DOCSLIB.ORG

Plymouth Studio School: Impact Assessment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Plymouth Studio School: Impact Assessment Plymouth Studio School: Impact Assessment Basic need The table shows the forecast shortfall in the studio school’s LA and likely catchment area. The data has been provided by the relevant local authorities via the department’s 2014 School Capacity (SCAP) survey. The data shows there is no need for additional secondary places in Plymouth and no need for places in year 10 in the aggregate planning area. Positive number or % represents a shortfall of places Zero represents surplus places 2015/16 2016/17 2017/18 2018/19 Number of % of Number of % of Number of % of Number of % of shortfall shortfall shortfall shortfall shortfall shortfall shortfall shortfall LA secondary level forecast 0 0.0% 0 0.0% 0 0.0% 0 0.0% Aggregate planning area year 10 0 0.0% 0 0.0% 0 0.0% 0 0.0% forecast Contextual Data Local secondary schools (data in cells shaded in grey is predecessor school data for a recently opened sponsored academy) Number Number of School of VA Distance Surplus KS4 KS4 KS4 VA VA Impact School Capacity surplus score Inspecti Inspection Type from FS places in Attainment Attainmen Attainmen score score (preliminary name (May places 2013 on rating date (miles) year 10 2012 t 2013 t 2014 2011 2012 judgement) 2013) (May (+/-) (Jan 2013) 2014) Notre Academy 986.8 ( 10-Jul- Dame RC 0.7 921 86 1 47% 60% 67% 996.8 986.1 Good Moderate Converter - ) 2013 School Tor Bridge Academy 989.9 ( Requires 3-Jul- 0.8 1400 220 52 47% 55% 41% 996.0 996.9 Moderate High Converter - ) Improvement 2013 Sir John Hunt Community 1021.4 4-Dec- Communit 1.5 895 132 23 29% 51% 27% 1008.2 1009.4 Good Moderate School ( + ) 2013 y Sports College St Academy No Boniface's 980.8 ( No Ofsted Sponsor 1.6 959 242 20 41% 50% 44% 976.9 992.8 Ofsted Moderate RC - ) grade Led grade College Eggbuckla nd Academy 13-Feb- 1.7 1300 119 17 65% 68% 49% 998.3 992.0 993.9 Good Moderate Communit Converter 2013 y College Total number of Good LA and Outstanding 58% 61% 52% / 997.6 997.7 337 average places currently unfilled Total number of RI National 59% 61% 56% and Inadequate 1180 average places currently filled Secondary schools with 6th form provision (data in cells shaded in grey is predecessor school data for a recently opened sponsored academy) Number Average Number Average of fte point Academic of fte point Vocational Distance students score per Value vocational score per Value School Type from FS at the fte added students fte Added name (miles) end of academic score at the end vocational Score KS5 , student, 2013 (+/-) of KS5, student, 2013 (+/-) 2014 2014 2014 2014 Notre Dame Academy 0.7 56 569.7 -0.1 8 513.7 0.4 RC School Converter Tor Bridge Academy 0.8 38 604.5 -0.1 31 490.3 0.1 High Converter Sir John Hunt No value Community Community 1.5 24 563.2 added 24 484.8 0.5 ( + ) School Sports figure College St Academy Boniface's Sponsor 1.6 36 517.1 0.0 9 431.3 -0.2 RC College Led Eggbuckland Academy Community 1.7 52 624.3 -0.3 ( - ) 52 609.8 -0.3 ( - ) Converter College LA average, 738.1 505.2 2014 National average, 771.5 538.4 2014 Local colleges Number of Number Average Number Average students of fte point Academic of fte point Vocational Latest Distance aged 16, academic score per Value vocational score per Value Impact College Ofsted Inspection Type from FS 17, 18 at students fte added students fte Added (preliminary name Inspection date (miles) start of at end of academic score at the end vocational Score judgement) rating academic KS5, student, 2013 of KS5, student, 2013 year, 2014 2014 2014 2014 2014 General City Further College 4.1 2357 41 609.4 -0.1 603 427.1 -0.1 Good 5-Oct-2012 Moderate Education Plymouth College General South Further 7-Nov- Devon 23.1 2732 65 669.6 0.0 583 475.7 -0.2 ( - ) Outstanding Minimal Education 2008 College College General Cornwall Further 14-May- 30.3 3867 133 764.5 0.0 868 493.9 0.0 Good Minimal College Education 2010 College LA average, 738.1 505.2 2014 National average, 771.5 538.4 2014 .
Load more

Recommended publications
  • Family Handbook: 2018
    Faith Christian Academy Family Handbook: 2018 “Training Students…Transforming Lives” Family Handbook: 2018 Table of Contents I. Philosophy, Foundations, and Admissions 5 Accreditation 5 Admission Information 5 Admissions Procedures 5 Admissions Procedures/Requirements by Grade Level 6 Immunizations 6 Non Discrimination Policy 6 Students with Special Academic Needs 6 Students with Court Records 7 Students with Infectious Diseases 7 Core Values 7 Expected Student Outcomes 8 History 9 Mission Statement 9 Organization 9 Potential for Revision 10 Statement of Faith 10 Statement of Purpose and Philosophy of Education 14 Vision Statement 15 II. Academic Information 16 Academic Eligibility ..............................................................................................16 Academic Fairs and Competitions .........................................................................16 Cheating/Academic Integrity .................................................................................16 Christian/Community Service Recognition ...........................................................16 College Courses/Dual Credits ................................................................................16 Curriculum Guides .................................................................................................17 Grading System ......................................................................................................17 Graduation Requirements ......................................................................................17
    [Show full text]
  • The Dorset Studio School Special Educational Needs and Disabilities
    The Dorset Studio School Special Educational Needs and Disabilities Information Report 1 Contents Special Educational Needs staff and contact details Page 6 What kind of special needs does the Dorset Studio School make provision for? Page 7 What type of support do we have at Dorset Studio School? Page 9 How do we identify and assess special educational needs and disabilities? Page 10 How do we measure the progress being made by our students with SEND? How do we know that our support works? Page 12 How does the Studio School support students with SEND through transition? Page 13 How do we ensure that students with SEND are not treated less favourably? Page 14 What extra-curricular activities can a student with SEND access at Dorset Studio School? Page 15 2 What training do Dorset Studio School staff have to help them support students with SEND? Page 15 How is the curriculum adapted for students with SEND? Page 16 How are parents of students with SEND involved in the education of their child? Page 17 How are students with SEND involved in their own education? Page 18 How do we deal with complaints by a parent of a student with SEND or by a student with SEND? Page 18 How does the governing body involve other people in meeting the needs of students with SEND including support for their families? Page 19 What provision is there for students who are looked after by the authority and have SEND? Page 20 How is the learning environment adapted for students with SEND? Page 20 How does the Dorset Studio School prevent bullying? Page 21 How does the Dorset Studio School get more specialist help if students need it? Page 21 3 Who are the support services that can help parents with children who have SEN? Page 21 Dorset’s Local Offer Page 22 Post-16 Information Page 23 4 Introduction The Dorset Studio School is designed to equip young people with the skills, knowledge and experience they require to succeed in the land and environmental sectors.
    [Show full text]
  • School Profile 2019-2020
    SCHOOL PROFILE 2019-2020 10 MAIN STREET Cheshire Academy was founded in 1794. The Academy is a selective independent, coeducational CHESHIRE, CT 06410 boarding and day school enrolling 362 students in grades 9-12 and a postgraduate year. Cheshire Academy endeavors to enroll students who are eager to pursue their passions and realize their potential. 203-272-5396 The Academy has a rich tradition of enrolling a diverse student body and providing a student-centered FAX: 203-439-7202 program. Cheshire Academy is accredited by the New England Association of Schools and Colleges CEEB CODE: 070095 and is approved by the Connecticut State Department of Education. Among other affiliations, the school is a member of the Secondary School Admissions Test Board (SSATB) the National Association of WWW.CHESHIREACADEMY.ORG Independent Schools (NAIS) and the Connecticut Association of Independent Schools (CAIS). * ADMINISTRATION CHESHIRE ACADEMY AT A GLANCE Julie Anderson • 362 students, 57% boys, 43% girls • 57 full time faculty Head of School • 16 PGs, 108 Seniors, 94 Juniors, • 46 with advanced degrees (up to M.A.) 94 Sophomores, 50 Freshmen • Average class size: 11 Laura Longacre • 51% boarding, 49% day Chief Academic Officer • From13 states and 29 countries * As of September 1, 2018 GPA DISTRIBUTION—CLASS OF 2019 * COLLEGE COUNSELING OFFICE ACADEMIC INFORMATION & GRADUATION REQUIREMENTS 4.1-4.0 2.4 % of class Madeleine Bergstrom • Semester system 3.99-3.67 17.1 % of class Director • Over 110 courses offered in 6 disciplines 3.66.-3.33 25.2 % of class 203-439-7550 • International Baccalaureate® Diploma Programme 3.32-3.0 18.7 % of class [email protected] 2.99-2.67 17.1 % of class CLASS RANK & GPA 2.66-2.33 15.4 % of class Laura Dempsey Beginning with the 2016-2017 academic year, Senior Associate Director Cheshire Academy no longer applies weight to 2.32-and under 4.1 % of class 203-439-7294 the student GPA.
    [Show full text]
  • Investigation Into University Technical Colleges
    A picture of the National Audit Office logo Report by the Comptroller and Auditor General Department for Education Investigation into university technical colleges HC 101 SESSION 2019-20 30 OCTOBER 2019 4 What this investigation is about Investigation into university technical colleges What this investigation is about 1 University technical colleges (UTCs) are a type of free school in England that focuses on teaching students who are mainly aged 14 to 19. UTCs are publicly funded state schools, independent of local authorities. Each UTC must be part of an academy trust, a charitable company that manages the school’s budget and employs the staff. Academy trusts are directly funded by, and accountable to, the Department for Education (the Department), via the Education and Skills Funding Agency. Single-academy trusts have one academy school, while multi-academy trusts bring together groups of academy schools. 2 In 2010, the government undertook to improve the quality of vocational education, including increasing flexibility for 14- to 19-year-olds and creating new technical academies as part of plans to diversify school provision.1 The Department supported the establishment of the first UTC in 2010/11 and the government announced its ambitions for UTCs in subsequent budgets.2 The Department’s vision was for employers and universities to work together, with educational experts, to open new institutions to deliver technical education in specialist areas that meets the needs of local employers and the economy. 3 However, UTCs have faced challenges that have threatened their viability. In December 2016, we reported that the then Education Funding Agency had assessed 22 of 47 UTCs as at risk due to financial concerns.3 The financial difficulties were caused, at least in part, by the fact that UTCs had fewer students than predicted.
    [Show full text]
  • LANGSTON UNIVERSITY TRANSPORTATION ACADEMY FREQUENTLY ASKED QUESTIONS What Is the Langston Transportation Academy? the Langston
    LANGSTON UNIVERSITY TRANSPORTATION ACADEMY FREQUENTLY ASKED QUESTIONS What is the Langston Transportation Academy? The Langston University Transportation Academy (the Academy) is funded by the Southern Plains Transportation Center (SPTC) and is supported by many public and private transportation agencies and companies to provide high school students an opportunity to learn about the transportation industry and to strengthen and increase participation of Minority Institutions of Higher Learning in federal programs. The threefold-purpose is to: (1) Create awareness and stimulate interest in secondary school students to take maximum advantage of the career opportunities in the transportation industry; (2) Attract a broad and diverse selection of bright minds, and acquaint and stimulate them with the various aspects of the transportation industry; and (3) Increase the number of students who choose careers in the transportation industry. Who is eligible to apply? Any student who is a citizen or permanent resident of the United States and who is currently enrolled in grade 9 or 10 is eligible. The student must have at least a cumulative grade point average (GPA) of 2.5, have interest in attending college/university/technical school, express interest in pursuing a career in transportation or transportation-related field, agree to participate for the whole duration of the residential program, and submit a complete application. When is the Academy held? The Academy is conducted in the month of June, for four weeks. How much does it cost to participate? The Academy is free of charge to participants. Is the Academy a day camp? No, the Academy is a two-week residential program.
    [Show full text]
  • Acceptance & Matriculation List (2017-2019)
    ACCEPTANCE & MATRICULATION LIST (2017-2019) Schools in bold indicate matriculation, with the number of students attending in parentheses. Agnes Scott College (1) Florida Southern College Mercer University Spelman College UNC-Charlotte (5) American University (1) Florida State University Meredith College Stanford University (2) UNC-Greensboro Amherst College (1) Fordham University (2) Miami University of Ohio Stony Brook University UNC-Wilmington (1) Appalachian State University (3) Franklin and Marshall College Michigan State University SUNY College of ESF UNC-School of the Arts (1) Auburn University Franklin University, Switzerland Middlebury College (1) Syracuse University (1) Univ. of North Texas Baldwin Wallace University Furman University (1) The New School (5) Temple University Univ. of Notre Dame (1) Baylor University George Mason University New York University (3) Temple University, Japan Univ. of Oregon Belmont University (1) George Washington North Carolina State University Texas A&M University Univ. of Ottawa, Canada University (3) (34) Berklee College of Music Texas Christian University Univ. of Pennsylvania (1) Georgetown University (1) Northeastern University (2) Boston College (1) Tufts University (6) Univ. of Pittsburgh (1) Georgia Tech (2) Northwestern University (1) Boston University (3) Tulane University Univ. of Richmond (4) Gettysburg College Oberlin College (3) Brandeis University US Air Force Academy (1) Univ. of Rochester Goldsmiths, University of Ohio State University Brown University (5) US Military Academy Univ. of St. Andrews, Scotland London (1) Oxford College of Emory (1) Bucknell University (1) US Naval Academy (1) Goucher College University (1) Univ. of San Diego Butler University (2) University of Arizona Guilford College Pennsylvania State University Univ. of San Francisco Cal Tech (2) Univ.
    [Show full text]
  • Special Educational Needs and Disability Information
    STEPHENSON STUDIO SCHOOL SPECIAL EDUCATIONAL NEEDS AND DISABILITY INFORMATION What kinds of special educational needs does the school make provision for? Stephenson Studio School welcomes students with special educational needs as defined by the new SEND Code of Practice 2014. We expect students to access mainstream lessons and activities, with support, where necessary. Stephenson Studio School caters for a wide range of Special Educational Needs, Disabilities and medical needs. These include ASD, dyslexia, ADHD, physical difficulties such as hypermobility, diabetes and emotional difficulties. Working closely with parents and professionals we will always seek to teach every child so they can achieve his or her best. How does the school know if students need extra help and what should I do if I think that my child may have special educational needs? Progress and achievement is rigorously tracked and the data is used to identify both underachievement and lack of progress. We gather information from: KS2 teacher assessments including SATs results Primary Annual Reviews and transition meetings EHC Plan documentation Information from outside agencies including ADHD Solutions, Behaviour Support Service, Educational Psychology Service and the Autism Outreach Team Baseline Assessments in English, maths and science, including standardised literacy testing Where we have concerns about progress we will seek advice from other agencies as appropriate. When a child is transferring from a different setting a process is put in place to ensure successful transition. Within the school the progress of every child is carefully tracked and any concerns due to these assessments, or professional observations, will be raised with the parent by the Tutor, Personal Coach or SENDCO.
    [Show full text]
  • Opening a Studio School a Guide for Studio School Proposer Groups on the Pre-Opening Stage
    Opening a studio school A guide for studio school proposer groups on the pre-opening stage August 2014 Contents Introduction 3 Section 1 - Who does what - roles and responsibilities? 5 Section 2 - Managing your project 10 Section 3 – Governance 12 Section 4 - Pupil recruitment and admissions 21 Section 5 - Statutory consultation 33 Section 6 - Staffing and education plans 36 Section 7 - Site and buildings 42 Section 8 – Finance 56 Section 9 - Procurement and additional support 63 Section 10 - Funding Agreement 67 Section 11 - The equality duty 71 Section 12 - Preparing to open 73 Section 13 - Once your school is open 80 Annex A - RSC regions and Local authorities 82 2 Introduction Congratulations! All your planning and preparation has paid off, and the Secretary of State for Education has agreed that your application to open a studio school should move to the next stage of the process – known as the ‘pre-opening’ stage. This is the stage between the approval of your application and the opening of the school. The setting up of a studio school is a challenging but ultimately very rewarding task and it will require significant commitment and time from sponsors and partners. Your original application set out your plans for establishing the studio school, from the education vision and the admission of pupils to the recruitment of staff and the curriculum. Now your application has been approved, you must begin work to implement these plans. The letter of approval you received from the Department for Education (DfE) sets out important conditions of approval. It is vital that you consider these conditions carefully in planning your priorities and what you need to focus on next.
    [Show full text]
  • (2018). Employability Skills in Studio Schools. Investigating the Use of The
    Employability Skills in Studio Schools Investigating the use of the CREATE Framework October 2018 Dr James Robson, Ashmita Randhawa and Professor Ewart Keep SKOPE Research Centre, University of Oxford Table of Contents ACKNOWLEDGEMENTS ............................................................................................................ 3 EXECUTIVE SUMMARY ............................................................................................................. 4 1. INTRODUCTION .................................................................................................................... 8 2. METHODOLOGY ................................................................................................................. 10 Phase 1 ............................................................................................................................... 10 Document Analysis ......................................................................................................... 10 Semi-structured Interviews ............................................................................................ 12 Phase 2 ............................................................................................................................... 12 Phase 3 ............................................................................................................................... 13 Ethical Considerations ........................................................................................................ 15 3. FINDINGS ...........................................................................................................................
    [Show full text]
  • Academy of Art University Transfer Guide for San Jose City College
    Academy of Art University Transfer Guide for San Jose City College Academy of Art University will consider following courses from San Jose City College towards fulfillment of the Liberal Arts graduation requirements for the Bachelor of Fine Arts (BFA) or Bachelor of Arts (BA) degrees. Students are encouraged to contact their Admissions Representative prior to registration to ensure direct transfer of coursework. Coursework must be successfully completed with a minimum letter grade of “C” or above to be evaluated for transfer of credit to Academy of Art University. Official transfer evaluations are based on the current transfer policies during the student’s semester of admission and will be binding for their entire matriculation. Units completed at another institution after the student has started a degree program at Academy of Art University will not be considered for transfer. Academy of Art University Course San Jose City College Equivalent LA 108: Composition for the Artist ENGL 001A English Composition Written ENGL 001B English Composition [or] Communication LA 202: English Composition: Creative Persuasion & Argument ENGL 001C Critical Thinking/Composition Art Historical LA 120: Art History through the 15th ART 091 Survey of Art History: Prehistoric Through Gothic Awareness Century Historical LA 171: Western Civilization HIST 010A Development of Western Culture [or] Awareness Only 1 Course LA 270: U.S. History HIST 017B History of the United States Quantitative LA 255: College Math MATH 051 Mathematics for General Education [or] Literacy
    [Show full text]
  • Parent Handbook
    Parent Handbook Willow Nest Studio, Inc. 592 16th Street, Brooklyn, NY 11218 P: 646-236-3116 Email: [email protected] www.willowneststudio.com Willow Nest Studio Introductory Information Willow Nest Studio, Inc is a NY State Licensed and insured Group Family Day Care Provider that operates in a studio space on the second floor of a Windsor Terrace dwelling. In September of 2015, the owner and founder of this childcare facility, Elisha Georgiou, obtained this license from the New York State Office of Children and Family Services while designing her home-based studio school. This license serves to allow Willow Nest Studio, Inc. to best provide playgroup services and arts enrichment classes to toddlers, preschool aged-children, and also school-aged children. Story Tree Playgroup is a drop-off, home-based preschool alternative program at the Willow Nest Studio space in Windsor Terrace Brooklyn. Elisha Georgiou is the founder, director, provider and head teacher at Story Tree Playgroup and the owner of Willow Nest Studio. In addition to holding a NY State license to provide child care in her residence, she also holds a Masters of Education from Teacher’s College, Columbia University. Story Tree Playgroup is a mixed-age environment admitting children between ages 2.5- 4.5. We suggest 3-4 days of enrollment per week, with a minimum of three hours per day and a maximum of six hours per day. Elisha is supported by one assistant when working with children more than 6 in number. All teachers are screened by the NYC Department of Health including fingerprinting and background check.
    [Show full text]
  • Academy Articles of Association: Model One for Use by Mainstream, Special, 16-19, Alternative Provision Academies and Free Schools; and Studio Schools
    Academy articles of association: model one For use by mainstream, special, 16-19, alternative provision academies and free schools; and studio schools February 2016 ACADEMY ARTICLES OF ASSOCIATION MODEL ONE For use by mainstream, special, 16-19, alternative provision, free and studio schools Contents Contents 2 INTERPRETATION 5 OBJECTS 8 GENERAL MEETINGS 18 NOTICE OF GENERAL MEETINGS 18 PROCEEDINGS AT GENERAL MEETINGS 19 PARENT TRUSTEES 24 CO-OPTED TRUSTEES 26 TERM OF OFFICE 26 SUSPENSION 27 DISQUALIFICATION OF TRUSTEES 28 CLERK TO THE TRUSTEES 30 CHAIRPERSON AND VICE-CHAIRPERSON OF THE TRUSTEES 30 POWERS OF TRUSTEES 31 CONFLICTS OF INTEREST 32 THE MINUTES 33 COMMITTEES 33 DELEGATION 34 CHIEF EXECUTIVE OFFICER AND PRINCIPALS 34 MEETINGS OF THE TRUSTEES 34 PATRONS AND HONORARY OFFICERS 38 THE SEAL 38 ACCOUNTS 38 ANNUAL REPORT 39 ANNUAL RETURN 39 NOTICES 39 INDEMNITY 40 RULES 40 2 ACADEMY ARTICLES OF ASSOCIATION MODEL ONE For use by mainstream, special, 16-19, alternative provision, free and studio schools AVOIDING INFLUENCED COMPANY STATUS 41 THE COMPANIES ACT 2006 A COMPANY LIMITED BY GUARANTEE ARTICLES OF ASSOCIATION OF MOORLANDS LEARNING TRUST COMPANY NUMBER: 07663864 3 ACADEMY ARTICLES OF ASSOCIATION MODEL ONE For use by mainstream, special, 16-19, alternative provision, free and studio schools THE COMPANIES ACT 2006 COMPANY LIMITED BY GUARANTEE ARTICLES OF ASSOCIATION OF MOORLANDS LEARNING TRUST 4 ACADEMY ARTICLES OF ASSOCIATION MODEL ONE For use by mainstream, special, 16-19, alternative provision, free and studio schools INTERPRETATION 1. In these Articles:- a. Not used; b. “the Academies" means all the schools and educational institutions referred to in Article 4a and operated by the Academy Trust (and “Academy” shall mean any one of those schools or educational institutions); c.
    [Show full text]