DOCSLIB.ORG

EYFS Leader, St Christopher's School Gibraltar 23527

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
EYFS Leader, St Christopher's School Gibraltar 23527 EYFS Leader, St Christopher’s School Gibraltar 23527 Mike Cooper Director Children and Young People Ministry of Defence Thank you for your interest in working as a teacher for the Ministry of Defence. The nature of their parents’ employment can mean that from an early age some Service children and young people may experience challenges that their peers may not. Mobility within the Armed Forces can mean that children change schools more frequently and outside of the normal admissions timetable; dealing with a parent’s deployment can also significantly impact upon a child. Education, from early years through to higher education, can provide the stability to help children and young people through these times. The Ministry of Defence is committed to providing high quality education from Foundation Stages to Sixth Form for the dependent children of service personnel and entitled Ministry of Defence civilians. We currently operate 15 Ministry of Defence schools and 7 Early Years across the world; varying in size and the level of provision, each provides an outstanding and unique offer to children, parents and staff. This brochure is designed to provide you with some information about the posts we are recruiting for, the benefits of working for the Ministry of Defence as a teacher and some outline information of what life is like working for us. Throughout the brochure you will find links to external websites so that you are able to explore this opportunity further. I hope you are excited about what you see and decide to apply to join us. We would love to hear how you are able to help us to support our children’s learning journey and shape our thinking for the future to ensure we continue to build on our offer to deliver an outstanding education for every Service child. Introduction Ministry of Defence Schools exists to provide The majority of our schools are located within the English National Curriculum to the children a garrison compound, ‘behind the wire’, whilst of British Service personnel and Ministry of others are in the local community (Naples and Defence civilian personnel living abroad. QVS) or part of an international schools campus (AFNORTH and SHAPE) shared with Our largest concentration of schools is in military families from, other nations. Cyprus but there are also schools in Germany, Italy, Belgium, The Netherlands, The Falklands We currently spend around £50M per annum and Brunei. on meeting this requirement, looking after around 4,000 pupils in 15 schools/Early Years In addition to schools overseas, there is a Foundation Stage (EYFS) settings in 8 countries Ministry of Defence secondary boarding school around the world, plus Queen Victoria School in Scotland, Queen Victoria School (QVS) (QVS) in Scotland. following the Scottish National Curriculum. Ministry of Defence Schools strive to provide In addition to our schools/EYFS settings there an exceptional educational experience, are also 7 Ministry of Defence nurseries nurturing children to be happy, hold a strong located worldwide in Germany, Cyprus, Brunei, sense of belonging within our strong Gibraltar, Naples and the Falkland Islands. communities, and to have the ability to make clear judgements. Our schools, EYFS settings and nurseries are well supported by a range of services including In this rapidly changing world, we must welfare support from garrison teams, school prepare children not only for their next improvement, ICT, targeted services for pupils schools, but also for the world they will be part with special and additional needs as well as of when they grow up. support to leadership teams on budgets and personnel issues. We appoint the very best creative and inspirational teachers to work with us either in We have strong links to external bodies such our schools or settings overseas or in the UK at as Department for Education, Education our secondary boarding school in Scotland. Scotland, Office for Standards in Education (Ofsted) and HM Inspectorate of Education We look for committed and innovative (HMIe). practitioners to join us in maintaining the outstanding standards that are expected from our teaching team. Our schools embrace technology and deliver an exciting and inspirational curriculum that is aimed at preparing our children for success and enjoyment in the modern world. We offer a fantastic opportunity to teach in a Ministry of Defence school. Our children are enthusiastic, motivated learners that care for each other and are proud of their school. St. Christopher’s Early Years Foundation Stage Unit Welcome to St. Christopher’s Foundation Stage and a warm welcome to Gibraltar. Early Years Foundation Stage (EYFS) provision at St. Christopher’s School is available, free of charge, to children the term after their third birthday through to the end of the Early Years Foundation Stage. The emphasis in the EYFS is all about fostering independence, a positive attitude to learning, developing social skills and an approach to valuing learning through play. For many children it will be their first experience in a group setting. We aim to work in genuine partnership with parents, other adults and agencies who are involved in the care and development of young children. We value the breadth and diversity of experience that children bring with them from their family and home and it is our aim to build on this learning whilst covering an EYFS Curriculum carefully matched to the needs and interests of each unique child. Our environment supports this commitment as the EYFS at St. Christopher’s is located in Four Corners as part of HELM point which is the newly built community centre. We are walking distance from all the SFA accommodation in Four Corners and have open plan classrooms and a outside area that is freely accessed from the classrooms. St. Christopher’s Principles These are the principles that relate to everything we do in the Foundation Stage provision at St. Christopher’s EYFS Unit. • Our provision will aim to meet the needs and interests of the children ensuring that they feel safe and secure and are suitably challenged to make progress in their learning. We will follow and make use of the Early Years Foundation Stage Guidance to shape our provision. • Our provision will ensure that all children feel included, secure and valued. Parents and practitioners will work together in an atmosphere of mutual respect. • All of our staff will make every effort to ensure that no child is excluded or disadvantaged because of ethnicity, culture or religion, home language, family background, special educational needs, disability, gender or ability. • Our provision is committed to ensure, through training and staff development, that practitioners are able to understand and implement a curriculum that meets both the needs of child and the curricular guidance. • Our staff will plan and provide a rich, imaginative and stimulating learning environment and provision This will be planned and organised to ensure that all children are safe to explore, be challenged, have their needs met and be supported in making progress in their learning. • Our staff will endeavour to balance the initiation of new learning activities. Some activities will be planned for the children and will build on what children already know and can do. Other activities will be ones that children have planned and/ or initiated themselves. • Our provision will provide a carefully structured environment. Staff will emphasise independence, confidence and perseverance in learning and playing. Children will learn to ‘Plan’ (Think about what they are going to do), ‘Do’ (Carry out their intentions with independence and confidence) and ‘Review’ (Talk about what they have done and intend to do next). Through Foundation 2 children will be introduced to some more formal elements of the curriculum, in preparation for their transition into Year 1. • Our staff will use planning formats that reflect the importance of assessment informing the next step of learning, with practitioners using observations and responding appropriately to children. Children’s needs and interests will be of the highest importance when planning for future learning and experiences. • Our staff will emphasise Play as a fundamental way to support young children’s learning across both Foundation1 and Foundation 2. The emphasis will be on developing children’s independence, self-responsibility, problem solving and a positive attitude to learning. School Profiles In this booklet we have tried to give you an overview of who we are, our values, ethos and what we offer but we would encourage you to visit our schools’ websites to see what we offer in each location. Latest Category/ Pupil School Curriculum Ofsted/HMIe Website Age Range Numbers1 Assessment Akrotiri School Primary English National 519 Good Episkopi School Cyprus 3 – 11 years Curriculum Ayios Nikolaos School Primary English National 130 Good Ayios Nikolaos primary school Cyprus 3 – 11 years Curriculum Dhekelia School Primary English National 293 Good Dhekelia Schools Cyprus 3 – 11 years Curriculum Episkopi School Primary English National 370 Outstanding Episkopi Schools Cyprus 3 – 11 years Curriculum King Richard School Secondary English National 116 Outstanding King Richard School Cyprus 11 – 19 years Curriculum St John’s School Secondary English National 265 Good St Johns School Cyprus 11 – 19 years Curriculum Attenborough School Primary English National 317 Good Attenborough School Germany 3 – 11 years Curriculum St David’s School Primary English National 49 Good St Davids
Load more

Recommended publications
  • (PDF) Understanding the Foundation Stage
    Contents Introduction 1 The Rationale of the Foundation Stage • The Characteristics of the Foundation Stage 2 • The Aims of the Foundation Stage 3 • The Principles Underpinning the Foundation Stage 4 • The Curriculum in the Foundation Stage 5 Creating an Effective Learning Environment • The Approach to Learning and Teaching in the Foundation Stage 6 • Adults’ Role in Promoting Learning 7 • Learning Partnerships 7 • The Physical Environment 8 Learning, Teaching and Assessment • The Learning, Teaching and Assessment Cycle in the Foundation Stage 9 • Planning in the Foundation Stage 11 • Assessment for Learning in the Foundation Stage 13 • Observation and Assessment in the Foundation Stage 13 • The Pupil Profile in the Foundation Stage 15 Acknowledgements This material has been developed in collaboration with the Early Years Interboard Group. Understanding the Foundation Stage Introduction The Foundation Stage Years 1 & 2 in the primary school The purpose of this guidance is to provide information related to good practice in the Foundation Stage. It outlines the approach to learning, teaching and assessment and should be used to support the review, development and improvement of existing provision and practice. Young children come to school from a variety of different backgrounds, having had a range of diverse learning experiences at home and for most, some form of pre-school education. The Foundation Stage aims to build on these learning experiences by providing children with an appropriate learning programme to develop their dispositions to learn and to provide them with the skills and competencies they will need to succeed in school and future life. The Foundation Stage also endorses good early years practice where teachers have more flexibility in terms of what they teach.
    [Show full text]
  • The Sciences at Key Stage 4: Time for a Re-Think? Why Key Stage 4 Is So Important, and Why Changes Are Needed
    The sciences at key stage 4: time for a re-think? Why key stage 4 is so important, and why changes are needed Key stage 4 is a pivotal period of time in a student’s chemistry and biology are currently the preserve of school life; it is the point at which they make subject a minority. There is evidence that the existence of choices that define their future study, as well as their multiple routes through key stage 4 disadvantages a last experience of those subjects that they do not large number of students in both their experiences and choose to take further. The sciences are core subjects the choices that are taken away from them. For this to 16, yet multiple qualifications exist for students reason, the SCORE organisations are proposing that of this age. As this discussion paper documents, there should be a single route in the sciences for all evidence suggests that rich opportunities in physics, students up to the age of 16. SCORE’sSCORE’s proposal: proposal: a asingle single route route in in the the sciences sciences SCORE’sSCORE’s vision vision is thatis that opportunities opportunities for forhigh-quality high-quality studyexciting of the sciences and inspiring are available experience to all, of onthe an sciences, studyequitable of the sciencesbasis, and are we available believe thatto all, this on can an only be achievedproviding by the them creation with ofthe a skillssingle and route knowledge at key to equitablestage 4. basis, This singleand we route believe would that remove this can the only need for decisionssucceed to be in madetheir future at 14 endeavours,that could limit whether students’ or not be futureachieved choices, by the and creation give all of students a single routean authentic, at key excitingthey and decideinspiring to experience pursue the ofsciences the sciences, beyond 16.
    [Show full text]
  • Social Selectivity of State Schools and the Impact of Grammars
    _____________________________________________________________________________ Social selectivity of state schools and the impact of grammars A summary and discussion of findings from ‘Evidence on the effects of selective educational systems’ by the Centre for Evaluation and Monitoring at Durham University The Sutton Trust, October 2008 Contents Executive summary 3 Introduction and background 5 Findings -- selectivity 7 Findings – pupil intakes 10 Findings – attainment 12 Discussion 13 Proposed ways forward 16 Appendix 18 2 Executive summary Overview This study shows that the vast majority of England's most socially selective state secondary schools are non-grammar schools. However, England's remaining grammar schools are enrolling half as many academically able children from disadvantaged backgrounds as they could do. The research also concludes that the impact on the academic results of non-grammar state schools due to the ‘creaming off’ of pupils to grammar schools is negligible. Grammars have a widespread, low-level, impact on pupil enrolments across the sector. A relatively small number of non-selective schools do see a significant proportion of pupils ‘lost’ to nearby grammars, but this does not lead to lower academic achievement. The Trust proposes that a further study be undertaken to review ‘eleven plus’ selection tests to see whether they deter bright pupils from disadvantaged backgrounds applying to grammar schools, and urges more grammars to develop outreach schemes to raise the aspirations and achievement of children during primary school. It also backs calls for religious schools to consider straightforward 'binary' criteria to decide which pupils should be admitted on faith grounds, and other ways – including the use of banding and ballots – to help make admissions to all secondary state schools operate more equitably.
    [Show full text]
  • Opening a Studio School a Guide for Studio School Proposer Groups on the Pre-Opening Stage
    Opening a studio school A guide for studio school proposer groups on the pre-opening stage August 2014 Contents Introduction 3 Section 1 - Who does what - roles and responsibilities? 5 Section 2 - Managing your project 10 Section 3 – Governance 12 Section 4 - Pupil recruitment and admissions 21 Section 5 - Statutory consultation 33 Section 6 - Staffing and education plans 36 Section 7 - Site and buildings 42 Section 8 – Finance 56 Section 9 - Procurement and additional support 63 Section 10 - Funding Agreement 67 Section 11 - The equality duty 71 Section 12 - Preparing to open 73 Section 13 - Once your school is open 80 Annex A - RSC regions and Local authorities 82 2 Introduction Congratulations! All your planning and preparation has paid off, and the Secretary of State for Education has agreed that your application to open a studio school should move to the next stage of the process – known as the ‘pre-opening’ stage. This is the stage between the approval of your application and the opening of the school. The setting up of a studio school is a challenging but ultimately very rewarding task and it will require significant commitment and time from sponsors and partners. Your original application set out your plans for establishing the studio school, from the education vision and the admission of pupils to the recruitment of staff and the curriculum. Now your application has been approved, you must begin work to implement these plans. The letter of approval you received from the Department for Education (DfE) sets out important conditions of approval. It is vital that you consider these conditions carefully in planning your priorities and what you need to focus on next.
    [Show full text]
  • The National Curriculum in England Key Stages 1 and 2 Framework Document
    The national curriculum in England Key stages 1 and 2 framework document September 2013 Contents 1. Introduction 4 2. The school curriculum in England 5 3. The national curriculum in England 6 4. Inclusion 8 5. Numeracy and mathematics 9 6. Language and literacy 10 7. Programmes of study and attainment targets 12 English 13 Spoken language – years 1 to 6 17 Key stage 1 – year 1 19 Key stage 1 – year 2 26 Lower key stage 2 – years 3 and 4 33 Upper key stage 2 – years 5 and 6 41 English Appendix 1: Spelling 49 Spelling – work for year 1 50 Spelling – work for year 2 55 Spelling – work for years 3 and 4 59 Word list – years 3 and 4 64 Spelling – years 5 and 6 66 Word list – years 5 and 6 71 International Phonetic Alphabet (non-statutory) 73 English Appendix 2: Vocabulary, grammar and punctuation 74 Glossary for the programmes of study for English (non-statutory) 80 Mathematics 99 Key stage 1 – years 1 and 2 101 Year 1 programme of study 102 Year 2 programme of study 107 Lower key stage 2 – years 3 and 4 113 Year 3 programme of study 114 Year 4 programme of study 120 2 Upper key stage 2 – years 5 and 6 126 Year 5 programme of study 127 Year 6 programme of study 135 Mathematics Appendix 1: Examples of formal written methods for addition, subtraction, multiplication and division 142 Science 144 Key stage 1 146 Key stage 1 programme of study – years 1 and 2 147 Year 1 programme of study 148 Year 2 programme of study 151 Lower key stage 2 – years 3 and 4 154 Lower key stage 2 programme of study 155 Year 3 programme of study 157 Year 4 programme of study 161 Upper key stage 2 – years 5 and 6 165 Upper key stage 2 programme of study 166 Year 5 programme of study 168 Year 6 programme of study 172 Art and design 176 Computing 178 Design and technology 180 Geography 184 History 188 Languages 193 Music 196 Physical education 198 3 1.
    [Show full text]
  • An Examination of the UK's Key Stage Tests' Reading Section Complexity
    An Examination of the UK’s Key Stage Tests’ Reading Section Complexity Eleanor E. Sanford-Moore, Ph.D., Senior Vice President of Research; Heather Koons, Ph.D., Director of Research Services; and Laura Bush, Research Specialist The study examined the text complexity of the English reading The units of analysis in this study were the English reading pas- sections from Key Stage 1 and 2 tests from 2003 to 2016. The sages as presented in the reading section of the tests for (1) 2016 official sample sections from the Department for Educa- Key Stage 1, years 2003, 2004, and 2016 and (2) Key Stage 2 tion were also included. Three primary research questions were from years 2003 to 2016. Due to changes in test administration investigated: 1) How has the reading section text complexity through the years, the Key Stage 1 test was not administered changed over the years for Key Stage 1 and 2? 2) How closely for years 2005 through 2015. The study sample also includes aligned were the sample sections and administered sections DfE’s Key Stage 1 and Key Stage 2 sample reading sections for 2016? 3) Are the text complexity measures from the Key for 2016. The Key Stage 2 Levels 3-5 and 6 tests were discon- Stage 1 and 2 reading sections comparable to the median text tinued for 2016 and beyond. The final sample was comprised complexity measures from textbooks written for Years 2 and 6? of 77 reading passages. The results indicate that there has been little variation in the reading section complexity for Key Stage 1 through the three years of test administrations and that the text complexity of the 2016 reading section was closely aligned with that of the official Reading sections from each Key Stage 1 and 2 tests were sample section.
    [Show full text]
  • The Result of 11+ Selection: an Investigation Into Opportunities and Outcomes for Pupils in Selective Leas Adele Atkinson, Paul
    THE CENTRE FOR MARKET AND PUBLIC ORGANISATION The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expertise in economics, geography and law. Our objective is to study the intersection between the public and private sectors of the economy, and in particular to understand the right way to organise and deliver public services. The Centre aims to develop research, contribute to the public debate and inform policy-making. CMPO, now an ESRC Research Centre was established in 1998 with two large grants from The Leverhulme Trust. In 2004 we were awarded ESRC Research Centre status, and CMPO now combines core funding from both the ESRC and the Trust. Centre for Market and Public Organisation Bristol Institute of Public Affairs University of Bristol 2 Priory Road Bristol BS8 1TX Tel: (0117) 33 10799 Fax: (0117) 33 10705 E-mail: [email protected] The result of 11+ Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs Adele Atkinson, Paul Gregg and Brendon McConnell April 2006 Working Paper No. 06/150 ISSN 1473-625X CMPO Working Paper Series No. 06/150 The Result of 11 Plus Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs Adele Atkinson1 2 Paul Gregg and Brendon McConnell2 1Personal Finance Research Centre, University of Bristol 2 CMPO, University of Bristol April 2006 Abstract This paper assesses the impact of academic selection at age 11 on children in the minority of areas that still operate such a system. The answers are very clear. Overall there is little or no impact on attainment, but those educated in grammar schools do substantially better (around four grade points more than pupils with the same Key Stage 2 (KS2) points in similar, but non-selective, areas).
    [Show full text]
  • The National Curriculum in England Key Stages 3 and 4 Framework Document
    The national curriculum in England Key stages 3 and 4 framework document September 2013 Contents 1. Introduction 3 2. The school curriculum in England 4 3. The national curriculum in England 5 4. Inclusion 8 5. Numeracy and mathematics 9 6. Language and literacy 10 7. Programmes of study and attainment targets 12 English 13 Glossary for the programmes of study for English (non-statutory) 18 Mathematics 37 Science 45 Art and design 57 Citizenship 59 Computing 62 Design and technology 65 Geography 68 History 71 Languages 75 Music 78 Physical education 80 2 1. Introduction 1. Introduction 1.1 This document sets out the framework for the national curriculum at key stages 3 and 4 and includes: . contextual information about both the overall school curriculum and the statutory national curriculum, including the statutory basis of the latter . aims for the statutory national curriculum . statements on inclusion, and on the development of pupils’ competence in numeracy and mathematics, language and literacy across the school curriculum . programmes of study key stages 3 and 4 for all the national curriculum subjects, other than for key stage 4 English, mathematics and science, which will follow. 3 2. The school curriculum in England 2. The school curriculum in England 2.1 Every state-funded school must offer a curriculum which is balanced and broadly based1 and which: . promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and . prepares pupils at the school for the opportunities, responsibilities and experiences of later life. 2.2 The school curriculum comprises all learning and other experiences that each school plans for its pupils.
    [Show full text]
  • Secondary National Curriculum for England
    The national curriculum in England Key stages 3 and 4 framework document December 2014 Contents 1. Introduction 3 2. The school curriculum in England 4 3. The national curriculum in England 5 4. Inclusion 8 5. Numeracy and mathematics 9 6. Language and literacy 10 7. Programmes of study and attainment targets 12 English 13 Key stage 3 15 Key stage 4 18 Glossary for the programmes of study for English (non-statutory) 21 Mathematics 40 Key stage 3 42 Key stage 4 48 Science 56 Key stage 3 58 Key stage 4 68 Art and design 80 Citizenship 82 Computing 85 Design and technology 88 Geography 91 History 94 Languages 98 Music 101 Physical education 103 2 1. Introduction 1. Introduction 1.1 This document sets out the framework for the national curriculum at key stages 3 and 4 and includes: . contextual information about both the overall school curriculum and the statutory national curriculum, including the statutory basis of the latter . aims for the statutory national curriculum . statements on inclusion, and on the development of pupils’ competence in numeracy and mathematics, language and literacy across the school curriculum . programmes of study key stages 3 and 4 for all the national curriculum subjects, other than for key stage 4 science, which will follow. 3 2. The school curriculum in England 1. Introduction 2. The school curriculum in England 2.1 Every state-funded school must offer a curriculum which is balanced and broadly based1 and which: . promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and .
    [Show full text]
  • The National Curriculum in England Key Stages 3 and 4 Framework Document
    The national curriculum in England Key stages 3 and 4 framework document December 2014 Contents 1. Introduction 3 2. The school curriculum in England 4 3. The national curriculum in England 5 4. Inclusion 8 5. Numeracy and mathematics 9 6. Language and literacy 10 7. Programmes of study and attainment targets 12 English 13 Key stage 3 15 Key stage 4 18 Glossary for the programmes of study for English (non-statutory) 21 Mathematics 40 Key stage 3 42 Science 56 Key stage 3 58 Key stage 4 68 Art and design 80 Citizenship 82 Computing 85 Design and technology 88 Geography 91 History 94 Languages 98 Music 101 Physical education 103 2 1. Introduction 1. Introduction 1.1 This document sets out the framework for the national curriculum at key stages 3 and 4 and includes: . contextual information about both the overall school curriculum and the statutory national curriculum, including the statutory basis of the latter . aims for the statutory national curriculum . statements on inclusion, and on the development of pupils’ competence in numeracy and mathematics, language and literacy across the school curriculum . programmes of study key stages 3 and 4 for all the national curriculum subjects, other than for key stage 4 science, which will follow. 3 2. The school curriculum in England 2. The school curriculum in England 2.1 Every state-funded school must offer a curriculum which is balanced and broadly based1 and which: . promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and . prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
    [Show full text]
  • (EPPE) Project: Findings from Pre-School to End of Key Stage 1 Kathy Sylva University of Oxford
    University of Wollongong Research Online Faculty of Social Sciences - Papers Faculty of Social Sciences 2004 The ffecE tive Provision of Pre-school Education (EPPE) Project: Findings from pre-school to end of key stage 1 Kathy Sylva University of Oxford Edward Melhuish University of Wollongong, [email protected] Pam Sammons University of Nottingham Iram Siraj-Blatchford University of Wollongong, [email protected] Brenda Taggart University of London Publication Details Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2004). The Effective Provision of Pre-school Education (EPPE) Project: Findings from pre-school to end of key stage 1. Nottingham, United Kingdom: Department for Education and Skills. Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] The ffecE tive Provision of Pre-school Education (EPPE) Project: Findings from pre-school to end of key stage 1 Abstract This research brief describes the effects of education in the pre-school period (ages 3 and 4) as measured at primary school entry (rising 5) and in Years 1 and 2 (ages 6 and 7). Keywords stage, key, end, findings, project, eppe, 1, education, effective, provision, school, pre Disciplines Education | Social and Behavioral Sciences Publication Details Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2004). The Effective Provision of Pre- school Education (EPPE) Project: Findings from pre-school to end of key stage 1. Nottingham, United Kingdom: Department for Education and Skills. This report is available at Research Online: http://ro.uow.edu.au/sspapers/2156 THE EFFECTIVE PROVISION OF PRE-SCHOOL EDUCATION (EPPE) PROJECT: Findings from Pre-school to end of Key Stage 1.
    [Show full text]
  • Destinations of Key Stage 4 and Key Stage 5 Students, England, 2016/17
    Destinations of key stage 4 and key stage 5 students, England, 2016/17 16 October 2018 Percentage of pupils in sustained destinations after key stage 4 remains unchanged from 2015/16 Overall, 94% of pupils were in sustained education, employment or apprenticeships in the year after key stage 4, unchanged from 2015/16. 86% of pupils were in sustained education, up 4 percentage points since 2010/11 and 1 percentage point down from 2015/16. Percentage of students in sustained education and employment after key stage 5 remains high Overall, 89% of students were in sustained education, employment or apprenticeship destinations after key stage 5, a 1 percentage point decrease from 2015/16. 61% of students were in sustained education destinations, a 1 percentage point decrease from 2015/16 that has led to the small decrease in overall education, employment and apprenticeship destinations. Disadvantaged students are less likely to be employed or in higher education after key stage 5 Overall, 85% of disadvantaged students were in any sustained education, employment or apprenticeship destination after key stage 5, 5 percentage points lower than all other students (90%) and a 1 percentage point decrease compared to 2015/16. Disadvantaged students (46%) are less likely to progress into sustained higher education compared to all other students (51%) and show a 1 percentage point decrease compared to 2015/16 (47%). Contact: Email: [email protected] Press office: 020 7783 8300 Public enquiries: 0370 000 2288 Contents Contents........................................................................................................................................... 2 What are destination measures? ........................................................................................ 5 What is a ‘sustained’ destination? ............................................................................................. 5 What has changed? ..................................................................................................................
    [Show full text]