DOCSLIB.ORG

Maintaining and Building Relationships Between the Local Authority with Existing and Emerging Academies and Free Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Maintaining and Building Relationships Between the Local Authority with Existing and Emerging Academies and Free Schools Agenda Item: 5E Wolverhampton City Council OPEN EXECUTIVE DECISION ITEM (AMBER) CABINET Date 22 MAY 2013 Portfolio COUNCILLOR P PAGE (SCHOOLS, SKILLS AND LEARNING) Originating Service Group(s) DELIVERY- GOVERNANCE Contact Officer(s)/ CHERYL POWELL Key Decision: No Forward Plan: No Telephone Number(s) 01902 558653 Title/Subject Matter MAINTAINING AND BUILDING RELATIONSHIPS BETWEEN THE LOCAL AUTHORITY WITH EXISTING AND EMERGING ACADEMIES AND FREE SCHOOLS. 1.0 Recommendations 1.1. That the report of the maintaining and building relationships between the local authority with existing and emerging academies and free schools scrutiny review group attached at Appendix 1 be received and the following recommendations from the review be agreed:- R1 Collaborative working must continue to be a key focus. Wolverhampton City Council aspires that all academies, schools and free schools sign up to the Wolverhampton School Improvement Partnership (WSIP) • The review recognises the value of collaborative working especially through the role of the WSIP. Appropriate budget provision must be allocated. R2 Vulnerable schools which might be targeted to become academies should be identified earlier and interventions should be in place to address failings R3 Consideration of new / alternative models of education should be undertaken (not to view the Academy model as the only model). • Alternative organisational structures should be considered, for example when a Head Teacher’s post becomes vacant the school’s governing body should be advised that a Head Teacher (substantive) post is not the only model available. R4 Wolverhampton City Council must encourage local, education specific, sponsors. • Evidence shows that local solutions have been successful and should be sought before using external sponsors. R5 Wolverhampton City Council will work towards all academies, schools and free schools signing up to the local authority’s admissions policy Page | 1 R6 Wolverhampton City Council will work towards all schools including academies and free schools signing up to a local authority Memorandum of Understanding (MoU) that seeks to cement a strong relationship between academies and the local authority. • That the TUC’s Model Agreement for Academies be considered as an appendix to a MoU and that all academies, schools and free schools are signatories R7 All academies, schools and free schools should have mechanisms in place to promote capacity building and staff development for the Senior Leadership Team and to promote continuity of good practice. • Evidence shows that succession planning is a key element to maintaining school improvement. R8 Service Level Agreements (SLAs) are reviewed to ensure they are appropriate to the needs of academies, schools and free schools. • That the Scrutiny Board consider an evaluation of the current stream of SLAs as a stand-alone scrutiny review R9 The Governor Support Service to produce separate documentation that details the factors that need to be considered when a school chooses to become an academy. • Other models and options should be illustrated within a Governors’ handbook / information pack 1.2. That the Cabinet response to the review recommendations attached at Appendix 2 be approved. 1.3. That the Cabinet response be referred to Scrutiny Board to monitor the implementation of actions arising as a result of the recommendations Page | 2 2.0. Purpose 2.1. To bring to the attention of Cabinet the findings and recommendations of the maintaining and building relationships between the local authority with existing and emerging academies and free schools scrutiny review (Appendix 1) and to agree the Cabinet response. (Appendix 2) 3.0. Background 3.1. An away day seminar was convened for all councillors in order to ascertain relevant scrutiny reviews and inquiries for the 2012/2013 municipal year. Following on from this meeting, the outcomes were used to inform a report presented to Scrutiny Board on 4 July, 2012 listing details of the revised scrutiny work programme for 2012/13. 3.2. The Scrutiny Board approved the revised scrutiny review and inquiry work programme and one of the areas councillors decided to focus their efforts on was maintaining and building relationships between the local authority with existing and emerging Academies and Free Schools. 4.0. Messages from the Review 4.1. The education environment nationally and in Wolverhampton has changed and is continuing to change. The review group believes strongly that the local authority still has an important role to play in education in the city. Ultimately the local authority has a responsibility for the welfare, education and opportunities of all children and young people in the city and the review strongly supports the local authority’s efforts to ensure all schools, regardless of the type of school, provide the education opportunities that we expect for Wolverhampton’s children. 4.2. From the evidence provided throughout the review, it became apparent that Councillors need to be encouraged and supported to build better relationships with their local schools as this is beneficial to both parties. Becoming a school governor is not the only way for councillors to become involved in local schools and guidance should be provided about other ways of becoming involved. 4.3. The review group champions the wellbeing and opportunities for all children and young people in the city, regardless of which school they attend, and therefore requests that the local authority keep an overview of educational standards in the city. As part of this work there is a need to build relationships with all types of school in Wolverhampton including academies, community schools, faith schools, independent schools, as well as any new free schools. 5.0. Financial Implications 5.1. There are no direct financial implications arising from this report. [DM/25032013/U] 6.0. Legal Implications 6.1. There are no direct legal implications arising from this report. [JH/26032013/K] Page | 3 7.0. Equal Opportunities Implications 7.1. There are no direct equal opportunities implications arising from this report. 8.0. Environmental Implications 8.1. There will be no direct environmental implications arising from this report. Background papers: Listed at Appendix 6: Background Papers Page | 4 Appendix 1 Wolverhampton City Council Scrutiny Review: Maintaining and building relationships between the Local Authority with existing and emerging Academies and Free Schools. Final Report Review Group Councillors: Contact Officers: Councillor P Bedi Scrutiny Officer Cheryl Powell Councillor A Bolshaw (Chairman) Telephone Number 01902 558653 Councillor J Hodgkiss E‐Mail [email protected] Councillor L McGregor Councillor N A Patten Scrutiny Link Officer Tim Westwood Councillor R Whitehouse Telephone Number 01902 554100 E‐Mail [email protected] Co‐opted Members of the Review Group: Miss S Atim‐Uma Democratic Support Officer Martin Fox Miss H Scragg Telephone Number 01902 555047 Mrs R Watkins E‐Mail [email protected] 10 April 2013 Page | 5 Table of Contents: Page No: Chairman’s Foreword 7 1. Introduction: Academies – the local and national picture 8 Types of Academies: Old style sponsored academies 8 Types of Academies: New style sponsored academies 9 Free Schools 9 Academy Arrangements 11 2. Summary List of Recommendations 16 3. Background to the Review 18 4. Evidence to support the Recommendations 20 Collaborative Working 20 Maintaining School Improvement 21 Alternative Models of Education 22 Case Study 1: Hackney Learning Trust 23 Case Study 2: Camden Education Commission 24 Academy Sponsors 24 The Admissions Policy 25 Memorandum of Understanding 26 Staff Development and Capacity Building 27 Service Level Agreements 28 Governor Support Service 29 5. Conclusions 30 Appendix 1: Scrutiny Review Group Membership 31 Appendix 2: Witness List (verbal & written evidence) 32 Appendix 3: Partnership Working (Draft Proposal) 33 Appendix 4: Example Memorandum of Understanding 37 Appendix 5: Glossary of Terms 40 Appendix 6: Background papers 41 Page | 6 Chairman’s Foreword The government sponsored academies and free schools movement is arguably the most important change to the education of the nation’s children since the compulsory education laws of the 1880s. In my opinion, only the move away from selection at age 11 and the tripartite system, in favour of comprehensive education, was of parallel importance. The academies programme is controversial and has had a profound effect on the educational landscape. Detractors continue to attack the programme, which is said to be, damaging to the schools and communities around them, selective in nature, forced on parents who do not want it, and represents a move towards the privatisation of education by stealth. Additionally, the movement of government grant from councils directly to academies and free schools has caused a fragmentation in local authority provision. Nevertheless, some important responsibilities continue to remain with the local authority such as monitoring special needs provision and other associated areas, for example, educational psychology. Additionally, local authorities have a duty to monitor standards but have to do this with diminishing staffing and support, with reduced rights of access to academies. Proponents argue that the greater freedoms afforded to academies have driven up academic standards. However, comparing the performance of even a small number of academies is fraught with complexities. The scholarly
Load more

Recommended publications
  • Connected Networks
    ConnectEd Networks A unique Wolverhampton based partnership of over 100 local schools CN One CN Four CN Six and Seven Eastfield Nursery School Bantock Primary School Aldersley High School Eastfield Primary School Castlecroft Primary School Berrybrook Primary School Green Park Special School Highfields School Bushbury Nursery School Holy Rosary Catholic Primary Academy Merridale Primary School Bushbury Hill Primary School Moseley Park School Nishkam Primary School Dovecotes Primary School St Matthias School Penn Hall Special School Elston Hall Primary School Stow Heath Primary School Pennfields Special School Fallings Park Primary School Stow Lawn Primary School Smestow School Low Hill Nursery School Villiers Primary School Springdale Primary School Moreton Community School St Michael’s Catholic Primary Academy Ormiston NEW Academy CN Two Uplands Junior School Northwood Park Primary School Bilston Church of England Primary School Warstones Primary School Our Lady and St Chad Catholic Academy Bilston Nursery School Westacre Infant School Palmers Cross Primary School Field View Primary School Rakegate Primary School Holy Trinity Catholic Primary School St Mary’s Catholic Primary Academy Loxdale Primary School Westcroft School Ormiston SWB Academy Whitgreave Primary School St Martin’s Primary School Wilkinson Primary School CN Three CN Eight CN Five Colton Hills School Ashmore Park Nursery School Broadmeadow Special Nursery School Goldthorn Park Primary School Coppice Performing Arts School Christ Church Infant School Graiseley Primary School
    [Show full text]
  • Final Version of Appendix 1 for City of Wolverhampton Youth Council
    [NOT PROTECTIVELY MARKED] Cabinet Meeting Wednesday, 10 April 2019 Dear Councillor CABINET - WEDNESDAY, 10TH APRIL, 2019 Please find enclosed the final version of the Youth Council Annual Report 2018. If you have any queries about this meeting, please contact the democratic services team: Tel 01902 550320 Email [email protected] Address Democratic Services, Civic Centre, 1st floor, St Peter’s Square, Wolverhampton WV1 1RL Encs This page is intentionally left blank City of Wolverhampton Youth Council – Annual Report 2018 Page 3 Agenda Item No: 10 City of Wolverhampton Youth Council Annual Report 2018 1 City of Wolverhampton Youth Council – Annual Report 2018 Outgoing Chair’s Statement 03 Incoming Chair’s Foreword 05 Introduction 06 Page 4 Representation 08 Working with Decision Makers from the City Council 10 Local Recognition 13 Networking with other Youth Voice 14 Regional and National Work 15 Youth Police Crime Commissioners 16 Key Cities Youth Conference 17 Centro Youth Forum 18 Aims for 2019 19 2 City of Wolverhampton Youth Council – Annual Report 2018 OUTGOING CHAIR’S STATEMENT Firstly, I would like to wish Anna the best of luck as has given me and other young people some Chair over the next year. Not only do I know she’ll incredible opportunities. I've had the chance to have a wonderful time in the role, I know she is a represent the city at the UK Youth Parliament for two Page 5 very capable will do her absolute best for the young years. This experience has led to me speaking from people of Wolverhampton.
    [Show full text]
  • 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
    [Show full text]
  • 2009 Admissions Cycle
    Applications, Offers & Acceptances by UCAS Apply Centre 2009 UCAS Apply Centre School Name Postcode School Sector Applications Offers Acceptances 10001 Ysgol Syr Thomas Jones LL68 9TH Maintained <4 0 0 10002 Ysgol David Hughes LL59 5SS Maintained 4 <4 <4 10008 Redborne Upper School and Community College MK45 2NU Maintained 5 <4 <4 10010 Bedford High School MK40 2BS Independent 7 <4 <4 10011 Bedford Modern School MK41 7NT Independent 18 <4 <4 10012 Bedford School MK40 2TU Independent 20 8 8 10014 Dame Alice Harpur School MK42 0BX Independent 8 4 <4 10018 Stratton Upper School, Bedfordshire SG18 8JB Maintained 5 0 0 10020 Manshead School, Luton LU1 4BB Maintained <4 0 0 10022 Queensbury Upper School, Bedfordshire LU6 3BU Maintained <4 <4 <4 10024 Cedars Upper School, Bedfordshire LU7 2AE Maintained 7 <4 <4 10026 St Marylebone Church of England School W1U 5BA Maintained 8 4 4 10027 Luton VI Form College LU2 7EW Maintained 12 <4 <4 10029 Abingdon School OX14 1DE Independent 15 4 4 10030 John Mason School, Abingdon OX14 1JB Maintained <4 0 0 10031 Our Lady's Abingdon Trustees Ltd OX14 3PS Independent <4 <4 <4 10032 Radley College OX14 2HR Independent 15 7 6 10033 The School of St Helen & St Katharine OX14 1BE Independent 22 9 9 10035 Dean College of London N7 7QP Independent <4 0 0 10036 The Marist Senior School SL57PS Independent <4 <4 <4 10038 St Georges School, Ascot SL5 7DZ Independent <4 0 0 10039 St Marys School, Ascot SL5 9JF Independent 6 <4 <4 10041 Ranelagh School RG12 9DA Maintained 8 0 0 10043 Ysgol Gyfun Bro Myrddin SA32 8DN Maintained
    [Show full text]
  • Black Country Secondary Schools, Published in 2008, 2009 and 2010, Were Well Received
    Contents Introduction 3 Using the Families of Schools document 7 Black Country in context 11 Family pages 16 Contextual family pages 34 Annex 1 – What it all means: footnotes and explanations 39 Annex 2 – School contact details 45 2 Introduction 1. Families of Schools: the fourth edition The first three editions of Families of Schools for Black Country Secondary schools, published in 2008, 2009 and 2010, were well received. We have been working with schools and education professionals across the Black Country to develop this fourth edition for 2011. As with previous years, this edition includes GCSE results with and without English and maths, a Contextual Value Added (CVA) measure and contextual families focusing on English as an Additional Language (EAL) and mobility. 2. How have families been grouped? Schools are grouped into families based on an average of prior attainment data and context data. Prior attainment data is the Average Key Stage 2 (KS2) Point Score (APS) for all pupils in Year 7 to Year 11 matched to Key Stage 4 data. Context data includes: • Income Deprivation Affecting Children Index (IDACI) data, calculated by linking individual pupil postcodes to IDACI data and compiling an average figure for each school1. • The proportion of pupils eligible to receive Free School Meals (FSM). • The IDACI and FSM school averages are combined to give an overall indicator for the School Environment (SE). • The percentage of pupils whose first language is known or believed to be other than English (EAL). • A mobility measure, defined as the percentage of pupils in Year 10 or Year 11 who have joined the school within the last 2 years (L2Y).
    [Show full text]
  • Hard to Place Pupils Protocol Key Decision Yes / No in Forward Plan Yes / No
    Agenda Item No: 7(m) Wolverhampton City Council OPEN EXECUTIVE DECISION ITEM (AMBER) Cabinet / Cabinet Panel CABINET Date 27 JULY 2005 Portfolio(s) CHILDREN AND YOUNG PEOPLE Originating Service Group(s) LIFELONG LEARNING - EDUCATION Contact Officer(s) B A KEIL Telephone Number(s) 5925 Title HARD TO PLACE PUPILS PROTOCOL KEY DECISION YES / NO IN FORWARD PLAN YES / NO Recommendation That Members of the Cabinet: (i) note the requirement to have a Hard to Place Pupils Protocol in place by September 2005; (ii) note the consultation which has already taken place; (iii) approve the Protocol for implementation in the LEA from September 2005. Schedule of Background Papers None Hard to Place Pupil Protcol – Draft [July 04 05] 1 HARD TO PLACE PUPIL PROTOCOL (DRAFT) 1.0 Background 1.1 The DfES issued the Circular, Guidance on Hard To Place Pupils (LEA/0316/2004) in November 2004 requiring two areas for action. These were: i) that the local Admissions Forum develop a protocol on the admission of hard to place pupils; ii) that work be undertaken on delegating or devolving funding to groups of schools to enable them to take responsibility for managing difficult pupils and making alternative provision where necessary. 1.2 The first of these elements has been undertaken and the draft Protocol is attached at Appendix 1 for the Cabinet's consideration. 1.3 The second required action is part of a much larger piece of work which is underway and the elements of this are detailed in Appendix 2. 1.4 As the Hard To Place Pupils Protocol is intended to relate to the placement of secondary pupils in the first instance, the deliberations and consultations have been held with secondary colleagues and teacher associations, though when this was presented to the SIP Board and Schools' Forum, primary headteachers expressed an interest in considering this as an option once it had been introduced to the secondary sector.
    [Show full text]
  • WCC 1640 YC Annual Report A5.Qxp Layout 1
    City of Wolverhampton Youth Council – Annual Report 2017 City of Wolverhampton Youth Council Annual Report 2017 1 City of Wolverhampton Youth Council – Annual Report 2017 Outgoing Chair’s Statement 03 Incoming Chair’s Foreword 05 Introduction 06 Representation 08 Wards of the City Represented 10 January – December 2017 Achievement 12 Agenda 15 Regional and National Work 16 Aims for 2018 18 2 City of Wolverhampton Youth Council – Annual Report 2017 OUTGOING CHAIR’S STATEMENT As last year's chair, I'd first like to say how immensely proud I am of the members of the City of Wolverhampton Youth Council; it has been such a rewarding experience to lead a group of such passionate and dedicated young people, who really want to make a change to not only the city, but the whole country. I've been a member of Youth Council for five years, and the opportunities that it brings are unique and invaluable; seeing change take place, and being able to have an impact on vital decisions is a wonderful thing. I look forward to seeing the continued work of the group this year, and know that, with the council's staunch support and the vigor of the newly elected Youth Council representatives, there will be a lot to look forward to. Isabel Ricketts Outgoing Chair 03 City of Wolverhampton Youth Council – Annual Report 2017 Amias Perry, Incoming Chair 04 City of Wolverhampton Youth Council – Annual Report 2017 INCOMING CHAIR’S FOREWORD I am pleased to present this year's Annual Youth chance to say what's important to them, and this Council Report.
    [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]
  • Using the Families of Schools Document 7
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Digital Education Resource Archive Contents Introduction 3 Using the Families of Schools document 7 Black Country in context 11 Family pages 16 Contextual family pages 34 Annex 1 – What it all means: footnotes and explanations 39 Annex 2 – School contact details 45 2 Introduction 1. Families of Schools: the fourth edition The first three editions of Families of Schools for Black Country Secondary schools, published in 2008, 2009 and 2010, were well received. We have been working with schools and education professionals across the Black Country to develop this fourth edition for 2011. As with previous years, this edition includes GCSE results with and without English and maths, a Contextual Value Added (CVA) measure and contextual families focusing on English as an Additional Language (EAL) and mobility. 2. How have families been grouped? Schools are grouped into families based on an average of prior attainment data and context data. Prior attainment data is the Average Key Stage 2 (KS2) Point Score (APS) for all pupils in Year 7 to Year 11 matched to Key Stage 4 data. Context data includes: • Income Deprivation Affecting Children Index (IDACI) data, calculated by linking individual pupil postcodes to IDACI data and compiling an average figure for each school 1. • The proportion of pupils eligible to receive Free School Meals (FSM). • The IDACI and FSM school averages are combined to give an overall indicator for the School Environment (SE). • The percentage of pupils whose first language is known or believed to be other than English (EAL).
    [Show full text]
  • Improving Wellbeing Through Secondary Physical Education
    IMPROVING WELLBEING THROUGH SECONDARY PHYSICAL EDUCATION PIONEERING A FRESH AND SUSTAINABLE APPROACH TO POSITIVE PHYSICAL HEALTH, EMOTIONAL WELLBEING AND SOCIAL DEVELOPMENT SUPPORTING PARTNER: FOREWORD At the Youth Sport Trust we have always recognised the unique power of PE and sport to change lives for the better. Right now, there is no greater need than the wellbeing of our nation. At a time when young people are experiencing unprecedented rates of obesity and poor emotional wellbeing, and where interpersonal skills and social interaction are under pressure from new forms of communication, we are not making the most of a subject that is unparalleled in its potential to address the challenges of this generation. It is a time to be bold and reimagine Physical Education. Our aim is to reposition it as the curriculum subject which delivers wellbeing outcomes as the highest priority, supports learning and promotes wider achievement while retaining its essence as an education in, through and about the physical. It is an essential building block of a broad and balanced curriculum to meet the needs of all learners and unlock their potential to achieve across the school and in life. The pioneering PE practitioners and headteachers we work with are at the vanguard of this area. They are using a diverse and strategically planned PE and sport offer to benefit and engage all students. They are addressing wellbeing issues which stand in the way of students achieving their potential in school and life; developing self-esteem, raising aspirations, building self-control and helping students manage the symptoms of anxiety.
    [Show full text]
  • Team Championship Records
    TABLE TENNIS ENGLAND ENGLISH SCHOOLS’ TABLE TENNIS CHAMPIONSHIPS organised by English Schools’ Table Tennis Association 1967-2017 and then by Table Tennis England from 2018 ROLL OF HONOUR TEAM CHAMPIONSHIP RECORDS BOYS’ UNDER-19 THE NORMAN COOK CUP (Played as Under-17 in 1967, 1968 and Under-18 in 1969) 1967 Malory School, Lewisham (Kent) 1968 Hymer’s College, Hull (Yorkshire) 1969 Moseley Grammar School, Birmingham (Warwickshire) 1970 Plaistow Grammar School, Newham (Essex Metropolitan) 1971 Plaistow Grammar School, Newham (Essex Metropolitan) 1972 St Mary’s College, Middlesborough (Durham) 1973 Northgate Grammar School, Ipswich (Suffolk) 1974 Northgate Grammar School, Ipswich (Suffolk) 1975 Marple Hall School, Marple (Cheshire) 1976 Beverley Boys’ School, New Malden (Surrey Metropolitan) 1977 Millom School, Millom (Cumbria) 1978 Kings Heath School, Birmingham (West Midlands) 1979 Millom School, Millom (Cumbria) 1980 Millom School, Millom (Cumbria) 1981 Allerton Grange High School, Leeds (West Yorkshire) 1982 The King’s School, Grantham (Lincolnshire) 1983 Exmouth Comprehensive School, Exmouth (Devon) 1984 Lawrence Sherriff School, Rugby (Warwickshire) 1985 Bury Grammar School (Greater Manchester) 1986 Bedford Modern School (Bedfordshire) 1987 Bedford Modern School (Bedfordshire) 1988 Ifield Community College, Crawley (West Sussex) 1989 Ifield Community College, Crawley (West Sussex) 1990 Bedford Modern School (Bedfordshire) 1991 Peniel Academy, Brentwood (Essex County) 1992 Bedford Modern School (Bedfordshire) 1993 Sutton High School,
    [Show full text]
  • RVC Contextual Schools 2015/6
    RVC Contextual Schools 2015/6 This data is only valid for applicants applying to the RVC in the 2015 Admissions cycle. The data is updated annually and therefore may be subject to change in future years. Yes in either the level 2 or level 3 column indicates that the school concerned is considered as an RVC Contextual School for that level only (e.g. only where an applicant has taken qualifications at that level and at that institution). A no in either column indicates the school concerned is not considered an RVC Contextual School for that level. Where a school is marked N/A this means that there was insufficient data available to determine whether the school was considered as an RVC Contextual School. School code School Name Postcode Level 2 (GCSE) Level 3 (A-level) 16448 Abbey Christian Brothers Grammar BT34 1QN No N/A 16664 Abbey College CB1 2JB N/A N/A 16307 Abbey College M2 4WG Yes Yes 11214 Abbey College PE26 1DG Yes Yes 11733 Abbey College SW1W 0DH N/A No 15779 Abbey College WR14 4JF Yes N/A 16425 Abbey College Birmingham B3 1QU N/A No 10291 Abbey Gate College CH3 6EN No No 13487 Abbey Grange Church of England Academy LS16 5EA No Yes 16288 Abbey School ME13 8RZ Yes Yes 10062 Abbey School RG1 5DZ No No 16540 Abbeyfield School SN15 3XB No Yes 14942 Abbeyfield School NN4 8BU Yes Yes 17701 Abbeywood Community School BS34 8SF Yes Yes 12674 Abbot Beyne School and Arts College DE15 0JL Yes Yes 12694 Abbots Bromley School for Girls WS15 3BW No No 25961 Abbot's Hill School.
    [Show full text]