Wellington School 11-18 School
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Bus Franchising Scheme and Notice
Public Document BUS FRANCHISING SCHEME & NOTICE – 30 March 2021 This page is intentionally left blank Agenda Item 1 TRANSPORT ACT 2000 The Greater Manchester Franchising Scheme for Buses 2021 Made 30/03/2021 ARRANGEMENT OF THE SCHEME 1. CITATION AND COMMENCEMENT…………………………………………………………………………………1 2. INTERPRETATION………………………………………………………………………………………………….……...1 3. THE FRANCHISING SCHEME AREA AND SUB-AREAS………………………………………………….…..2 4. ENTRY INTO LOCAL SERVICE CONTRACTS……………………………………………………………………..2 5. SERVICES UNDER LOCAL SERVICE CONTRACTS………………………………………………….………….3 6. EXCEPTIONS FROM THE SCHEME……………………………………………………………………….………..3 7. SCHEME FACILITIES………………………………………………………………………………………………….…..3 8. PLAN FOR CONSULTING ON OPERATION OF THE SCHEME……………………………………………4 ANNEXES TO THE SCHEME………………………………………………………………………………………………………..5 ANNEX 1: SERVICES INCLUDED – ARTICLE 5…………………………………………………………………….………..5 ANNEX 2: SERVICES INCLUDED – ARTICLE 5.2.3………………………………………………………………………..11 ANNEX 3: EXCEPTED SERVICES – ARTICLE 6………………………………………………………………………………14 ANNEX 4: TEMPORARY EXCEPTIONS – ANNEX 3 PARAGRAPHS 1.2 AND 1.3……………………………..15 ANNEX 5: FRANCHISING SCHEME SUB-AREAS…………………………………………………………………………..18 Page 1 WHEREAS: A The Transport Act 2000 (as amended) ("2000 Act") makes provision for a franchising authority to make a franchising scheme covering the whole or any part of its area. The GMCA is a franchising authority as defined in the 2000 Act. B The GMCA gave notice of its intention to prepare an assessment of a proposed scheme in accordance with sections 123B and section 123C(4) of the 2000 Act on 30 June 2017. Having complied with the process as set out in the Act, the GMCA may determine to make the scheme in accordance with sections 123G and 123H of the 2000 Act. NOW, therefore, the Mayor on behalf of the GMCA, in exercise of the powers conferred by sections 123G and 123H of the 2000 Act, and of all other enabling powers, hereby MAKES THE FOLLOWING FRANCHISING SCHEME (the "Scheme"): 1. -
Stretford High School Great Stone Road, Stretford, Manchester, Lancashire, M32 0XA
School report Stretford High School Great Stone Road, Stretford, Manchester, Lancashire, M32 0XA Inspection dates 8–9 May 2013 Previous inspection: Outstanding 1 Overall effectiveness This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2 Summary of key findings for parents and pupils This is a good school. After the previous inspection in 2008, Teaching is usually good with some that is achievement dipped significantly. It has outstanding. Most teachers have good subject recovered strongly in recent years and knowledge and use questioning well to make students now achieve well. students think deeply about what they are Attainment has improved in recent years and learning. is now average and rising. Students behave well in lessons and around The majority of students make the progress the school. They are polite and friendly to each expected of them. The proportion doing other and to the adults working with them. better than this has grown over the last three Most students have positive attitudes to years and now compares favourably to learning. national figures. Students feel very safe in school. Students who are known to be eligible for the Leaders and managers, including the governing pupil premium and students who are disabled body, have a clear view of the school’s or with special educational needs also make strengths and where it could do better. They good progress and achieve well because of drive the school purposefully forward. the highly effective care, guidance and support that the school provides for them. -
Excellence in English What We Can Learn from 12 Outstanding Schools
Excellence in English What we can learn from 12 outstanding schools One of the most pressing issues in English facing a large number of schools today is how to improve from being good to outstanding. The aim of this report is to improve practice in English across all schools and particularly to help them become outstanding. The report provides 12 case studies of schools which are successful in helping their pupils to make outstanding progress in English. Published: May 2011 Reference no: 100229 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected]. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected]. -
(2002-2014) on Pupil Sorting and Social Segregation: a Greater Manchester Case Study
WP24 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Working Paper 24 August 2017 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Stephanie Thomson and Ruth Lupton 1 WP24 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Acknowledgements This project is part of the Social Policy in a Cold Climate programme funded by the Joseph Rowntree Foundation, the Nuffield Foundation, and Trust for London. The views expressed are those of the authors and not necessarily those of the funders. We would like to thank Somayeh Taheri for her help with the maps in this paper. We would also like to thank John Hills, Anne West, and Robert Walker who read earlier versions for their helpful comments. Finally, sincere thanks to Cheryl Conner for her help with the production of the paper. Any errors that remain are, of course, ours. Authors Stephanie Thomson, is a Departmental Lecturer in Comparative Social Policy at the University of Oxford. Ruth Lupton, is Professor of Education at the University of Manchester and Visiting Professor at The Centre for Analyis of Social Exclusion, The London School of Economics and Political Science. 2 WP24 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Contents List of figures ..................................................................................................................................... 3 List of tables ...................................................................................................................................... 3 1. Introduction ................................................................................................................................ 5 2. Changes to School Systems in the four areas .......................................................................... -
Full Report (PDF 2
Geraldine Travers Report on Sabbatical 1 March to 24 May 2010 The purpose of my sabbatical was to look at examples of good practice in schools particularly focussing on leadership, literacy and raising achievement. Some of the nine schools I visited provided useful insights into all three foci whereas others were specific to one particular focus. Friday March 5, 2010 Keda Cowling and ‘Toe by Toe’ Baildon Yorkshire Toe by Toe is a programme designed by Keda Cowling to assist the dyslexic, as well as students who experience difficulties in learning to read for a variety of reasons. It has gained an international reputation and I was interested to find out about how it works and the philosophy behind it. Keda was born in 1926 and was a bright child at school however the prevailing economic circumstances of the time meant that she was unable to continue her secondary education and began working in a nearby textile mill. During the war she was put to work in a munitions factory. When the war ended opportunities opened up and Keda completed her education and enrolled in a teachers college. Her early life experiences gave her a great affinity for the underdog. Keda's husband built a house for the family in Baildon next door to school and as Keda was unable to drive it seemed to her to be a good idea to teach at the next-door school. The school had a vacancy for a teacher of second years, which Keda accepted although she had never taught this age group before. -
Ofsted Publication
Transforming religious education Religious education in schools 2006 ̶ 09 This report evaluates the strengths and weaknesses of religious education (RE) in primary and secondary schools and discusses the key issues at the heart of RE teaching today. It is based principally on evidence from visits to 94 primary and 89 secondary schools in England between 2006 and 2009. The sample of schools represented a cross-section, including voluntary controlled schools, but did not include voluntary aided schools, for which there are separate inspection arrangements. The report builds on the findings of an earlier report, Making sense of religion. Age group: 4–18 Published: June 2010 Reference no: 090215 The Office for Standards in Education, Children’s Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected]. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. -
Specialist Leaders of Education 2018/2019
Specialist Leaders of Education 2018/2019 Specialist Leaders of Education Area Name School Setting Assessment Louise Rainey (also Science) Secondary Julie Sharrock (also whole school curriculum, timetabling, data and tracking, disadvantaged Secondary students and ‘diminishing differences’) Attendance & Behaviour Chris Airey Secondary Chris Hunt (also /Safeguarding/Leadership) Secondary Phil Pemberton Secondary Matthew Reynolds Secondary CPD/Facilitation/Leadership Andrew Dickens (also Maths and ITT) Secondary Jenny Ogunmyiwa Secondary Julie Sharrock (also Leadership, Closing the Gap, Assessment) Secondary Curriculum / Teaching & Kathryn Chapple (also Safeguarding & behaviour) Secondary Learning Data / Progress / Tracking Thom Copestake Secondary EAL Klaudia Giermaniuk Secondary Early Years Alison Dean Primary Jill Dring Primary English Amy Burkes Primary Helen Cleary Secondary Niamh Devlin Secondary Ben Dugdale (also Raising Attainment, Assessment) Secondary Monika Maloszyc-Gibbons Secondary Jill Martland Secondary Claire O’Hara Secondary Nichola Wiggans (also Leader of Curriculum) Primary Jonathan Williams Secondary Lucy Yeomans (also ITT, Leadership of Curriculum) Secondary Finance Edward Vitalis Both Food Technology Lou Clutton Secondary HR Lynette Beckett Both Humanities Sarah Butler (Humanities) Secondary Scott Davenport (RE) Secondary Huw Dickson (History) Secondary Sarah Frost (History / ITT / Leader of Curriculum / CPD) Secondary Laura Lakin (Geography - also Assessment for Learning, Global Learning) Secondary Melissa McMillan -
PLANNING and DEVELOPMENT MANAGEMENT COMMITTEE – 5Th March 2020
AGENDA ITEM 5 PLANNING AND DEVELOPMENT MANAGEMENT COMMITTEE – 5th March 2020 ADDENDUM TO THE AGENDA: ADDITIONAL INFORMATION REPORT (INCLUDING SPEAKERS) 1.0 INTRODUCTION 1.1 This report summarises information received since the Agenda was compiled including, as appropriate, suggested amendments to recommendations in the light of that information. It also lists those people wishing to address the Committee. 1.2 Where the Council has received a request to address the Committee, the applications concerned will be considered first in the order indicated in the table below. The remaining applications will then be considered in the order shown on the original agenda unless indicated by the Chair. 2.0 ITEM 4 – APPLICATIONS FOR PERMISSION TO DEVELOP, ETC. REVISED ORDER OF AGENDA (SPEAKERS) Part 1 Applications for Planning Permission Site Address/Location of Speakers Application Ward Page Development Against For 772-776 Chester Road, 96337 Gorse Hill 1 Stretford, M32 0GE Corner of St. Margaret’s 97665 Road and Groby Road, Bowdon 22 Bowdon 125 Church Lane, Sale, M33 Ashton On 97879 43 5GH Mersey Land North of Oak Road Bucklow St 97897 and West of Warburton 60 Martins Lane, Partington Altrincham Grammar School Sixth Form Centre, 98934 Bowdon 106 Green Courts, Bowdon, WA14 2SR Land known as Carrington Village On Land Off Bucklow St 99245 144 Manchester Road, Martins Carrington Firs Primary School, Firs 99423 St Marys 247 Road, Sale, M33 5EL Eventcity, Barton Dock Davyhulme 99489 Road, Trafford Park, M41 255 East 7TB Worthington Primary 99502 School, Worthington Road, Sale Moor 300 Sale, M33 2JJ Page 43 97879/HHA/19: 125 Church Lane, Sale, M33 5GH SPEAKER(S) AGAINST: FOR: Charles Coxon (on behalf of Applicant) REPRESENTATIONS No further comments have been received. -
Secondary School Directory
Secondary School Directory September 2021 TRAFFORD SCHOOLS DIRECTORY SCHOOL: Altrincham College HEADTEACHER: Ms K Earle ADDRESS: Green Lane Timperley Altrincham WA15 8QW TELEPHONE: 0161 980 7173 EMAIL: [email protected] WEBSITE: www.altrinchamcollege.com SCHOOL’S CO-ORDINATES: 378541, 387514 (used to calculate the distance to school) GENDER: Mixed CATEGORY: Academy AGE RANGE: 11-18 TYPE: Secondary 2022 ADMISSION NUMBER: 175 2021 APPLICATIONS: 821 SEPTEMBER 2021 EXPECTED NUMBER ON ROLL: 970 SCHOOL: Altrincham Grammar School for Boys HEADTEACHER: Mr G Wright ADDRESS: Marlborough Road Bowdon Altrincham WA14 2RS TELEPHONE: 0161 928 0858 EMAIL: [email protected] WEBSITE: www.agsb.co.uk SCHOOL’S CO-ORDINATES: 376730, 386682 (used to calculate the distance to school) GENDER: Boys CATEGORY: Academy AGE RANGE: 11-18 TYPE: Secondary Grammar 2022 ADMISSION NUMBER: 202 2021 APPLICATIONS: 875 SEPTEMBER 2021 EXPECTED NUMBER ON ROLL: 1300 27 SCHOOL: Altrincham Grammar School for Girls HEADTEACHER: Ms S Gill ADDRESS: Cavendish Road Bowdon Altrincham WA14 2NL TELEPHONE: 0161 912 5912 EMAIL: [email protected] WEBSITE: www.aggs.trafford.sch.uk SHOOL’S CO-ORDINATES: 376119, 387212 (used to calculate the distance to school) GENDER: Girls CATEGORY: Academy AGE RANGE: 11-18 TYPE: Secondary Grammar 2022 ADMISSION NUMBER: 204 2021 APPLICATIONS: 908 SEPTEMBER 2021 EXPECTED NUMBER ON ROLL: 1350 SCHOOL: Ashton-on-Mersey School HEADTEACHER: Mr L McConaghie ADDRESS: Cecil Avenue Sale Cheshire M33 5BP TELEPHONE: 0161 973 1179 EMAIL: [email protected] -
Applying for Secondary School Places
Applying for School Places 2021 Secondary School Information for Parents This booklet contains information on the transfer from primary to secondary school, all school admissions policies, in-year transfers, travel assistance and other relevant policies. September 2021 Contents 2 Other Languages 3 Introduction 4 How to Contact Trafford School Admissions 5 Timetable for Secondary School Transfer Process 6 How to Apply for Year 7 Secondary School Places 8 Allocation of Places 10 Your Home Address 10 Your Right to Appeal 10 Review of Allocations 11 Waiting Lists 11 Information about OFSTED Inspections/League Tables 12 School Open Days/Evenings 12 Admission to Trafford Grammar Schools 12 In Year Transfers 2021 Academic Year 12 Fair Access Protocol 13 Travel Assistance 16 Other Relevant Policies 18 2021 Co-ordinated Admissions Scheme 23 Co-ordinated Admissions Timetable 24 Types (categories) of Schools 26 2020 Admissions Round Application Outcomes (1 March 2020) 27 Trafford Schools Directory 37 Admission Policy Documents 151 University Technical Colleges and Studio Schools 2 INTRODUCTION The transfer from primary to secondary school is an important milestone in the life of your child. For most children, the transfer to secondary school will be a straightforward process and the information provided in this booklet will help you make your decision. Some parents, where personal circumstances are different, might need more complex and detailed advice. I hope that the information in this booklet will help in even the most difficult of circumstances. In any event, the School Admissions Team is always available to give help and realistic advice. Trafford Local Authority (LA) is responsible for processing applications for transfer to secondary school, for all its residents, for any state funded secondary school, including academy schools and free schools. -
Education Indicators: 2022 Cycle
Contextual Data Education Indicators: 2022 Cycle Schools are listed in alphabetical order. You can use CTRL + F/ Level 2: GCSE or equivalent level qualifications Command + F to search for Level 3: A Level or equivalent level qualifications your school or college. Notes: 1. The education indicators are based on a combination of three years' of school performance data, where available, and combined using z-score methodology. For further information on this please follow the link below. 2. 'Yes' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, meets the criteria for an education indicator. 3. 'No' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, does not meet the criteria for an education indicator. 4. 'N/A' indicates that there is no reliable data available for this school for this particular level of study. All independent schools are also flagged as N/A due to the lack of reliable data available. 5. Contextual data is only applicable for schools in England, Scotland, Wales and Northern Ireland meaning only schools from these countries will appear in this list. If your school does not appear please contact [email protected]. For full information on contextual data and how it is used please refer to our website www.manchester.ac.uk/contextualdata or contact [email protected]. Level 2 Education Level 3 Education School Name Address 1 Address 2 Post Code Indicator Indicator 16-19 Abingdon Wootton Road Abingdon-on-Thames -
School Bus Services and Travel Advice Trafford Schools Academic
School Bus Services and Travel Advice Trafford Schools Academic Year 2021/22 Page 1 Summary This booklet shows all home to school bus services as provided to schools within the Borough of Trafford. Other booklets are available for schools across the other 9 districts of Greater Manchester and these can be found at tfgm.com/tickets-and-passes/bus-school-bus-services. In addition to the services contained in this booklet, there is a network of general bus services which can also be used to get to and from school. Details of these can be found at tfgm.com/public-transport/bus/. Services shown in this booklet operate only on the school days of the schools that the services operate for and will not operate during school holidays or on days when students are not in attendance. Some buses are shared between schools and in these instances, buses will operate on days that all relevant schools are in attendance unless marked on the timetable. IMPORTANT INFORMATION FOR PARENTS/CARERS - If you are using school bus information to choose your child’s school, please be aware that these services are subject to change and may be withdrawn due to low use and/or a suitable public transport alternative. Any alternative may involve an extended journey time, use the general service network and a change of bus on route may be required. The provision of direct school buses in the 2021/22 academic year does not indicate that these buses will be provided in future academic years and parents should consider carefully how their child may get to/from school if no school bus was provided.