Derby City Council Education Commission

Total Page:16

File Type:pdf, Size:1020Kb

Derby City Council Education Commission APPENDIX 2 DERBY CITY COUNCIL EDUCATION COMMISSION TOPIC REVIEW REPORT SCHOOL PLACE PLANNING IN DERBY SECONDARY SECTOR ISSUES June 2004 CONTENTS Pages Executive Summary Introduction Background to the Topic Review Terms of reference 3 – 12 Topic Review methodology Key Outcomes Collated list of recommendations MAIN REPORT Section 1 Planning the places 13 – 17 Section 2 Secondary School Provision 17 – 20 Section 3 School Planning Pressures 20 – 24 Section 4 Post 16 Issues 24 – 29 Section 5 School Improvement and Standards 29 – 31 Section 6 Special Educational Needs and Disaffection: 31 – 32 Provision and Funding Section 7 National Issues 32 – 34 The evidence from this Topic Review is held by the Overview and Scrutiny Co- ordination Team, Room 137, The Council House, Derby: please telephone the Overview and Scrutiny Team on 01332 255599, or email [email protected] if you require more information. 2 EXECUTIVE SUMMARY INTRODUCTION This is the unanimous report of the Education Commission following their Topic Review of school place planning relevant to Derby City. The findings from this Topic Review have been presented in two parts. This second part concentrates on issues for Derby City’s secondary schools. The first part, focusing on school place planning in the primary sector, was presented in December 2003. Derby City Education Service includes: • 13 secondary schools, comprising 6 community secondary schools 6 foundation secondary schools 1 Catholic (Aided) secondary school • 80 primary schools made up of: 65 community primary schools 3 foundation primary schools 1 Church of England controlled infant school 6 Church of England aided primary schools 5 Catholic Aided primary schools • 5 special schools • 8 nursery schools • 1 Pupil Referral Unit (PRU) Currently, there are over 35,400 primary and secondary pupils attending schools in the city, not including nursery pupils. BACKGROUND TO THE TOPIC REVIEW In developing the terms of reference Commission members received a presentation from Simon Longley, Assistant Director, Resources and Planning, Derby City Education Service, and a copy of the Office for Standards in Education (Ofsted)/Audit Commission inspection report of City of Derby Local Education Authority. The inspection report, published in January 2003, included the following quote about the supply of secondary school places in Derby City: ‘The projected trend in secondary numbers is for modest growth between 2002 and 2005 with numbers falling from 2006.” The LEA has recently closed one secondary school1. 1 Note for the Education Commission's Topic Review report - this was Village School 3 This was a politically sensitive decision, given local opposition, but the right one. The LEA is well positioned to manage secondary school places efficiently in the foreseeable future.” The Commission decided that their terms of reference needed to reflect issues raised by Ofsted and the Audit Commission about the supply of school places. The Commission’s intention to carry out a Topic Review was included in the Council’s post Ofsted/Audit Commission inspection action plan that was agreed by full Council. TERMS OF REFERENCE – EDUCATION COMMISSION’S TOPIC REVIEW ON SCHOOL PLACE PLANNING With respect to the Secondary Sector the Commission had regard to the Ofsted/Audit Commission’s view that: “The LEA is well positioned to manage secondary school places efficiently in the foreseeable future”. Taking this view into account, with respect to the secondary sector, the Topic Review would look at such issues as: - Schools outside the boundary having an effect on school place planning issues within the city - Other key issues around the current tightness in the secondary sector A variety of other areas of interest arose from the witness interviews and questionnaires returns and these are also covered in the report. The Topic Review report will feed into school place planning in the city. The Education Service awaits the outcome of the Commission’s Topic Review, and will consider that and Council Cabinet recommendations in agreeing a school place planning strategy. TOPIC REVIEW METHODOLOGY The Topic Review’s methodology included a mixture of visits, witness interviews, and a school place planning questionnaire developed by the Commission and sent to all Headteachers and Chairs of Governors in Derby City Schools. The Commission’s aim was to produce a report with recommendations around a - Preferred model for school provision in Derby City - A methodology needed to develop this model - A set of criteria, or a checklist, for assessing school provision in Derby City 4 Derby City Council’s Lifelong Learning and Culture Overview and Scrutiny Commission began this Topic Review in March 2003, by developing terms of reference and then visiting the Audit Commission, the Department for Education and Skills, and Nottingham City Council to discuss and gather views and information on school place planning. Following a reshaping of Derby’s Commissions in May 2003, the Education Commission completed the Topic Review by developing a question pack for witnesses, carrying out a range of interviews, producing the school place planning questionnaire, and formulating recommendations from all of the Topic Review evidence. Education Commission members carried out interviews with witnesses between July and September 2003. The Commission also developed a folder of background documentation on school place planning, and several witnesses provided additional useful documentation to the Commission. The Commission’s school place planning questionnaire was sent to Headteachers and Chairs of Governors in all Derby City schools, with replies received in September 2003. The Commission’s Chair attended Headteacher and Governor’s Liaison Group meetings to talk about the questionnaire. 214 questionnaires were sent out and there were 63 replies, a response rate of approximately 30%. The Topic Review main report refers to the questionnaire, drawing on specific responses and reflects points and ideas that were put forward by witnesses in interviews. Section 4 of the Primary Sector Topic Review headed Responses To The Education Commission’s School Place Planning Questionnaire provides a detailed analysis of the responses. The complete written responses received for each question were placed on the Derby City Council website in January 2004. Some examples of the type of issues raised in Head Teachers and Chair of Governors responses to each of the Commission’s questions are contained in 4.2 to 4.75 of the Primary Sector report. These are not intended to be a representative summary but purely examples, given that a very wide range of views was shared. While the responses have been made anonymous on the website, the type of school, and whether a Head Teacher or a Chair of Governors has made the response, will be shown. Appendix 1 of the Primary Sector Topic Review report displays Graphs analysing results from the questionnaire. Appendix 2 sets out the names of the witnesses and the schedule of interviews of the 5 Appendix 3 of that report provides details of the Commission’s list of questions to witnesses. A Bibliography and Acknowledgements thanking people who contributed to the development of the Topic Review conclude the Primary Sector report. As much of the source material is for this report is contained in the Primary Sector report, it is important that the two documents are read in conjunction with each other. SOME KEY OUTCOMES FROM THE TOPIC REVIEW Key outcomes from the Topic Review are that much has been learnt from national and local evidence about: - What is “ best or good practice” in school place planning procedures - Around developing a strategic approach to school place planning. - The need for local sensitivity - what works in one situation may not necessarily work in another A wealth of examples and ideas has been gathered on how to deal with the complexity of school place planning and these need to be fully considered in a Derby City context. Specifically, with regard to the secondary sector, the Topic Review supports the inspection view that “The LEA is well positioned to manage secondary school places efficiently in the foreseeable future”. The current closeness between pupil numbers and places allows very little flexibility though the exercise of parental preference that leads to degrees of popularity of schools creates planning issues. Also, the impact of various school improvement strategies, 14 –19 curriculum developments and declining numbers in the future mean that longer term new approaches may be required. Evidence points to a need to consider issues of school place planning in Derby in community based geographical clusters - a way forward needs to be developed with clusters which still need to be defined in consultation with schools and ward councillors. A prioritised gradual, rather than a “big bang” approach to school place planning that tries to deal with the whole city together is preferred. The Commission considers that the questionnaire responses show that schools are keenly aware of the issues that need to be tackled and recognise that value for money and wise use of resources is of paramount importance. However respondents are not in favour of developing a matrix type score sheet or “tick box” approach to decide school place planning issues; the Commission consider that, rather than a matrix, a guide to school place planning should be developed. 6 This would take into account priority issues, for example around educational attainment, or social inclusion as flagged up by the evidence given to this Topic Review. Questionnaire responses from Headteachers and Chairs of Governors should form a good basis for developing a school place planning strategy in the City, which again will require full consultation in taking it forward. The Commission recommends that Council Cabinet consider where there appears to be unanimity on issues, where there is broad agreement, and where there are diverse views and links this to views on good practice gathered through other Topic Review evidence. The Commission identifies several key issues in this report.
Recommended publications
  • England LEA/School Code School Name Town 330/6092 Abbey
    England LEA/School Code School Name Town 330/6092 Abbey College Birmingham 873/4603 Abbey College, Ramsey Ramsey 865/4000 Abbeyfield School Chippenham 803/4000 Abbeywood Community School Bristol 860/4500 Abbot Beyne School Burton-on-Trent 312/5409 Abbotsfield School Uxbridge 894/6906 Abraham Darby Academy Telford 202/4285 Acland Burghley School London 931/8004 Activate Learning Oxford 307/4035 Acton High School London 919/4029 Adeyfield School Hemel Hempstead 825/6015 Akeley Wood Senior School Buckingham 935/4059 Alde Valley School Leiston 919/6003 Aldenham School Borehamwood 891/4117 Alderman White School and Language College Nottingham 307/6905 Alec Reed Academy Northolt 830/4001 Alfreton Grange Arts College Alfreton 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 340/4615 All Saints Catholic High School Knowsley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College of Arts Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/6907 Appleton Academy Bradford 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 845/4003 ARK William Parker Academy Hastings 371/4021 Armthorpe Academy Doncaster 885/4008 Arrow Vale RSA Academy Redditch 937/5401 Ash Green School Coventry 371/4000 Ash Hill Academy Doncaster 891/4009 Ashfield Comprehensive School Nottingham 801/4030 Ashton
    [Show full text]
  • Primary School ADMISSIONS HANDBOOK
    Primary Admissions 2019 2020 Contents Glossary 3 Pupil Referral Unit 13 Apply Online 4 School milk 13 Who is responsible for admissions 5 School dress 13 in Derby’s primary schools? Access to school records 13 When children have to start school 5 Child Health Department 13 Admission limit 5 School governors 14 Changing schools during school year 6 Annual school prospectus 14 Starting school 7 Admission policies for Community 15 Applying for a school place 7 Schools and Voluntary Controlled schools Summer Born Children 8 Admission Policies in Derby 15 Schools outside Derby 8 Admissions Authority schools Out-of-city children 8 Community schools 16-25 Transfer to junior school 8 Map of schools in Derby 34-35 Closing date for applications 8 Voluntary-controlled/ Academy/ 26-61 Change of address 9 Foundation/ Trust/ Free/ Admission criteria 10 Voluntary aided Schools Transfer between nursery, infant and 10 Special schools 62 junior school Nursery schools 62 Appeals 11 Nursery entitlement 64 How do I appeal? 11 Useful contacts 66 Transport 12 Term Dates 67 Other information 13 Attending school 13 Please note: If a child has special educational needs or disabilities you may find the free booklet ‘Which Primary School for my Child?’ helpful. If a child has a Statement of Special Educational Needs or an Education Health and Care Plan (EHCP), this Primary Admissions Handbook is not relevant because the admission arrangements are different. We can send you a booklet called ‘Which School for my Child?’ which explains the special arrangements for these children. To get a copy, contact the council on 01332 641414 or email [email protected] 2 Primary Admissions Handbook 2019/20 Glossary “All-Through” Schools serve nursery, primary Private and voluntary sector nursery providers and secondary age children.
    [Show full text]
  • The Derby School Register, 1570-1901
    »;jiiiiliiiili^ 929.12 D44d 1275729 'I ^BNHAUOG^r CiOUi^H-OTiOM ALLEN COUNTY PUBLIC LIBRARY 3 1833 01795 1531 . ^^-•^ THE DERBY SCHOOL REGISTER, I ^70-1901 /// prepanxtio)! : *• History of Derby School from the Earliest Times to the Present Day." : THE DERBY SCHOOL REGISTER. 1 5'7o-i90i . Edited by B. TACCHELLA, Assiiiaiit Master of Derby Sehool. LONDON BEMROSE & SONS, Limited, 4, Snow Hill ; and Derby, 1902. Sic *ffDeur\? Ibowe Beinrose, Ikt., ®.H)., THE PATRON OF DERBYSHIRE LITERATURE, THIS REGISTER OF DERBY SCHOOL IS MOST RESPECTFULLY DEDICATED, AS A SLIGHT ACKNOWLEDGMENT OF HIS GENIAL ENCOURAGEMENT AND INVALUABLE ASSISTANCE DURING ITS COMPILATION. ^ PREFACE. ,__ NO work is more suited to perpetuate the fame and traditions of an ancient scliool, and to foster the spirit of brother- hood among the succeeding generations of its alumni, than a Register recording the proud distinctions or the humble achievements of those who have had the honour of belonging to it. To do this, effectually a register ought to be complete in all its parts, from the first clay the school opened its doors ; and it is evident that such a work could only be the result of a continuous purpose, coeval with the school itself. Unfortunately that task has been deferred from century to century, and has become harder in proportion to its long post- ponement. But is this a. reason why it should not at length be attempted? As the usefulness, or, to speak more correctly, the necessity of such an undertaking has in these latter times become more and more apparent at Derby School, and as procrastination only makes matters worse, the editor decided some years ago to face the difficulty and see what could be done.
    [Show full text]
  • Essential Questions for the Future School Addressing the Need for Transformational, Systemic Change to Meet the Needs of Current and Future Learners
    Essential questions for the future school Addressing the need for transformational, systemic change to meet the needs of current and future learners September 2006 Future schools Essential questions for the future school Future schools Members of the Futures Vision group of headteachers who have contributed to this publication are: Alison Banks (Principal, Westminster Academy), Jackie Beere Executive summary (Headteacher, Campion School), Simon Brennand (Assistant Head, Philip Morant School), David Broadfield (Headteacher, Robin Hood Primary School), Mike Butler (Principal, The iNet Futures Vision group within the Specialist Schools and Academies Trust (SSAT), Djanogly City Academy), Tom Clark, (Associate Director, SSAT), Steve Gater (Heateacher, exists to stimulate thinking among educators and policymakers through questioning current Walker Technology College), David Harris (Principal, Serlby Park, Business and Enterprise practice and by presenting thought-provoking calls for innovation from practitioners. College), Chris Hummerstone (Headteacher, Arnewood School), Declan Jones (Deputy- Principal, Haberdashers’ Aske’s Hatcham College), Craig Morrison (Assistant Principal, This publication addresses 18 essential questions that need to be answered by schools, Parkside Community College), Paul Roberts (Headteacher, Eaton Bank School), Andy school systems and education leaders if we are to build world class schools for the 21st Schofield (Principal, Varndean School), Elizabeth Sidwell (Chief Executive, Haberdashers century. Askes Foundation), Jeff Threlfall (Headteacher, Wildern School), Ken Walsh (Futures Vision Co-ordinator and Associate Director SSAT) Recommended principles to underpin learning for the future: • The learner is central to all that happens Thanks also to Professor Brian Caldwell and the Futures Vision Principals in Victoria, • The learning process is adapted to suit learners Australia for their contributions to this publication.
    [Show full text]
  • 6-9-2018 Update on International Relationships
    Public Agenda Item No. 7 D2 JOINT COMMITTEE FOR ECONOMIC PROSPERITY 6 September 2018 UPDATE ON INTERNATIONAL RELATIONSHIPS (1) Purpose of Report To update members on activities and plans with regard to Toyota City and Anhui/Hefei. Discussion/Decision Required by the Meeting To note the update and discuss the plans for future activity to ensure that the opportunities are Derbyshire and Derby wide. (2) Information and Analysis Toyota City This November will mark the 20th anniversary of the international relationship between Toyota City, Derbyshire County Council, Derby City Council and South Derbyshire District Council which is founded on the work the local councils did together to attract TMUK to Derbyshire. To mark the anniversary a number of anniversary events are taking place. The quality of the relationship between the councils demonstrates and underpins our ongoing support for TMUK in Derbyshire and their commitment to ensure that Derby and Derbyshire remain one of the world’s leading centres for transport equipment manufacturing. The impact of TMUK is huge contributing over £4.4bn to the local economy and over 14,000 people in the area employed directly and through the supply chain. The potential for this relationship to be extended has been recognised by the establishment of the Toyota City Partnership Development Board (TCPDB) which aims to create further international opportunities in education, economic growth, environmental sustainability and sport. The members are: . Derbyshire County Council . Derby City Council . South Derbyshire District Council . Toyota City Council . East Midlands Chamber of . Toyota Motor Manufacturing Commerce UK . University of Derby . National Forest Company . Burton and South Derbyshire College .
    [Show full text]
  • The Introduction of Academy Schools to England's
    The Introduction of Academy Schools to England’s Education Andrew Eyles* and Stephen Machin** May 2016 * Centre for Economic Performance, London School of Economics ** Department of Economics, University College London and Centre for Economic Performance, London School of Economics Abstract We study the origins of what has become one of the most radical and encompassing programmes of school reform seen in the recent past amongst advanced countries – the introduction of academy schools to English education. Academies are independent state funded schools that are allowed to run in an autonomous manner outside of local authority control. Almost all academies are conversions from already existent state schools and so are school takeovers that enable more autonomy in operation than in their predecessor state. Our analysis shows that the first round of academy conversions that took place in the 2000s, where poorly performing schools were converted to academies, generated significant improvements in the quality of pupil intake and in pupil performance. JEL Keywords: Academies; Pupil Intake; Pupil Performance. JEL Classifications: I20; I21; I28. Acknowledgements This is a very substantively revised and overhauled version of a paper based only on school- level data previously circulated as “Changing School Autonomy: Academy Schools and Their Introduction to England’s Education” (Machin and Vernoit, 2011). It should be viewed as the current version of that paper. We would like to thank the Department for Education for providing access to the pupil-level data we analyse and participants in a large number of seminars and conferences for helpful comments and suggestions. 0 1. Introduction The introduction of academy schools to English education is turning out to be one of the most radical and encompassing programmes of school reform seen in the recent past amongst advanced countries.
    [Show full text]
  • The Introduction of Academy Schools to England's Education
    IZA DP No. 9276 The Introduction of Academy Schools to England’s Education Andrew Eyles Stephen Machin August 2015 DISCUSSION PAPER SERIES Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor The Introduction of Academy Schools to England’s Education Andrew Eyles CEP, London School of Economics Stephen Machin University College London, CEP (LSE) and IZA Discussion Paper No. 9276 August 2015 IZA P.O. Box 7240 53072 Bonn Germany Phone: +49-228-3894-0 Fax: +49-228-3894-180 E-mail: [email protected] Any opinions expressed here are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character.
    [Show full text]
  • AKAAL PRIMARY SCHOOL DERBY Unique Reference: 06546
    Free school application form 2013 Mainstream and 16 to 19 (updated November 2013) AKAAL PRIMARY SCHOOL DERBY Unique Reference: 06546 Contents Application check list ...................................................................................... 2 Declaration ...................................................................................................... 4 Section A: Applicant details (see Excel sheets) .............................................. 5 Section B: Outline of the school (see Excel sheets) ....................................... 5 Section C: Education vision ............................................................................ 6 C1 Rationale .......................................................................................... 6 C2 Our vision ......................................................................................... 12 Section D: Education plan — Part 1 ............................................................... 18 Section D: Education plan — Part 2 ............................................................... 19 D1 Curriculum plan ................................................................................. 21 D2 Pupil performance and targets .......................................................... 42 D3 Staffing and staffing structure ........................................................... 54 D4 Providing for the needs of all children ............................................... 64 Section E: Evidence of need — Part 1 ...........................................................
    [Show full text]
  • Derby's Locally Listed Buildings
    City of Derby City of Derby Local List Local List CITY OF DERBY Introduction This list identifies buildings and other structures within Derby which are considered to have some local importance, either from an architectural or historic viewpoint. The list has been revised from the previously published list of 1993, following a public consultation period in 2007. Along with the review of the existing list, people were also invited to nominate new buildings for inclusion on the revised list. The new list was approved by Council Cabinet in July 2010 and is organised in alphabetical order by ward. None of the buildings or structures are included in Derby’s Statutory List of Buildings of Special Architectural or Historic Interest. Some may, in the future, be considered worthy of national listing. The local list seeks to include buildings which are of merit in their own right, those which are worthy of group value in the street scene and any other feature which is considered to be worthy of conservation because it makes a positive contribution to the local environment. The list contains examples of different architectural styles from many periods, including those of relatively recent origins. It does not include locally important buildings that are located within any of the 15 conservation areas in Derby, as these buildings are afforded greater protection through the planning control process. The value of publishing a local list is that a watching brief can be kept on these buildings or structures and they can be taken into account in the town planning process. Inclusion in the list, however, does not afford any additional statutory protection or grant aid, but it is the Council’s intention that every reasonable effort will be made to conserve those buildings and structures of local importance to benefit the city as a whole.
    [Show full text]
  • Trades. Sch 643
    DERBYSHIRE.] TRADES. SCH 643 SAUSAGE SKINS~DEALR. IN. Gre.gory Chas. Tansley, Matlock Bath Long Eaton Connty School & Pupil Neumann A. Cattle market, Derby Hopton-Wood Stone Firms Limited Teachers' Centre (Saml. Clegg,head (Robert Storey, general manag-er) : master), Sawley road, Long Eaton, SAVINGS BANKS. registered offices, Middle Peak,. Nottingham .A.sbourne (W. H. Tutt, sec.), Church Wirksworth & Hopton-Wood stont Matlock .Art & Technical Educational street, .Ashbourne quarries, Middleton, Wirksworth Committee (Joseph Sladen, hon. :Bakewell (Charles John Bowmar, Marples Robert, Baslow sec.), Class room, Dale rd. Matlock & &; actuary) (open mondays from 10 to Perks Fras. Son Ltd. Bridge st. Melbourne School of Science .Art 1), Bath street, Bakewell Derby rd. Long Eaton, Nottinghm (.!.1bt. Stanley Jacques,art master), Belper (George Fletcher, actuary); Titterton A. & Co. I27 Wood la. Derby Council schools, High street, Mel- open on sat. from 2 till 3.30 & from Waddin~n Booth, Wingerworth stone bourne, Derby & Mor~vian 7 till 8 ; wed. 12 till I ; Bridge st. qnarnes saw mills, Chesterfield Ladie;;' School (Miss Mary Bel per Elizabeth Harvey, principal), The Chapel-en-le-Frith (John Taylor, ac­ SCAFFOLDING. Settlement, Ockbrook, Derby tuary) (open every thursday from Palmer Edwin, Palmer's Travelling Moravian School (Rev.Ernest Walder, ro till 1), Town hall Chapel-en-le- Cradle, the safest scaffold ever used, principal), Moravian settlement. Ockbrook, Derby Frith, Stockport ' II2 Belvedere road, London S E. Chapel-en-le-Frith Penny (open satur­ T .A "Wireway, London" Mount St. Mary's Catholic College days 6 to 7 p.m.) (John Taylor, sec.), (Rev. Patrick L. Wolfe, rector), Spink hill, Renishaw, Chesterfield Town hall,Chapel-en-le-Frith, Stckpt SCALE MAKER.
    [Show full text]
  • Education Indicators: 2022 Cycle
    Contextual Data Education Indicators: 2022 Cycle Schools are listed in alphabetical order. You can use CTRL + F/ Level 2: GCSE or equivalent level qualifications Command + F to search for Level 3: A Level or equivalent level qualifications your school or college. Notes: 1. The education indicators are based on a combination of three years' of school performance data, where available, and combined using z-score methodology. For further information on this please follow the link below. 2. 'Yes' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, meets the criteria for an education indicator. 3. 'No' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, does not meet the criteria for an education indicator. 4. 'N/A' indicates that there is no reliable data available for this school for this particular level of study. All independent schools are also flagged as N/A due to the lack of reliable data available. 5. Contextual data is only applicable for schools in England, Scotland, Wales and Northern Ireland meaning only schools from these countries will appear in this list. If your school does not appear please contact [email protected]. For full information on contextual data and how it is used please refer to our website www.manchester.ac.uk/contextualdata or contact [email protected]. Level 2 Education Level 3 Education School Name Address 1 Address 2 Post Code Indicator Indicator 16-19 Abingdon Wootton Road Abingdon-on-Thames
    [Show full text]
  • List of Eligible Schools for Website 2019.Xlsx
    England LEA/Establishment Code School/College Name Town 873/4603 Abbey College, Ramsey Ramsey 860/4500 Abbot Beyne School Burton‐on‐Trent 888/6905 Accrington Academy Accrington 202/4285 Acland Burghley School London 307/6081 Acorn House College Southall 931/8004 Activate Learning Oxford 307/4035 Acton High School London 309/8000 Ada National College for Digital Skills London 919/4029 Adeyfield School Hemel Hempstead 935/4043 Alde Valley School Leiston 888/4030 Alder Grange School Rossendale 830/4089 Aldercar High School Nottingham 891/4117 Alderman White School Nottingham 335/5405 Aldridge School ‐ A Science College Walsall 307/6905 Alec Reed Academy Northolt 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 301/4703 All Saints Catholic School and Technology College Dagenham 879/6905 All Saints Church of England Academy Plymouth 383/4040 Allerton Grange School Leeds 304/5405 Alperton Community School Wembley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/4061 Appleton Academy Bradford 341/4796 Archbishop Beck Catholic Sports College Liverpool 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 306/4600 Archbishop Tenison's CofE High School Croydon 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 851/6905 Ark Charter Academy Southsea 304/4001 Ark Elvin Academy
    [Show full text]