Parents' Guide to State Boarding Schools
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Secondary School Faqs
Secondary School FAQs Are you an independent school? OSH is a state school and we are very proud of this fact. It is one of 38 schools in the country that offer a boarding education within the state system. We share, with all good schools in the state and independent sectors, a belief in high standards of achievement and discipline and a commitment to providing an excellent education in the broadest sense. Why does the School have hospital in its name? The School was founded in the seventeenth century, when the term ‘hospital’ indicated a charitable institution rather than a medical one. Hospital meant ‘hospitality’, or board and lodging. We retain the traditional name as part of our unique heritage and because we are a boarding school. Do you have a catchment area? No, we welcome boys from all over the world as long as they have UK or EU/EEA nationality. What is a typical OSH pupil like? There is, of course, no such thing as a typical OSH pupil, but we are pleased that those who visit the School often comment on the genuine friendliness of our pupils and the fact that they are clearly very proud of their School. Can I visit the School and would I be able to meet staff? You are welcome to visit the School on any of our open events or by appointment. Depending on the timing of your visit you will have the opportunity to meet members of the Senior Leadership Team, teachers and boarding staff, who as a team are responsible for the education, safeguarding and welfare of OSH pupils. -
ESSA Secondary Schools Team Championships
ESSA Secondary Schools Team Championships - 2019 National Finals are to be held at London Aquatic Centre, Queen Elizabeth Olympic Park, E20 2ZQ (50 metre pool) on Saturday 16th November. JGFREEJunior Girls Freestyle Relay IGFREEIntermediate Girls Freestyle Relay SGFREESenior Girls Freestyle Relay 1 Mount Kelly; Tavistock SW 2.00.11 1 Mount Kelly; Tavistock SW 1.45.50 1 Mount Kelly; Tavistock SW 1.45.78 2 Tonbridge Grammar; Tonbridge School SE 2.01.96 2 Millfield School; Street SW 1.50.45 2 Millfield School; Street SW 1.46.11 3 Taunton School; Taunton SW 2.02.26 3 Ellesmere College; Ellesmere WM 1.52.71 3 Plymouth College; Plymouth SW 1.48.07 4 Penistone Grammar; Sheffield NE 2.02.55 4 Devonport High School for Girls; Plymouth SW 1.53.04 4 Walthamstow Hall; Sevenoaks SE 1.52.06 5 Mayflower High School; Billericay Ea 2.03.07 5 Sheffield High School; Sheffield NE 1.54.05 5 St Felix School; Southwold Ea 1.53.01 6 Sevenoaks School; Sevenoaks SE 2.03.23 6 St Teresas; Effingham SE 1.54.96 6 Cherwell; Oxford SE 1.53.12 7 Sheffield High School; Sheffield NE 2.03.57 7 St Felix School; Southwold Ea 1.55.20 7 Bromley High; Bromley Lo 1.53.29 8 Wycombe High School; High Wycombe SE 2.03.75 8 Stroud High School; Stroud SW 1.56.09 8 Reigate Grammar; Reigate SE 1.53.70 9 The Abbey School; Reading SE 2.04.21 9 The Abbey School; Reading SE 1.56.28 9 StHelen&StKatharine; Abingdon SE 1.54.06 10 Guildford High; Guildford SE 2.04.34 10 Wycombe Abbey School; High Wycombe SE 1.56.76 10 Parkstone Grammar; Poole SW 1.54.64 11 Lady Eleanor Holles School; Hampton -
An Analysis of the Effects of Boarding School on Chinese Students’ Academic Achievement
FIRE: Forum for International Research in Education Vol. 6, Iss. 3, 2020, pp. 36-57 COMPENSATING FOR FAMILY DISADVANTAGE: AN ANALYSIS OF THE EFFECTS OF BOARDING SCHOOL ON CHINESE STUDENTS’ ACADEMIC ACHIEVEMENT Minda Tan1 Shandong Normal University, China Katerina Bodovski Pennsylvania State University, USA Abstract China implemented a policy to improve education equity through investing in boarding programs of public schools in rural and less-developed areas. However, this policy has not been informed by empirical research in the Chinese context. By using the nationally representative longitudinal data, this study investigates whether and to what extent boarding schools compensate for children's family disadvantages in terms of mathematics and reading achievement. The findings, drawn from multilevel logistic regression and hierarchical models, indicate that students from low-SES families or rural areas tend to board at schools. Boarding students performed better than day students in 8th-grade mathematics tests. Among students with essential needs, those residing at school during the week significantly benefitted in their school performance in both subjects. Overall, it appears that governmental investment in boarding programs can, to some extent, compensate for some family disadvantages. Keywords: boarding school; academic performance; socioeconomic status; family support; education equity 1 Correspondence: Minda Tan, 88 Wenhuadong Road, Shandong Normal University, 250014, Jinan, Shandong Province, China; Email: [email protected] M. Tan & K. Bodovksi 37 Introduction Family educational resources are unequally allocated among families within countries. In China, students from socioeconomically disadvantaged families are challenged to achieve academic success similar to that of their peers because their parents cannot provide adequate financial and cultural resources (Luo & Zhang, 2017) . -
The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗
The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗ Vilsa E. Curtoy Roland G. Fryer, Jr.z October 14, 2012 Abstract The SEED schools, which combine a \No Excuses" charter model with a five-day-a-week boarding program, are America's only urban public boarding schools for the poor. We provide the first causal estimate of the impact of attending SEED schools on academic achievement, with the goal of understanding whether changing both a student's social and educational en- vironment through boarding is an effective strategy to increase achievement among the poor. Using admission lotteries, we show that attending a SEED school increases achievement by 0.211 standard deviations in reading and 0.229 standard deviations in math, per year of attendance. Subgroup analyses show that the eff ects are entirely driven by female students. We argue that the large impacts on reading are consistent with dialectical theories of language development. ∗We are grateful to Eric Adler, Anjali Bhatt, Pyper Davis and Rajiv Vinnakota for their cooperation in collect- ing data necessary for this project. Matt Davis, Will Dobbie, and Meghan Howard provided exceptional research assistance. Support from the Education Innovation Laboratory at Harvard University (EdLabs) is gratefully ac- knowledged. Correspondence can be addressed to either of the authors by mail: Department of Economics, Harvard University, 1805 Cambridge Street, Cambridge, MA 02138 [Fryer]; Department of Economics, Stanford University, 579 Serra Mall, Stanford, CA 94305 [Curto]; or by email: [email protected] [Fryer] and [email protected] [Curto]. The usual caveat applies. yStanford University zRobert M. -
Schools in a Flat World
SCHOOLS IN A FLAT WORLD: GLOBAL PERSPECTIVES ON PEDAGOGY AND THE BUILT ENVIRONMENT September 10 - 13, 2008 Helsinki, Finland COMMITTEE ON ARCHITECTURE FOR EDUCATION (CAE) CAE FALL 2008 CONFERENCE IN ASSOCIATION WITH THE FINNISH NATIONAL BOARD OF EDUCATION The CAE would like to acknowledge the following sponsors for their generous support of the 2008 CAE Fall Conference - Schools in a Flat World PLATINUM PARTNER DIAMOND EMERALD GOLD SILVER BRONZE GREEN United Reprographics Hargis The Beresford Company USG Engineers US Green Building Herman Miller Council Printing Donated By NOTES: AIA | CAE 2008 FALL CONFERENCE TABLE OF CONTENTS NOTES: AIA | CAE 2008 FALL CONFERENCE TABLE OF CONTENTS CAE Leadership Group Letter from the CAE Chair 1 Letter from the Conference Chair 3 SCHEDULE 5 ABSTRACTS & BIOS 9 Program 1 : Keynote Address - Implications of Globalization for Education 11 Program 2 : Helsinki Education System and Facilities 13 Program 3 : Learning from Finnish Schools 15 Program 4 : United Kingdom Building Schools for the Future Programme 17 Program 5 : MIddle East and Africa 19 Program 6 : Australia and Latin America 21 Program 7 : Canadian Arctic and Southeast Asia 23 Program 8 : India / Higher Ed. Master Planning 25 Program 9 : Schools for the Future 27 Program 10 : Summary 29 TOUR SITES 31 Arabia Comprehensive School 32 Aurinkolahti Comprehensive School 34 Hiidenkivi Comprehensive School 36 Hösmärinpuisto School and Day Care Centre 38 Metsola Primary School 40 Ruusutorppa School 42 AV Media, Helsinki City College of Technology 44 Pukinmäki Comprehensive School 46 SCHOOLS IN A FLAT WORLD | Global Perspectives on Pedagogy and the Built Environment LEADERSHIP GROUP James E. -
Great Start Readiness Program Classroom Requirements
CLASSROOM REQUIREMENTS Introduction Great Start Readiness Programs (GSRP) must comply with Public Act 116 of the Public Acts of 1973, as amended and the Licensing Rules for Child Care Centers. Michigan State Board of Education criteria for the GSRP require adherence to the Great Start Readiness Program Implementation Manual and the State School Aid Act requires program adherence to all standards in the Early Childhood Standards of Quality for Prekindergarten (ECSQ-PK). The Michigan Department of Education (MDE) requires grantees to address program quality in a systematic way utilizing both the applicable program evaluation tool and child outcome data. Agencies which operate GSRP must comply with state licensing regulations governing child care. GSRPs must receive a license from the Michigan Department of Licensing and Regulatory Affairs (LARA), Bureau of Community and Health Systems Child Care Licensing Division. All regular child use areas must be approved for use. Relocations must be completed with the knowledge of the Intermediate School District (ISD). The ISD and a GSRP Consultant must be notified within 24 hours of an incident being reported to licensing, of a special investigation being initiated, a change from a regular to a provisional license, or continued provisional status. For more information contact the Child Care Licensing Division at 866-685- 0006. This section provides detail and requirements for a high-quality, center-based preschool program that will enhance the development of young children. When even one child in a classroom is funded through GSRP, all GSRP guidelines must be followed: staff credentialing, curriculum, assessment, parent involvement, etc. Children in any classroom may be funded from a variety of sources, but all must attend for the full session. -
Working with You Leeds Sixth Form College School Liaison Team About Us
Working With You Leeds Sixth Form College School Liaison team About Us Our information, advice and guidance (IAG) qualified team is made up of teachers, performers, explorers, musicians, foodies, footie fans, forensic scientists, and more. But most importantly, we’re further education experts, champions of equality and diversity, and here to help your students with their options. We are the School Liaison team, and we’re here for you and your students. If you are a school or provider in Yorkshire, we’d love to support you with: Careers Fairs Discover Days Parents’ Evenings Campus Tours Bespoke Transition Talks Progression Workshops Assemblies Virtual Engagement Our free service includes providing information on each of the college’s curriculum areas, updates on the range of courses and apprenticeships, and the choice of career options available to prospective students. Keep track of our holiday campus tours, virtual activities and engagement throughout the year and bespoke events on the Leeds Sixth Form College website. Each event and activity can be tailored to meet your students’ needs. We loved working with each and every school last year, and can’t wait to work with you again. 2 Leeds Sixth Form College | leedssixthformcollege.ac.uk Leeds Sixth Form College | leedssixthformcollege.ac.uk 3 Exploring post-16 options We offer impartial information and guidance about further education courses, in group or one-to-one settings. We fire up imaginations and bust myths along the way. Assemblies A popular service of ours is taking assemblies for all year groups to give students information about the different options available at Leeds Sixth Form College, giving them an insight into college life. -
The Nottingham Academy
Chief Executive: Wayne Norrie Chair of Trustees: Mike Hamlin EA to the Chief Executive: Nikki Cameron-Williams Greenwood House Private Road No 2 Colwick Quays Business Park Nottingham NG4 2JY Telephone: 0115 7483310 Option 1 Email: [email protected] 16 December 2019 Dear Stakeholder Consultation on a proposed change to term dates commencing September 2020 onwards Six Academies within the Greenwood Academies Trust (GAT) and two David Ross Academies (DRET) on the East Coast are proposing a change to term dates commencing from September 2020. I am writing to inform you that we will be commencing consultation on 6 January 2020 until 31 January 2020. During the consultation you will have the opportunity to be involved in the process and to put forward any comments you wish to make on the proposal. The Proposal As a group of Academies based in a coastal area, we are fully aware of periods in term time when attendance shows a drop due to seasonal working. Working families find it difficult to take time off work as they suffer loss of earnings and by waiting until the season is over, parents can then take advantage of cheaper holidays outside of term time. As a result, we see a rise in unauthorised absence. Having considered the needs of our local community and explored strategies for improving attendance, the Skegness Infant Academy, Skegness Junior Academy, Beacon Primary Academy, Ingoldmells Academy, Seathorne Primary Academy and the Skegness Academy (all GAT Academies) are collectively considering moving to a model of taking two weeks’ holiday in the October half term, commencing in the academic year September 2020. -
Savings Generated in One Term of Activity School % Decrease Kwh
Savings generated in one term of activity School % kWh Money kg CO2 no. Decrease Saved Saved Saved Students Programme Summary; 126 schools completed 14.09% 150,809 £ 14,853.06 77,704.34 425 Pilot 2011-12 Caistor Yarborough Academy Caistor CofE and Methodist Primary Nettleton Community Primary Grasby All Saints Primary Brocklesby Park Primary School Lincoln Castle Academy St Faith & St Martin CofE Junior School Monks Abbey Primary School St Peter at Gowts Primary School Autumn 2012 Welton St. Mary's CofE Primary Trent Valley Academy School Marton Primary School Benjamin Adlard Community School Lea Frances Olive Anderson CofE Primary School Gainsborough Parish Church School St. George's CofE Primary School Blyton-cum-Laughton CofE School White's Wood Lane Community School Morton Trentside Primary School Nettleham CofE Junior School Chad Varah Primary School The Meadows Primary School St Johns Community School Waddington Redwood Primary School New Leake Primary School Ling Moor Primary School Boston West Academy Boston Park Academy Giles Academy Stickney Primary School Old Leake Primary and Nursery School South Hykeham Primary School Friskney All Saints CofE Primary School Wrangle Primary School Butterwick Pinchbeck’s Endowed Church of England Primary School Spring 2013 Stamford Queen Eleanor School Bluecoat Primary School St Gilberts Primary School Malcolm Sargent Primary School Uffington Primary School Spalding High School St Norberts Primary School Moulton Chapel Primary School Weston Hills Primary School William Stukeley CofE Primary -
2021 Prospectus
2021 PROSPECTUS RELATIONSHIPS • RESPECT • RESPONSIBILITY Welcome from the Principal RELATIONSHIPS • RESPECT • RESPONSIBILITY 3 Thank you for showing an interest in Grosvenor Grammar School. Our School Ethos is underpinned by the three values of Relationships, Respect and Responsibility. As a new pupil to our school, your child will be warmly welcomed into the Grosvenor family and our dedicated staff work hard to ensure that our pupils feel supported and encouraged at every stage of their educational pathway. We have a proud tradition in Grosvenor of celebrating academic achievement, whilst ensuring that our pupils become caring, confident adults. We provide a broad, balanced curriculum and strong careers advice to enable your child to fulfil his or her potential. I would encourage you to come and visit our school to see our fantastic, modern facilities which enable us to provide a vast range of extra-curricular activities. Happiness breeds success in Grosvenor and we encourage everyone to get involved in our school community. I am proud of the achievements of all our pupils and look forward to welcoming your child. Please see our website at www.grosvenorgrammarschool.org.uk for further information. I would be very happy to answer any questions or queries you have about Grosvenor and hope you enjoy reading our Prospectus. Dr F Vasey Principal GROSVENOR PROSPECTUS > 2021 RELATIONSHIPS • RESPECT • RESPONSIBILITY 5 Contents Principal’s Welcome 3 Our Mission and Aims 6 Admissions and Enrolment 7 Arrangements for Pastoral Care 8 Pupil and Safety Protection 13 Extra-curricular activities 14 The School Curriculum 16 Pupil Achievements 24 Working with Parents 29 Positive Behaviour Policy 31 Charges and Remissions Policy 36 Admissions Criteria 39 Admissions criteria (Year 8) 39 Admissions criteria (Years 9 -12) 41 Admissions criteria (Years 13 and 14) 42 APPENDICES 1 - 3 1. -
Current Code Team Name 35 45 55 RF21C Devon & Somerset Wing
Current Team Name 35 45 55 code RF21C Devon & Somerset Wing ATC (Team B) 1 0 0 RF20 13(City of Exeter)Sqn ATC 1 0 0 1387 Liskeard Sqn ATC 1 0 0 187 City of Worcester Sqn ATC 1 0 0 T37 18th Truro St Georges Scouts 1 0 0 T62 1st Bovey Tracey Scout Group 1 1 0 T09 1st Dawlish Scout Group 1 0 0 T63 1st Highweek Scout Group 1 0 0 T64 1st Ipplepen Scout Group 1 1 0 T65 1st Kingskerswell Scout Group 1 0 0 T02 20th Torbay Explorers 1 0 0 RF88 2171 (5th Plymouth) Sqn ATC 1 0 0 RF83 2381 Ilminster ATC 1 0 0 RF69 2443 Okehampton Sqn ATC 1 1 0 2494 (Portishead) Sqn ATC 1 0 0 K03 28th Kingswood Scout Group 1 1 0 RF27 299 Exmouth Sqn ATC 1 1 0 2nd Nailsea Scout Group 1 0 0 P18 2nd Polish Scout Troop 1 0 0 E07 3rd Exeter Air Scouts 1 0 0 RF61 421 (Totnes)Sqn ATC 1 0 0 RF93 781 Newquay Sqn ATC 1 0 0 RF21C Devon & Somerset Wing ATC (Team A) 0 1 0 A04 All Saints Church of England Academy Plymouth 1 0 1 Ansford Academy 0 0 0 AO5 Ashburton Youth Group 1 1 0 Ashton Park School 1 0 0 RF34 ATC 2152 Squadron 0 0 0 A08 Aude Sapere Expedition Soc 1 0 0 A15 Axe District Explorer Scouts 1 1 0 A16 Axe District Explorers 1 0 0 C20 Bath community academy (Culverhay) 1 1 0 B02 Bedminster Down School 1 0 0 B08 Beechen Cliff School 1 1 1 B11 Bideford College 1 1 1 B72 Blackdown Hikers 1 0 0 B06 Blundell's School 1 1 1 B76 Bodmin College 1 1 1 Bournemouth Collegiate School 1 0 0 B03 Bournemouth School CCF 1 0 0 B34 Brabazon Explorer Scouts 1 1 0 B53 Bramdean School 1 1 0 Bristol & Glosucester Wing ATC 0 1 0 A09 Bristol ACF 1 1 0 B07 Bristol scouts 1 0 0 C79 Bristol Scouts -
Social Selectivity of State Schools and the Impact of Grammars
_____________________________________________________________________________ Social selectivity of state schools and the impact of grammars A summary and discussion of findings from ‘Evidence on the effects of selective educational systems’ by the Centre for Evaluation and Monitoring at Durham University The Sutton Trust, October 2008 Contents Executive summary 3 Introduction and background 5 Findings -- selectivity 7 Findings – pupil intakes 10 Findings – attainment 12 Discussion 13 Proposed ways forward 16 Appendix 18 2 Executive summary Overview This study shows that the vast majority of England's most socially selective state secondary schools are non-grammar schools. However, England's remaining grammar schools are enrolling half as many academically able children from disadvantaged backgrounds as they could do. The research also concludes that the impact on the academic results of non-grammar state schools due to the ‘creaming off’ of pupils to grammar schools is negligible. Grammars have a widespread, low-level, impact on pupil enrolments across the sector. A relatively small number of non-selective schools do see a significant proportion of pupils ‘lost’ to nearby grammars, but this does not lead to lower academic achievement. The Trust proposes that a further study be undertaken to review ‘eleven plus’ selection tests to see whether they deter bright pupils from disadvantaged backgrounds applying to grammar schools, and urges more grammars to develop outreach schemes to raise the aspirations and achievement of children during primary school. It also backs calls for religious schools to consider straightforward 'binary' criteria to decide which pupils should be admitted on faith grounds, and other ways – including the use of banding and ballots – to help make admissions to all secondary state schools operate more equitably.