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East Dunbartonshire April 2018
Alcohol Outlet Availability and Harm in East Dunbartonshire April 2018 This document sets out the findings from research by Alcohol Focus Scotland (AFS) and the Centre for Research on Environment, Society and Health (CRESH), which investigated whether alcohol-related health harm (hospitalisations and deaths) and crime rates across Scotland were related to the local availability of alcohol outlets. The relationship between income deprivation and alcohol outlet availability was also examined. Contents Introduction ............................................................................................................................................. 2 Alcohol Outlet Availability in East Dunbartonshire .................................................................................... 2 Alcohol-Related Health Harm and Crime in East Dunbartonshire ............................................................... 4 Alcohol-Related Death Rates and Alcohol Outlet Availability ..................................................................... 5 Alcohol-Related Hospitalisation Rates and Alcohol Outlet Availability ....................................................... 5 Crime Rates and Alcohol Outlet Availability .............................................................................................. 6 Income Deprivation and Alcohol Outlet Availability ................................................................................... 6 Interpreting the Findings ......................................................................................................................... -
SSAA Secondary Schools' Cross-Country Championships Deans Comm. HS Livingston Sat. 4Th March 2017 Group D Girls 1 Anna Hedley Ma
SSAA Secondary Schools' Cross-Country Championships Deans Comm. HS Livingston Sat. 4th march 2017 Group D Girls 1 Anna Hedley Madras College 8:47 80 Whelan Harriet Milne's HS 2 Anya MacLean HS of Glasgow 9:07 81 Claudia Wight Dunbar Grammar School 3 Emma Johnson George Watson's College 9:11 82 Alex Tully Madras College 4 Valencia Wright Lenzie Academy 9:16 83 Zoe Dunn Deans Community HS 5 Bridget Harley North Berwick HS 9:39 84 Alix Donald Banff Academy 6 Zoe Flower Hutchesons' Grammar School 9:42 85 Esther Jamieson Eastwood HS 7 Zara Kennedy HS of Glasgow 9:44 86 Taylor McNamara St Andrew's and St Bride's HS 8 Julia Cash Hutchesons' Grammar School 9:45 87 C Campbell Hutchesons' Grammar School 9 Mairi Craig Stirling HS 9:46 88 Isla Booth Dollar Academy 10 Isla Ward St Ninian's HS (Giff.) 9:47 89 Tina Kelly Fortrose Academy 11 Abi Hammerman Port Glasgow HS 9:49 90 Olivia Schenini Hutchesons' Grammar School 12 Rachel Muir Renfrew HS 9:49 91 Sophie Henderson Williamwood HS 13 Molli Robb St Mungo's RC HS (Falkirk) 9:49 92 Millie Wilson Strathallan School 14 Isla Cooper Annan Academy 9:50 93 Eva Bell St Andrew's Academy (Paisley) 15 Rose Ryan HS of Dundee 9:50 94 Alice Fordyce Strathallan School 16 Adele Gillespie Alford Academy 9:59 95 Kara Reynolds St Ambrose HS 17 Abbie Kirwan St Andrew's and St Bride's HS 10:20 96 Katie MacDougall Banff Academy 18 Orla Doherty Douglas Academy 10:20 97 Akira West Dollar Academy 19 Esme Thoms Bell Baxter HS 10:22 98 Abbey Hart Glasgow Gaelic School 20 Grace MacLean Douglas Academy 10:24 99 Millie Shuttleworth -
West Dunbartonshire Council
PPAARRTTNNEERRSSHHIIPP CCOOMMMMIISSSSIIOONNIINNGG SSTTRRAATTEEGGYY Presented to: Joint Committee/Strategic Management Group Author: Norman Firth Date of Document: September 2011 Date of Revision: July 2013 Document Version: 4.0 1 Version 4.0: Revised July 2013 1. Introduction In “The Guide to Strategic Commissioning” (2009), the Social Work Inspection Agency (SWIA) defines this activity as: “the term used for all the activities involved in assessing and forecasting needs, agreeing desired outcomes, considering options, planning the nature, range and quality of future services and working in partnership to put these in place.” Implicit in this and other definitions is an activity which is cyclical and therefore dynamic. SWIA illustrates this via reference to a model developed by the Institute of Public Care (IPC). “The model is based upon four key performance management elements; analyse, plan, do and review. The model requires that each of the four elements receive attention, and all are kept in balance” (SWIA: 2009 from Joint Commissioning Model for Public Care: IPC: 2006). The overarching context for Criminal Justice Social Work (CJSW) is a framework of statutory duties within a public policy context focusing on reduction of offending and public protection against a background in which the service requires to improve effectiveness and reduce costs. 2. Focus This Commissioning Strategy relates to Criminal Justice Social Work Services. CJSW services principal duties and tasks relate to the assessment and supervision of offenders in the community either through the medium of community sentences or post release supervision following a custodial sentence. The Strategy refers to CJSW services and functions organised and delivered via formal partnership between Argyll and Bute, West Dunbartonshire and East Dunbartonshire Councils; referred to below as the Partnership (see below, Governance). -
Appendix 1 Admissions Policy Inc. Transfer Arrangements
EAST DUNBARTONSHIRE COUNCIL ADMISSIONS POLICY INCLUDING TRANSFER ARRANGEMENTS FROM PRIMARY TO SECONDARY SCHOOLS WITH EFFECT FROM SESSION 2020/2021 * in this policy the term ‘ parent’ is used to denote parents and carers. Page 1 of 16 Contents page 1.0 Introduction 2.0 Admission to Primary 1 during the normal placing round 3.0 Applying for an S1 school place during the normal placing round 4.0 Applying for a school place out with the normal placing round 5.0 Education Specialist Provision 6.0 Redirection 7.0 Exceptional Circumstances 8.0 Transport 9.0 Appeal Process Appendix 1: Priorities for Allocating Places in a Primary School in the event of being oversubscribed by catchment children during the placing round Appendix 2: Priorities for Allocating Places in a Secondary School in the event of being oversubscribed by catchment children during the placing round Appendix 3: Secondary Schools and Associated Primary Schools * in this policy the term ‘ parent’ is used to denote parents and carers. Page 2 of 16 1.0 Introduction 1.1 The school provision and arrangements for admissions and Primary 7 to S1 transfer arrangements for all schools within the boundaries of East Dunbartonshire Council (the “Council”) are underpinned by legislative requirements in the Education (Scotland) Act 1980. This requires the Council to: i. provide adequate and efficient management of its school estate and provide sufficient places for their pupil population; ii. adhere to the general principle that children should be educated in line with their parents’ wishes; iii. ensure that all admissions must comply with class size legislation and national staffing agreements; iv. -
Consultation Report on Secondary Catchment Lennoxtown Primary
EAST DUNBARTONSHIRE COUNCIL: EDUCATION SERVICE PROPOSED CHANGES TO THE SECONDARY TRANSFER ARRANGEMENTS FOR CHILDREN WHO LIVE IN THE CATCHMENT AREA OF LENNOXTOWN PRIMARY SCHOOL SEPTEMBER 2019 1.0 Background 1.1 East Dunbartonshire’s current school provision and arrangements for Primary 7 to S1 transfer arrangements are underpinned by legislative requirements in the Education (Scotland) Act 1980. This requires the Council to: i. ensure effective management of their school estate and provide sufficient places for their pupil population; ii. adhere to the general principle that children should be educated in line with their parents’ wishes; iii. ensure that all admissions must comply with class size legislation and national staffing agreements. 1.2 Children who live in the catchment area of Lennoxtown Primary School, in Lennoxtown and the catchment area of Craighead Primary School in Milton of Campsie are zoned to St Ninian’s High School in Kirkintilloch, East Dunbartonshire and to Kilsyth Academy in North Lanarkshire. When transferring to secondary education, parents can choose to send their child to either school as a catchment pupil. This arrangement has been in place since 1997 as a legacy of regional councils and is common across local authorities. 1.3 St Ninian’s High School has an overall capacity of 850 and in order to manage this effectively the S1 roll is capped at 150. 2.0 Present Position 2.1 In the last three years, there has been a significant increase in the number of pupils opting to transfer to St Ninian’s High School Pupils from Lennoxtown have opted to go to Kilsyth Academy or to make placing requests to other schools within East Dunbartonshire; only a small number have transferred to St Ninian’s High School. -
DET DRAFT Course and Unit Specifications. 02/05/96 CONFIDENTIAL
National Unit Specification: general information UNIT Latin: Interpretation – Prose (Higher) NUMBER D086 12 COURSE Latin (Higher) UNIT Classical Greek: Interpretation – Prose (Higher) NUMBER D091 12 COURSE Classical Greek (Higher) SUMMARY Each unit seeks to develop appreciation of Latin or Greek literature and helps the candidates to understand and gain an insight into the Roman or Greek world. OUTCOMES 1 Explain the content of prescribed texts of Latin or Classical Greek prose. 2 Describe the author’s technique within prescribed texts of Latin or Classical Greek prose. 3 Make a personal response to prescribed texts of Latin or Classical Greek prose with justification. Administrative Information Superclass: FK Publication date: December 1999 Source: Scottish Qualifications Authority Version: 04 © Scottish Qualifications Authority 1999 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each unit specification is £2.50 (minimum order £5). 1 National Unit Specification: general information (cont) UNIT Interpretation – Prose (Higher) RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attained one of the following: For Latin: • Standard Grade Latin grade 1, 2 or 3 • Intermediate 2 Latin or its component units • any other relevant qualification For Classical Greek: • Standard Grade Classical Greek grade 1, 2 or 3 • Intermediate 2 Classical Greek or its component units • any other relevant qualification CREDIT VALUE Latin 1 credit at Higher. -
The Scottish Credit and Qualifications Framework
CREDIT WHERE CREDIT’S DUE A GUIDE TO CREDITS AND QUALIFICATIONS FOR PARENTS AND CARERS CREDIT WHERE CREDIT ’S DUE UNDERSTANDING CREDITS AND QUALIFICATIONS You will become more and more aware of the Scottish and Credit Qualifications Framework (SCQF), as it is included on your son or daughter’s SQA Scottish Qualifications Certificate which is issued every August. This leaflet tells you about the SCQF and what it means for your child. WHAT IS THE SCQF? because, although they have a different focus, The SCQF can help you compare the wide range content and types of assessment, the of Scottish qualifications. It covers achievements demands on the learner are roughly the same. such as those from school, college and university, and many work-based qualifications. HOW IS THE SCQF BEING USED? It does this by giving each qualification a level All Scottish universities and colleges are now and a number of credit points. using SCQF levels and credit points to describe their courses, if these are included in the The diagram on the next page shows that Framework. Also, a wide range of other there are 12 levels. Qualifications at level 1 are learning is also being recognised using SCQF the simplest to achieve, and qualifications at levels and credits. Some employers are also level 12 are the most complicated and using SCQF levels instead of, or as well as, demanding. The SCQF credit points show how types of qualifications when they advertise jobs. much learning is involved in achieving each qualification, and credit points are awarded for THE SCQF CAN: all the learning your son or daughter has achieved. -
2010-11 for Provision of M74 Completion Archaeological Advice, Compared with £17,299 in the Previous Financial Year
WEST of SCOTLAND ARCHAEOLOGY SERVICE Annual Report of the West of Scotland Archaeology Service 2010/11 Summary This annual report covers the period from 1 April 2010 to 31 March 2011. During the report period the West of Scotland Archaeology Service dealt with 1776 new casework items, thirteen more than in the previous year. Although coincidentally almost identical in number to the total of new caseload items initiated in the previous year, there were the usual variations on the type of casework within each Council area. Weekly lists of planning applications received from the eleven Councils and the Loch Lomond and Trossachs National Park Authority made up 610 of the new work items. These were monitored to identify applications raising potential archaeological issues. From the weekly lists, and through direct referrals from our planning colleagues, 818 new planning and listed building applications were identified as potentially raising archaeological issues, and a further 348 other items of new casework were also dealt with or initiated. New Casework 1 April 2010 to 31 March 2011 Council Area Total New Casework Weekly lists Planning Applications Other Items Argyll & Bute 529 52 327 150 East Ayrshire 118 50 60 8 East Renfrewshire 79 52 15 12 Glasgow 105 52 35 18 Inverclyde 72 50 8 14 North Ayrshire 117 51 46 20 Renfrewshire 95 50 23 22 South Ayrshire 125 51 54 20 South Lanarkshire 193 51 102 40 West Dunbartonshire 88 50 31 7 West Lothian 168 51 98 19 National Park Authority 82 50 19 13 General/Multi-Council 5 5 Total 1776 610 818 348 Because of uncertainties over the provision of archaeological advice after the retirement of the Stirling Council Archaeologist, the Loch Lomond and Trossachs National Park Authority approached this Service and asked us to extend our provision of archaeological advice to them to include the area of the National Park within the Stirling Council area from April 2011. -
August 2017.Pdf
SQA results LENZIE ACADEMY Over the past few years we have enhanced NEWSLETTER our attainment profile very effectively and I am pleased to say that our S4, S5 and S6 SESSION 2017- 2018 August 2017 pupils once again achieved excellent SQA results. Our S4 pupils have maintained our three year rolling average of 72% achieving five or more National 5 qualifications, whilst in S5 we had more than 1/3 of the cohort achieving five Higher Grade qualifications whilst 53% achieved four or more Higher Welcome to the new session and I hope all Grades and 2/3 of S5 pupils achieved three or parents/carers and pupils had a pleasant more Higher Grades. Overall, nearly 90% of summer holiday. The term has started very pupils achieved a Higher Grade qualification well and our new S1 pupils have now in S5 and this is to be commended. These familiarised themselves with the layout of the results have led to more incremental building and are finding their way around improvements in our three year rolling without much trouble. There is always a very average figures so we are all delighted with positive buzz in the first few weeks of term as the continued progress made by our pupils. In young people meet up with their friends and S6 we had yet another increase in the number many form new friendships with people in of our pupils achieving one or more Advanced new classes. It’s very nice to see so many Higher Grade qualifications – the fourth year young people laughing and joking with friends of consecutive improvement with a record at intervals and lunch and we are pleased that number of pupils achieving three Advanced so many of our young people feel happy and Higher Grades. -
Innovative Routes to Learning S@S Accelerate 2013 Programme
Innovative Routes to Learning S@S Accelerate 2013 Programme Report for Women’s Engineering Society Contents Executive Summary ………………....………………………………………………………………………………… 3 Programme Overview……………………………………………………………………………………………....... 6 Programme Aims..………………………………………………………………………………………………………. 6 Summary of Programme Activity………………………………………………………………………………… 7 Programme Participants…………………………………………………………………………………………...... 8 WES-funded Participant Evaluation 11 Qualitative Data……………………………………………………………………………………. 11 Quantitative Data………………….………………………………………………………………. 14 Junior Mentor Evaluation…………………..….……………………………………………………………………. 21 2011 Programme Participants: Applications to Strathclyde…….…………………………………… 25 2012 Participants: Applications to Strathclyde Engineering Faculty…………………………….. 28 Appendix 1: Funders of the 2013 Programme…….……………………………………………………….. 30 Appendix 2: Contributors to the 2013 Programme…….……………………………………………….. 31 Appendix 3: 2013 Participating Schools by Local Authority…….…………………………………… 32 2 Executive Summary Programme Overview 2013 saw the 5th year of the S@S Accelerate programme, run by the Innovative Routes to Learning (IRL) Unit within the School of Education at the University of Strathclyde. The programme aims to provide S5 & S6 school pupils with a targeted focus on their chosen area of potential University study. Participants chose from 12 one-week subject-specific Challenge programmes and were led through these by undergraduate and postgraduate student mentors; 61 from the University of Strathclyde and five from the University -
Kirky High-Lights
Kirkintilloch High School Newsletter Edition 8 Christmas 2018 Kirky High-lights PTA Christmas1 Fayre 2018 See Page 3 for Further Details KHS Twitter Follow us Headlines @kirkintillochhs Head Teacher Update Christmas Dear Parent/Carer, 2018 This edition marks our busy first term drawing to a close and as we prepare for our Christmas Break, it is gratifying to reflect on the many fantastic opportunities that have been on offer to our young people this session. This newsletter highlights a selection of these, and looks forward to continued success as we move forward together into 2019. Notable successes include our fantastic PTA Fayre from November of this year which raised a tremendous amount of money for our school fund. As our PTA takes a well- earned break, we thank them for their outstanding commitment to our school over a number of years. Also featured is information about the wealth of clubs and activities on offer to our young people throughout the week and a special insert about our forthcoming activities during Christmas Week, 2018. We thank our school captains for leading this for their peers. Raising attainment sessions continue to be a positive feature of our provision with planned improvements based on pupil feedback to be announced shortly. These have been ably supported by staff across the school an well attended by young people, preparing them for their Prelim examination diet. This week sees S4 pupils complete their Prelim exams with the S5/6 diet planned to begin on the 14th January 2019. We have also planned and delivered bespoke study skills and reflection sessions to round off the prelim diet and hope that many of our young people will avail themselves of the opportunity to attend these. -
St. Helen' Primary School Wester Cleddens Road Bishopbriggs
St. Helen’s Primary School Handbook 2017-2018 St. Helen’ Primary School Wester Cleddens Road Bishopbriggs Glasgow G64 1EH Dear Parent, Welcome to St. Helen’s Primary School. If you are thinking of sending your child to St. Helen’s, I hope you will find the information in this School Handbook helpful. St. Helen’s Primary is very much a part of the local community and everyone: parents; staff; pupils and friends have an important role to play in the life of our school. We look forward to having your child in our care, and hope that this will be the beginning of a happy time for your child. At St. Helen’s Primary School we take a pride in creating a happy, secure, nurturing and stimulating learning environment where all the children in our care are given learning experiences of the highest quality and the opportunities to achieve their full potential. In partnership with parents, we work to encourage positive attitudes in our pupils, both in work and play, and as a Catholic School we seek to foster the values of caring and sharing, tolerance and respect for the views and beliefs of others within our local community and the world at large. I hope you will find our Handbook helpful and informative and I look forward to meeting you in the coming months when you visit the school. Yours sincerely, Maureen O’Connor Head Teacher 1 St. Helen’s Primary School Handbook 2017-2018 CONTENTS SECTION 1 CONTACT DETAILS 1.1 Contact Details 1.2 Teaching Staff/Support Staff 1.3 School Hours 1.4 School Year 1.5 Attendance at School 1.6 Information regarding