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Information Sharing Agreement
OFFICIAL INFORMATION SHARING AGREEMENT BETWEEN NORFOLK CONSTABULARY, NORFOLK COUNTY COUNCIL, NORFOLK SCHOOLS, ACADEMIES, AND COLLEGES UNDER OPERATION ENCOMPASS 1 OFFICIAL Summary Sheet ISA Reference ISA-003453-18 Purpose Operation Encompass is a multi-agency approach to give early notification to schools, academies and colleges that a child or young person has been present, witnessed or been involved in a domestic abuse incident. Nominated key adults within local schools will receive information from Norfolk Constabulary to afford them the opportunity of assessing the needs of the child during the school day and, should it be deemed appropriate to do so, to provide early support. Partners Norfolk Constabulary Norfolk County Council Norfolk Schools, Academies and Colleges Date Of Agreement June 2016 (Amended to comply with GDPR/ Data Protection Act 2018 – March 2019) Review Date August 2019 ISA Owner Superintendent Safeguarding ISA Author Information Sharing Officer (updated by Data Protection Reform Team, March 2019) Consultation Record Reviewer Date of Approval Data Protection Officer Head of Department owning the ISA Any Other Internal Stakeholders External Stakeholders Information Security Manager (where relevant) Information Asset Owner (s) Version Control Version No. Date Amendments Made Authorisation Vr 1 21/09/2018 CR Vr 2 25/09/2018 SC Vr 3 04/12/2018 SC Vr 4 06/12/2018 SC Vr 5 13/12/2018 SC Vr 6 18/12/2018 SC Vr 7 14/02/2019 SC Vr 8 21/02/2019 SC Vr 9 12/03/2019 SC 2 OFFICIAL Contents 1. Introduction ...................................................................................................................................... -
FE College Disability Statements: an Evaluation
DOCUMENT RESUME ED 441 172 CE 080 212 AUTHOR Faraday, Sally; Maudslay, Liz TITLE FE College Disability Statements: An Evaluation. INSTITUTION Further Education Development Agency, London (England).; Skill: National Bureau of Students with Disabilities, London (England). ISBN ISBN-1-85338-524-7 PUB DATE 2000-00-00 NOTE 64p. AVAILABLE FROM Further Education Development Agency, Citadel Place, Tinworth Street, London SEll 5EH, United Kingdom (7.50 British pounds). Tel: 020-7840-5302; Fax: 020-7840-5401; e-mail: [email protected]; Web site: http://www.feda.ac.uk. PUB TYPE Reports Evaluative (142) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Accessibility (for Disabled); Admission Criteria; Adult Students; College Programs; *Disabilities; Educational Facilities; Educational Legislation; *Educational Policy; Educational Practices; Facility Guidelines; Federal Regulation; Foreign Countries; Guidelines; Policy Analysis; *Position Papers; Postsecondary Education; Program Evaluation; *Public Policy; Questionnaires; *Special Needs Students; Writing (Composition) IDENTIFIERS *England ABSTRACT This document, which is intended for individuals involved in writing and reviewing college disability statements, summarizes the results of a Further Education Development Agency evaluation of the disability statements of 432 further education (FE) colleges throughout England. Chapter 1 examines the extent to which the individual FE colleges' disability statements meet the criteria specified in 1996 regulations governing FE colleges' disability statements. Included throughout Chapter 1 are numerous examples of good practice in 423 (980) of the policy statements that indicate the institutions' commitment to respond flexibly to all students, including those with disabilities. The examples illustrate policy statements by focusing on the following items: overall policy, admissions arrangements, education facilities and support, other support, examination arrangements, physical access, and complaints and appeals procedures. -
International Prospectus 2019-20
INTERNATIONAL PROSPECTUS 2019-20 1 INTERNATIONAL PROSPECTUS 2019 - 20 Welcome The decision to study overseas, and choosing which institution to attend, is one of the biggest and most important choices you will ever have to make. I am delighted that you have taken the Norwich possesses a large and diverse time to read our international prospectus student community and a vibrant city and I am confident that you will find centre with a thriving cultural scene, it a useful and informative guide that music venues and night life. Our Higher will help you with your decision. Education Centre is located in the heart of Norwich City, with our Ipswich Road A large and diverse college Campus also just a short walk away. City College Norwich is over 125 years old and one of the largest colleges in the Contact our International Team UK; we currently have in excess of 10,000 The College has a dedicated International students from over 90 different nationalities. Team, with many years of expertise in advising and assisting international We offer a wide range of course options students, who will be more than happy to for international students, ranging from assist you with any queries or questions. English for Speakers of Other Languages (ESOL) courses, Access to Higher They can be contacted on 01603 773 843 Education Diplomas and a varied range from within the UK, and +44 1603 773 843 of Honours Degree programmes. from the rest of the world. You may also email the International Team We take huge pride in the quality of our at [email protected]. -
Parents Guide 2019/20
Parent/Carers’ Guide to 2019/20 City College Norwich & Paston College Welcome to our College Dear Parents, Carers and Corporate Parents, Welcome to City College Most of all, we want our We ask our students to Norwich and Paston students to enjoy their respect our College and College. I am delighted time with us and achieve to embrace our Ways of that your child has the best possible results Working. These are a set chosen to visit us and to enable them to go on of values which current is considering studying and fulfil their ambitions students and staff strive with us next year. in further learning, to put into practice training or work. each day. Our staff are dedicated to helping students to There are a lot of Our Ways of Working be successful, so please extracurricular activities are a commitment to remind them to ask for to get involved with via behave in a way that is: help if they need it. This our Student’s Union is particularly true in and StartUp Lounge so • Open and Informative their first few days when encourage your child to • Respectful and Fair everything will seem get involved with College • Creative and Positive unfamiliar; it will take life and enrich their time • Collaborative and them some time to settle with us by joining in. Inclusive into the College – remind • Consistent and them not to try and do These activities are Responsible everything at once and fun but also important • Exemplary and to ask for help if there for developing your Tenacious is something they don’t child’s confidence, • Aspirational and understand. -
Royal Holloway University of London Aspiring Schools List for 2020 Admissions Cycle
Royal Holloway University of London aspiring schools list for 2020 admissions cycle Accrington and Rossendale College Addey and Stanhope School Alde Valley School Alder Grange School Aldercar High School Alec Reed Academy All Saints Academy Dunstable All Saints' Academy, Cheltenham All Saints Church of England Academy Alsop High School Technology & Applied Learning Specialist College Altrincham College of Arts Amersham School Appleton Academy Archbishop Tenison's School Ark Evelyn Grace Academy Ark William Parker Academy Armthorpe Academy Ash Hill Academy Ashington High School Ashton Park School Askham Bryan College Aston University Engineering Academy Astor College (A Specialist College for the Arts) Attleborough Academy Norfolk Avon Valley College Avonbourne College Aylesford School - Sports College Aylward Academy Barnet and Southgate College Barr's Hill School and Community College Baxter College Beechwood School Belfairs Academy Belle Vue Girls' Academy Bellerive FCJ Catholic College Belper School and Sixth Form Centre Benfield School Berkshire College of Agriculture Birchwood Community High School Bishop Milner Catholic College Bishop Stopford's School Blatchington Mill School and Sixth Form College Blessed William Howard Catholic School Bloxwich Academy Blythe Bridge High School Bolton College Bolton St Catherine's Academy Bolton UTC Boston High School Bourne End Academy Bradford College Bridgnorth Endowed School Brighton Aldridge Community Academy Bristnall Hall Academy Brixham College Broadgreen International School, A Technology -
FOI 158-19 Data-Infographic-V2.Indd
Domicile: Population: Approved, England, means-tested Wales & students, under 25, estranged [1] Northern from their Ireland parents Total: Academic Year: Count of students by provider 2017/18 8080 Manchester Metropolitan University 220 Liverpool John Moores University (LJMU) 170 De Montfort University (DMU) 150 Leeds Beckett University 150 University Of Wolverhampton 140 Nottingham Trent University 140 University Of Central Lancashire (UCLAN) 140 Sheeld Hallam University 140 University Of Salford 140 Coventry University 130 Northumbria University Newcastle 130 Teesside University 130 Middlesex University 120 Birmingham City University (BCU) 120 University Of East London (UEL) 120 Kingston University 110 University Of Derby 110 University Of Portsmouth 100 University Of Hertfordshire 100 Anglia Ruskin University 100 University Of Kent 100 University Of West Of England (UWE) 100 University Of Westminster 100 0 50 100 150 200 250 1. “Estranged” means the customer has ticked the “You are irreconcilably estranged (have no contact with) from your parents and this will not change” box on their application. 2. Results rounded to nearest 10 customers 3. Where number of customers is less than 20 at any provider this has been shown as * 1 FOI | Estranged students data by HEP, academic year 201718 [158-19] Plymouth University 90 Bangor University 40 University Of Huddersfield 90 Aberystwyth University 40 University Of Hull 90 Aston University 40 University Of Brighton 90 University Of York 40 Staordshire University 80 Bath Spa University 40 Edge Hill -
Credit for Learning
THE L IFELONG L EARNING N ETWORK FOR THE EAST OF ENGLAND Credit for Learning A Guide to the Accreditation of Prior Certificated and Experiential Learning in Higher Education in the East of England Part of the Regional Credit Agreement Mick Betts and Brenda Crichton January 2009 M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E I M PA C T MOVE IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E I M PA C T MOVE M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT Mission Statement MOVE’s overarching purpose is to bring about a step change in progression opportunities for vocational learners across the East of England region and to improve opportunities into and through Higher Education at both undergraduate and postgraduate levels. M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E I M PA C T MOVE M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT M O V E IMPACT Foreword The accreditation of prior and experiential learning is a powerful and effective way of recognising, accrediting and re-purposing existing learning. -
Title: Cheating and Plagiarism in HE
Title: Identity Cards (Students, Staff and Visitors) POLICY HOLDER: John Wheeler PRINCIPALSHIP OWNER: Geoff Sorrell VERSION NO: 2 DUE DATE FOR REVIEW: March 2014 SUMMARY: Sets out requirement for all students, staff and visitors to College sites to where College ID cards and the procedure to be followed in instances where cards are not worn. Title: Cheating and Plagiarism in HE POLICY HOLDER: Head of HE EXECUTIVE OWNER: Principal VERSION NO: 7 (2013) DUE DATE FOR REVIEW: September 2017 SUMMARY: This procedure provides details on how the College deals with incidents of cheating and plagiarism for all students enrolled on programmes leading to University of East Anglia awards, Edexcel Higher National Diplomas and Higher National Certificates and non- prescribed HE qualifications. The procedure is also applicable to other programmes, including those of CCNQ, where specified in the programme regulations. Accessibility: If you would like this information in an alternative format, e.g. Easy to Read, large print, Braille or audio tape, or if you would like the procedure explained to you in your language, please contact the Communications & PR Officer on 01603 773 169. Further information: If you have any queries about this policy or procedure, please contact the name policy holder or the Communications & PR Officer on 01603 773 169. City College Norwich, Ipswich Rd, Norwich NR2 2LJ CITY COLLEGE NORWICH CHEATING AND PLAGIARISM PROCEDURE: HE PROGRAMMES Version 7.0 (effective date Sept 2013) 1) INTRODUCTION 2) The following procedure applies to all students of City College Norwich (the College) enrolled on programmes leading to a) awards of the University of East Anglia (the University), b) higher (level 4 and upwards) awards of Edexcel (BTEC) and to other c) non-prescribed HE qualifications The procedure is also applicable to other programmes, including those of CCNQ, where specified in the programme regulations. -
Colleges Mergers 1993 to Date
Colleges mergers 1993 to date This spreadsheet contains details of colleges that were established under the 1992 Further and Higher Education Act and subsequently merged Sources: Learning and Skills Council, Government Education Departments, Association of Colleges College mergers under the Further Education Funding Council (FEFC) (1993-2001) Colleges Name of merged institution Local LSC area Type of merger Operative date 1 St Austell Sixth Form College and Mid-Cornwall College St Austell College Cornwall Double dissolution 02-Apr-93 Cleveland College of Further Education and Sir William Turner's Sixth 2 Cleveland Tertiary College Tees Valley Double dissolution 01-Sep-93 Form College 3 The Ridge College and Margaret Danyers College, Stockport Ridge Danyers College Greater Manchester Double dissolution 15-Aug-95 4 Acklam Sixth Form College and Kirby College of Further Education Middlesbrough College Tees Valley Double dissolution 01-Aug-95 5 Longlands College of Further Education and Marton Sixth Form College Teesside Tertiary College Tees Valley Double dissolution 01-Aug-95 St Philip's Roman Catholic Sixth Form College and South Birmingham 6 South Birmingham College Birmingham & Solihull Single dissolution (St Philips) 01-Aug-95 College North Warwickshire and Hinckley 7 Hinckley College and North Warwickshire College for Technology and Art Coventry & Warwickshire Double dissolution 01-Mar-96 College Mid-Warwickshire College and Warwickshire College for Agriculture, Warwickshire College, Royal 8 Coventry & Warwickshire Single dissolution -
Primary and Infant Schools in Norfolk 2020-2021
Primary and Infant schools in Norfolk 2020/21 This booklet gives information on our primary and infant schools in Norfolk. Schools are listed in alphabetical order. For each school you will find the address, contact details and the name of the headteacher. You will also see information on: Number on roll in May 2019: this is a guide to the size of the school which is unlikely to change much by September 2020 First year maximum intake 2020/21: this gives the number of children the admissions authority has agreed to admit in the admission round for September 2020 Whether the school was oversubscribed in September 2019. Please refer to “Parent guide to admission to schools in Norfolk 2020“ booklet for full information about the admissions process. The booklet can be found on the Norfolk County Council website at www/norfolk.gov.uk/admissions. The following page details Norfolk County Council’s over-subscription criteria used to determine which children are offered or refused a place if there are more applications than places available (the school is over-subscribed). These rules apply to Community and Voluntary Controlled schools. Academies, Free Schools, Voluntary Aided and Foundation schools may adopt these rules but you should check on the admission policy for each school which is available on the individual school websites, by contacting the school direct or also available at www.norfolk.gov.uk/schoolfinder Parents can contact the Admissions Team on 0344 800 8020 or by email to [email protected] to obtain this information for individual schools. Norfolk County Council’s Admissions Policy If there are more applications for places than there are places available, we will give preference to children living nearest to the school, according to the following rules in this order of priority: Children who are due to start school and: 1. -
Norwich City College of Further and Higher Education Monitoring Visit Report
Norwich City College of Further and Higher Education Monitoring visit report Unique reference number: 130764 Name of lead inspector: Russ Henry, HMI Inspection date(s): 9 to 10 May 2019 Type of provider: General further education college Ipswich Road Norwich Address: Norfolk NR2 2LJ Monitoring visit: main findings Context and focus of visit In December 2017, Norwich City College of Further and Higher Education, a large general further education college in Norwich, merged with Paston Sixth Form College in North Walsham. The most recent inspection reports for both colleges found them to be ‘good’. Each part of the college has maintained its own identity. The Norwich campus continues to be known informally as City College Norwich (CCN) and Paston Sixth Form College is known simply as Paston College. The purpose of this monitoring visit was to investigate the progress leaders and managers have made in establishing shared systems, and in maintaining or improving the previously high standard of education on offer. At the time of the monitoring visit, there were just over 7,500 learners of all ages following classroom-based and apprenticeship programmes in a wide range of subjects. Themes What progress have leaders, managers and Significant progress governors made in establishing a shared vision, mission and values, and in creating a culture of high expectations? Following the decision to merge, the principal and senior leaders of CCN established a clear communication strategy. They kept staff informed about events in the run up to the merger. Since the completion of the merger, they have continued to ensure that everyone at the college is clear about the expectations and values of the new organisation. -
Educational Developments 13.4
EDUCATIONAL DEVELOPMENTS The Magazine of the Staff and Educational Development Association Ltd (SEDA) Issue 13.4 December 2012 ISSN 1469-3267 Promoting research and £8.50 Cover price (UK only) Contents scholarship amongst HE in 1 Promoting research and scholarship amongst HE in FE FE lecturers lecturers Rebecca Turner & Angus Carpenter Dr Rebecca Turner, Plymouth University, and Dr Angus Carpenter, 5 Academic Research and City College Norwich/HE Consultant Educational Development: Not Quite, But Almost, a Dialogue of the Deaf? Tim Hall Educational developers work with a broad spectrum of individuals operating in a 8 Acting on the ‘knife edge’: diverse range of educational settings. We have adapted to the changing context Incorporating role-play within the of our work, which is discussed with reference to the ‘broadening out’ of the curriculum academic workforce. Boud (1999) highlighted that the move of professional and Chris Towers and Ricky Gee vocational disciplines into HE would require further support to be afforded to 11 ‘Agents of Inter-change’: the use lecturers to develop their expertise in both research and scholarship. However, of student placement learning to date, lecturers teaching HE programmes within further education (FE) colleges, technologists have received limited attention from educational developers. Jim Turner et al. 14 Everyone needs a mentor? The HE in FE – subject to multiple masters SEDA PDF Award in Mentoring and Coaching HE in FE lecturers are subject to a multitude of guidance documents, policies and Angela Benzies and Elaine Mowat processes which shapes their pedagogy and practice. HEFCE (2003) advocated 16 How much do students need to areas of good practice to support colleges in developing their HE provision; the know about pedagogy? Quality Assurance Agency subsequently produced review systems to monitor Debbie McVitty quality and guidance to support the introduction of degree-awarding powers.