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Bus Franchising Scheme and Notice
Public Document BUS FRANCHISING SCHEME & NOTICE – 30 March 2021 This page is intentionally left blank Agenda Item 1 TRANSPORT ACT 2000 The Greater Manchester Franchising Scheme for Buses 2021 Made 30/03/2021 ARRANGEMENT OF THE SCHEME 1. CITATION AND COMMENCEMENT…………………………………………………………………………………1 2. INTERPRETATION………………………………………………………………………………………………….……...1 3. THE FRANCHISING SCHEME AREA AND SUB-AREAS………………………………………………….…..2 4. ENTRY INTO LOCAL SERVICE CONTRACTS……………………………………………………………………..2 5. SERVICES UNDER LOCAL SERVICE CONTRACTS………………………………………………….………….3 6. EXCEPTIONS FROM THE SCHEME……………………………………………………………………….………..3 7. SCHEME FACILITIES………………………………………………………………………………………………….…..3 8. PLAN FOR CONSULTING ON OPERATION OF THE SCHEME……………………………………………4 ANNEXES TO THE SCHEME………………………………………………………………………………………………………..5 ANNEX 1: SERVICES INCLUDED – ARTICLE 5…………………………………………………………………….………..5 ANNEX 2: SERVICES INCLUDED – ARTICLE 5.2.3………………………………………………………………………..11 ANNEX 3: EXCEPTED SERVICES – ARTICLE 6………………………………………………………………………………14 ANNEX 4: TEMPORARY EXCEPTIONS – ANNEX 3 PARAGRAPHS 1.2 AND 1.3……………………………..15 ANNEX 5: FRANCHISING SCHEME SUB-AREAS…………………………………………………………………………..18 Page 1 WHEREAS: A The Transport Act 2000 (as amended) ("2000 Act") makes provision for a franchising authority to make a franchising scheme covering the whole or any part of its area. The GMCA is a franchising authority as defined in the 2000 Act. B The GMCA gave notice of its intention to prepare an assessment of a proposed scheme in accordance with sections 123B and section 123C(4) of the 2000 Act on 30 June 2017. Having complied with the process as set out in the Act, the GMCA may determine to make the scheme in accordance with sections 123G and 123H of the 2000 Act. NOW, therefore, the Mayor on behalf of the GMCA, in exercise of the powers conferred by sections 123G and 123H of the 2000 Act, and of all other enabling powers, hereby MAKES THE FOLLOWING FRANCHISING SCHEME (the "Scheme"): 1. -
England LEA/School Code School Name Town 330/6092 Abbey
England LEA/School Code School Name Town 330/6092 Abbey College Birmingham 873/4603 Abbey College, Ramsey Ramsey 865/4000 Abbeyfield School Chippenham 803/4000 Abbeywood Community School Bristol 860/4500 Abbot Beyne School Burton-on-Trent 312/5409 Abbotsfield School Uxbridge 894/6906 Abraham Darby Academy Telford 202/4285 Acland Burghley School London 931/8004 Activate Learning Oxford 307/4035 Acton High School London 919/4029 Adeyfield School Hemel Hempstead 825/6015 Akeley Wood Senior School Buckingham 935/4059 Alde Valley School Leiston 919/6003 Aldenham School Borehamwood 891/4117 Alderman White School and Language College Nottingham 307/6905 Alec Reed Academy Northolt 830/4001 Alfreton Grange Arts College Alfreton 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 340/4615 All Saints Catholic High School Knowsley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College of Arts Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/6907 Appleton Academy Bradford 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 845/4003 ARK William Parker Academy Hastings 371/4021 Armthorpe Academy Doncaster 885/4008 Arrow Vale RSA Academy Redditch 937/5401 Ash Green School Coventry 371/4000 Ash Hill Academy Doncaster 891/4009 Ashfield Comprehensive School Nottingham 801/4030 Ashton -
2021 Secondary Co-Ordinated Admissions Scheme
2021 SECONDARY CO-ORDINATED ADMISSIONS SCHEME This Scheme is formulated in accordance with the School Admissions Code which came into force on 19th December 2014. Trafford LA has formulated this Scheme in relation to each school in the Trafford area. The Governing Bodies/Trusts of the following schools/academies are the admission authorities for the secondary schools to which this scheme applies: Altrincham College; Altrincham Grammar School for Boys; Altrincham Grammar School for Girls; Ashton-on-Mersey School; Blessed Thomas Holford Catholic College; Broadoak School; Flixton Girls’ School; Loreto Grammar School; North Cestrian School; Sale High School; Sale Grammar School; Stretford Grammar School; Stretford High School; St Ambrose College; St Antony's Catholic College; Urmston Grammar School; Wellacre Academy and Wellington School. Trafford LA is the admission authority for Lostock High School. NORMAL ADMISSION ROUND (transfer from primary to secondary school) SEPTEMBER 2021 1. APPLICATION PROCEDURE i) In the autumn term of the offer year all parents of Year 6 children will be invited to submit an application. Information on how to apply will be sent to all parents of pupils resident in Trafford, at their home address. ii) An advertisement will be placed in the local press inviting parents who are resident in Trafford whose children may not currently be attending a Trafford primary school to submit an application. iii) Information will be sent to all parents by 12 September in the offer year and they will be asked to submit their application by 31 October, thereby ensuring that all parents have the statutory 6 week period in which to express their preferences. -
Altrincham Town Centre Neighbourhood Business Plan 2015 to 2030 Non-Statutory Annex
Altrincham town centre neighbourhood business plan 2015 to 2030 Non-Statutory Annex Your town. Your plan. Altrincham town centre neighbourhood business plan 2015 to 2030 Non-Statutory Annex Contents Projects 2 1. Monitoring 2 2. Marketing and Promotion 4 3. Movement and Public Realm 6 4. Accountability 23 1 Projects This Annex is concerned with matters which the Plan itself cannot either deal with or deliver. It sets out a number of issues which need to be monitored; issues which need to be addressed through an appropriate Marketing Strategy; issues concerning the delivery of the phased public realm proposals, improvements to Public Open Space and improvements to ginnels and green routes. In all cases, the Forum will seek to progress these matters with appropriate partners. NB Plan numbers relate to plans in the submitted Plan. 1. Monitoring The Forum will seek to monitor the progress of the Town Centre in meeting the objectives of the Plan and maintain a dialogue with the Council and other groups to this end. Early attention will be given to the following: (a) Site D (Plan 6 on page 28) – The Old Hospital Site. The Forum will keep this site under review until the CCG and the library, pharmacy and cafe etc proposals are either legally committed to be implemented or do not proceed. In the event of the latter, the Forum will press for the site to become a mixed use location (as allocated) reflecting the public consultations. (b) Site E (Plan 6 on page 28) – Leisure Centre Site. The Forum will keep the Leisure Centre position under review. -
Trafford Partnership Annual Report 2012/13
BRIGHTER GREENER SAFER STRONGER HEALTHIER Annual Report 12/13 “The Trafford Partnership brings together public, private, voluntary and community organisations in Trafford. We work together to meet the needs of residents and communities, sharing a common goal; to make Trafford a thriving, diverse, prosperous and culturally vibrant borough. ” Councillor Matthew Colledge, Leader of Trafford Council and Chair of the Trafford Partnership Annual Report 12/13 CONTENTS Welcome From the Chair 4 Trafford Vision 5 Who We Are 6 Members 7 Highlights 2012/13 8 Shape the Future 9 Safety and Reassurance 10 Strong Economy 12 Strong Communities 14 Brighter Futures 16 Positive Environmental Impact 18 Better Homes 20 Health & Improved Quality of Life for All 22 Plans for 2013/14 24 How to Get Involved 26 3 WELCOME FROM THE CHAIR Welcome to the Trafford Throughout this past year, our Finally, this has been a year Partnership Annual Report Strong Communities Partnership of success, with the Trafford 2012/13 has been laying the foundations Partnership being recognised for our exciting new Locality nationally for the improvements 2012/13 has been Trafford Partnerships, which we launched we are making. The Safer Trafford Partnership’s most active at our annual event in April. Partnership won an Improvement and successful year. This These will bring together strategic and Efficiency ‘Working Together’ report highlights some of our partners, Councillors and local Silver award for our collaborative achievements, and outlines our residents to develop new ways to work to improve community exciting plans to work with improve their area, enabling local safety. The Trafford Partnership partners from across all sectors people to influence how services then went on to beat 46 national and local residents in future years. -
Stretford High School Great Stone Road, Stretford, Manchester, Lancashire, M32 0XA
School report Stretford High School Great Stone Road, Stretford, Manchester, Lancashire, M32 0XA Inspection dates 8–9 May 2013 Previous inspection: Outstanding 1 Overall effectiveness This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2 Summary of key findings for parents and pupils This is a good school. After the previous inspection in 2008, Teaching is usually good with some that is achievement dipped significantly. It has outstanding. Most teachers have good subject recovered strongly in recent years and knowledge and use questioning well to make students now achieve well. students think deeply about what they are Attainment has improved in recent years and learning. is now average and rising. Students behave well in lessons and around The majority of students make the progress the school. They are polite and friendly to each expected of them. The proportion doing other and to the adults working with them. better than this has grown over the last three Most students have positive attitudes to years and now compares favourably to learning. national figures. Students feel very safe in school. Students who are known to be eligible for the Leaders and managers, including the governing pupil premium and students who are disabled body, have a clear view of the school’s or with special educational needs also make strengths and where it could do better. They good progress and achieve well because of drive the school purposefully forward. the highly effective care, guidance and support that the school provides for them. -
Excellence in English What We Can Learn from 12 Outstanding Schools
Excellence in English What we can learn from 12 outstanding schools One of the most pressing issues in English facing a large number of schools today is how to improve from being good to outstanding. The aim of this report is to improve practice in English across all schools and particularly to help them become outstanding. The report provides 12 case studies of schools which are successful in helping their pupils to make outstanding progress in English. Published: May 2011 Reference no: 100229 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected]. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected]. -
(2002-2014) on Pupil Sorting and Social Segregation: a Greater Manchester Case Study
WP24 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Working Paper 24 August 2017 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Stephanie Thomson and Ruth Lupton 1 WP24 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Acknowledgements This project is part of the Social Policy in a Cold Climate programme funded by the Joseph Rowntree Foundation, the Nuffield Foundation, and Trust for London. The views expressed are those of the authors and not necessarily those of the funders. We would like to thank Somayeh Taheri for her help with the maps in this paper. We would also like to thank John Hills, Anne West, and Robert Walker who read earlier versions for their helpful comments. Finally, sincere thanks to Cheryl Conner for her help with the production of the paper. Any errors that remain are, of course, ours. Authors Stephanie Thomson, is a Departmental Lecturer in Comparative Social Policy at the University of Oxford. Ruth Lupton, is Professor of Education at the University of Manchester and Visiting Professor at The Centre for Analyis of Social Exclusion, The London School of Economics and Political Science. 2 WP24 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Contents List of figures ..................................................................................................................................... 3 List of tables ...................................................................................................................................... 3 1. Introduction ................................................................................................................................ 5 2. Changes to School Systems in the four areas .......................................................................... -
Full Report (PDF 2
Geraldine Travers Report on Sabbatical 1 March to 24 May 2010 The purpose of my sabbatical was to look at examples of good practice in schools particularly focussing on leadership, literacy and raising achievement. Some of the nine schools I visited provided useful insights into all three foci whereas others were specific to one particular focus. Friday March 5, 2010 Keda Cowling and ‘Toe by Toe’ Baildon Yorkshire Toe by Toe is a programme designed by Keda Cowling to assist the dyslexic, as well as students who experience difficulties in learning to read for a variety of reasons. It has gained an international reputation and I was interested to find out about how it works and the philosophy behind it. Keda was born in 1926 and was a bright child at school however the prevailing economic circumstances of the time meant that she was unable to continue her secondary education and began working in a nearby textile mill. During the war she was put to work in a munitions factory. When the war ended opportunities opened up and Keda completed her education and enrolled in a teachers college. Her early life experiences gave her a great affinity for the underdog. Keda's husband built a house for the family in Baildon next door to school and as Keda was unable to drive it seemed to her to be a good idea to teach at the next-door school. The school had a vacancy for a teacher of second years, which Keda accepted although she had never taught this age group before. -
Sixth Form & College Open Days 2020
SIXTH FORM & COLLEGE OPEN DAYS 2020 - 2021 This information is correct at the time of printing, please contact the institutions you are interested in, nearer the time to find out whether the event is virtual or face to face and to confirm dates & times! ASHTON ON MERSEY 6TH FORM VIRTUAL OPEN EVENING 12th November 2020 0161 973 1179 ext. *2601 www.aomsixthform.thedeantrust.co.uk INSTITUTIONS IN TRAFFORD CONTACT DETAILS DATE & TIME Altrincham College, Tel: 0161 980 7173 22nd October 2020 Green Lane, Timperley, Altrincham www.altrinchamcollege.com WA15 8QW Virtual Event Altrincham Grammar School for Boys Tel: 0161 928 0858 2nd November 2020 Marlborough Road www.agsb.co.uk Virtual Event, please complete registration Bowden, Altrincham WA14 2RS form on the website Altrincham Grammar School for Girls Tel: 0161 912 5912 12th November 2020 6pm–8pm Cavendish Road *Check if running as a virtual event nearer the Bowden, Altrincham WA14 2NL www.aggs.trafford.sch.uk time. 8th October 2020 5pm–7pm Blessed Thomas Holford Tel: 0161 911 8090 *Check if running as a virtual event nearer the Urban Road, Altrincham WA15 8MT www.bthcc.org.uk time Loreto Grammar School Tel: 0161 928 3703 Monday 19th till Friday 23rd October 2020 Dunham Road www.loretogrammar.co.uk *Virtual event and can be accessed at any time Altrincham WA14 4AH Sale Grammar School Tel: 0161 973 3217 28th January 2021, 6pm – 8.30pm Marsland Road, www.salegrammar.co.uk Sale, M33 3NH Online registration opens in October 2020 St. Ambrose College Wicker Lane Tel: 0161 980 2711 11th November 2020 -
An Introduction to the Dean Trust a Group of High Performing Schools Welcome
An introduction to The Dean Trust A group of high performing schools Welcome The Dean Trust’s vision is to provide good schools for all of the communities that they serve. This is what parents, quite rightly, expect. Our governors, staff and pupils feel part of a wider school family and community that has a common purpose. We always place children at the heart of our planning and have developed a culture of excellence across the organisation and provide fantastic opportunities to develop pupils of all ages. As important, is the aim to make every member of the school community employable in the future through a variety of routes including university, training or apprenticeships. All of our work is founded on a traditional, ‘no nonsense’ approach towards education, with respect at the heart of our work. At The Dean Trust pupils and students enjoy coming to school, as they are positively challenged and feel like they are contributing to society. As such, they have good attendance and ever improving progress and attainment. To achieve this we strive to employ the best possible staff who also believe that every pupil can Tarun Kapur CBE do their best given a chance and encouragement. Chief Executive, The Dean Trust As a Trust, we are not insular and look to the best in industry and commerce to learn from and support our journey. Our key partners and sponsors significantly add value to our work. Tarun Kapur CBE Chief Executive, The Dean Trust “The Trust has been pivotal in the school’s rapid improvement journey. -
Specialist Leaders of Education 2018/2019
Specialist Leaders of Education 2018/2019 Specialist Leaders of Education Area Name School Setting Assessment Louise Rainey (also Science) Secondary Julie Sharrock (also whole school curriculum, timetabling, data and tracking, disadvantaged Secondary students and ‘diminishing differences’) Attendance & Behaviour Chris Airey Secondary Chris Hunt (also /Safeguarding/Leadership) Secondary Phil Pemberton Secondary Matthew Reynolds Secondary CPD/Facilitation/Leadership Andrew Dickens (also Maths and ITT) Secondary Jenny Ogunmyiwa Secondary Julie Sharrock (also Leadership, Closing the Gap, Assessment) Secondary Curriculum / Teaching & Kathryn Chapple (also Safeguarding & behaviour) Secondary Learning Data / Progress / Tracking Thom Copestake Secondary EAL Klaudia Giermaniuk Secondary Early Years Alison Dean Primary Jill Dring Primary English Amy Burkes Primary Helen Cleary Secondary Niamh Devlin Secondary Ben Dugdale (also Raising Attainment, Assessment) Secondary Monika Maloszyc-Gibbons Secondary Jill Martland Secondary Claire O’Hara Secondary Nichola Wiggans (also Leader of Curriculum) Primary Jonathan Williams Secondary Lucy Yeomans (also ITT, Leadership of Curriculum) Secondary Finance Edward Vitalis Both Food Technology Lou Clutton Secondary HR Lynette Beckett Both Humanities Sarah Butler (Humanities) Secondary Scott Davenport (RE) Secondary Huw Dickson (History) Secondary Sarah Frost (History / ITT / Leader of Curriculum / CPD) Secondary Laura Lakin (Geography - also Assessment for Learning, Global Learning) Secondary Melissa McMillan