DOCSLIB.ORG

Annual Review 2013

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Annual Review 2013 ANNUAL REVIEW 2013 Choice | Diversity | Excellence www.scis.org.uk Company limited by guarantee, registered in Scotland no 125368. Scottish Charity No SC018033 SCIS Governing Board 2013 CHAIRMAN Prof. Anton Colella BOARD MEMBERS Jennifer Alexander Business Director, George Heriot’s School, Edinburgh * Mark Becher Headmaster, The Compass School, Haddington ** Wendy Bellars Head, Queen Victoria School, Dunblane Gerry Brown Bursar, St Margaret’s School, Aberdeen ** Gavin Calder Headmaster, The Edinburgh Academy Junior School Colin Crosby Governor, Robert Gordon’s College, Aberdeen ** Gareth Edwards Principal, George Watson’s College, Edinburgh ^ Dr John Halliday Rector, High School of Dundee ** Alistair Hector Head, George Heriot’s School, Edinburgh ** Richard Hellewell Chief Executive, The Royal Blind School, Edinburgh Elizabeth Lister Governor, Strathallan School, Forgandenny Innes MacAskill Headmaster, Belhaven Hill School, Dunbar ** Janice MacNeill Principal & Chief Executive, Donaldson's School, Linlithgow ^ Tom McGhee Director, Spark of Genius, Paisley Colin Mair Rector, The High School of Glasgow ^ Jonathan Molloy Bursar, Erskine Stewart’s Melville Schools, Edinburgh * Simon Mills Headmaster, Lomond School, Helensburgh Armorel Robinson Bursar, Craigclowan Preparatory School, Perth * Gillian Stobo Principal, Craigholme School, Glasgow Kathleen Sweeney Bursar, St Aloysius’ College, Glasgow Richard Toley Head, Lathallan School, Angus Justin Wilkes Bursar, Dollar Academy, Clackmannanshire * Prof. Brian Williams Chair of Governors, Hutchesons’ Grammar School Gordon Woods Warden, Glenalmond College, Perth Jeremy Chittleburgh Hon Treasurer SCIS and Treasurer, St George’s School, Edinburgh * Denotes those appointed at the SCIS AGM in April 2013. ** Denotes those retired at, or prior to, the SCIS AGM in April 2013. ^ Denotes co-opted member. SCIS STAFF Director John Edward CPD coordinator Nicola Dudley Communications and marketing Alison Herbert (from 11.2013) Sarah Randell (until 10.2013) Policy and liaison Laura Forster (from 6.2013) Tania Smith (until 6.2013) Finance, office manager, research Alison Newlands CPD administration, jobs & supply Fiona MacAulay The Scottish Council of Independent Schools is a company limited by guarantee registered in Scotland No 125368 and registered as a Scottish Charity, No SC018033, at 61 Dublin Street, Edinburgh EH3 6NL. www.scis.org.uk 02 | ANNUAL REVIEW 2013 scis.org.uk | Choice | Diversity | Excellence Introduction from the Chairman and Chief Executive CHAIRMAN DIRECTOR/CHIEF EXECUTIVE The following report makes for encouraging reading – in It is never an easy task looking in two directions at once. two ways. For those involved in the independent sector As a membership body for a high-achieving, fast-moving as pupils, families and teachers it is an indication of the and increasingly diverse body of schools, SCIS has to keep continuity and confidence of teaching and learning in the an eye on many things. Changes in education, in sector. For those further afield, as policy-makers, teaching, in technology, safeguarding, sport and so on commentators, or the general public; it demonstrates the are constant and not always well-advertised in advance. inventiveness, resilience and continuing attraction of the At the same time, the wheels of policy and law making independent sector. roll forwards and the diverse needs of the independent sector are not always the first consideration in Scottish education has been through many changes of decision-makers minds. late. Whatever the result in September 2014, Scotland SCIS does all it can to keep the concerns, best practice itself will change in the months and years to come. SCIS and achievements of the independent sector on display has worked long and hard to anticipate those changes. I and well-understood, while never forgetting the relative am secure in the knowledge that the independent sector size of the sector in Scottish, UK and global school in Scotland is well-equipped, well-informed and education. Two of the key concerns of independent well-prepared for what lies ahead, and acknowledge on schools in Scotland have moved towards if not their end, behalf of the Governing Board the excellent work the then the beginning of an end in 2013. team at SCIS is doing. As a fresh new set of challenges approach - along with recurring issues for schools, their boards, their staff, pupils Professor Anton Colella and families – I am confident that SCIS possesses the Chairman energy and expertise to serve the sector as best it can. In doing so, we will also ensure that the sector’s place at the historic heart of Scottish education is never far from the minds of others. John Edward Director/Chief Executive 03 | ANNUAL REVIEW 2013 scis.org.uk | Choice | Diversity | Excellence SCISVision Governing & Values Board 2013 Scottish Council of Independent Schools is an educational charity representing over 70 member schools, which educate more than 31,000 children of mixed abilities from diverse backgrounds. SCIS promotes choice, diversity and excellence in Scottish education. Objectives to provide a to enable the sector to represent and professional service to to make a worthwhile promote the interests member schools that contribution to the of the independent is supportive, relevant development of school sector and of high quality education in Scotland SCIS’S ROLE IN INDEPENDENT EDUCATION IN SCOTLAND Aims to provide information, advice and guidance to parents to advance education via curriculum development and the training of teachers to advise member schools and their governing bodies about educational developments and legislation aecting independent schools (e.g. education, taxation, welfare, health and safety) to communicate and negotiate with the Scottish Parliament, the Government, public and private bodies on behalf of the independent sector 04 | ANNUAL REVIEW 2013 scis.org.uk | Choice | Diversity | Excellence Activities and Achievements SCIS SCHOOL STATISTICS Examination Results SCIS provides analysis of pupil numbers, fees, staffing levels, examination results, leaver destinations and the financial Although most pupils in the independent sector sit SQA examinations, a significant number are presented for GCSE, A Levels assistance provided by independent schools – as well as ad hoc research work requested by the Governing Board of SCIS and and the International Baccalaureate. The full table of results is published by SCIS each year and can be found on the SCIS individual schools. All research findings are published on the SCIS website. website. In 2013: The latest Scottish examination results for independent schools are produced from the Scottish Qualifications Authority’s • SCIS was equivalent to the seventh largest local authority in terms of pupil numbers in its member schools. post-appeals data, published in December 2013. The information can be used in conjunction with the Scottish Schools Online • The independent school sector employed 6.4% (3,459) of the teaching workforce in Scotland and was the 6th website (currently under review) to compare results at individual schools with schools nationally. largest employer of teachers. There are 4,000 non-teaching sta including residential care, support and administrative sta. The table below page sets out the pass rates and percentage of entries awarded grade A – or grade 1 in the case of • 88% of leavers entered further or higher education. Standard Grade – in SCIS schools, compared with all Scottish schools. Pupil Numbers Comparable figures for International Baccalaureate, A Level and GCSE results are not currently available due to continuing difficulties with accessing results data from the relevant examination bodies. At the start of each new academic year SCIS conducts a census to gather data from member schools, which provides an overview of the sector. The analysis of this data is made available to member schools, the public and the press. Facts and statistics about pupil numbers and demographic projections can be downloaded from the SCIS website. As at September 2012 there were 31,146 pupils in SCIS schools. Of these, 1,722 were children in nurseries, 10,805 were in primary schools and 18,619 were in secondary schools. Pupil numbers in the independent sector have been remarkably resilient: 2013 saw a fractional fall of 0.7%. Financial Assistance All member schools offer financial assistance, most commonly in the form of means-tested awards, granted on the basis of financial need. The level of financial assistance can vary considerably from a free place (where 100% of the fees are met by the school) to awards worth around 10% of the fees. Since 2009, the number of pupils on fully funded places has increased by over 60%. The proportion of all SCIS pupils who receive means tested support has increased by nearly one third over the same period. 05 | ANNUAL REVIEW 2013 scis.org.uk | Choice | Diversity | Excellence SCIS SCHOOL STATISTICS Examination Results SCIS provides analysis of pupil numbers, fees, staffing levels, examination results, leaver destinations and the financial Although most pupils in the independent sector sit SQA examinations, a significant number are presented for GCSE, A Levels assistance provided by independent schools – as well as ad hoc research work requested by the Governing Board of SCIS and and the International Baccalaureate. The full table of results is published by SCIS each year and can be found on the SCIS individual schools. All research findings are published on the SCIS website. website. In 2013:
Load more

Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Instructional Contexts, Programs, and Participation of Secondary School Students with Disabilities
    December 2003 GOING TO SCHOOL: INSTRUCTIONAL CONTEXTS, PROGRAMS, AND PARTICIPATION OF SECONDARY SCHOOL STUDENTS WITH DISABILITIES A Report from the National Longitudinal Transition Study-2 (NLTS2) Prepared for: Office of Special Education Programs U.S. Department of Education NLTS2 has been funded with Federal funds from the U.S. Department of Education, Office of Special Education Programs, under contract number ED-00-CO-0003. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. SRI International ® 333 Ravenswood Avenue Menlo Park, CA 94025 December 2003 GOING TO SCHOOL: INSTRUCTIONAL CONTEXTS, PROGRAMS, AND PARTICIPATION OF SECONDARY SCHOOL STUDENTS WITH DISABILITIES A Report from the National Longitudinal Transition Study-2 (NLTS2) Prepared for: Office of Special Education Programs U.S. Department of Education Prepared by: Mary Wagner, Lynn Newman, Renée Cameto, Phyllis Levine, and Camille Marder SRI Project P11182 NLTS2 has been funded with Federal funds from the U.S. Department of Education, Office of Special Education Programs, under contract number ED-00-CO-0003. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. SRI International ® 333 Ravenswood Avenue Menlo Park, CA 94025 ACKNOWLEDGMENTS In a time when educators in America’s schools are under more pressure than ever before to improve the academic performance of their students, we are enormously indebted to the thousands of teachers and other school staff who have supported the National Longitudinal Transition Study-2 (NLTS2) by providing the information reported in this document.
    [Show full text]
  • WISCONSIN STANDARDS for English Language Arts
    WISCONSIN STANDARDS FOR English Language Arts WisconsinWisconsin Department Department ofof Public Public Instruction Instruction WISCONSIN STANDARDS FOR English Language Arts Wisconsin Department of Public Instruction Carolyn Stanford Taylor, State Superintendent Madison, Wisconsin This publication is available from: Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 (608) 266-8960 dpi.wi.gov/ela May 2020 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or ability and provides equal access to the Boy Scouts of America and other designated youth groups. Wisconsin Standards for English Language Arts ii Foreword On May 27, 2020, I formally adopted the Wisconsin Standards for English Language Arts. This revised set of academic standards provides a foundational framework identifying what knowledge and skills Wisconsin students in English language arts should learn at different grade levels or bands of grades. The adoption of this revised set of standards was part of a concerted effort led by Wisconsin educators and stakeholders who shared their expertise in English language arts and teaching from kindergarten through higher education. Feedback was provided by the public and the Wisconsin State Legislature for the writing committee to consider as part of Wisconsin’s Academic Standards review and revision process. English language arts is an essential part of a comprehensive PK-12 education for all students. Through English language arts, Wisconsin students learn to use literacy to understand and improve themselves and their worlds.
    [Show full text]
  • National Qualifications: a Short History
    National Qualifications: a short history This report was produced by James McVittie in October 2008. During the preparations for a recent consultation on qualification design at SCQF levels 4–5, many of the issues that came up had been considered, discussed, and even consulted on in the past. Given the changes that are afoot, and developments that are being discussed, now seems to be the right moment to document this history. This brief paper summarises the reviews over the last 30 years of the national school qualifications in Scotland, and identifies issues that have been raised in successive reforms and the extent to which they have been resolved. 1 1 Reports and development programmes 1.1 Munn and Dunning (1977) The Munn and Dunning reports were commissioned to address weaknesses in the provision of courses and qualifications to meet the needs of the full ability range, and to ensure appropriate progression to Higher Grade. Concerns included the fact that a substantial minority of school leavers held no nationally-recognised certificate recording their achievements in school, and that the Ordinary Grade examination was insufficiently challenging for the most able students. Moreover, these students were then expected to complete the much more demanding Higher course in only two terms ― the notorious ‘two-term dash’. Both reports were published in 1977. The Munn Committee reported on the curriculum and recommended: ♦ a restructuring of the curriculum in S3 and S4 to meet the needs of students of all abilities ♦ the introduction of approaches
    [Show full text]
  • 1 Education and Skills Committee Teacher Workforce Planning Inquiry Secondary School Teacher Questionnaires ALAN BARR
    Education and Skills Committee Teacher Workforce Planning Inquiry Secondary school teacher questionnaires SECONDARY SCHOOLS TEACHERS NAMED SUBMISSIONS ........................................... 6 ALAN BARR ........................................................................................................ 6 VICTORIA BARR ................................................................................................ 8 CHARLES BULLOCH ....................................................................................... 10 GRAEME CAMPBELL ...................................................................................... 11 ALEX CLOWES ................................................................................................ 13 PAUL COCHRANE ........................................................................................... 15 ANDY CRUIKSHANK ........................................................................................ 17 DANIEL DAVIS ................................................................................................. 19 LIZ DIGHTON ................................................................................................... 21 JEAN DOCHERTY ............................................................................................ 24 C DORIAN ........................................................................................................ 26 AMANDA ELVINES ........................................................................................... 29 RACHEL GARRETT ........................................................................................
    [Show full text]
  • Location Description Start Date End Date Location Town/City Location Postcode St Andrews Secondary Careers Presentation 01/04/20
    Location Location Description Start Date End Date Location Town/City Postcode St Andrews Secondary Careers Presentation 01/04/2016 01/04/2016 Glasgow G32 6QE Key INVERALMOND HIGH Careers Fair 14/04/2016 14/04/2016 Livingston EH54 6HW AiE - Army in Education Edinburgh College IPDA 14/04/2016 14/04/2016 Edinburgh EH13 0PP APC - Army Preparation course (school run course) Edinburgh College STEM Event 18/04/2016 18/04/2016 Dalkeith EH22 3FR STEM -Science Technology Engineering & Maths Aberdeen UOTC Careers Fair 19/04/2016 19/04/2016 Aberdeen AB23 8DB CCF - Combined Cadet Force Bishopbriggs Academy Careers Fair 19/04/2016 19/04/2016 Bishopbriggs G64 1HZ IPDA - Introductory Personal Devlopement Activity Aberdeen UOTC Careers Fair 19/04/2016 20/04/2016 ABERDEEN AB24 1XQ Larbert High School IPDA 21/04/2016 21/04/2016 Falkirk FK5 3BL North East Scotland College Careers Fair 21/04/2016 21/04/2016 Aberdeen AB251BN Westmuir High Schoo Careers Presentation 25/04/2016 25/04/2016 Glasgow G32 6DJ Whitehill Secondary School Careers Fair 26/04/2016 26/04/2016 Glasgow G31 2QF D&A College IPDA 27/04/2016 27/04/2016 Dundee DD5 1NY Ayrshire College IPDA 27/04/2016 27/04/2016 Glasgow G20 8LQ Woodfarm High School Careers Event 27/04/2016 27/04/2016 East Renfrewshire G46 7HG Larbert High School IPDA 28/04/2016 28/04/2016 Falkirk FK5 3BL Cleveden Secondary School Careers Fair 29/04/2016 29/04/2016 Glasgow G12 0JW Dornoch Academy Careers Presentation 03/05/2016 03/05/2016 Dornoch IV25 3HR St Matthews Academy IPDA 04/05/2016 04/05/2016 Saltcoats KA21 5NT Berwickshire
    [Show full text]
  • Annual Review 2014
    ANNUAL REVIEW 2014 Choice | Diversity | Excellence www.scis.org.uk Company limited by guarantee, registered in Scotland no 125368. Scottish Charity No SC018033 SCIS Governing Board 2014 CHAIRMAN Prof. Anton Colella BOARD MEMBERS Jennifer Alexander Business Director, George Heriot’s School, Edinburgh * Wendy Bellars Head, Queen Victoria School, Dunblane** John Broadfoot Governor, Merchiston School, Edinburgh* Gavin Calder Headmaster, The Edinburgh Academy Junior School Mike Carslaw Headmaster, St Leonards School, St Andrews* Gareth Edwards Principal, George Watson’s College, Edinburgh ** Anne Everest Head, St George’s School for Girls, Edinburgh* Richard Harvey Head, Ardvreck School, Crieff ^ Richard Hellewell Chief Executive, The Royal Blind School, Edinburgh Elizabeth Lister Governor, Strathallan School, Forgandenny Janice MacNeill Principal & Chief Executive, Donaldson's School, Linlithgow ^** Tom McGhee Director, Spark of Genius, Paisley** Colin Mair Rector, The High School of Glasgow ^ Jonathan Molloy Bursar, Erskine Stewart’s Melville Schools, Edinburgh Simon Mills Head of College, Robert Gordon’s College, Aberdeen Armorel Robinson Bursar, Craigclowan Preparatory School, Perth Gillian Stobo Principal, Craigholme School, Glasgow** Kathleen Sweeney Bursar, St Aloysius’ College, Glasgow Richard Toley Head, Lathallan School, Angus Justin Wilkes Bursar, Dollar Academy, Clackmannanshire Prof. Brian Williams Chair of Governors, Hutchesons’ Grammar School Gordon Woods Warden, Glenalmond College, Perth** Jeremy Chittleburgh Hon Treasurer SCIS and Treasurer, St George’s School, Edinburgh** Guy Cartwright Hon Treasurer SCIS and Bursar, The Edinburgh Academy, Edinburgh* * Denotes those appointed at the SCIS AGM in April 2014. ** Denotes those retired at, or prior to, the SCIS AGM in April 2014. ^ Denotes co-opted member. SCIS STAFF Director John Edward CPD coordinator Nicola Dudley Communications and marketing Alison Herbert Policy and liaison Laura Forster (until 9.
    [Show full text]
  • Preparatory Schools 2018 a Guide to 1500 Independent Preparatory and Junior Schools in the United Kingdom 1 Providing Education for 2 ⁄2 to 13-Year-Olds
    JOHN CATT’S Preparatory Schools 2018 A guide to 1500 independent preparatory and junior schools in the United Kingdom 1 providing education for 2 ⁄2 to 13-year-olds 21ST EDITION The UK’s Leading Supplier of School and Specialist Minibuses • Fully Type Approved 9 - 17 Seat Choose with confidence, our knowledge and School Minibuses support make the difference • All The Leading Manufacturers • D1 and B Licence Driver Options 01202 827678 • New Euro Six Engines, Low Emission redkite-minibuses.com Zone (LEZ) Compliant [email protected] • Finance Option To Suit all Budgets • Nationwide Service and Support FORD PEUGEOT VAUXHALL APPROVED SUPPLIERS JOHN CATT’S Preparatory Schools 2018 21st Edition Editor: Jonathan Barnes Published in 2018 by John Catt Educational Ltd, 12 Deben Mill Business Centre, Woodbridge, Suffolk IP12 1BL UK Tel: 01394 389850 Fax: 01394 386893 Email: [email protected] Website: www.johncatt.com © 2017 John Catt Educational Ltd All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers. Database right John Catt Educational Limited (maker). Extraction or reuse of the contents of this publication other than for private non-commercial purposes expressly permitted by law is strictly prohibited. Opinions expressed in this publication are those of the contributors, and are not necessarily those of the publishers or the sponsors. We cannot accept responsibility for any errors or omissions. Designed and typeset by John Catt Educational Limited. A CIP catalogue record for this book is available from the British Library.
    [Show full text]
  • I Lost 6St and Now I'm in a Class of My
    20 Sunday Mail January 1, 2017 email [email protected] THREE WOMEN SHARE THEIR REMARKABLE STORIES OF ACHIEVEMENTS THAT MADE THEIR 2016 SPECIAL I lost 6st and now I’m in a class of my own Lorraine’s story Slimming success ■ Julie-Anne Barnes YEAR OF OUR LIVES When Lorraine Rosie plucked up the courage to join a weight Finally seeing a picture loss group, she never thought she would end up running it. The mum of two spent months battling depression of my mum made the and hiding herself away after being bullied at work. But 2016 saw her turn her life long hunt worthwhile around, shed more than 6st and become a Slimming World class leader. Elaine’s story Discovering a photo of birth mother Lorraine, 55, said: “I was sitting at home, depressed, Elaine Henderson will always ■ Jenny Morrison not going out and eating remember 2016 as the year she and Julie Anne Barnes another packet of crisps finally saw the face of the from a multi-pack and I just DEPRESSED Before diet Dunbartonshire. She has searched thought, ‘I’m better than this’.” mother she had never known. face in pictures when I was everything from birth, death and Lorraine, from Edinburgh From the moment almost 30 years ago marriage certificates to old parish and You tipped the scales at 15st 4lb. bigger was fake. when she discovered she had been “But not any more.” school records to find out about the birth could She was struggling to get fostered, Elaine wanted to see a family of her mum, who was put up for tell my into size 20 clothes and her Now with a new career photograph of her mum Irene Cullen.
    [Show full text]
  • 2010-02-04 Scottish Schools Indoor Championships
    SSAA Indoor T&F Championships Kelvin Hall 3/4th Feb. 2010 T1 U/16 G 1500m Heat 1 T1 U/16 G 1500m Heat 2 1 17 Stella Winters Bishopbriggs Acad. 5.07.4 1 74 Jennifer Eadie Hutchesons' Gramm. 5.17.5 2 48 Lucy Henderson-Morris Earlston HS 5.07.5 2 112 Olivia O'Hare Peebles HS 5.17.9 3 155 Chloe Cowan Williamwood HS 5.07.5 3 30 Selena Jackson Craigholme School for Girls 5.17.9 4 123 Fiona Matheson Ross HS 5.23.0 4 67 Gwen Gillham Gryffe HS 5.21.6 5 124 Isabelle Bough Royal HS 5.28.3 5 79 Anna Hyde James Gillespie's HS 5.24.5 6 20 Emily Strathdee Boroughmuir HS 5.30.2 6 59 Catriona Graves Glasgow Academy 5.27.6 7 32 Iona Tavendale Crieff HS 5.32.1 7 36 Amy Frankland Dalkeith HS 5.30.2 8 4 Jemma McQuillan All Saints 5.37.3 8 39 Alana Boggan Denny HS 5.30.4 9 62 Lisa MacDonald Gourock HS 5.38.1 9 59x Clemmie Mitchell Glasgow Academy 5.50.3 T1 U/16 G 1500m Heat 3 T39 U/16 G 1500m Final 1 34 Eilidh Prise Cults Academy 5.12.9 1 112 Olivia O'Hare Peebles HS 4.54.3 2 77 Micaela Brown Inverkeithing HS 5.13.0 2 34 Eilidh Prise Cults Academy 4.58.4 3 136 Kirsty Harper St Columba's School 5.14.7 3 77 Micaela Brown Inverkeithing HS 5.02.0 4 120x Katey Turner Queen Anne HS 5.22.6 4 155 Chloe Cowan Williamwood HS 5.05.1 5 41 Kerry Gibson Dollar Academy 5.33.0 5 74 Jennifer Eadie Hutchesons' Gramm.
    [Show full text]
  • Directors' Report
    Company No. SC008667 Charity No. SC012632 ST GEORGE’S SCHOOL FOR GIRLS (A Company Limited by Guarantee) DIRECTORS’ REPORT and ACCOUNTS For the year ended 31 July 2013 ST GEORGE’S SCHOOL FOR GIRLS (A Company Limited by Guarantee) REPORT OF THE DIRECTORS FOR THE YEAR ENDED 31 JULY 2013 The directors have pleasure in presenting their annual report for the year ended 31 July 2013 under the Companies Act 2006, the Charities and Trustee Investment (Scotland) Act 2005 (The Act) and the Charities Accounts (Scotland) Regulations 2006 (the Regulations), together with the audited financial statements for the year, and confirm that the latter comply with the requirements of the Companies Act 2006, the company’s Memorandum and Articles of Association and the Charities SORP 2005. REFERENCE & ADMINISTRATIVE INFORMATION St George’s School was founded in 1888. Its charity registration number is 12632 and company registration number is SC008667. It was incorporated in 1913 and the liability of each of its members is limited to £1 by guarantee. The Registered Office of the company is 61 Dublin Street, Edinburgh, EH3 6NL and the principal office is Garscube Terrace, Edinburgh, EH12 6BG. Directors The directors of the charitable company (“the charity”) are its trustees for the purpose of charity law and throughout this report are collectively referred to as the directors. The Hon Lord Woolman (Chairman) Mr P K Brewer (Vice Chairman) Sheriff L M Ruxton (Vice Chairman) Mr G T G Baird Mr G Donaldson Mr L S Duguid Dr E Duvall Dr E D A McCall Smith Mrs I C Miller
    [Show full text]