Post-16 Buckinghamshire County Council Travel Policy
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Schools Forum Minutes 15 September 2004
Buckinghamshire County Council SCHOOLS FORUM Minutes AGENDA ITEM MINUTES OF THE MEETING OF THE SCHOOLS FORUM HELD ON WEDNESDAY 15 SEPTEMBER 2004 IN SEMINAR ROOM 2, GREEN PARK TRAINING CENTRE, COMMENCING AT 6.00PM AND CONCLUDING AT 8.15PM. PRESENT Headteachers Kieran Salter Aston Clinton School (Chairman) Tim Heaton Grendon Underwood School Bob Milne Tylers Green Middle School Shela Rowan Oak Green School Linda Melton Wye Valley School Mike Barrie Heritage House School Jon Howard-Drake The Misbourne School Jamie Shaw Henry Allen Nursery School Sue Tanner Chalfonts Community College Governors Dominique Moat Wingrave Church of England Combined School Jenny Wainwright The Misbourne School Richard Morris Sir William Ramsay School Martin Ball Hamilton Primary School Ted Brown Sir William Borlase’s Grammar School Alexandra Dart Great Marlow School Mike Morrey The Grange School Dennis Morse Alfriston School John White Buckingham School Representatives Colin Roberts NASUWT Roy Davey Oxford Diocese Andy Croft MKOB Learning & Skills Council Officers Alan Mander Assistant Head of Finance, Schools Jane Brown Accountancy Manager, Schools Sue Imbriano Strategic Director, Schools Gill Callaghan Democratic Services Officer Nick Powley Head of Policy Performance and Planning (Schools) David Shaw Group Manager, School Management Support Claire Humphreys Project Leader, Communication with Schools Project 1 The Committee noted the departure of the Clerk, Gill Callaghan and thanked her for the support given to the Committee. 1 APOLOGIES FOR ABSENCE/CHANGES IN MEMBERSHIP Apologies were received from Christine Wilding, Early Years and Child Care Partnership; Mark Scott, Governor, Claytons Combined; Paul Hughes, Governor, St Edwards Catholic Junior School; Michael Moore, Catholic Diocese of Northampton; Catherine Hinds, Governor, Hughenden Infant School. -
Directory of HE in FE in England 2007
Directory of HE The Higher Education Academy in FE in England Our mission is to help institutions, discipline groups and all staff to Published by: provide the best possible learning experience for their students. The Higher Education Academy We provide an authoritative and independent voice on policies Innovation Way that infl uence student learning experiences, support institutions, York Science Park lead and support the professional development and recognition Heslington of staff in higher education, and lead the development of research Directory ofHEinFEEngland York YO10 5BR and evaluation to improve the quality of the student learning United Kingdom experience. Directory of HE Tel: +44 (0)1904 717500 The Higher Education Academy is an independent organisation Fax: +44 (0)1904 717505 funded by grants from the four UK higher education funding bodies, [email protected] subscriptions from higher education institutions, and grant and in FE in England www.heacademy.ac.uk contract income for specifi c initiatives. ISBN 978-1-905788-33-0 © The Higher Education Academy February 2007 2007 2007 All rights reserved. Apart from any fair dealing for the purposes of research or private study, criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any other form or by any other means, graphic, electronic, mechanical, photocopy- ing, recording, taping or otherwise, without the prior permission in writing of the publishers. To request copies in large print or in a different format, please contact the Academy. Contents About this directory . 2 How to use this directory . 3 NATIONAL ORGANISATIONS, NETWORKS AND CONSORTIA National quality and funding bodies . -
5350 the London Gazette, 12Th May 1970 Water
5350 THE LONDON GAZETTE, 12TH MAY 1970 the Colchester and District Water Board (Water A copy of the application and of any map, plan Charges) Order, 1968. or other document submitted with it may be inspected The Board are authorised to supply water in the free of charge at the Board's Southern Area Office, areas or part of the areas of the following-named Mill End Road, High Wycombe, at all reasonable counties and districts: hours during the period beginning 8th May 1970. The administrative County of Cambridgeshire. and ending on 5th June 1970. The administrative County of Essex. This proposal is to enable the Bucks Water Board The administrative County of West Suffolk. to continue to abstract from existing boreholes and The Borough of Colchester. the proposed boreholes at their Mill End Road Pump- The Urban District of Braintree and Booking. ing Station a total daily quantity of 4,000,000 gallons. The Urban District of Halstead. Any person who wishes to make representations The Urban District of West Mersea. about the application should do so in writing to the The Urban District of Witham. Secretary, Thames Conservancy, Burdett House, 15 The Urban District of Wivenhoe. Buckingham Street, London W.C.2, before the end The Rural District of Braintree. of the said period. The Rural District of Chelmsford. R. S. Cox, Clerk and Treasurer of the Bucks The Rural District of Clare. Water Board. The Rural District of Dunmow. 1st May 1970. The Rural District of Halstead. The Rural District of Lexden and Winstree. The Rural District of Maldon. -
1 Buckinghamshire; a Military History by Ian F. W. Beckett
Buckinghamshire; A Military History by Ian F. W. Beckett 1 Chapter One: Origins to 1603 Although it is generally accepted that a truly national system of defence originated in England with the first militia statutes of 1558, there are continuities with earlier defence arrangements. One Edwardian historian claimed that the origins of the militia lay in the forces gathered by Cassivelaunus to oppose Caesar’s second landing in Britain in 54 BC. 1 This stretches credulity but military obligations or, more correctly, common burdens imposed on able bodied freemen do date from the Anglo-Saxon kingdoms of the seventh and eight centuries. The supposedly resulting fyrd - simply the old English word for army - was not a genuine ‘nation in arms’ in the way suggested by Victorian historians but much more of a selective force of nobles and followers serving on a rotating basis. 2 The celebrated Burghal Hidage dating from the reign of Edward the Elder sometime after 914 AD but generally believed to reflect arrangements put in place by Alfred the Great does suggest significant ability to raise manpower at least among the West Saxons for the garrisoning of 30 fortified burghs on the basis of men levied from the acreage apportioned to each burgh. 3 In theory, it is possible that one in every four of all able-bodied men were liable for such garrison service. 4 Equally, while most surviving documentation dates only from 1 G. J. Hay, An Epitomised History of the Militia: The Military Lifebuoy, 54 BC to AD 1905 (London: United Services Gazette, 1905), 10. -
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 -
College Employer Satisfaction League Table
COLLEGE EMPLOYER SATISFACTION LEAGUE TABLE The figures on this table are taken from the FE Choices employer satisfaction survey taken between 2016 and 2017, published on October 13. The government says “the scores calculated for each college or training organisation enable comparisons about their performance to be made against other colleges and training organisations of the same organisation type”. Link to source data: http://bit.ly/2grX8hA * There was not enough data to award a score Employer Employer Satisfaction Employer Satisfaction COLLEGE Satisfaction COLLEGE COLLEGE responses % responses % responses % CITY COLLEGE PLYMOUTH 196 99.5SUSSEX DOWNS COLLEGE 79 88.5 SANDWELL COLLEGE 15678.5 BOLTON COLLEGE 165 99.4NEWHAM COLLEGE 16088.4BRIDGWATER COLLEGE 20678.4 EAST SURREY COLLEGE 123 99.2SALFORD CITY COLLEGE6888.2WAKEFIELD COLLEGE 78 78.4 GLOUCESTERSHIRE COLLEGE 205 99.0CITY COLLEGE BRIGHTON AND HOVE 15088.0CENTRAL BEDFORDSHIRE COLLEGE6178.3 NORTHBROOK COLLEGE SUSSEX 176 98.9NORTHAMPTON COLLEGE 17287.8HEREFORDSHIRE AND LUDLOW COLLEGE112 77.8 ABINGDON AND WITNEY COLLEGE 147 98.6RICHMOND UPON THAMES COLLEGE5087.8LINCOLN COLLEGE211 77.7 EXETER COLLEGE 201 98.5CHESTERFIELD COLLEGE 20687.7WEST NOTTINGHAMSHIRE COLLEGE242 77.4 SOUTH GLOUCESTERSHIRE AND STROUD COLLEGE 215 98.1ACCRINGTON AND ROSSENDALE COLLEGE 14987.6BOSTON COLLEGE 61 77.0 TYNE METROPOLITAN COLLEGE 144 97.9NEW COLLEGE DURHAM 22387.5BURY COLLEGE121 76.9 LAKES COLLEGE WEST CUMBRIA 172 97.7SUNDERLAND COLLEGE 11487.5STRATFORD-UPON-AVON COLLEGE5376.9 SWINDON COLLEGE 172 97.7SOUTH -
Aylesbury College
Aylesbury College REPORT FROM THE INSPECTORATE 1997-98 THE FURTHER EDUCATION FUNDING COUNCIL THE FURTHER EDUCATION FUNDING COUNCIL The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. It also assesses and reports nationally on the curriculum, disseminates good practice and advises the FEFC’s quality assessment committee. College inspections are carried out in accordance with the framework and guidelines described in Council Circulars 97/12, 97/13 and 97/22. Inspections seek to validate the data and judgements provided by colleges in self-assessment reports. They involve full-time inspectors and registered part-time inspectors who have knowledge of, and experience in the work they inspect. A member of the Council’s audit service works with inspectors in assessing aspects of governance and management. All colleges are invited to nominate a senior member of their staff to participate in the inspection as a team member. Cheylesmore House Quinton Road Coventry CV1 2WT Telephone 01203 863000 Fax 01203 863100 © FEFC 1998 You may photocopy this report. A college may use its report in promotional material provided quotes are accurate, and the findings of the inspection are not misrepresented. Contents Paragraph Summary Context The college and its mission 1 The inspection 8 Curriculum areas Construction 10 Engineering 16 Business 22 Health and social care 29 Hairdressing and beauty 35 English, sociology, psychology and law 41 Languages 46 Provision for students with learning difficulties and/or disabilities 51 Cross-college provision Support for students 57 General resources 64 Quality assurance 71 Governance 77 Management 83 Conclusions 92 College statistics Aylesbury College Grade Descriptors Retention and Pass Rates Inspectors assess the strengths and weaknesses Where data on students’ achievements appear of each aspect of provision they inspect. -
A Case Study Exploring the Societal Gatekeeper Role of an Ofsted
A case study exploring the societal gatekeeper role of an Ofsted inspector, using a systems thinking model of creativity, in the business studies curriculum in Further Education colleges in England by Jesvir Kaur Mahil BA (Hons), PGCE, MBA A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education College of Social Sciences University of Birmingham August 2017 0 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract This study explored my own societal gatekeeper role as an Ofsted inspector, using a systems thinking model of creativity, within the domain of vocational business studies curricula, in Further Education (FE) colleges in England. My research questions sought to explore how business teachers and inspectors define, recognise, measure, reward and promote creativity skills in vocational business education. To provide a definition of creativity, I propose a framework based on its seven key aspects: process, person, place, pressures, product, persuasion and permanence. In addition to evidence-based success, I argue that we recognise the need for trust and freedom, through quality of relationships, to stimulate creativity. -
Buckinghamshire Standing Advisory Council on Religious Education
Buckinghamshire Standing Advisory Council on Religious Education Annual Report 2017-18 Learning and growing through challenging RE 1 Contents Page No. Foreword from the Chair……………………………………………………………….. 1. Standards and quality of provision of RE: 2. Managing the SACRE and Partnership with the LA and Other Key Stakeholders: 3. Effectiveness of the Agreed Syllabus: 4. Collective Worship: 5. SACRE and School Improvement: Appendix 1: Examination data…………………….………………………………… Appendix 2: Diversity in Christianity ……………………………………………… Appendix 3: SACRE Membership and attendance for the year 2016/2017…… 2 Learning and growing through challenging RE Foreword from the Chair of SACRE September 2017 - July 2018 As with any organisation it is the inspiration given by the members that provides the character. I shall focus on some of the creativity we have valued in Bucks SACRE this year both from our members and during our visits to schools. In addition, we receive wise counsel from our Education Officer at Bucks CC, Katherine Wells and our RE Adviser Bill Moore. At our meeting in October we learned that Suma Din our Muslim deputy had become a school governor and would no longer fulfil her role with SACRE. However, her legacy to us is her book published by the Institute of Education Press entitled ‘Muslim Mothers and their children’s schooling.’ See SACRED 7, for a review. (For this and all other references to SACRED see the website at the end of this section). In her contribution to SACRED 6 Suma wrote; From the Qur’an, I understand my role as being a ‘steward’ on this earth; one who will take care, take responsibility and hand on a legacy to those who come after them. -
Buckinghamshire County Rugby Football Union Cup & Bowl Competitions
BUCKINGHAMSHIRE RUGBY FOOTBALL UNION LIMITED Season 2016 / 2017 H A N D B O O K bucksrfu.pitchero.com BUCKINGHAMSHIRE RUGBY FOOTBALL UNION LIMITED Registered Number: 28986 R website: bucksrfu.pitchero.com Buckinghamshire Rugby Football Union was founded on Friday, 16th July 1949 at a meeting held at the Red Lion Hotel in High Wycombe. Colours: Red & Black Chairman’s Foreword Welcome to the new County Handbook which I hope you will find to be a useful source of valuable information about our County and our Clubs. I hope that you find the fixture lists a useful feature, enabling you to support our Bucks Clubs. Please also refer to our Website: bucksrfu.pitchero.com This site holds all the relevant information and news about Bucks Rugby. Please contact the Webmaster if you have any information or news that needs to be shared. Remember, the website is only as good as its content so let’s all contribute! The season 2015/16 was again a huge success for Rugby in the County with the Bucks U 20 XV reaching the semi-final of the county plate competition and the senior XV also getting to the semi- final of their competition. This is the furthest either team have reached in the County’s history. As a County we seem to produce some very talented players, and this is very much down to the Clubs and Schools in our area being “Development” focused and ensuring that the most talented get the exposure they deserve. We intend as County to continue this theme every season and ensure that as many players as possible have the opportunity to play at their highest potential level. -
Develop Your Workforce Employer’S Guide to Higher Education This Booklet Sets out to Explain How Higher Level Skills Can Benefit Your Business
Develop your workforce Employer’s Guide to Higher Education This booklet sets out to explain how higher level skills can benefit your business. We’ll show how you, your business and workforce can benefit from work-based higher education and the various levels and types of qualification available. We’ll direct you to where you can access higher education near you and provide other useful contact addresses. What are higher level skills? “High level skills – the skills associated with higher education – are good for the individuals who acquire them and good for the economy. They help individuals unlock their talent and aspire to change their life for the better. They help businesses and public services to innovate and prosper. They help towns and cities thrive by creating jobs, helping businesses become more competitive and driving economic regeneration. High level skills add value for all of us.” Foreword, Minister of State for Lifelong Learning, Further and Higher Education ‘Higher Education at Work – High Skills: High Value’, DIUS, April 2008 Why? There are good reasons why you should consider supporting your workforce to achieve qualifications which formally recognise their skills and why those skills will improve your business opportunities: • you will be equipped with the skills needed to meet current and future challenges in line with your business needs • new ideas and business solutions can be generated by assigning employees key project work as part of their course based assignments • your commitment to staff development will increase motivation and improve recruitment and retention • skills and knowledge can be passed on and shared by employees Is it relevant to my business? Universities are keen to work with employers to ensure that courses reflect the real needs of business and industry and suit a wide range of training requirements. -
Using Mobile Technology for Learner Support in Open Schooling
Using Mobile Technology for Learner Support in Open Schooling A Report to the Commonwealth of Learning Cambridge Distance Education Consultancy Von Hügel Institute St Edmund’s College Cambridge UK February 2009 Contents Page 1. Executive Summary 3 2. Background 5 3. Introduction 8 4. Methodology 12 5. Definitions 13 6. Key Findings 15 7. Strategic Issues for Institutions 23 8. Evaluation, Student Feedback and Quality Assurance 29 9. Conclusions and Recommendations 32 10. References 35 Appendices: Appendix 1. Summary 36 Appendix 2. European Higher Education (HE) Report 48 Appendix 3. UK Schools and Further Education Report 54 Appendix 4. Detailed site visit reports 4.1 Learning2Go 79 4.2 The Open University 89 4.3 Tribal CTAD 92 Appendix 5. Bibliography 95 This report was compiled by Anne Gaskell and Roger Mills, Research Associates at the Von Hügel Institute, St Edmund’s College, Cambridge, UK with help from Merritt Associates. 2 1. Executive Summary ‘Recently (10 th February 2009) Amazon’s vice-president for digital business, Ian Freed confirmed that it plans to let mobile-phone users download Kindle books’. Quoted from the New Statesman 23 rd February 2009. (see www.newstatesman.com ) If there is any doubt that mobile technologies are here to stay, this statement shows that Amazon believes that smartphones, not digital readers like the Kindle or the Sony e- book are the next big thing for e-books. In Japan, ‘mobile phone novels-or mbooks ( Keitai shosetsu ) have become a publishing sensation. Some are professional novels, downloaded onto mobiles, but more startling are the novels - mostly high school romances - that are actually written on mobiles by…….