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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. -
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 -
2021 Secondary Co-Ordinated Admissions Scheme
2021 SECONDARY CO-ORDINATED ADMISSIONS SCHEME This Scheme is formulated in accordance with the School Admissions Code which came into force on 19th December 2014. Trafford LA has formulated this Scheme in relation to each school in the Trafford area. The Governing Bodies/Trusts of the following schools/academies are the admission authorities for the secondary schools to which this scheme applies: Altrincham College; Altrincham Grammar School for Boys; Altrincham Grammar School for Girls; Ashton-on-Mersey School; Blessed Thomas Holford Catholic College; Broadoak School; Flixton Girls’ School; Loreto Grammar School; North Cestrian School; Sale High School; Sale Grammar School; Stretford Grammar School; Stretford High School; St Ambrose College; St Antony's Catholic College; Urmston Grammar School; Wellacre Academy and Wellington School. Trafford LA is the admission authority for Lostock High School. NORMAL ADMISSION ROUND (transfer from primary to secondary school) SEPTEMBER 2021 1. APPLICATION PROCEDURE i) In the autumn term of the offer year all parents of Year 6 children will be invited to submit an application. Information on how to apply will be sent to all parents of pupils resident in Trafford, at their home address. ii) An advertisement will be placed in the local press inviting parents who are resident in Trafford whose children may not currently be attending a Trafford primary school to submit an application. iii) Information will be sent to all parents by 12 September in the offer year and they will be asked to submit their application by 31 October, thereby ensuring that all parents have the statutory 6 week period in which to express their preferences. -
INSPECTION REPORT LORETO GRAMMAR SCHOOL Altrincham
INSPECTION REPORT LORETO GRAMMAR SCHOOL Altrincham, Cheshire LEA area: Trafford Unique reference number: 106378 Headteacher: Sister Patricia Goodstadt IBVM Reporting inspector: Ms Marjorie Glynne-Jones 2918 Dates of inspection: September 11 - 15, 2000 Inspection number: 223896 Inspection carried out under Section 10 of the School Inspections Act 1996 © Crown copyright 2000 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. INFORMATION ABOUT THE SCHOOL Type of school: Grammar School category: Voluntary aided Age range of pupils: 11 to 18 Gender of pupils: Girls School address: Dunham Road Altrincham Cheshire Postcode: WA14 4AH Telephone number: 0161 928 3703 Fax number: 0161 928 7659 Appropriate authority: The governing body Name of chair of governors: Miss K. Foley Date of previous inspection: No previous inspection Loreto Grammar School - 3 INFORMATION ABOUT THE INSPECTION TEAM Team members Subject Aspect responsibilities responsibilities Marjorie Glynne-Jones Registered inspector The characteristics of the 2918 school The school’s results and achievements -
Altrincham Town Centre Neighbourhood Business Plan 2015 to 2030 Non-Statutory Annex
Altrincham town centre neighbourhood business plan 2015 to 2030 Non-Statutory Annex Your town. Your plan. Altrincham town centre neighbourhood business plan 2015 to 2030 Non-Statutory Annex Contents Projects 2 1. Monitoring 2 2. Marketing and Promotion 4 3. Movement and Public Realm 6 4. Accountability 23 1 Projects This Annex is concerned with matters which the Plan itself cannot either deal with or deliver. It sets out a number of issues which need to be monitored; issues which need to be addressed through an appropriate Marketing Strategy; issues concerning the delivery of the phased public realm proposals, improvements to Public Open Space and improvements to ginnels and green routes. In all cases, the Forum will seek to progress these matters with appropriate partners. NB Plan numbers relate to plans in the submitted Plan. 1. Monitoring The Forum will seek to monitor the progress of the Town Centre in meeting the objectives of the Plan and maintain a dialogue with the Council and other groups to this end. Early attention will be given to the following: (a) Site D (Plan 6 on page 28) – The Old Hospital Site. The Forum will keep this site under review until the CCG and the library, pharmacy and cafe etc proposals are either legally committed to be implemented or do not proceed. In the event of the latter, the Forum will press for the site to become a mixed use location (as allocated) reflecting the public consultations. (b) Site E (Plan 6 on page 28) – Leisure Centre Site. The Forum will keep the Leisure Centre position under review. -
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 .......................................................................... -
Stretford Grammar School Granby Road, Stretford, Manchester, Greater Manchester, M32 8JB
School report Stretford Grammar School Granby Road, Stretford, Manchester, Greater Manchester, M32 8JB Inspection dates 22–23 April 2015 Previous inspection: Good 2 Overall effectiveness This inspection: Good 2 Leadership and management Good 2 Behaviour and safety of pupils Outstanding 1 Quality of teaching Good 2 Achievement of pupils Good 2 Sixth form provision Requires improvement 3 Summary of key findings for parents and pupils This is a good school. Students achieve well. They make good progress Students’ spiritual, moral, social and cultural and their attainment at the age of 16 is well development is a strength of the school. Many above average in all subjects. opportunities are provided for students to consider All groups of students in Key Stages 3 and 4 make a wide range of ethical and topical issues. As a good progress. Disadvantaged students reach the result, they develop well-considered, reasoned same well above average standards as other views which they express articulately and students in the school and much higher than other sensitively. students nationally. The headteacher provides caring, committed and Students show exceptional attitudes towards their clear leadership based on striving for the very best learning and are highly motivated. for all students. He is supported well by the deputy Students learn well because in most classes headteacher and other senior leaders. The systems knowledgeable, skilled and sometimes they have introduced have ensured that middle inspirational teaching secures their interest and leaders have become increasingly effective. makes sure they make fast gains in their The actions taken have continued to improve the knowledge and understanding. -
Loreto Vision, Values and Philosophy
ACKNOWLEDGEMENTS This document is the fruit of much reflection and consultation with many groups over the last ten years. We thank the Province Leader for the consultations with the sisters which have yielded many valuable insights. We thank, too, the headteachers of our schools and the principal of our college for enabling their governors, staff and students to have input. Our thanks, also, to the students who allowed us to use their artwork to enrich our publication. Many of the ideas expressed here have been tried out over the years with staff new to Loreto at the annual induction weekend in York and we thank them for the freshness of their approach and for keeping us in touch with the realities of life in the classroom! We thank also the members of the Loreto Education Trust Steering Group (LETSG) who commissioned the work and who have devoted much time to considering it over many drafts. Particular thanks go to the Loreto Education Network in Ireland for generously sharing their reflections with us over many years. Special thanks are due to the Philosophy of Education Group (PEG) which worked for eighteen months to produce this document. The group was made up of representatives from each of our schools and college working alongside members of the Institute and the LEEN executive, namely: Kathryn Keigher IBVM, JPIC co-ordinator Maureen Mee, (Editor) LEEN Executive Sarah O’Neill, Loreto High School, Chorlton, Manchester Andrea Pritchard, Loreto Sixth Form College, Manchester Rachel Robinson, Loreto College, St Albans Anne Skilki, Loreto Grammar School, Altrincham Rachael Stephens, Loreto Preparatory School, Altrincham Bernadette Turtle IBVM, (Graphic Design co-ordinator) Loreto Education Officer 2 VISION, VALUES AND PHILOSOPHY PREAMBLE In the ten years or so since the first lay Loreto head was appointed in England, there has been much reflection in the Institute and in our schools and college on the distinctive spirit that animates our educational communities. -
Undergraduate Admissions by
Applications, Offers & Acceptances by UCAS Apply Centre 2019 UCAS Apply Centre School Name Postcode School Sector Applications Offers Acceptances 10002 Ysgol David Hughes LL59 5SS Maintained <3 <3 <3 10008 Redborne Upper School and Community College MK45 2NU Maintained 6 <3 <3 10011 Bedford Modern School MK41 7NT Independent 14 3 <3 10012 Bedford School MK40 2TU Independent 18 4 3 10018 Stratton Upper School, Bedfordshire SG18 8JB Maintained <3 <3 <3 10022 Queensbury Academy LU6 3BU Maintained <3 <3 <3 10024 Cedars Upper School, Bedfordshire LU7 2AE Maintained <3 <3 <3 10026 St Marylebone Church of England School W1U 5BA Maintained 10 3 3 10027 Luton VI Form College LU2 7EW Maintained 20 3 <3 10029 Abingdon School OX14 1DE Independent 25 6 5 10030 John Mason School, Abingdon OX14 1JB Maintained 4 <3 <3 10031 Our Lady's Abingdon Trustees Ltd OX14 3PS Independent 4 <3 <3 10032 Radley College OX14 2HR Independent 15 3 3 10033 St Helen & St Katharine OX14 1BE Independent 17 10 6 10034 Heathfield School, Berkshire SL5 8BQ Independent 3 <3 <3 10039 St Marys School, Ascot SL5 9JF Independent 10 <3 <3 10041 Ranelagh School RG12 9DA Maintained 8 <3 <3 10044 Edgbarrow School RG45 7HZ Maintained <3 <3 <3 10045 Wellington College, Crowthorne RG45 7PU Independent 38 14 12 10046 Didcot Sixth Form OX11 7AJ Maintained <3 <3 <3 10048 Faringdon Community College SN7 7LB Maintained 5 <3 <3 10050 Desborough College SL6 2QB Maintained <3 <3 <3 10051 Newlands Girls' School SL6 5JB Maintained <3 <3 <3 10053 Oxford Sixth Form College OX1 4HT Independent 3 <3 -
LORETO GRAMMAR SCHOOL Sincerity Freedom Justice Joy Truth Excellence Internationality
LORETO GRAMMAR SCHOOL Sincerity Freedom Justice Joy Truth Excellence Internationality ADMISSIONS POLICY – 2021 Entry Loreto Grammar School is an 11 – 18 Catholic Academy Secondary School for girls situated in the Diocese of Shrewsbury and is under the Loreto Education Trust and Sisters of the Institute of the Blessed Virgin Mary (Sisters of Loreto). As an Academy, the Governing Body is the Admissions Authority and is responsible for taking decisions on applications for admission. The co-ordination of admissions is undertaken by Trafford Authority. For the school year commencing September 2021, the Governing Body has set its planned admissions number at 150 for each year group, Years 7 – 11. The Governing Body expects that all students specifically selecting a Catholic education will be fully involved in the ethos and spiritual life of the school, and in achieving the aims set out in its Mission Statement. ADMISSION TO THE SCHOOL will be made by the Governing Body subject to the following set of ADMISSIONS’ CRITERIA which will form a priority order where there are more applications for admission than the school has places available. In each of the identified criteria, a requirement of applicants is that they have passed the Governors’ Entrance Examination. Where a child has an EHC plan or statement of special educational needs which names the School, and the child has passed the Governors’ Entrance Examination, then the School will admit the child and the number of available places will reduce accordingly. The Categories are: 1. Baptised Roman Catholic ‘Looked After Girls’ and Baptised Roman Catholic ‘Previously Looked After Girls’.