Mary-Jane O'donnell
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29. the Royal School Dungannon
The Royal School Dungannon Inquiry into the ETI and the School Improvement Process Submission by Dr D Burnett, Headmaster (The Royal School Dungannon) 1. The ETI’s current approach in respect of school inspection / improvement and how/whether ETI properly assesses the value-added in those schools which have lower levels of examination attainment It would be helpful to all schools if the ETI was in a position to utilise pupil and institutional value-added data and not reliant upon the current approach of measuring achievement by school type and in relation to the average for that school type (see 3 and 4 below). 2. The key issues impacting on schools experiencing difficulties and any gaps both in terms of the ETI review process and the support services provided by the Department or the ELBs to help schools improve As a general rule in education we should expect school improvement to come from within a school or in cooperation with another school. The actions and resources of support services may provide additional help and guidance but the emphasis should be on schools bringing about their own improvement. Where a school lacks the capacity to bring about improvement on its own then the experience in England of joining successful schools and schools in difficulty within federations or similar relationships has produced some significant results which are worth investigating. Although such arrangements are not always cheap and do often require short term injections of funding, in the long term stability is created by the new procedures and approaches enacted on the ground by staff and governors - by the rhythms of school life changing for the better. -
Brave Record Issue 6
Issue 6 Page !1 Brave Record Dungannon and Moy’s rich and varied naval service - Submariner WW1 - Polar expertise aided Arctic convoys - Leading naval surgeon - Naval compass inventor - Key role at Bletchley Park Northern Ireland - Service in the Royal Navy - In Remembrance Issue 6 Page !2 Moy man may be Northern Ireland’s first submariner loss HM Submarine D5 was lost on 03/11/1914. In the ship was 29 year old Fred Bradley. He had previously served during the Boer War. He had also served in HMS Hyacinth in the Somali Expedition. HMS D5 was a British D class submarine built by Vickers, Barrow. D5 was laid down on 23/2/1910, launched 28/08/1911 and was commissioned 19/02/1911. One source states she was sunk by a German mine laid by SMS Stralsund after responding to a German attack on Yarmouth by cruisers. The bombardment, which was very heavy and aimed at the civilian population, was rather ineffective, due to the misty weather and only a few shells landed on the beaches at Gorleston. In response, the submarines D3, E10 and D5 - the latter being under the command of Lt.Cdr. Godfrey Herbert, were ordered out into the roadstead to intercept the enemy fleet. Northern Ireland - Service in the Royal Navy - In Remembrance Issue 6 Page !3 Another source states HMS D5 was sunk by a British mine two miles south of South Cross Buoy off Great Yarmouth in the North Sea. 20 officers and men were lost. There were only 5 survivors including her Commanding Officer. -
Briefing Notes for Education Committee 15 October 2014 Colin
Briefing Notes for Education Committee 15th October 2014 Colin Knox and Vani Borooah Definitions Difference between shared education and integrated education: Shared Education Shared Education encompasses a number of different types of sharing, from projects and shared classes through to shared education models, such as those defined in the Bain report (eg: Federations/Confederations; Shared Campus and Shared Faith schools). Under Article 64 (1) of The Education Reform (NI) Order 1989, integrated education is defined as “the education together at school of Protestant and Roman Catholic pupils (Minister of Education) The Terms of Reference for the Ministerial Advisory Group on Advancing Shared Education defined Shared Education as: The organisation and delivery of education so that it: meets the needs of, and provides for the education together of, learners from all Section 75 categories and socio-economic status; involves schools and other education providers of differing ownership, sectoral identity and ethos, management type or governance arrangements; and delivers educational benefits to learners, promotes the efficient and effective use of resources, and promotes equality of opportunity, good relations, equality of identity, respect for diversity and community cohesion (MAG Report) By its nature, Shared Education involves more than one school type. This view has been endorsed by the Ministerial Advisory Group, which further refined the definition to “...involves two or more schools or other education institutions from different sectors -
Department of Education
24 January 2012 AQW 6153/11-15 Trevor Lunn has asked: To ask the Minister of Education to list the schools which can hold the pupil numbers recommended in the Bain Report, broken down by school type. In the Report of the Independent Strategic Review of Education (the Bain Report) it was recommended that the minimum enrolments for new primary schools (Years 1-7) should be 140 pupils in urban areas and 105 pupils in rural areas and for Years 8-12 in new post primary schools should be 500 pupils. It was recommended that the minimum enrolment for a new sixth form in an 11-18 school should be 100 pupils. The Department’s sustainable schools policy classifies schools located within the Belfast and Derry District Council areas as urban. Schools located in other areas are considered rural. Schools which have an approved enrolment number in 2011/12 that falls within the recommended minimum enrolments are detailed below. Urban Primary Schools Controlled Ashlea Primary School Avoniel Primary School Ballygolan Primary School Ballysillan Primary School Belmont Primary School Blackmountain Primary School Blythefield Primary School Botanic Primary School Carr's Glen Primary School Cavehill Primary School Cumber Claudy Primary School Currie Primary School Donegall Road Primary School Drumahoe Primary School Dundela Infants School Ebrington Controlled Primary School Edenbrooke Primary School Eglinton Primary School Elmgrove Primary School Euston Street Primary School Fane Street Primary School Finaghy Primary School Forth River Primary School Fountain Primary School Glenwood Primary School Greenhaw Primary School Greenwood Primary School Harding Memorial Primary School Harmony Primary School Knocknagoney Primary School Ligoniel Primary School Londonderry Model Primary School Lowwood Primary School Malvern Primary School Nettlefield Primary School Newbuildings Primary School Orangefield Primary School Rosetta Primary School Seaview Primary School, Belfast. -
MUDC601 Copy Of
MUDC601 STATEMENT OF COMMUNITY INVOLVEMENT (SCI) FOR THE NEW MID ULSTER LOCAL DEVELOPMENT PLAN 2030 AND DEVELOPMENT MANAGEMENT FUNCTIONS May 2016 1 CONTENTS 1.0 What is the purpose of the Statement of Community Involvement? 1.1 Purpose of the Statement 1.2 Vision of Participation 1.6 Principles of Community Involvement 2.0 Local Community Involvement in the preparation of the Mid Ulster Local Development Plan 2030 2.1 Purpose and Structure of the Local Development Plan 2.8 Who can get Involved? 2.10 Empowering disadvantaged and under-represented groups 2.13 How and when will the community be involved? 2.14 Developing an Evidence Base 2.15 Preferred Options Paper 2.17 Publication of Draft Plan Strategy 2.18 Public Inspection of Representations 2.19 Independent Examination 2.20 Adoption of Plan Strategy 2.21 Local Policies Plan 2.22 Public Inspection of Representations 2.23 Independent Examination 2.24 Adoption of Local Policies Plan 2.25 Next Steps 3.0 Local Community Involvement in Mid Ulster Development Management Functions 3.1 Purpose 3.3 Pre-Application Discussions (PAD’s) 3.4 Pre-Application Community Consultation (PACC) 3.7 Application Stage 3.8 Advertising 3.10 EIA Development 2 3.12 Neighbour Notification 3.15 Obtaining Further Information and getting involved in planning applications 3.16 Public Register 3.17 File Inspection 3.18 Submitting Comments 3.27 Community Involvement at the Planning Committee Stage 3.28 Pre-determination hearings and speaking at the Planning Committee 3.30 Community Involvement after a Planning Application -
Report on the 31 March 2019 Actuarial Valuation
Report on the 31 March 2019 actuarial valuation Local Government Pension Scheme (Northern Ireland) Prepared for Northern Ireland Local Government Officers' Superannuation Committee as Scheme Manager of LGPS (NI) Prepared by Aon 2019 30 March 2020 At a glance Past Service Position Shorthand There was a surplus of £836.9M relative to the liabilities. The funding level was 112%. Funding level: the value of assets held by the Fund divided by the liabilities. Funding target (liabilities): the level of assets determined by the Committee as being appropriate to meet member benefits, assuming the Fund continues indefinitely. Future service rate: the employer share of the cost of benefits being earned in future, expressed as a percentage of pensionable pay. The figure quoted is a weighted average of all employers' future service rates. Pensionable Pay: as defined in the Regulations in Employer Contributions relation to post-2015 membership. % of 2019 valuation 2016 valuation Recovery period: the period over which any surplus or Pensionable Pay shortfall is eliminated. Future service rate 20.7% 19.3% Past service rate: the adjustment to the future service Past service rate (4.3)% 1.7% rate, expressed as a % of pensionable pay, needed to Allowance for possible cost 3.2%* n/a restore the funding level of the Fund as a whole to 100% over the recovery period, if the membership is broadly of McCloud / Cost Cap stable and pay increases and other assumptions are as Total rate 19.6% 21.0% assumed. This adjustment is negative when the Fund is in Recovery period 20 years from 1 April 2020 20 years from 1 April 2017 surplus. -
Admissions Criteria
GBA News - 20th January 2021 Chairperson's Message Dear member school, I trust and hope that you are keeping well in these extremely challenging times. Unfortunately, the start of 2021 appears to be just as turbulent as 2020 as our schools continue to provide remote learning and much needed support for vulnerable children and the children of key workers. The challenges brought about by the pandemic continue to arise. As we have witnessed in the past, and particularly in the last year, our schools do adapt and deliver, even in the most challenging of circumstances. The GBA staff continue to work remotely on your behalf. If you have any issues that you wish to raise please contact Nuala or Helen. I place on record my thanks for your continued leadership and dedication to the education of our young people. With best wishes for the New Year, Jacqueline Weir GBA Chairperson Admissions Criteria Recent days have seen animated discussion and varied suggestions about admissions criteria. It is unsurprising that the GBA, as the representative body for 50 Voluntary Grammar Schools, should seek to uphold the Voluntary Principle which is central to each school’s identity and individual ethos. A defining feature of the Voluntary Principle is the duty of each Board of Governors to determine its Year 8 admissions criteria. The GBA represents a range of schools. Some have an academic component in their admissions criteria; some apply academic criteria to determine a proportion of their intake and others make no use of such criteria. In each school, regardless of any specific criterion, it is Governors’ responsibility to ensure the criteria are kept under review and are legally compliant. -
Northern Ireland
List of Schools in Northern Ireland This document outlines the academic and social criteria you need to meet depending on your current secondary school in order to be eligible to apply. For Employer Insights: If your school has ‘FSM’ in the Social Criteria column, then you must have been eligible for Free School Meals at any point during your secondary schooling. If your school has ‘FSM or FG’ in the Social Criteria column, then you must have been eligible for Free School Meals at any point during your secondary schooling or be among the first generation in your family to attend university. For APP Reach: Applicants need to have achieved at least 5 9-5 (A*-C) GCSES and be eligible for free school meals OR first generation to university (regardless of school attended) Exceptions for the academic and social criteria can be made on a case-by-case basis for children in care or those with extenuating circumstances. Please refer to socialmobility.org.uk/criteria-programmes for more details. If your school is not on the list below, or you believe it has been wrongly categorised, or you have any other questions please contact the Social Mobility Foundation via telephone on 0207 183 1189 between 9am – 5:30pm Monday to Friday. School or College Name Local Authority Academic Criteria Social Criteria Abbey Christian Brothers Grammar School Newry Mourne and Down 5 7s or As at GCSE FSM Abbey Community College Antrim and Newtownabbey 4 7s or As at GCSE FSM or FG All Saints College Belfast 4 7s or As at GCSE FSM or FG Antrim Grammar School Antrim and -
Registration Form and Guidance Notes for Common Entrance Assessment
Association for Quality Education Limited Registration Form and Guidance Notes for Common Entrance Assessment CLOSING DATE FOR APPLICATIONS: 11 SEPTEMBER 2015 The schools listed below are entitled to use the Common Entrance Assessment in their admissions process. Please complete this form to register your child for the Common Entrance Assessment. North-Eastern Area Belfast Area Antrim Grammar School Belfast Royal Academy Ballyclare High School Bloomfield Collegiate Grammar School Ballymena Academy Campbell College Belfast High School Grosvenor Grammar School Cambridge House Grammar School Hunterhouse College Carrickfergus Grammar School Methodist College Belfast Coleraine Grammar School Royal Belfast Academical Institution Dalriada School, Ballymoney Strathearn School Larne Grammar School Victoria College Wellington College Western Area South Eastern Area Collegiate Grammar School, Bangor Grammar School Enniskillen Foyle College Down High School Friends’ School, Lisburn Limavady Grammar School Glenlola Collegiate School Omagh Academy Regent House School Portora Royal School Sullivan Upper School Strabane Academy The Wallace High School Southern Area Banbridge Academy The Royal School, Armagh The Royal School, Dungannon Any child entering P7 in 2015 who wishes to apply to any of the schools listed above should sit the Common Entrance Assessment (CEA). It is the responsibility of parents to ensure that the CEA registration form is completed. Please read the instructions carefully before completing the form. - 1 - AQE Office, Unit 3, Weavers Court Business Park, BELFAST BT12 5GH Tel: 028 9022 4002 Email: [email protected] www.aqe.org.uk Guidance Notes Guidance Notes Filling in the Form Use black ink only. Write clearly in BLOCK CAPITALS. Attach three recent passport size photographs of your child for identification purposes and write the full name of your child on the back of each photograph. -
Download 2020-2023 Youth Development Plan
Youth Service Mid Ulster Local Youth Development Plan www.eani.org.uk www.eanifunding.org.uk 2020-2023 INTRODUCTION The Education Authority Local Youth Development Plan for 2020 - 2023 outlines the key targets to be achieved by the Education Authority Youth Service, based on the Local Assessment of Need for Mid Ulster 2020 – 2023 and in accordance with Department of Education Policy. The Regional Assessment of Need can be accessed at www.eani.org.uk. There are a range of other policies which are key in the development of this plan and the Education Authority Youth Service including: ● Priorities for Youth – Improving Young People’s Lives through Youth Work (2013) ● The Children and Young Peoples Strategy 2019 – 2029 (2019) ● The Children Services Cooperation Act (2015) ● Community Relations Equality and Diversity Policy (2011) and CRED Addendum (2016) ● Shared Education Act (2016) ● Fresh Start Agreement (2014) ● Rural Needs Act (2016). The Plan is reviewed regularly and progress reported in line with the Education Authority Business Plan 2019 - 2029. The resources provided for the Youth Service by the Department of Education are deployed in accordance with the plan to achieve specific outputs and outcomes. The Education Authority Business Plan can be accessed at www.eani.org.uk. The Local Youth Development Plan is delivered by EA Registered Voluntary Youth Organisations and by the EA Statutory Youth Service. It is important to note, in accordance with policy, the voluntary sector is the preferred delivery agent; partnership work is promoted and utilised where there are significant benefits to the outcomes of children and young people. -
Please Note: This Booklet Contains References to the Education & Library Board (Elbs), the Council for the Curriculum, Exami
Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents The Southern Education and Library Board Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents TRANSFER 2015 A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 - A Guide for Parents Transfer 2015 -
Review of the Northern Ireland Post-Primary Curriculum and Its Assessment Arrangements
Review of the Northern Ireland Post-Primary Curriculum and its Assessment Arrangements Report of the Outcomes of Consultation 2002 CONTENTS Page No Introduction 1 Section 1: Form of the Key Stage 3 Curriculum 2 Section 2: Proposals for Assessment Arrangements at Key 16 Stage 3 Section 3: The Key Stage 4 Curriculum 24 Section 4: Responses from the Irish Medium Sector 43 Section 5: Responses from the Special Educational Needs 44 Sector Appendix 1 46 Introduction The methods used for consulting on the review of the Northern Ireland Curriculum for post- primary education consisted of a number of public meetings, seminars, a postal questionnaire and a web questionnaire. Seminars were held with teachers, principals, and community groups. A number of general meetings were held throughout the province, open to all members of the public. Postal questionnaires were sent to all schools in Northern Ireland, community groups, charities, political parties, ELBs and other educational bodies. RESPONSE Frequency Percent Valid Percent Cumulative Percent Collective Response 552 68.8 72.9 72.9 Valid Individual Response 205 25.6 27.1 100.0 Total 757 94.4 100.0 Missing Missing 45 5.6 Total 802 100.0 There were 802 responses to the post-primary consultation questionnaire. 552 of the responses were collective; therefore the views of 8353 individuals are represented in the quantitative tables. The report of the outcomes of the consultation contains the qualitative views expressed at the seminars, public forums and the questionnaire responses. 1 FRAMEWORK PROPOSALS