DOCSLIB.ORG

School Design and Delivery

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
School Design and Delivery School Design and Delivery REPORT BY THE COMPTROLLER AND AUDITOR GENERAL 25 August 2010 Report by the Comptroller and Auditor General for Northern Ireland Ordered by the Northern Ireland Assembly to be printed and published under the authority of the Assembly, in accordance with its resolution of 27 November 2007 School Design and Delivery BELFAST: The Stationery Office £5.00 This report has been prepared under Article 8 of the Audit (Northern Ireland) Order 1987 for presentation to the Northern Ireland Assembly in accordance with Article 11 of that Order. K J Donnelly Northern Ireland Audit Office Comptroller and Auditor General 25 August 2010 The Comptroller and Auditor General is the head of the Northern Ireland Audit Office employing some 145 staff. He, and the Northern Ireland Audit Office are totally independent of Government. He certifies the accounts of all Government Departments and a wide range of other public sector bodies; and he has statutory authority to report to the Assembly on the economy, efficiency and effectiveness with which departments and other bodies have used their resources. For further information about the Northern Ireland Audit Office please contact: Northern Ireland Audit Office 106 University Street BELFAST BT7 1EU Tel: 028 9025 1100 email: [email protected] website: www.niauditoffice.gov.uk © Northern Ireland Audit Office 2010 School Design and Delivery Contents Page Executive Summary 1 Scope and methodology of this review 2 New arrangements aim to improve the strategic planning of the new school estate 2 More effective use of available capital funding will be key to delivering a 3 modernised schools estate Strong design quality is evident in recently constructed schools and lessons 4 can be learned Conclusions and Recommendations 5 Part One: Investment in the schools estate has increased but falling enrolments 7 and surplus capacity remains a challenge Background 8 New arrangements are planned for delivering education services and 8 managing the schools estate The Investment Strategy envisaged a significant increase in capital funding 9 There has been a significant increase in capital expenditure within the 10 schools estate but a sizable maintenance backlog exists While the overall number of schools has reduced, surplus capacity 12 has increased The need to rationalise the schools estate has been raised by the 13 Public Accounts Committee The processes for procuring and delivering capital investment in schools 13 were reviewed and a 2005 report pointed to inefficiencies in the planning process The Report recommended a whole-system approach to the planning and 15 delivery of the schools estate School Design and Delivery The 2006 Bain Report highlighted the need for estate planning processes 16 to be responsive to demographic change and recommended minimum school sizes to help reduce surplus capacity The Department has advocated new approaches for the management of 17 smaller schools and the way they deliver the curriculum Part Two Effective use of available capital funding will be key to delivering 19 a modernised estate The announcement of capital projects or major programmes raises expectations 20 The Department has consistently underspent its capital budget 20 Most schemes have been driven by serious accommodation inadequacies 23 There have been variations in the content and quality of economic appraisals 23 The Department’s Investment Delivery Plan is relatively underdeveloped 25 but it recognises where improvements can be made Part Three: The overall design quality of schools is improving but there are 27 issues that need to be addressed We have previously reported on the procurement and design quality of schools 28 For this report we commissioned an independent assessment of the design 28 quality of 16 new and refurbished schools Very strong design quality was evident but robustness of finish and flexibility 28 of design were often weak Schools scored very well on the organisation of their buildings and most 36 spaces were well designed Smaller schools scored particularly well on ease of internal movement 36 Environmental conditions can be maximised through good design 36 The schools had a good ‘civic presence’ and their design quality was 37 comparable to that of other quality public buildings School Design and Delivery Contents Schools should give full consideration to the external aspects of their design 37 Most of the schools visited have the potential for community and out-of-hours use 38 There were variations in the environmental friendliness and robustness of the 39 materials used Designs need to give more priority to flexibility 40 Our concerns about design quality in some of the early schools projects 40 procured by PFI are being addressed There have been improvements in the design quality of school projects in the 40 past decade and this is supported by analysis of the scores for individual schools School designs complied with guidance issued by the Department, but our 41 review identified a number of areas of concern The Department has made progress in implementing a PAC recommendation 42 on the Building Handbooks The economic appraisals for approved schemes have included arrangements 42 for post-project evaluation Post Occupancy Evaluation is a way of providing feedback to inform future 43 projects and processes Appendices 45 From 1997 to December 2009, 153 schemes have been completed and 46 a further 87 projects are currently on-site or in planning School schemes announced by DE by year and capital value 47 School Schemes Completed Since 1997 48 Estimated Surplus School Places: 1999-00 and 2008-09 56 Assessment of Design Quality: Schools Visited 58 Progress in Design Quality of PFI Schools since “Building for the Future: 59 A Review of the PFI Education Pathfinder Projects” (2004) School Design Concerns and Changes to Building Handbook 61 School Design and Delivery Abbreviations C&AG Comptroller and Auditor General CCMS Council for Catholic Maintained Schools CnaG Comhairle na Gaelscolaiochta DE Department of Education DEL Department for Employment and Learning DFP Department of Finance and Personnel ELBs Education and Library Boards ESA Education and Skills Authority NICIE NI Council for Integrated Education PfG Programme for Government PAC Public Accounts Committee PFI Private Finance Initiative PPE Post Project Evaluation PSA Public Service Agreement PSNI Police Service of Northern Ireland SIB Strategic Investment Board Executive Summary 2 School Design and Delivery Executive Summary 1. The Department of Education (the Scope and methodology of this review Department) centrally administers spending on the schools estate in 3. Given the significant investment that Northern Ireland which delivers education has already taken place, and in light to 325,000 pupils in over 1,200 of what is proposed in the Investment schools. Since 1997 there have been Strategy for Northern Ireland, this report 153 new builds or refurbishments across assesses the progress made in terms of the schools estate, with a further 87 improving the quality of the learning and currently on-site or in planning (Appendix teaching environment in recent new and 1). Despite this, a historic under-investment refurbished school projects and examines in the schools estate has resulted in a the robustness of the strategic planning maintenance backlog that currently stands and management of the schools estate. at £292 million, equivalent to £900 per Information was obtained through meetings pupil. This legacy of under-investment with key staff in the Department, the has left an estate that is not ideally suited Education and Library Boards (ELBs), the to deliver the current curriculum and Council for Catholic Maintained Schools the condition of many buildings makes (CCMS) and a review of available them costly to maintain. The Investment documentation held by the Department, Strategy for Northern Ireland 2008-2018 including departmental circulars and envisages a £3.4 billion investment in the guidance. We engaged architectural schools estate, a significant increase from consultants to assess and report on the spending of £416m in the three years to design quality of a sample of new and March 2008. refurbished schools, which also included taking full account of the views of key staff 2. Investment offers the opportunity to at the schools visited. get a better quality, safer and more manageable estate, where school leadership can give more attention to New arrangements aim to improve the educational matters. Design alone cannot strategic planning of the new school estate raise educational achievement, but poor design can be an obstacle to raising 4. At a local level, administration is provided educational standards. There are also by five Education and Library Boards; wider non-educational advantages, such the Trustees of the maintained schools as the opportunity for local people to supported by the CCMS; and individual get new and better facilities which can school governing bodies. In addition, the become a resource for the community, Comhairle na Gaelscolaiochta (CnaG) and and the chance to establish a benchmark the NI Council for Integrated Education for quality buildings and spaces. (NICIE) assist parent groups to establish new Irish-medium and Grant Maintained Integrated schools respectively; NICIE also School Design and Delivery 3 assists existing schools with the process of The latter was the subject of a report by transforming to integrated status. the Comptroller & Auditor General (C&AG) in 20092.
Load more

Recommended publications
  • MUDC601 Copy Of
    MUDC601 STATEMENT OF COMMUNITY INVOLVEMENT (SCI) FOR THE NEW MID ULSTER LOCAL DEVELOPMENT PLAN 2030 AND DEVELOPMENT MANAGEMENT FUNCTIONS May 2016 1 CONTENTS 1.0 What is the purpose of the Statement of Community Involvement? 1.1 Purpose of the Statement 1.2 Vision of Participation 1.6 Principles of Community Involvement 2.0 Local Community Involvement in the preparation of the Mid Ulster Local Development Plan 2030 2.1 Purpose and Structure of the Local Development Plan 2.8 Who can get Involved? 2.10 Empowering disadvantaged and under-represented groups 2.13 How and when will the community be involved? 2.14 Developing an Evidence Base 2.15 Preferred Options Paper 2.17 Publication of Draft Plan Strategy 2.18 Public Inspection of Representations 2.19 Independent Examination 2.20 Adoption of Plan Strategy 2.21 Local Policies Plan 2.22 Public Inspection of Representations 2.23 Independent Examination 2.24 Adoption of Local Policies Plan 2.25 Next Steps 3.0 Local Community Involvement in Mid Ulster Development Management Functions 3.1 Purpose 3.3 Pre-Application Discussions (PAD’s) 3.4 Pre-Application Community Consultation (PACC) 3.7 Application Stage 3.8 Advertising 3.10 EIA Development 2 3.12 Neighbour Notification 3.15 Obtaining Further Information and getting involved in planning applications 3.16 Public Register 3.17 File Inspection 3.18 Submitting Comments 3.27 Community Involvement at the Planning Committee Stage 3.28 Pre-determination hearings and speaking at the Planning Committee 3.30 Community Involvement after a Planning Application
    [Show full text]
  • TSO66290 Surplus Land.Indd
    N I A O Northern Ireland Audit Office Transfer of Surplus Land in the PFI Education Pathfinder Projects REPORT BY THE COMPTROLLER AND AUDITOR GENERAL NIA 2 07/08, SEPTEMBER 2007 TSO66290 Surplus Land.indd 1 9/7/07 12:44:18 AM Aerial photographs (pp 16 and 30) are reproduced from the Ordnance Survey of Northern Ireland map with the permission of the controller of c Her Majesty’s Stationery Office, Crown Copyright 2007 - Permit #70177. 2 TSO66290 Surplus Land.indd 2 9/7/07 12:44:18 AM N I A O Northern Ireland Audit Office Report by the Comptroller and Auditor General for Northern Ireland Transfer of Surplus Land in the PFI Education Pathfinder Projects NIA 21 BELFAST: The Stationery Office £5.00 TSO66290 Surplus Land.indd 3 9/7/07 12:44:18 AM Crown Copyright 2007 The Text in this document (excluding the royal Arms and departmental logos) may be reproduced free of charge in any format or medium providing that it is reproduced accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the document specified. Any enquiries relating to the copyright in this document should be addressed to the Licensing Division, HMSO, St Clements House, 2-16 Colegate, Norwich, NR3 1BQ Fax 01603 723000 or email: [email protected] TSO66290 Surplus Land.indd 4 9/7/07 12:44:19 AM This report has been prepared under Article 8 of the Audit (Northern Ireland) Order 1987 for presentation to the Northern Ireland Assembly in accordance with Article 11 of that Order.
    [Show full text]
  • The Inclusion of Pupils with Statements of Special Educational Needs in Mainstream Primary and Post-Primary Schools in Northern Ireland
    Education and Training Inspectorate Report of a Survey on The Inclusion of Pupils with Statements of Special Educational Needs in Mainstream Primary and Post-Primary Schools in Northern Ireland Inspected: June-December 2003 Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure Report of a Survey on The Inclusion of Pupils with Statements of Special Educational Needs in Mainstream Primary and Post-Primary Schools in Northern Ireland Inspected: June-December 2003 CONTENTS Section Page 1. INTRODUCTION . 1 2. THE SURVEY . 1 3. EXECUTIVE SUMMARY . 3 4. RESPONSES TO THE SELF-EVALUATIVE QUESTIONNAIRES . 7 5. THE SURVEY FINDINGS 5.1 The Effectiveness of the Educational Programmes . 12 5.2 Social Inclusion . 15 5.3 Physical Arrangements . 16 5.4 Use of Professional Advice: In-service Training . 17 5.5 The Work of the Classroom Assistants . 19 5.6 Outcomes of Meetings with Parents . 20 5.7 The Schools’ Provision for Special Needs in General . 22 6. CONCLUSION AND AREAS FOR IMPROVEMENT . 24 7. RECOMMENDATIONS . 25 APPENDICES Appendix 1 - Extract From Regional Strategy Group Report . 27 Appendix 2 - Schools Visited during the survey . 29 Appendix 3 - Schools Included in Inclusion Questionnaire . 33 i A number of quantitative terms are used throughout the report when commenting on aspects of provision for in geography and history. These terms should be interpreted as follows: More than 90% - almost/nearly all 75%-90% - most 50%-74% - a majority 30%-49% - a significant minority 10%-29% - a minority Less than 10% - very few/a small number. ii PREFACE Over the 2003-2004 period, the Education and Training Inspectorate (Inspectorate) has been collating evidence, through surveys and working groups, on the challenges facing schools and colleges in meeting the needs of pupils with special educational needs.
    [Show full text]
  • Download 2020-2023 Youth Development Plan
    Youth Service Mid Ulster Local Youth Development Plan www.eani.org.uk www.eanifunding.org.uk 2020-2023 INTRODUCTION The Education Authority Local Youth Development Plan for 2020 - 2023 outlines the key targets to be achieved by the Education Authority Youth Service, based on the Local Assessment of Need for Mid Ulster 2020 – 2023 and in accordance with Department of Education Policy. The Regional Assessment of Need can be accessed at www.eani.org.uk. There are a range of other policies which are key in the development of this plan and the Education Authority Youth Service including: ● Priorities for Youth – Improving Young People’s Lives through Youth Work (2013) ● The Children and Young Peoples Strategy 2019 – 2029 (2019) ● The Children Services Cooperation Act (2015) ● Community Relations Equality and Diversity Policy (2011) and CRED Addendum (2016) ● Shared Education Act (2016) ● Fresh Start Agreement (2014) ● Rural Needs Act (2016). The Plan is reviewed regularly and progress reported in line with the Education Authority Business Plan 2019 - 2029. The resources provided for the Youth Service by the Department of Education are deployed in accordance with the plan to achieve specific outputs and outcomes. The Education Authority Business Plan can be accessed at www.eani.org.uk. The Local Youth Development Plan is delivered by EA Registered Voluntary Youth Organisations and by the EA Statutory Youth Service. It is important to note, in accordance with policy, the voluntary sector is the preferred delivery agent; partnership work is promoted and utilised where there are significant benefits to the outcomes of children and young people.
    [Show full text]
  • Please Note: This Booklet Contains References to the Education & Library Board (Elbs), the Council for the Curriculum, Exami
    Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents The Southern Education and Library Board Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents TRANSFER 2015 A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015
    [Show full text]
  • Review of the Northern Ireland Post-Primary Curriculum and Its Assessment Arrangements
    Review of the Northern Ireland Post-Primary Curriculum and its Assessment Arrangements Report of the Outcomes of Consultation 2002 CONTENTS Page No Introduction 1 Section 1: Form of the Key Stage 3 Curriculum 2 Section 2: Proposals for Assessment Arrangements at Key 16 Stage 3 Section 3: The Key Stage 4 Curriculum 24 Section 4: Responses from the Irish Medium Sector 43 Section 5: Responses from the Special Educational Needs 44 Sector Appendix 1 46 Introduction The methods used for consulting on the review of the Northern Ireland Curriculum for post- primary education consisted of a number of public meetings, seminars, a postal questionnaire and a web questionnaire. Seminars were held with teachers, principals, and community groups. A number of general meetings were held throughout the province, open to all members of the public. Postal questionnaires were sent to all schools in Northern Ireland, community groups, charities, political parties, ELBs and other educational bodies. RESPONSE Frequency Percent Valid Percent Cumulative Percent Collective Response 552 68.8 72.9 72.9 Valid Individual Response 205 25.6 27.1 100.0 Total 757 94.4 100.0 Missing Missing 45 5.6 Total 802 100.0 There were 802 responses to the post-primary consultation questionnaire. 552 of the responses were collective; therefore the views of 8353 individuals are represented in the quantitative tables. The report of the outcomes of the consultation contains the qualitative views expressed at the seminars, public forums and the questionnaire responses. 1 FRAMEWORK PROPOSALS
    [Show full text]
  • Isomorphism: an Explanation for the Popularity of Public–Private Partnerships?
    1[1]. connolly_et_al:1[1]. connolly_et_al 7/23/2009 11:16 PM Page 1 ISOMORPHISM: AN EXPLANATION FOR THE POPULARITY OF PUBLIC–PRIVATE PARTNERSHIPS? Dr Ciaran Connolly Queen’s University Management School Dr Eoin Reeves Department of Economics, University of Limerick and Anthony Wall Department of Accounting, University of Ulster ABSTRACT While Public–Private Partnerships (PPPs) are a popular public policy tool, there is evidence to suggest that they often fail to deliver value for money, a key objective. Focusing on the use of PPPs in education in Ireland, this paper draws on perspectives from institutional and isomorphic theories to illuminate the use of PPPs as a modernisation tool of government. It finds that, while the adoption of PPPs has been characterised by difficulties, policy makers persist with their use. This is attributed to coercive isomorphic pressures in the case of Northern Ireland and mimetic isomorphic pressures in the Republic of Ireland. INTRODUCTION Over the last 25 years governments around the world have implemented a host of market-based reforms in an attempt to improve the efficiency and effectiveness of public service delivery. These reforms have often been promoted under the ban- ner of ‘modernisation’ (Giddens, 1998) and have been adopted in response to rising public expectations (Arnaboldi and Lapsley, 2003). However, while por- traying a commitment to public services, they are also a declaration that core public services are not performing as well as they should (Benington, 2000). Collectively, these reforms have been referred to as New Public Management (NPM) and they seek to improve planning, performance and accountability in the public sector.
    [Show full text]
  • Official Report
    Friday Volume 45 20 November 2009 No WA 3 OFFICIAL REPORT (HANSARD) CONTENTS Written Answers to Questions Office of the First Minister and deputy First Minister [p173] Department of Agriculture and Rural Development [p175] Department of Culture, Arts and Leisure [p202] Department of Education [p215] Department for Employment and Learning [p218] Department of Enterprise, Trade and Investment [p223] Department of the Environment [p226] Department of Finance and Personnel [p233] Department of Health, Social Services and Public Safety [p237] Department for Regional Development [p261] Department for Social Development [p275] Northern Ireland Assembly Commission [p289] £5.00 This publication contains the written answers to questions tabled by Members. The content of the responses is as received at the time from the relevant Minister or representative of the Assembly Commission and has not been subject to the official reporting process or changed in any way. This document is available in a range of alternative formats. For more information please contact the Northern Ireland Assembly, Printed Paper Office, Parliament Buildings, Stormont, Belfast, BT4 3XX Tel: 028 9052 1078 ASSEMBLY MeMBerS Adams, Gerry (West Belfast) McCarthy, Kieran (Strangford) Anderson, Ms Martina (Foyle) McCartney, Raymond (Foyle) Armstrong, Billy (Mid Ulster) McCausland, Nelson (North Belfast) Attwood, Alex (West Belfast) McClarty, David (East Londonderry) Beggs, Roy (East Antrim) McCrea, Basil (Lagan Valley) Boylan, Cathal (Newry and Armagh) McCrea, Ian (Mid Ulster) Bradley,
    [Show full text]
  • Mid Ulster Local Assessment of Need 2018-2020
    Education Authority Youth Service Local Assessment of Need 2018/2020 Mid Ulster District Introduction 0 Mid Ulster LGD 2018 CONTENTS Page No. 1. Introduction 5 2. Policy Context 7 Introduction 7 Draft Programme for Government 2016 – 2021 7 A Fresh Start 8 Department of Education 8 Department of Education Business Plan 9 Priorities for Youth 10 Community Relations, Equality and diversity (CRED) & CRED Addendum 12 Shared Education 13 Rural Needs Act (N.I.) 2016 14 DE Action against Child Sexual Exploitation 14 3. Current Delivery 16 Introduction 16 Divisional Youth Work Team 16 Generic and Targeted Youth Work 17 Central theme of youth work 18 Extended Provision 18 Inclusion 19 School-based youth work 19 Participation 20 Partnership working 20 1 Mid Ulster LGD 2018 4.Mid Ulster Needs Analysis 22 Demographics 22 Deprivation 23 Education 28 Newcomer Pupils 32 Traveller Pupils 33 Health 33 Access to Services 36 Young people living at interface areas 36 Crime – Hate offences 36 Tackling paramilitarism 38 CRED 39 Inclusion 39 Participation 39 Stakeholder Engagement 40 5. Priority Areas for Action 42 DE Priority: Raising Standards for all 42 Generic Youth Work/support to voluntary groups 42 Allocation of staff/resources 42 Quality Assurance/measurement of youth work programme 43 Public relations 43 DE Priority: Closing the Gap between the highest and lowest performers, improving access and equity 44 Addressing low educational attainment 44 Health & Wellbeing (including FLARE Project) 45 2 Mid Ulster LGD 2018 Access to Services 46 CRED 47 Inclusive Youth Work 47 Positive Behaviour 48 Participation 48 Raising aspirations 48 Outdoor Education 49 Extended Opening Hours 49 DE Enabling Goal: Developing the Education Workforce 50 Leadership and Volunteering 50 Adult volunteers 50 Workforce Development 50 DE Enabling Goal: Improving the Learning Environment 50 Facility Management 50 Capital Development DE Enabling Goal: Transforming Education Management 51 Youth Advocacy Programme and Local Advisory Group 51 Securing External Funding 51 6.
    [Show full text]
  • Written Answers to Questions Official Report (Hansard)
    Written Answers to Questions Official Report (Hansard) Friday 11 April 2014 Volume 94, No WA2 This publication contains the written answers to questions tabled by Members. The content of the responses is as received at the time from the relevant Minister or representative of the Assembly Commission and has not been subject to the official reporting process or changed in any way. Contents Written Answers to Questions Office of the First Minister and deputy First Minister ............................................................... WA 103 Department of Agriculture and Rural Development .................................................................. WA 104 Department of Culture, Arts and Leisure ................................................................................ WA 114 Department of Education ...................................................................................................... WA 120 Department for Employment and Learning .............................................................................. WA 141 Department of Enterprise, Trade and Investment .................................................................... WA 143 Department of the Environment ............................................................................................. WA 151 Department of Finance and Personnel ................................................................................... WA 160 Department of Health, Social Services and Public Safety ......................................................... WA 185 Department
    [Show full text]
  • Institution Code Institution Title a and a Co, Nepal
    Institution code Institution title 49957 A and A Co, Nepal 37428 A C E R, Manchester 48313 A C Wales Athens, Greece 12126 A M R T C ‐ Vi Form, London Se5 75186 A P V Baker, Peterborough 16538 A School Without Walls, Kensington 75106 A T S Community Employment, Kent 68404 A2z Management Ltd, Salford 48524 Aalborg University 45313 Aalen University of Applied Science 48604 Aalesund College, Norway 15144 Abacus College, Oxford 16106 Abacus Tutors, Brent 89618 Abbey C B S, Eire 14099 Abbey Christian Brothers Grammar Sc 16664 Abbey College, Cambridge 11214 Abbey College, Cambridgeshire 16307 Abbey College, Manchester 11733 Abbey College, Westminster 15779 Abbey College, Worcestershire 89420 Abbey Community College, Eire 89146 Abbey Community College, Ferrybank 89213 Abbey Community College, Rep 10291 Abbey Gate College, Cheshire 13487 Abbey Grange C of E High School Hum 13324 Abbey High School, Worcestershire 16288 Abbey School, Kent 10062 Abbey School, Reading 16425 Abbey Tutorial College, Birmingham 89357 Abbey Vocational School, Eire 12017 Abbey Wood School, Greenwich 13586 Abbeydale Grange School 16540 Abbeyfield School, Chippenham 26348 Abbeylands School, Surrey 12674 Abbot Beyne School, Burton 12694 Abbots Bromley School For Girls, St 25961 Abbot's Hill School, Hertfordshire 12243 Abbotsfield & Swakeleys Sixth Form, 12280 Abbotsfield School, Uxbridge 12732 Abbotsholme School, Staffordshire 10690 Abbs Cross School, Essex 89864 Abc Tuition Centre, Eire 37183 Abercynon Community Educ Centre, Wa 11716 Aberdare Boys School, Rhondda Cynon 10756 Aberdare College of Fe, Rhondda Cyn 10757 Aberdare Girls Comp School, Rhondda 79089 Aberdare Opportunity Shop, Wales 13655 Aberdeen College, Aberdeen 13656 Aberdeen Grammar School, Aberdeen Institution code Institution title 16291 Aberdeen Technical College, Aberdee 79931 Aberdeen Training Centre, Scotland 36576 Abergavenny Careers 26444 Abersychan Comprehensive School, To 26447 Abertillery Comprehensive School, B 95244 Aberystwyth Coll of F.
    [Show full text]
  • Printout February 2008
    Irish National Teachers’ Organization Cumann Múinteoirí Éireann February 2008 Time to call a Halt The immediate outlook for education young people are our most precious and teachers is bleak – pay cuts, no resource and no-one has the right to implementation of the Curran undermine their life opportunities. recommendations, no PPA time, increasing levels of workload and Come to Northern Conference in bureaucracy, more initiatives – the Newry on 29th February 08 and join awful new School Improvement the fight back. To those who know Programme, under-funding – the cost of everything and the value particularly of primary schools, of nothing the message is: you diktats - including the removal of ignore teachers at your peril. added years, usually without any meaningful consultation. This is on top of increasing workload, If a doctor, lawyer, or proposals for radical surgery of dentist had 40 people in his schools with resultant closures, office at one time, all of amalgamations and collaborations, a whom had different needs, drive towards factory sized schools, and some of whom didn’t abolition of the CCMS and Education want to be there and were and Library Boards, [but maybe not causing trouble, and the grammar schools, as employing doctor, lawyer, or dentist, authorities!] a proposed new entity Medal Winners for the –the Education and Skills Authority without assistance, had to students achieving the [ESA] which, despite its name, has treat them all with highest standard not got a single educationalist on its professional excellence for in teaching practice. project board, money for the nine months, then he might architects of rationalisation to cut have some conception of See inside.
    [Show full text]