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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. -
Irish Schools Athletics Champions 1916-2015 Updated June 15 2015
Irish Schools Athletics Champions 1916-2015 Updated June 15 2015 In February 1916 Irish Amateur Athletic Association (IAAA) circularised the principal schools in Ireland regarding the advisability of holding Schoolboys’ Championships. At the IAAA’s Annual General Meeting held on Monday 3rd April, 1916 in Wynne’s Hotel, Dublin, the Hon. Secretary, H.M. Finlay, referred to the falling off in the number of affiliated clubs due to the number of athletes serving in World War I and the need for efforts to keep the sport alive. Based on responses received from schools, the suggestion to hold Irish Schoolboys’ Championships in May was favourably considered by the AGM and the Race Committee of the IAAA was empowered to implement this project. Within a week a provisional programme for the inaugural athletics meeting to be held at Lansdowne Road on Saturday 20th May, 1916 had been published in newspapers, with 7 events and a relay for Senior and 4 events and a relay for Junior Boys. However, the championships were postponed "due to the rebellion" and were rescheduled to Saturday 23rd September, 1916, at Lansdowne Road. In order not to disappoint pupils who were eligible for the championships on the original date of the meeting, the Race Committee of the IAAA decided that “a bona fide schoolboy is one who has attended at least two classes daily at a recognised primary or secondary school for three months previous to 20 th May, except in case of sickness, and who was not attending any office or business”. The inaugural championships took place in ‘quite fine’ weather. -
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 -
Annual Report 2018-19
Glenlola Collegiate School Excellence through commitment, contribution and caring The Annual Report To Parents By The Board of Governors 2018/2019 The Education Reform (NI) Order 1989 Article 125 requires the Governing Body to produce an Annual Report to parents. The Board of Governors of Glenlola Collegiate School welcomes this opportunity to advise you about our School and its achievements. 1 C O N T E N T S Contents Page No The Governing Body of Glenlola Collegiate School 3 Glenlola Collegiate School Staffing 4 Enrolment 4 Organisation 4 - 5 Communications 6 Security 7 Charity report 7 - 9 The School Curriculum 9 - 22 Standards/Targets 23 - 24 GCSE and GCE, ‘AS’ and ‘A’ Level 25 - 27 Examination Results The School Year 2018/2019, School Day, Destination of Leavers, Attendance 28 2 THE BOARD OF GOVERNORS GLENLOLA COLLEGIATE SCHOOL 2014 – 2018 CHAIR - Mrs S McKee VICE CHAIR - Mrs A Edmund SECRETARY - Mr W E Thompson (Principal) MEMBERS OF BOARD OF GOVERNORS SCHOOL YEAR 2018/19 REPRESENTING THE EDUCATION AUTHORITY SOUTH EASTERN REGION Mrs S McKee Miss I McDaid Mrs F McCaw REPRESENTING THE DEPARTMENT OF EDUCATION Mrs S Ledlie Mrs A Edmund REPRESENTING THE PARENTS Mrs Y Fitzpatrick Mrs K Wood REPRESENTING THE TEACHING STAFF Mrs L McCombe HEADMASTER AND SECRETARY TO THE GOVERNING BODY Mr W E Thompson The Board of Governors met regularly during the academic year and established a set of monthly dates for business. 3 GLENLOLA COLLEGIATE SCHOOL Teaching Staff: Headmaster and 70 Teachers (including part-time teachers). Non-Teaching Staff: 36 Full-time and part-time Staff (including 3 foreign language assistants). -
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. -
The Hughes Report’ July 2011
Report to the Prime Minister and the Deputy Prime Minister from the Advocate for Access to Education ‘The Hughes Report’ July 2011 1 1. Introduction In December 2010 I was appointed by the Prime Minister and the Deputy Prime Minister to be the government’s Advocate for Access to Education. Over the first 6 months of 2011, I have visited schools, sixth form and further education colleges and universities throughout England and in Northern Ireland to meet students, other young people, parents, teachers, advisers and many others to discuss with them the new system for financing higher education and the best ways of ensuring maximum access to all colleges and universities by all appropriately qualified students. Many individuals and organisations have written and spoken to me, and come to meetings, and all their enthusiasm and input has been much appreciated. It was clear from the beginning how keen people were for the government to lead changes in policy and practice to deliver improved access and widened participation in our colleges and universities. There is no shortage of ideas, and no shortage of relevant experience and good practice. My task has been to try to distil this and come up with recommendations consistent with the brief given by the Prime Minister and the Deputy Prime Minister. At the end of this work I went back to some of the young people who had contributed in the previous six months, and asked them questions on some of the issues which had arisen most clearly around the country, and which were most influential on my recommendations. -
Schools in the Post Primary Transfer Consortium Abbey Christian
Schools in the Post Primary Transfer Consortium Abbey Christian Brothers Grammar School, Newry, County Down Aquinas Diocesan Grammar School, Belfast Assumption Grammar School, Ballynahinch, County Down Ballymena Academy, Ballymena, County Antrim Campbell College, Belfast (offering both tests) Christian Brothers’ Grammar School, Omagh, County Tyrone Dominican College, Fortwilliam, Belfast Dominican College, Portstewart, County Londonderry Loreto College, Coleraine, County Londonderry Loreto Grammar School, Omagh, County Tyrone Lumen Christi College, Derry Lurgan College, Lurgan, County Armagh Mount Lourdes Grammar School, Enniskillen, County Fermanagh Our Lady and St Patrick’s College, Belfast Our Lady’s Grammar School, Newry, County Down Portadown College, Portadown, County Armagh Portora Royal School, Enniskillen, County Fermanagh Rainey Endowed School, Magherafelt, County Londonderry Rathmore Grammar School, Belfast Sacred Heart Grammar School, Newry, County Down St Colman’s College, Newry, County Down St Columb’s College, Derry St Dominic’s High School, Belfast St Joseph’s Grammar School, Donaghmore, County Tyrone St Louis’ Grammar School, Ballymena, County Antrim St Louis’ Grammar School, Kilkeel, Kilkeel, County Down St MacNissi’s College, Ballymena, County Antrim St Malachy’s College, Belfast St Mary’s Christian Brothers Grammar School, Belfast St Mary’s Grammar School, Magherafelt, County Londonderry St Michael’s College, Enniskillen, County Fermanagh St Michael’s Grammar School, Lurgan, Lurgan, County Armagh St Patrick’s Academy, Dungannon, County Tyrone St Patrick’s Grammar School, Armagh St Patrick’s Grammar School, Downpatrick, Downpatrick, County Down Thornhill College , Derry Victoria College, Belfast (offering both tests) Wellington College Belfast (offering both tests). -
Education and Training Inspectorate Report of a Standard Inspection
Providing Inspection Services for Department of Education The Education and Training Inspectorate - Department for Employment and Learning Promoting Improvement Department of Culture, Arts and Leisure Education and Training Inspectorate Report of a Standard Inspection Portora Royal School Enniskillen Inspected: February 2008 CONTENTS Section Page 1. INTRODUCTION 1 2. THE QUALITY OF THE PUPILS’ WORK 3 3. SUMMARY OF MAIN FINDINGS 5 4. CONCLUSION 6 APPENDICES 1. INTRODUCTION 1.1 CONTEXT Portora Royal School is situated in Enniskillen in County Fermanagh. It is a single-sex school catering for boys aged eleven to 18. Many of the pupils are drawn from the town and, increasingly, the majority from throughout Co Fermanagh. The enrolment has remained steady over the past five years at around 490 pupils. Approximately 5% of the pupils are entitled to free school meals and 13% of the year 8 to year 12 enrolment have been identified by the school as requiring additional support with aspects of their learning. Over the past five years approximately two-thirds of the intake obtained grade A in the Transfer Procedure. This year the school will celebrate the 400th anniversary of it being granted a Royal Charter. 1.2 FOCUS The inspection focused on leadership and management at all levels across the school and, in addition, on the provision for mathematics and information and communication technology (ICT). The provision for pastoral care and the arrangements for child protection were also evaluated. In September 2007, the school became a Specialist School for the Performing and Visual Arts (PVA). This specialism incorporates the subjects of art and design, drama, moving image arts (MIA) and music. -
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 -
Annual Report 2013-2014
® $118$/5(3257 $FFHSWHGDVDFKDULW\E\+05HYHQXH &XVWRPVXQGHUUHIHUHQFH;5 ULSTER HISTORY CIRCLE ® ANNUAL REPORT 2013 - 2014 8/67(5+,6725<&,5&/( $118$/ 5(3257 Cover photograph: John Clarke plaque unveiling, 25 April 2013 Copyright © Ulster History Circle 2014 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, by any means; electronic, mechanical, recording or otherwise, without the express written permission of the publisher. Published by the Ulster History Circle ULSTER HISTORY CIRCLE ® ANNUAL REPORT 2012 - 2013 :LOOLH-RKQ.HOO\EURWKHURI7KRPDV5D\PRQG.HOO\*&DQGPHPEHUVRIWKHZLGHU.HOO\IDPLO\ZLWK 5D\PRQG¶V*HRUJH&URVVDQG/OR\GV¶*DOODQWU\0HGDOVDIWHUXQYHLOLQJWKHSODTXHRQ'HFHPEHULQ 1HZU\ ULSTER HISTORY CIRCLE ® ANNUAL REPORT 2013 - 2014 Foreword The past year has seen a total of seventeen plaques erected by the Ulster History Circle, a significant increase on the nine of the previous year. These latest plaques are spread across Ulster, from Newry in the south east, to the north west in Co Donegal. Apart from our busy plaque activities, the Circle has been hard at work enhancing the New Dictionary of Ulster Biography. All our work is unpaid, and Circle members meet regularly in committee every month, as fundraising and planning the plaques are always on-going activities, with the summer months often busy with events. I would like to thank my colleagues on the Circle committee for their support and their valued contributions throughout the year. A voluntary body like ours depends entirely on the continuing commitment of its committee members. On behalf of the Circle I would also like to record how much we appreciate the generosity of our funders: many of the City and District Councils, and those individuals, organisations, and businesses without whose help and support the Circle could not continue in its work commemorating and celebrating the many distinguished people from, or significantly connected with, Ulster, who are exemplified by those remembered this year. -
Andersonstown News
Friday, February 1st, 2019 Belfast City Hall Proudly Sponsored By: Welcome to the 2019 Blackboard Awards I’d a German teacher at St Mary’s and he spoiled the language in this supplement, it’s comforting to know how much teachers for me for a score of years or more (I have subsequently come today are clued in to the emotional wants and needs of their to enjoy it). My first interaction with him on the first day of young charges. There is a comprehensive acknowledgment First Year went thus: that the emotional security of schoolchildren has to be – Sir, can I go to the toilet? copperfasted, – that they have to be made to feel safe and – Mr, ah, Livingstone, is it? I have no idea if you can go to the valued – before the task of teaching can begin. I found myself toilet or not. The workings of your innards are a complete nodding as I read the words of our honourees. mystery to me. You may, of course, go to the toilet if you so • Children never forget the way you made them feel. wish. • You don’t know what the child is going through at home. The joke – for that’s what it was intended as – sailed over • Try to find out what makes a pupil tick. the head of every boy in that class of 32, but they all sensed, • Care and respect is just as important as exams. as did I, that whatever he was trying to achieve was somehow I don’t think my German teacher was a bad person – he was at my expense.