DOCSLIB.ORG

Arts-Rich Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Arts-Rich Schools Arts-rich schools by Sam Cairns, Fran Landreth Strong, Elinor Lobley, Claudia Devlin and Laura Partridge January 2020 1 Arts-Rich Schools Contents Acknowledgements 2 Context 3 Methodology 6 Summary of findings 8 Case studies 15 Gomersal Primary School, Cleckheaton 16 Feversham Primary Academy, Bradford 27 Ramsgate Arts Primary School, Ramsgate 35 Putnoe Primary School, Bedford 45 Riddlesdown Collegiate, Purley 52 Global Academy, Hayes 61 Formby High School, Liverpool 70 Shaftesbury School, Dorset 81 Conclusion 90 Arts-Rich Schools 1 Acknowledgements With thanks to all the contributors to the case studies and to the following colleagues who generously gave their time during the writing of this report: • Deborah Bailey, John Bunyan Primary School • Aidan Daly, Royal Society of Arts • Clare Darley, Queen Elizabeth's School • Sarah Goldsmith, Northwick Park Primary School • Lyndsey Harkness, Merstham Park School • Tamika Johnson, Nicholas Chamberlaine School • Amanda Kanojia, Royal Society of Arts • Danielle Mason, Royal Society of Arts • Jon Nicholls, Thomas Tallis School • John Padley, Queen Anne's School • Sophie Renison, Rainhill High School • Rae Snape, Milton Road Primary School • Gillian Sparrow, Hillstone Primary School • Charlotte Tatam, Norwood School • Vikki Thompson, Skegness Academy • Melanie Tong, Palm Bay Primary School 2 Arts-Rich Schools Context In 2017, the RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce) launched Learning About Culture, the UK’s largest ever study into understanding the value and impact of arts- based learning, particularly for children experiencing disadvantage. The project will strengthen the evidence on ‘what works’ in arts-based learning and help schools and arts organisations to improve quality and effectiveness in an evidence-based way. Working with the Education Endowment Foundation (EEF), Arts Council England (ACE), the Department for Education (DfE) and Paul Hamlyn Foundation (PHF), we are delivering three distinct projects: • We are evaluating five promising arts-based learning projects by measuring whether they improve the literacy, non-cognitive and creativity skills of participating pupils. The EEF is leading this work, building on 10 years of experience running more than 100 high quality evaluations in schools. • We have established an Evidence Champions Network (ECN), bringing together more than 100 educators and arts practition- ers to learn about the role that evidence can play in improving the quality and effectiveness of arts-based learning.1 • And we are visiting ‘arts-rich’ schools across the country to improve our understanding of what enables and motivates some schools to put the arts at the heart of learning. Together, this work will support schools and arts organisations to make informed decisions about the type of arts-based learning that is offered to pupils, driving up the quality of the provision and ensuring that pupils get the most from their learning. This report In this report we provide case studies from the frontline of headteachers who have committed whole-heartedly to an arts-rich education and share some of the strategies they are using to deliver their vision. We were interested in schools that had a highly developed arts-based pedagogy that shaped their school curriculum, and schools that had sought to prioritise teaching a wide range of high-quality arts subjects. In practice, these were often found together, as part of an arts-rich offer which influenced pedagogy throughout the schools. 1. Royal Society of Arts (2018) The Cultural Learning Evidence Champions Network Handbook [online] Available at: www.thersa.org/discover/publications-and-articles/reports/ evidence-handbook [Accessed 13 January 2020] Arts-Rich Schools 3 Landscape School leaders face competing demands from the national accountability regime. Schools must, on the one hand, endeavour to increase English Baccalaureate (EBacc) participation in line with Department for Education targets.2 These require secondary schools to aim for 75 percent of their pupils to be studying an EBacc subject combination at GCSE by 2022, and 90 percent by 2025.3 On the other hand, they must demonstrate to Ofsted how they are developing their pupils’ cultural capital.4 The former does not include the arts, the latter seems impossible to achieve without them. In addition to this, the Institute for Fiscal Studies (IFS) reports real-term cuts to school budgets of around 8 percent per pupil since 2010.5, 6 Possibly as a result of these combined pressures, there has been a persistent decline in the number of specialist arts teachers and in the number of hours spent teaching the arts in England’s state schools since 2010.7 The arts sector is gravely concerned about participation in the arts by children from more disadvantaged backgrounds,8 given that many young people only take part in cultural learning activities such as music and theatre during school hours.9 Surveys of teachers by Teacher Tapp show that schools in disadvantaged areas offer less opportunities such as learning an instrument or taking part in a school performance.10 The Social Mobility Commission and the Sutton Trust have found that children from disadvantaged backgrounds are less likely to take part in extra-curricular arts activities.11 2. The English Baccalaureate is a combination of GCSE entries in English, maths, sciences, a modern foreign language and history or geography. See Department for Education (2019) Guidance: English Baccalaureate (EBacc). [online] Available at: www.gov.uk/government/publications/english- baccalaureate-ebacc/english-baccalaureate-ebacc [Accessed 18 December 2019]. 3. Department for Education (2019) Guidance: English Baccalaureate (EBacc). [online] Available at: www.gov.uk/government/publications/english-baccalaureate-ebacc/english-baccalaureate-ebacc 4. Ofsted (2019) School inspection update. [pdf] Manchester: Ofsted. Available at: www.assets. publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/772056/School_ inspection_update_-_January_2019_Special_Edition_180119.pdf 5. Institute for Fiscal Studies (2019) 2019 annual report on education spending in England: schools. [pdf] Available at: www.ifs.org.uk/uploads/R162-Annual-report-on-education-spending-in- england-schools.pdf 6. Foster, D. (2019) Teacher Recruitment and Retention in England. Briefing Paper. House of Commons Library. [online] Available at: https://researchbriefings.parliament.uk/ResearchBriefing/ Summary/CBP-7222 [Accessed 18 December 2019]. 7. Department for Education (2019) School Workforce in England: November 2018. [online] Available at: www.gov.uk/government/statistics/school-workforce-in-england-november-2018 [Accessed 18 December 2019]. 8. Cultural Learning Alliance (2018) Social Justice Statement. [online] Available at: www. culturallearningalliance.org.uk/about-us/who-we-are/social-justice-statement/ [Accessed 18 December 2019]; Cultural Learning Alliance (2018) Social Justice Statement. [online] Available at: www.culturallearningalliance.org.uk/about-us/who-we-are/social-justice-statement/ [Accessed 18 December 2019]. 9. Department for Digital, Culture, Media and Sport (2019) Taking Part 2018/19: Annual Child Report. [pdf] Available at: www.gov.uk/government/statistics/taking-part-201819-annual-child-release 10. Teacher Tapp (2019) Who gets a music education? [online] Available at: www.teachertapp. co.uk/who-gets-a-music-education/ [Accessed 18 December 2019]. 11. Sutton Trust (2018) Parent Power. [online] Available at: www.suttontrust.com/research-paper/ parent-power-2018-schools/ [Accessed 18 December 2019]. 4 Arts-Rich Schools What do we mean by an ‘arts-rich’ school? Using a definition from the Tracking Arts Engagement and Learning (TALE) project by the RSC and the University of Nottingham, we published a blog in December 2018 asking RSA Fellows and the wider public to nominate any schools that they considered to be ‘arts-rich’.12 The TALE project defines an arts and culture-rich school as follows: All students, whatever their heritage, status or family income, have access to and participate in arts and cultural education. The school sees arts subjects and cultural education as vital to the compulsory school curriculum. It therefore ensures that: • A range of arts subjects is offered at all Key Stages • The school timetable makes it possible for students to choose arts options • Students are actively encouraged to take arts subjects • Specialist teachers are employed to teach arts subjects • Arts facilities are well maintained and equipped • Budget allocations recognise the actual costs involved in arts and cultural education • Careers advice incorporates careers in the arts and cultural sectors • Teachers participate in professional development opportunities provided by local and national arts and cultural organisations Students are supported to participate in cultural activities and arts learning through: • Partnerships with local and national arts and cultural organisations • Subsidised excursions, visits and performances in school • A range of cultural activities through clubs, lunchtime and after school activities, in addition to timetabled lessons.13 12. Londesborough, M. (2018) ‘Arts-rich schools: We need your help…’, RSA [blog] 18 December. Available at: www.thersa.org/discover/publications-and-articles/rsa-blogs/2018/12/lac- schools-call-out [Accessed 18 December 2019]. Arts-Rich Schools 5 Methodology In December 2018, we published a blog asking RSA Fellows and the wider public
Load more

Recommended publications
  • School Direct With
    Information for Applicants School Direct with Riddlesdown Collegiate Warlingham School Archbishop Tenison’s St Andrew’s CE School In partnership with: Roehampton University King’s College London e-Qualitas WELCOME2 you for taking an interest in our School Direct training opportunity. We have run this process since September 2014 and it is proving to be an exciting experience Thank for all involved. We hope that by reading our offer overview you will gain a good appreciation of how the programme runs and the benefits it holds for you and your potential career choice in education. Our School Direct package is relatively new but is one that allows prospective teachers to gain an opportunity to train in a dynamic educational setting located across four successful comprehensive secondary schools which are working in partnership to help produce high quality and well trained teachers of the future. My name is Philippa Bigden and I am the Assistant Principal of Riddlesdown Collegiate responsible for Initial Teacher HelloTraining. This role focuses on the training of all new and recently-qualified staff. I welcome the opportunity to work with people from a range of backgrounds and experiences who have now chosen to enter into the dynamic and rewarding world of education. My name is Paul Kinder and I am the Deputy Head of Warlingham School responsible for training and Hellodevelopment of new and existing staff. I firmly believe in investing in people and offering a wide variety of training and development opportunities to all staff in order to provide the best outcomes for teachers and students alike.
    [Show full text]
  • Commencement1984.Pdf (5.851Mb)
    Digitized by the Internet Archive in 2012 with funding from LYRASIS IVIembers and Sloan Foundation http://archive.org/details/commencement1984 ORDER OF PROCESSION MARSHALS Bessni L. Maurice J. an Joseph Katz Arthur Bushel Peter B. Petersen Charles F. Doran A. J. R. RussellAVood Bruce R. Eicher Gilbert B. Schiffman Robert E. Green Henry M. Seidel Richard L. Higcins Mack Walker William H. Huggins Charles R. \Vestgate THE GIL\DUATES * MARSHALS Owen M. Phillips David S. Olton THE DEANS MEMBERS OF THE SOCIETY OF SCHOLARS OFFICERS OF THE UNIVERSITY THE TRUSTEES MARSHALS WiLUAM Harrington Dean W. Robinson THE FACULTIES * CHIEF MARSHAL Carl F. Christ THE CHAPLAINS THE HONORARY DEGREE CANDIDATES THE PROVOST OF THE UNIVERSITY THE CHAIRMAN OF THE BOARD OF TRUSTEES THE PRESIDENT OF THE UNIVERSITY ORDER OF EVENTS STEVEN MULLER President of the University, presiding PRELUDE Fanfares and Parade Marches Richard Strauss (1864-1949) PROCESSIONALS The audience is requested to stand as the Academic Procession moves into the area and to remain standing after the Invocation Grand Entree, from "Alceste" Where'er You Walk, from "Semele" Fireworks Music Georg Frfdrich Handel (1685-1759) THE PRESIDENT'S PROCESSION Fanfare Walter Piston (1894-1976) March for "Athalie" Felix Mendelssohn (1809-1847) INVOCATION CHESTER L. WICKWIRE Chaplain The Johns Hopkins University * THE NATIONAL ANTHEiNI GREETINGS GEORGE G. RADCLIFFE Chairman of the Board of Trustees PRESENTATION OF NEW MEMBERS OF THE SOCIETY OF SCHOLARS GUILLERMO ArBONA STEPHEN JoSEPH RyAN, Jr. Charles C. J. Carpenter Asher P. Schick David B. Clark Donald W. Simborg Francis R. Hama Frank Coij: Spencer Joseph E. Johnson, III Newman Lloyd Stephens Peter J.
    [Show full text]
  • Woodcote High School
    School report Woodcote High School Meadow Rise, Coulsdon, CR5 2EH Inspection dates 21–22 January 2015 Previous inspection: Requires improvement 3 Overall effectiveness This inspection: Good 2 Leadership and management Good 2 Behaviour and safety of pupils Good 2 Quality of teaching Good 2 Achievement of pupils Good 2 Sixth form provision Good 2 Summary of key findings for parents and pupils This is a good school. GCSE results were well above average in 2014. The quality of academic and pastoral care for Over twice the national percentage of students disabled students and others with special achieved the English Baccalaureate qualification. educational needs is outstanding. Sixth form results also improved in 2014. They The headteacher and senior leaders have made were close to average, particularly at AS level. significant improvements in the quality of teaching The most able students are attaining higher and students’ achievement in the last two years. standards than in recent years. They know exactly where further work is needed. Most students make very good progress, Governors carry out their duties diligently. They particularly in English and mathematics. were fully involved in the recent improvements and Students with disabilities and others with special regularly attend meetings on current developments. educational needs achieve very well. Now in its fifth year, the sixth form is good and Students behave well. They enjoy lessons and becoming a popular choice for Year 11 students. work hard. They feel safe and secure. The academy’s work to foster students’ tolerance, Teaching has improved since the previous for example of different faiths and lifestyles, is a inspection.
    [Show full text]
  • Former Fellows Biographical Index Part
    Former Fellows of The Royal Society of Edinburgh 1783 – 2002 Biographical Index Part Two ISBN 0 902198 84 X Published July 2006 © The Royal Society of Edinburgh 22-26 George Street, Edinburgh, EH2 2PQ BIOGRAPHICAL INDEX OF FORMER FELLOWS OF THE ROYAL SOCIETY OF EDINBURGH 1783 – 2002 PART II K-Z C D Waterston and A Macmillan Shearer This is a print-out of the biographical index of over 4000 former Fellows of the Royal Society of Edinburgh as held on the Society’s computer system in October 2005. It lists former Fellows from the foundation of the Society in 1783 to October 2002. Most are deceased Fellows up to and including the list given in the RSE Directory 2003 (Session 2002-3) but some former Fellows who left the Society by resignation or were removed from the roll are still living. HISTORY OF THE PROJECT Information on the Fellowship has been kept by the Society in many ways – unpublished sources include Council and Committee Minutes, Card Indices, and correspondence; published sources such as Transactions, Proceedings, Year Books, Billets, Candidates Lists, etc. All have been examined by the compilers, who have found the Minutes, particularly Committee Minutes, to be of variable quality, and it is to be regretted that the Society’s holdings of published billets and candidates lists are incomplete. The late Professor Neil Campbell prepared from these sources a loose-leaf list of some 1500 Ordinary Fellows elected during the Society’s first hundred years. He listed name and forenames, title where applicable and national honours, profession or discipline, position held, some information on membership of the other societies, dates of birth, election to the Society and death or resignation from the Society and reference to a printed biography.
    [Show full text]
  • WILLIAM SHIPLEY and the ROYAL SOCIETY of ARTS: the History of an Idea
    JOURNALOF THE ROYALSOCIETY OF ARTS I ITH MARCHI949 object whichwould be beautifulto look at, suitablefor its purpose,and, at the same time,practical to make. Exhibition An Exhibitionof winningand commendeddesigns is to be held at the Society's House from21 March-2 April,and will be opento thepublic from 10 a.m.-5.3op.m. on Mondays to Fridays,and 10 a.m.-12. 30 p.m. on Saturdays.It is hoped that Fellows will be able to findan opportunityof visiting this Exhibition, but the Board would liketo stressthat the real benefits of the Bursaries are revealedin theprogress made and experiencegained by winningcandidates during their visits abroad, rather than in the entriessubmitted, by which the fullvalue of theseCompetitions can hardlybe judged. As an example of this, the Juryof the Domestic Solid-Fuel- BurningAppliances Section were able to reportthat Mr. R.T.J. Homes,the winning candidate in this Section, who had also been awarded a Bursaryin the 1947 Competition,had made a greatdeal of progressduring the year, and clearlybenefited fromhis visit to Sweden last summer. Copies ofthe full Report, which contains details of the subjects set, the number of entries,the names of the commended candidates and thecomments and composition of the Juries,may be obtainedon applicationto the Secretary. 1949 Competition A furtherannouncement will be made shortlyof the details of theBursaries to be offeredin the 1949 Competition. WILLIAM SHIPLEY AND THE ROYAL SOCIETY OF ARTS: The History of an Idea A lecturedelivered on Monday,17th January, 1949 By K. W. Luckhurst,m.a., Secretaryof the Society Founded in 1754." Behindthe prosaic phrase which appears so regularlyon tfye the Journalof Royal Societyof Arts lies a romanticand generallyunsuspected Our story.
    [Show full text]
  • AMP SCITT Ofsted Report 2017
    Associated Merseyside Partnership SCITT Initial teacher education inspection report Inspection dates Stage 1: 12 June 2017 Stage 2: 13 November 2017 This inspection was carried out by one of Her Majesty’s Inspectors (HMI) and Ofsted Inspectors (OIs) in accordance with the ‘Initial teacher education inspection handbook’. This handbook sets out the statutory basis and framework for initial teacher education (ITE) inspections in England from September 2015. The inspection draws on evidence from each phase within the ITE partnership to make judgements against all parts of the evaluation schedule. Inspectors focused on the overall effectiveness of the ITE partnership in securing high-quality outcomes for trainees. Inspection judgements Key to judgements: Grade 1 is outstanding; grade 2 is good; grade 3 is requires improvement; grade 4 is inadequate Primary and secondary QTS Overall effectiveness How well does the partnership secure 2 consistently high-quality outcomes for trainees? The outcomes for trainees 2 The quality of training across the 2 partnership The quality of leadership and management across the 2 partnership Primary and secondary routes Information about this ITE partnership The Associated Merseyside Partnership school-centred initial teacher training (SCITT) began in September 2015. It forms part of the Lydiate Learning Trust, with Deyes High School as lead school in the partnership for the secondary phase. There is currently no lead school for the primary phase. Within the partnership, there are 13 secondary schools across four local authorities, and 12 primary schools all within the same local authority. In addition, there are two all-through schools catering for pupils in the three-to-19 age range across two local authorities.
    [Show full text]
  • College-VI-Handbook-2020-Entry.Pdf
    COLLEGE VI The place to be for Sixth Form success. Handbook 2020 Entry Learners of today. Leaders of tomorrow. Contents Introduction 4 The Riddlesdown Commitment 4 College VI Pastoral Care 4 Expectations 5 Dress Code 6 Choosing Subjects 7 Application Process 8 Admissions Criteria 9 Courses A Level Accounting 10 Art, Craft and Design 11 Biology 12 Business Studies 13 Chemistry 14 Classics 15 Computer Science 16 Dance 17 Design Technology: Product Design 18 Drama and Theatre 19 Economics 20 English Literature 21 French 22 Geography 23 Politics 24 History 25 Latin 26 Mathematics & Further Mathematics 27 Media Studies 28 Music 29 Photography 30 Physical Education 31 Physics 32 Psychology 33 Sociology 34 Spanish 35 BTEC National Extended Diploma in Sport 36 Extended Project 37 Extra-Curricular Activities 37 Bursaries 37 Term Dates 38 Examination Results 38 Other Post 16 Opportunities in The Collegiate Trust 39 2 Welcome to College VI WELCOME FROM THE PRINCIPAL I am delighted to introduce you to College VI – our excellent, specialist post 16 provision at Riddlesdown Collegiate. In College VI, we offer a dynamic and successful approach to post 16 studies through a combination of great teaching, superb facilities and outstanding care, support and guidance. School is about preparation – for university, for work and for life – and it is our determination that in College VI, students have the very best final preparation for the challenges and excitement of the future. As an integral part of the Collegiate, but with its own specialist facilities, College VI continues our approach of delivering the very highest academic standards, whilst providing excellent opportunities for students to develop wider skills and qualities through a wide-ranging extra-curricular programme designed to promote leadership, communication and teamwork.
    [Show full text]
  • The William Shipley Group
    the William Shipley group FOR RSA HISTORY Newsletter 28 June 2011 A message of respect and admiration was sent on behalf of the WSG to HRH Prince Philip, Duke of Edinburgh, KG, KT on the occasion of his retirement as President of the RSA in March 2011. Forthcoming meetings Thursday, 28 July 2011 at 1.00pm. The Eastlakes, the National Gallery and the Victorian Art World. Research Curator and WSG member Dr Susanna Avery-Quash, together with her co-writer Julie Sheldon, will introduce the new Room 1 exhibition on the life and work of the National Gallery’s first director, Sir Charles Lock Eastlake (1793-1865). Admission free. No booking required. Exhibitions Peter Blake: A Museum for Myself. Holburne Museum, Bath, 14 May-4 September 2011 Elected a member of the RSA’s Faculty of RDI’s in 1981, Sir Peter Blake has provided many extraordinary objects from his collections, together with some of his important works, for the opening show of the renewed and transformed Holburne Museum. http://www.holburne.org/peter-blake- a-museum-for-myself/ Royal Society luncheon in honour of H.R.H. Duke of Edinburgh Following the RSA’s celebratory dinner, on 10 March, commemorating over fifty-eight years of Prince Philip’s Presidency the Royal Society held a lunch on 1 June to pay tribute to H.R.H.’s longstanding commitment to science, technology and education. Asa Briggs: A celebration On Thursday 19th May the Institute of Historical Research, in conjunction with the British Association of Victorian Studies, held a one-day colloquium to mark the 90th birthday of one of the country’s most distinguished living historians, Lord Briggs of Lewes.
    [Show full text]
  • Royal Society, 1985
    The Public Understanding of Science Report of a Royal Society adhoc Group endorsed by the Council of the Royal Society The Royal Society 6 Carlton House Terrace London SWlY 5AG CONTENTS Page Preface 5 Summary 6 1. Introduction 7 2. Why it matters 9 3. The present position 12 4. Formal education 17 5. The mass media 2 1 6. ' The scientific community 24 7. Public lectures, children's activities, museums and libraries 27 8. Industry 29 9. Conclusions and recommendations 31 Annexes A. List of those submitting evidence B. Visits and seminars C. Selected bibliography PREFACE This report was prepared by an ad hoc group under the chairmanship of Dr W.F. Bodmer, F.R.S.; it has been endorsed by the Council of the Royal Society. It deals with an issue that is important not only, or even mainly, for the scientific community but also for the nation as a whole and for each individual within it. More than ever, people need some understanding of science, whether they are involved in decision-making at a national or local level, in managing industrial companies, in skilled or semi-skilled employment, in voting as private citizens or in making a wide range of personal decisions. In publishing this report the Council hopes that it will highlight this need for an overall awareness of the nature of science and, more particularly, of the way that science and technology pervade modern life, and that it will generate both debate and decisions on how best they can be fostered. The report makes a number of recommendations.
    [Show full text]
  • Safer Croydon and Communities Cabinet Member Bulletin Councillor Hamida Ali March 2019
    Safer Croydon and Communities Cabinet Member Bulletin Councillor Hamida Ali March 2019 Safer Croydon Developing our Public Health Approach – Establishing a Violence Reduction Network In January, Sophie Linden, Deputy Mayor for Policing and Crime attended Cabinet to hear an update on Croydon’s work to develop a public health approach to tackling violence by establishing a Violence Reduction Network and described work as “exemplary”. Following a conference where I brought together almost 100 practitioners across statutory agencies and community organisations to contribute to our thinking on developing our approach, we continue to build our approach with practitioners and communities. Tackling Domestic Abuse and Violence Against Women and Girls The Drive Project The Drive Project is being piloted by Croydon for London – supported by MOPAC and the Home Office through the Police Transformation Fund – as a result of a successful bid from Croydon and is one of only 6 areas that are testing this approach across the country. The purpose of the Drive Project is to tackle high- 1 Safer Croydon and Communities Cabinet Member Bulletin Councillor Hamida Ali March 2019 risk perpetrators of domestic abuse in order to keep survivors and their children safe and ultimately to prevent domestic violence from taking place in the first place. We know that 1 in 4 perpetrators of domestic abuse are repeat offenders and that some perpetrators could victimise as many as six people alone. The Drive Project is focused on holding domestic abuse offenders to account to balance the range of services in Croydon focused on keeping survivors and their children safe.
    [Show full text]
  • Dorset School Aged Immunisation Pathways for the 2020/21 Academic Year
    Dorset School Aged Immunisation Pathways for the 2020/21 academic year Introduction This information supports local practices in understanding the school aged immunisations programme for the 2020/21 academic year, including any changes to the schedule. We hope you find this information useful and clear: if you have any comments, suggestions or queries please contact the South West Screening and Immunisations Team on [email protected]. COVID-19 Due to the impact of COVID-19 and school closures in the first half of 2020, the school aged immunisation provider will be offering catch-up doses of Meningitis ACWY, Td/IPV and HPV during the 2020/21 academic year to those cohorts that missed their scheduled doses in the 2019/20 academic year – see below for further details. Overview of school aged immunisations From September 2020, the following immunisations will be delivered by the school aged immunisation provider: • Influenza: Reception to year 7 in mainstream schools, and all children in special schools of any age • HPV dose 1: Year 8 girls and boys (and catch-up doses to girls and boys who missed a dose in 2019/20 and are now in year 9) • HPV dose 2: Year 9 girls and boys (and catch-up doses to girls only who missed a dose in 2019/20 and are now in year 10) • Men ACWY: Year 10 (and catch-up doses to girls and boys who missed a dose in 2019/20 and are now in year 11) • Td/IPV: Year 10 (and catch-up doses to girls and boys who missed a dose in 2019/20 and are now in year 11) Page 1 Dorset School Aged Immunisation Pathways for the 2020/21 academic year Please note that the flu clinic schedule for the Dorset school aged immunisations provider is available at the end of this document.
    [Show full text]
  • Information for Applicants
    TEACHER OF RELIGIOUS EDUCATION Information for Applicants Academy Riddlesdown Collegiate, Croydon Required September 2021 (or sooner) Salary TCT1 £29,915 – TCT11 £41,136 (+TLR for a suitably experienced high calibre candidate able to take on responsibility) Closing Date Monday 4th January 2021 (at 9.00am) Interviews tbc Welcome Dear Applicant Thank you for your interest in the post of Teacher of Religious Education (with responsibility for a suitably experienced, high calibre candidate). I hope that this information pack will help you to learn more about our fantastic school and that you will be excited about the prospect of joining our excellent team. Riddlesdown Collegiate is an outstanding school (OFSTED, May 2016) with a clear vision to deliver successful outcomes and positive futures for all of our students. They are bright, well-motivated and a pleasure to work with, whilst our staff are talented, hard-working and ambitious for themselves and others. Our superb facilities enable us to provide the very best learning environment and learning experiences for our students and it is the combination of these factors that leads to the high academic standards and enviable reputation that The Collegiate Trust is known for. I am very proud of what we do and what we have achieved at the Collegiate and, as a World Class School, I hold the highest aspirations for what we will do and achieve in the future. Whether you are at the very beginning of your career or are looking to develop your experience, Riddlesdown Collegiate is a great place for professional growth. NQTs benefit from a paid induction period, prior to appointment, and a well-established programme of support throughout the year, whilst more experienced colleagues have many opportunities to develop skills and extend their professional learning through an extensive and varied programme of professional development.
    [Show full text]