Report to Culture Committee REPORT of the SERVICE DIRECTOR
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Playing Pitch Strategy 2017-2020
Playing Pitch Strategy 2017-2020 Contents Page Executive Summary 1 1.0 Introduction 2 1.1 Vision 2 1.2 Approach to developing the strategy 2 1.3 National Context 3 1.4 Local Context 4 2.0 Methodology 6 2.0 Assessment Findings 8 2.1 Football 8 2.2 Cricket 16 2.3 Rugby Union 20 2.4 Hockey 22 2.5 Artificial Grass Pitch (AGP) 24 2.6 Bowls 26 2.7 Tennis 28 2.8 Netball 29 2.9 Educational establishments 30 3.0 Supply and Demand 31 4.0 Delivery 34 4.1 Key Aims and Objectives 35 4.2 Delivery Plan 35 4.3 Site specific action plan 37 46 5.0 Review, monitoring and updating 6.0 Appendices Appendix 1: Team Generation Rates and potential change in team numbers 47 Appendix 2: Plans of pitch locations by sub area (Hucknall, Kirkby, Sutton & Rurals) 50 Executive summary The Playing Pitch Strategy will provide a focus for three key areas: • Sustainable long term management of outdoor sports facilities • Evidence of need and priorities to support funding bids for continued improvement of facilities • Provision of new facilities through the development process where a need has been identified. The strategy focuses on the following sports: Football Cricket Rugby Hockey Bowls Netball Tennis Preparation of the strategy has included the following: • Review of previous Playing Pitch Strategy (adopted 2013) • Mapping of facilities and analysis of the current level of pitch provision within the District • Non-technical assessments of pitches • Consultation with clubs and educational establishments • Consultation with Sport England and relevant sports’ national governing bodies (NGBs) From analysis of the information gathered during the preparation of the strategy the following aims have been identified: 1. -
FED National Education Consultation Report 2021
foundation for education development National Education Consultation Report 2021. Building forward together. Building forward together. Contents. 3 Executive Summary. 4 Foreword. 6 Introduction. 7 Definitions and scope. Why we need a long-term plan for our education system. 8 – Inside the English education system. – Short-termism prevents our education system from addressing its big issues. Dealing with the consequences of COVID-19. 13 – Being ready for the big challenges of the future 16 How has the FED gone about its work so far? 17 Summary findings from 2019-2021 consultation events: 20 Next steps. Appendices. 21 a. Organisations who have engaged with the work of the FED b. Findings from the initial round of consultations (Dec 2019-March 2020) c. FED Advisory Council & Trustees d. FED Education Leaders Council e. FED National Ambassadors f. FED Events and Videos 2019 – 2021 Where you see this symbol, remember to click to view video evidence. 2 National Education Consultation Report 2021. Executive Summary. This short report makes the case for education to Without a long-term plan, our education system is be one of the key driving forces for the long-term prevented from addressing its big issues and from economic and social success of our country. being ready for the big challenges of the future: There is a widely held view that urgent work must be • The Future World of Work undertaken to ensure that the foundations of our • Productivity; Climate Change education system allow all children, young people and • Globalisation vs localism lifelong learners of the next decade to flourish. A long- • Increased Global Competition term vision and plan for the English education system • Post-Brexit Britain is now seen as a priority if our education system is to successfully recover from the impact of COVID-19. -
2020 Report to Synod
Southwell and Nottingham Diocesan Board of Education Report to Diocesan Synod 2020 Contents Page number Introduction from the Chair of the Diocesan Board of Education 3 Introduction from Claire Meese Diocesan Director of Education, until July 31st 2019. This role was then vacant 3 Membership of the Diocesan Board of Education 4 The Business of the Board in 2019 5 Key School Statistics 6 Map of Church Schools and Academies 7 Development of Multi-Academy Trusts (MATs) 8 School Expansions & New School Development 9 School Buildings 9 Christ Church C of E Primary School, Middlebeck 9 Significant School Achievements 10 Living Well Together 11 Multi Faith Roadshow 11 Church of England Foundation for Educational Leadership (CEFEL) 12 Training Opportunities 12 Church School Leaders’ Conference 13 Retiring Headteachers 13 School Governance 14 Admissions & Appeals 15 Ofsted Inspections 16 & 17 SIAMS Inspections 18 / 19 / 20 2 Introduction from the Chair of the Board of Education I would like to begin this report by thanking all the members of the Education Team. Their commitment to the children, students, governors and staff in our Church Schools is superb. The contribution of Claire Meese over the last 9 years has helped guide the Board through a myriad of changes in the education scene, especially overseeing the challenges of implementing strategies for the creation of Academies. We thank Claire for all she has done and are ready to warmly welcome Nigel Frith as the new DDE. Likewise, we thank Archdeacon David for his valued and trusted leadership of the Board and for enabling fresh vision and strategy that is already bearing fruit. -
Impact of Building Schools for the Future Announcement of Monday 5 July 2010
Impact of Building Schools for the Future announcement of Monday 5 July 2010 1. This list sets out the impact on schools of the announcement on Building Schools for the Future (BSF) made by the Secretary of State for Education on Monday 5 July 2010. It has been produced by Partnerships for Schools (PfS) after validation at senior level in Local Authorities and rigorously checked by the Department for Education, including by making telephone contact with every Local Authority listed and with all affected Academy sponsors. 2. This process of checking has been necessary because of the complexity of the BSF process, to ensure the accuracy of this list and, in particular, because, to date, PfS has collected data from Local Authorities about BSF schools as they progressed. Rather than micromanaging individual schools, PfS has relied on Local Authority-level information. 3. All Local Authorities which were participating in BSF are listed, plus those who have had one school pathfinders or academies built or being built through the Partnerships for Schools Academies Framework. That is 102 Local Authorities out of a total of 152. And every school which was included within a Local Authority project is listed and is categorised as either ‘open’, ‘unaffected’, ‘for discussion’ or ‘stopped’. 1592 schools are listed in total. 159 are categorised as ‘open’, 547 as ‘unaffected’, 151 as ‘for discussion’ and 735 as ‘stopped’. 4. For simplicity, and because large numbers of pupils cross constituency boundaries to attend school, this list does not provide a breakdown of schools by constituency. 5. There are many examples of Local Authorities in this list having schools in more than one of these categories. -
Diocese of Southwell & Nottingham MULTI-ACADEMY TRUST
Diocese of Southwell & Nottingham MULTI-ACADEMY TRUST Contents Page No. Vision Statement 3—4 main aims Christian ethos key relationships aspirational and measurable outcomes How our Multi-academy Trust Works 5-7 School Improvement Model 8 9-10 Key Performance Indicators Draft Terms of Reference for a School Improvement Monitoring 11-12 Group Roles and Responsibilities 13-14 Role Description for a MAT Director 15-16 Pen Portraits of MAT Directors and Key Staff 17-20 2 Diocese of Southwell and Nottingham Multi-academy trust vision statement Vision Statement The Diocese of Southwell and Nottingham Academy Trust is committed to securing excellence in its schools and academies by supporting them as they develop an ethos and learning environment based on Christian values and principles. It works with its schools to enable them to offer high quality education to pupils of all faiths and none. Main Aims To express, both explicitly and implicitly, core Christian values such as responsibility, acceptance, truth and justice throughout our schools and academies and for these to be reflected in all aspects of the curriculum offered. To focus on the academic development of pupils with particular reference to Communication, Literacy, Numeracy and ICT skills within a curriculum framework that also pays close attention to the personal development of pupils, their leadership and organisational skills, their understanding of citizenship, community involvement and forming a constructive relationship with the world of work. To develop pupil’s abilities to make informed choices, solve problems and make decisions. To encourage a holistic approach to the development of pupils believing that each person is an individual made in the image of God and should therefore be supported to reach their full potential by receiving the very best education possible. -
NCEA –Anti-Bullying Policy NCEA –Attendance Policy NCEA – Covid 19 Behaviour Policy NCEA – Safeguarding and Child Protection – Covid-19 Appendix
Behaviour Policy Published: 2013 Next review: Statutory/non: Lead: This review: July 2021 or as required Non-statutory D Llewellyn, Assistant July 2020 Principal Associated documents: NCEA –anti-bullying policy NCEA –attendance policy NCEA – Covid 19 behaviour policy NCEA – Safeguarding and child protection – Covid-19 appendix Links to: Keeping Children Safe in Education Contents The values of our academy ......................................................................................................................................................... 3 Structure of the pastoral system and tutoring ............................................................................................................................ 4 Code of Conduct (staff) ............................................................................................................................................................... 5 Home Academy agreement ........................................................................................................................................................ 6 Learning Behaviours and Behaviour for Learning........................................................................................................................ 8 Basic classroom expectations ..................................................................................................................................................... 9 Positive behaviour management – language in the classroom ................................................................................................ -
The Parish Church of St Mary Magdalene and the Hucknall Team Ministry Contents
Parish Profile 2018 Body text to go here - Arial Regular, 11pt on 13.2pt (1 body text line space) Sub headings - Cronos Pro Regular, 16pt on 19.2pt (1 body text line space) Body text to go here - Arial Regular, 11pt on 13.2pt The Parish Church of St Mary Magdalene and the Hucknall Team Ministry Contents Statement from the Diocese of Southwell and Nottingham 03 The Newstead Deanery 04 Welcome, job specification and person specification 05 Where we live 06 Team vision strategy 07 St Mary Magdalene Church and The John Godber Centre vision/strategy 08 St Mary Magdalene Groups 09 The hreet Churches in our Team Ministry 10 Schools 15 Patterns of Worship 16 Team Ministry Weekly Services and Occasional Offices 17 Thoughts from our Church family 18 Thoughts from our young worshippers 19 The ectoryR 20 Finances 21 Links 22 Appendix: Spotlight on the Parish 23 “ Therefore, if anyone is in Christ, the new creation has come: The old has gone, the new is here!” 2 Corinthians 5:17 NIV Parish Profile 2018 | The Parish Church of St Mary Magdalene, Hucknall and the Team Ministry 2 THETHETHE DIOCESE OF SOUTHWELL & NOTTINGHAM DIOCESEDIOCESE OF OF SOUTHWELL SOUTHWELL & & NOTTINGHAM NOTTINGHAM GROWING THE CHURCH WIDER, YOUNGER AND DEEPERTHE DIOCESE OF SOUTHWELL & NOTTINGHAM GROWINGGROWINGGROWING THE CHURCH WIDER, YOUNGER AND DEEPER THETHE CHURCH CHURCH WIDER, WIDER, YOUNGER YOUNGER AND AND DEEPER DEEPER AAA statement from statement statement from from theThe Bishop of Southwell & Nottingham,the Bishop Bishop of A statement fromof Southwell Southwell & & Nottingham, -
Ofsted Publication
Mathematics: made to measure Messages from inspection evidence This report is based predominantly on evidence from inspections of mathematics between January 2008 and July 2011 in maintained schools in England. Inspectors visited 160 primary and 160 secondary schools and observed more than 470 primary and 1,200 secondary mathematics lessons. The report is also informed by good practice visits to 11 primary schools, one secondary school and two sixth-form colleges, but the evidence from these visits is not included in the proportions quoted in the report. The report draws attention to serious inequalities in pupils’ experiences and achievements. It includes examples of best practice that help avoid or overcome the inequalities and weaker practice that exacerbates them. This report builds on the inspection findings and case studies of ‘prime practice’ and ‘weaker factors’ of the 2008 report, Mathematics: understanding the score. It is also informed by the evidence underpinning the report Good practice in primary mathematics, which was published in 2011. Age group: 3–18 Published: May 2012 Reference no: 110159 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.