and education. Our data supports quantitative reports to some extent but there is contrasting evidence and wider issues to also consider. SUMMARY OF MAIN FINDINGS Some families who were provided a school place for their child, did not necessarily take up the school offer. They felt that keeping their children at home was safer. Access to support services for some families discontinued and there was limited, or no further contact made with the children during the initial period of lockdown.