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Edition 10: 20Th September 2013
Edition 10: 20th September 2013 Rugby World Cup 2015 Lead Up and Legacy Activity The RFU launched the seven strands of its national Lead up and Legacy plan on October 31st 2012. The aim of this is to set out an overall framework against which national resource will be invested in the lead up to RWC 2015 with the aim of increasing interest and participation in the game. Whilst many Clubs, CBs, Schools, Colleges, Universities and other bodies are working hard to develop local projects to meet identified local need these seven strands are areas in which we will invest national resource to create change in Rugby communities across the country. It is hoped that those delivery bodies that have not yet identified their focus will focus in on these areas and take action to improve provision and opportunities against these themes. Six Regional Activation and Legacy Groups are now up and running and are working to add value to the seven strands and to engage partners from outside of the immediate rugby community in supporting the efforts of those within it. Each group is populated by representatives from CBs and from the wider community. Attached as an appendix to this CB update is a brief overview of progress against the seven strands along with listings of clubs/projects etc involved to date – this will be updated for each issue. In addition to the work against the seven strands strong working relationships have been established with England Rugby 2015, the Organising Body for the tournament itself, and an update on relevant areas are also included in the appendix. -
Durham E-Theses
Durham E-Theses Education, industry and the community; Jarrow secondary school, 1911 - 1944 Davis, Sylvia How to cite: Davis, Sylvia (1991) Education, industry and the community; Jarrow secondary school, 1911 - 1944, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/6159/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. Education, I ndustry and the Community : Jarrow Secondary School, 1911 - 1944 Sylvia Davis . B. Ed ., M. A. (Ed) A thesis submitted for the degree of Master of Education University of Durham School of Education 1991 1 4 MAY ~992 CONTENTS Page. Abstract i Acknowledgements ii List of Illustrations iii List of Brief References iv Statement of Copyright v Chapter One. -
Open PDF 715KB
LBP0018 Written evidence submitted by The Northern Powerhouse Education Consortium Education Select Committee Left behind white pupils from disadvantaged backgrounds Inquiry SUBMISSION FROM THE NORTHERN POWERHOUSE EDUCATION CONSORTIUM Introduction and summary of recommendations Northern Powerhouse Education Consortium are a group of organisations with focus on education and disadvantage campaigning in the North of England, including SHINE, Northern Powerhouse Partnership (NPP) and Tutor Trust. This is a joint submission to the inquiry, acting together as ‘The Northern Powerhouse Education Consortium’. We make the case that ethnicity is a major factor in the long term disadvantage gap, in particular white working class girls and boys. These issues are highly concentrated in left behind towns and the most deprived communities across the North of England. In the submission, we recommend strong actions for Government in particular: o New smart Opportunity Areas across the North of England. o An Emergency Pupil Premium distribution arrangement for 2020-21, including reform to better tackle long-term disadvantage. o A Catch-up Premium for the return to school. o Support to Northern Universities to provide additional temporary capacity for tutoring, including a key role for recent graduates and students to take part in accredited training. About the Organisations in our consortium SHINE (Support and Help IN Education) are a charity based in Leeds that help to raise the attainment of disadvantaged children across the Northern Powerhouse. Trustees include Lord Jim O’Neill, also a co-founder of SHINE, and Raksha Pattni. The Northern Powerhouse Partnership’s Education Committee works as part of the Northern Powerhouse Partnership (NPP) focusing on the Education and Skills agenda in the North of England. -
Undergraduate Admissions by
Applications, Offers & Acceptances by UCAS Apply Centre 2019 UCAS Apply Centre School Name Postcode School Sector Applications Offers Acceptances 10002 Ysgol David Hughes LL59 5SS Maintained <3 <3 <3 10008 Redborne Upper School and Community College MK45 2NU Maintained 6 <3 <3 10011 Bedford Modern School MK41 7NT Independent 14 3 <3 10012 Bedford School MK40 2TU Independent 18 4 3 10018 Stratton Upper School, Bedfordshire SG18 8JB Maintained <3 <3 <3 10022 Queensbury Academy LU6 3BU Maintained <3 <3 <3 10024 Cedars Upper School, Bedfordshire LU7 2AE Maintained <3 <3 <3 10026 St Marylebone Church of England School W1U 5BA Maintained 10 3 3 10027 Luton VI Form College LU2 7EW Maintained 20 3 <3 10029 Abingdon School OX14 1DE Independent 25 6 5 10030 John Mason School, Abingdon OX14 1JB Maintained 4 <3 <3 10031 Our Lady's Abingdon Trustees Ltd OX14 3PS Independent 4 <3 <3 10032 Radley College OX14 2HR Independent 15 3 3 10033 St Helen & St Katharine OX14 1BE Independent 17 10 6 10034 Heathfield School, Berkshire SL5 8BQ Independent 3 <3 <3 10039 St Marys School, Ascot SL5 9JF Independent 10 <3 <3 10041 Ranelagh School RG12 9DA Maintained 8 <3 <3 10044 Edgbarrow School RG45 7HZ Maintained <3 <3 <3 10045 Wellington College, Crowthorne RG45 7PU Independent 38 14 12 10046 Didcot Sixth Form OX11 7AJ Maintained <3 <3 <3 10048 Faringdon Community College SN7 7LB Maintained 5 <3 <3 10050 Desborough College SL6 2QB Maintained <3 <3 <3 10051 Newlands Girls' School SL6 5JB Maintained <3 <3 <3 10053 Oxford Sixth Form College OX1 4HT Independent 3 <3 -
The Anne Frank Trust UK Realising Ambition Report 1
The Anne Frank Trust UK Realising Ambition Report 1 THE ANNE FRANK TRUST UK REALISING AMBITION REPORT A Realising Ambition Report The Anne Frank Trust UK THE ANNE FRANK TRUST: 2 WHO WE ARE AND WHAT WE DO 24 EVALUATIONS CONDUCTED EXECUTIVE SUMMARY 3 28 KNOWLEDGE OUR PROGRAMME 4 30 SKILLS 5 OUR REACH 33 CONFIDENCE WHY WE CHOSE OUR 6 REPLICATION AREAS 36 ATTITUDES SUPPORT FROM 10 THE CONSORTIUM LESSONS LEARNT FROM 40 EVALUATING IMPACT 13 OUR HEALTH CONTENTS CONTENTS CONCLUSION 16 REPLICATION 42 OUR STRATEGIC PLANS 20 MEASURING IMPACT 43 22 METHODOLOGY 44 THANK YOU 2 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 3 THE ANNE EXECUTIVE FRANK TRUST UK SUMMARY “Every child has the potential to succeed in life but each year thousands of young people across the UK enter the Who we are and what we do criminal justice system for the first time.” – Big Lottery “In Realising Ambition the Big Lottery Fund has invested base has allowed us to monitor the quality of our service [in] projects, such as the Anne Frank Schools and and ensured that we have the intended impact on our Ambassadors programme, which have already proven programme’s beneficiaries; increasing their positive and OUR VISION their effectiveness in diverting young people from pro-social behaviour whilst reducing negative attitudes. pathways into crime so they can fulfil their true potential.” This report details the journey that our organisation – Big Lottery has undertaken during this period and the fundamental A society safe from prejudice and discrimination The Big Lottery Fund provided £25 million under lessons that have been learnt as a result of this process. -
Year 1-6 Girls Elite Year 1-6 Boys Elite Year 10-14 Girls Elite Year 10-14
Year 1-6 Girls Elite Panel 2 at 14.50 1 Isla Robson OUSTON PRIMARY SCHOOL Year 1-6 Boys Elite Panel 2 at 16.30 1 Daniel Jones * St Benet's RC Primary School 2 Oliver Marshall * Town End Farm academy 3 Jake Westgarth Chester le Street C of E Primary School Year 10-14 Girls Elite Panel 2 at 14.50 1 Caitlyn Riddex Cramlington Learning Village 2 Kayla Devon * Newcastle College 3 Saffron Sims-Brydon Dame Allan's Schools 4 Gemma Lant Newcastle High School for girls 5 Jodie Dodds St. Bede's Catholic School and Sixth Form College 6 Kiona Taylor Queen Elizabeth High School 7 Jaime Boyd Nunthorpe Academy 8 Chloe Watson Ferryhill Business & Enterprise College 9 Maddison Ferguson St John's School and Sixth Form College 10 Nikita Sung Emmanuel College 11 Madeline Leach St John's School and Sixth Form College Year 10-14 Boys Elite Panel 2 at 16.30 1 Leon Davies * King James I Academy 2 Aleksander Hallam * St Robert of Newminster 3 Liam Rutherford John Spence Community High School 4 Damon King William Howard School Year 7-9 Girls Elite Panel 2 at 14.50 1 Jazz Pease * Walker Riverside Academy 2 Caitlyn Turnbull * St Robert of Newminster 3 Ellie Sansom * Whitley Bay High School 4 Jasmine Wright St. Bede's Catholic School and Sixth Form College 5 Lucy Burwood John Spence Community High School 6 Becca Stobbart Gosforth Junior High Academy 7 Olivia Douglas John Spence Community High School Year 7-9 Boys Elite Panel 2 at 16.30 1 Kayden Thornton * Venerable Bede CE Academy 2 Aidan Sung Emmanuel College 3 Isacc Cunnington The Kings Academy Year 1-6 Girls Intermediate -
Harton Technology College – Teaching School Lisle Road South Shields Tyne & Wear NE34 6DL
Harton Technology College – Teaching School Lisle Road South Shields Tyne & Wear NE34 6DL Contact details: Lynn Culkin Teaching School Manager 0191 4274050 ext. 205. E-mail address [email protected] Website: www.harton-tc.co.uk Harton Technology College is a mixed secondary school in South Shields, Tyne and Wear with pupils aged from 11-18. Rated as outstanding by OFSTED in 2006/2007 including for teaching and learning, the school was featured by OFSTED in its report “Twelve Outstanding Secondary Schools – Excelling Against the Odds. A recent thematic OFSTED inspection of ICT, rated ICT across the school as outstanding in every respect! A high performing specialist school, the newly built sixth form was opened in 2010 and the refurbished main building opened in October 2011. Harton Technology College has a strong and highly successful record of school to school support and extensive experience of professional development; investing heavily in staff delivering and receiving professional development to and from schools across the Borough and beyond. As Teaching School, it is responsible for leading and developing this exciting new Alliance to deliver high quality training and professional development for teachers and leaders at all stages in their career and is passionate about ensuring that the Alliance is at the forefront of developments of the BIG6, to drive school improvement and bring real benefits to pupils. Key developments of the Alliance to date and future plans include: Successful designation of sixteen highly skilled and -
Secondaryschoolspendinganaly
www.tutor2u.net Analysis of Resources Spend by School Total Spending Per Pupil Learning Learning ICT Learning Resources (not ICT Learning Resources (not School Resources ICT) Total Resources ICT) Total Pupils (FTE) £000 £000 £000 £/pupil £/pupil £/pupil 000 Swanlea School 651 482 1,133 £599.2 £443.9 £1,043.1 1,086 Staunton Community Sports College 234 192 426 £478.3 £393.6 £871.9 489 The Skinners' Company's School for Girls 143 324 468 £465.0 £1,053.5 £1,518.6 308 The Charter School 482 462 944 £444.6 £425.6 £870.2 1,085 PEMBEC High School 135 341 476 £441.8 £1,117.6 £1,559.4 305 Cumberland School 578 611 1,189 £430.9 £455.1 £885.9 1,342 St John Bosco Arts College 434 230 664 £420.0 £222.2 £642.2 1,034 Deansfield Community School, Specialists In Media Arts 258 430 688 £395.9 £660.4 £1,056.4 651 South Shields Community School 285 253 538 £361.9 £321.7 £683.6 787 Babington Community Technology College 268 290 558 £350.2 £378.9 £729.1 765 Queensbridge School 225 225 450 £344.3 £343.9 £688.2 654 Pent Valley Technology College 452 285 737 £339.2 £214.1 £553.3 1,332 Kemnal Technology College 366 110 477 £330.4 £99.6 £430.0 1,109 The Maplesden Noakes School 337 173 510 £326.5 £167.8 £494.3 1,032 The Folkestone School for Girls 325 309 635 £310.9 £295.4 £606.3 1,047 Abbot Beyne School 260 134 394 £305.9 £157.6 £463.6 851 South Bromsgrove Community High School 403 245 649 £303.8 £184.9 £488.8 1,327 George Green's School 338 757 1,096 £299.7 £670.7 £970.4 1,129 King Edward VI Camp Hill School for Boys 211 309 520 £297.0 £435.7 £732.7 709 Joseph -
Education Indicators: 2022 Cycle
Contextual Data Education Indicators: 2022 Cycle Schools are listed in alphabetical order. You can use CTRL + F/ Level 2: GCSE or equivalent level qualifications Command + F to search for Level 3: A Level or equivalent level qualifications your school or college. Notes: 1. The education indicators are based on a combination of three years' of school performance data, where available, and combined using z-score methodology. For further information on this please follow the link below. 2. 'Yes' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, meets the criteria for an education indicator. 3. 'No' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, does not meet the criteria for an education indicator. 4. 'N/A' indicates that there is no reliable data available for this school for this particular level of study. All independent schools are also flagged as N/A due to the lack of reliable data available. 5. Contextual data is only applicable for schools in England, Scotland, Wales and Northern Ireland meaning only schools from these countries will appear in this list. If your school does not appear please contact [email protected]. For full information on contextual data and how it is used please refer to our website www.manchester.ac.uk/contextualdata or contact [email protected]. Level 2 Education Level 3 Education School Name Address 1 Address 2 Post Code Indicator Indicator 16-19 Abingdon Wootton Road Abingdon-on-Thames -
Impact of Building Schools for the Future Announcement of Monday 5 July 2010
Impact of Building Schools for the Future announcement of Monday 5 July 2010 1. This list sets out the impact on schools of the announcement on Building Schools for the Future (BSF) made by the Secretary of State for Education on Monday 5 July 2010. It has been produced by Partnerships for Schools (PfS) after validation at senior level in Local Authorities and rigorously checked by the Department for Education, including by making telephone contact with every Local Authority listed and with all affected Academy sponsors. 2. This process of checking has been necessary because of the complexity of the BSF process, to ensure the accuracy of this list and, in particular, because, to date, PfS has collected data from Local Authorities about BSF schools as they progressed. Rather than micromanaging individual schools, PfS has relied on Local Authority-level information. 3. All Local Authorities which were participating in BSF are listed, plus those who have had one school pathfinders or academies built or being built through the Partnerships for Schools Academies Framework. That is 102 Local Authorities out of a total of 152. And every school which was included within a Local Authority project is listed and is categorised as either ‘open’, ‘unaffected’, ‘for discussion’ or ‘stopped’. 1592 schools are listed in total. 159 are categorised as ‘open’, 547 as ‘unaffected’, 151 as ‘for discussion’ and 735 as ‘stopped’. 4. For simplicity, and because large numbers of pupils cross constituency boundaries to attend school, this list does not provide a breakdown of schools by constituency. 5. There are many examples of Local Authorities in this list having schools in more than one of these categories. -
CTTP-Information-Brochure-2017
1 Contents Why Teach? What is CTTP ? 4 5 Why Us? Top 10 Reasons To Train With Us 6 7 Training Case Studies Programme 10 11 Location Of Funding, Partnership Bursaries & How Schools To Apply 12 13 2 3 Why Teaching is a rewarding, exciting and fulfilling Teach? profession. By bringing your skills and knowledge to the classroom, you can make a real difference to the lives of young people. Every day you are able to share your enthusiasm for learning so that it will inspire others to realise their potential and to discover their talents. Teachers shape the lives of future generations. This is an exciting prospect for all teachers and despite some challenges, it remains the most rewarding and deeply satisfying career. Teaching salaries are competitive and there are many opportunities for professional development and career progression. Generous holidays allow you to pursue your hobbies and interests, travel and spend time with family and friends. 4 What is CTTP? Our Initial Teacher Training takes candidates under the School Centred Initial Teacher Training (SCITT) and School Direct programmes and provides a great alternative to training through a university. Because our training is school based, we provide you with practical, job based learning from the start. As you are working in a school, you are also much more likely to get a job at the end of your training. In fact, 100% of our trainees go on to secure a teaching role. At Carmel, we have been inspiring the next generation of teachers for over 17 years and now provide Initial Teacher Training to over 120 trainees every year. -
Prospectus Secondary Physical Education Welcome to the NORTH EAST PARTNERSHIP SCITT
SECONDARY Best provider of postgraduate teacher training in the country (GTTG, 2015) Prospectus Secondary Physical Education Welcome to the NORTH EAST PARTNERSHIP SCITT The North East Partnership SCITT is a specialist physical education initial teacher training provider. We are the largest physical education provider in If you are thinking about becoming a teacher of the north east of England and one of the largest physical education you have definitely come to in the country. Our last three Ofsted judgements the right place. Last year 100% of our trainees have been outstanding and in 2013 we were passed the course, 100% were graded as good or graded outstanding in every category. We are outstanding and 100% have secured employment consistently ranked in the top ten in the Good in schools. Teacher Training Guide and in 2013 were identified as the top secondary SCITT in the country and in 2015 as the best provider in the country. Last year 100% of our trainees secured employment in schools. 2 | Secondary Prospectus Secondary Prospectus | 3 OUR VISION FOR EXCELLENCE The North East Partnership SCITT will create the next generation of outstanding physical education teachers who can inspire and motivate young people to foster a love for physical education and sport and thus achieve their full potential – in sport and in life. Highly effective partnerships and innovative teaching and learning are at the heart of all we do. 4 | Secondary Prospectus WHY TRAIN WITH US 1. We have consistently been graded as outstanding by Ofsted. 2. We are consistently identified as one of the top ten providers in the country in the Good Teacher Training Guide and in 2015 were identified as the best in the country.