DOCSLIB.ORG

Towards Outstanding: National Standards for College Sport

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Towards Outstanding: National Standards for College Sport Towards Outstanding National standards for College sport Towards Outstanding: national standards for College sport Purpose of the document: SkillsActive is fully supportive of AoC’s who is it for and how should it be used? strategic commitment to ensure sport is placed “at the heart of Colleges. The development of This document provides a set of national standards against which it is possible for College staff to assess their own work, assisting with the process of creating Self this new toolkit for benchmarking will provide Introduction Contents Assessment Reports (SARs) and improvement planning. It is intended as a guide a framework to engage and share best practice only, with the full version and further examples available on the sport pages of in Colleges. Particularly with reference to the the Association of Colleges (AoC) website. The work to drive improvement in College sport has been Page 3 Purpose of the document employability agenda, SkillsActive is delighted ongoing over a number of years, most recently through Page 4 Self assessment framework the production of the national strategy, ‘Growing Sport, Although it will be of most interest to senior staff responsible for sport and/or to see progress in curriculum planning and Growing Colleges’, and through the creation of regional Page 5 Relationship with the Ofsted framework enrichment, this document is intended to support all Heads of Department and enrichment. networks to share good practice. There have been many Pages 6-7 National standards: Leadership and management cross-departmental senior staff who are involved in creating departmental or individual examples of quality teaching and learning Pages 8-9 National standards: Sport study programmes overall College SARs. The standards are concerned with the impact that sport Steve Mitchell, Head of National Partnerships, in sport in Colleges but sharing good practice has been and physical activity can have on learners, regardless of study programme. For SkillsActive “ Pages 10-11 National standards: Leadership and volunteering patchy. In addition, the value of sport to other curriculum example, the overall College SAR and individual departmental SARs may be Pages 12-13 National standards: Enrichment and extra curricular areas has not been assessed or reported thoroughly. strengthened by considering factors such as: Pages 14-15 National standards: Talent This document has been produced to address these Pages 16-17 National standards: Community sport and facilities • Physical fitness required for different vocations. gaps and drive up standards in all Colleges. ‘Towards Pages 18-19 Self assessment template • The positive impact that physical activity, a healthy lifestyle and involvement in sport can have on concentration levels, attendance, self esteem and Outstanding’ provides a set of national standards and a Sport England is committed to the development self assessment tool aimed at guiding Colleges in their behaviour. of a sporting habit for life and Colleges can quest for excellence. The work is set within the context of • How participation in sport volunteering, leadership, coaching, administration, the current national and political drive toward improving officiating and publicity/promotion can improve employability skills and “play a critical role in cementing this habit. standards across a range of industries and sectors. For increase opportunities for relevant progression. This can only be done effectively if sport is further education, this includes: • How sport can act as a means of strengthening learner voice. The Association of Colleges is committed to supporting Colleges • How sport can bring cross-curricular topics to life through practical used throughout the College as one of the • The formation of the Education and Training to raise standards and improve the quality of teaching and application in community settings. means by which learners can progress, gain Foundation. “learning. We are working with our partners at the Education and • How different sports and activities can engage all learners and support knowledge, skills and develop as individuals. equality and diversity. • The 2013 report of the Commission for Adult Training Foundation to identify areas for improvement, support We fully endorse these standards as a means Vocational Teaching and Learning. • The positive impact of sport projects on links with employers, community of helping Colleges to integrate sport into their • The introduction of Charter Standard Colleges. professional development and drive up standards of provision. organisations and industry in sectors such as health, the economy, • The Common Inspection Framework and Ofsted’s Sport can have a significant impact across College and these new engineering, construction, media and public services. core business and develop excellent sporting focus on quality teaching and learning to drive up national standards complement existing self assessment and opportunities for learners. standards focused on learner outcomes. This document contains a selection of examples to bring the standards to life. improvement planning tools. These are regularly being updated and added to, and further illustrations of how Suzanne Glavin, Strategic Lead for Youth Martin Doel, Chief Executive, Association“ of Colleges they are used can be viewed on the sport pages of the AoC website. Sport, Sport England “ 2 3 Self assessment framework The ‘Towards Outstanding’ tool and its relationship with the Ofsted framework Colleges are invited to read the standards and self assess using the following framework: The standards for ‘Leadership and management’ (pages 6-7) relate to all aspects of College sport. For each of the individual strands of College sport (pages 8-17), specific standards have been developed for outcomes for learners and quality of teaching, learning and assessment. Levels for self assessment Descriptor Outstanding College sport Established practice that provides outstanding outcomes for learners. It is part of a sustainable structure and there is evidence of continual refining and further development. Overall effectiveness Good practice in College sport Established practice that provides good outcomes for learners. Provision is being developed, sustained and integrated. Quality of teaching, Effectiveness of leadership Outcomes for learners learning and assessment and management Developing and improving College sport Improving practice that provides at least satisfactory outcomes for learners. A plan is in place to further improve provision and integrate sport across the College. Separate standards for outcomes for learners and for quality of provision have Leadership and management been developed for each of the following aspects of College sport: criteria relate to all aspects of • Programmes of study across the curriculum. College sport: • Leadership and volunteering. • Programmes of study across Minimum standard for College sport Provision is in the early stages of development and is not • Enrichment, extra curricular, formal sport, teams and competition. the curriculum. yet established or sustainable. Outcomes for learners may • Talent identification and development. • Leadership and volunteering. not yet have been quantified. • Community sport and facilities. • Enrichment, extra curricular, formal sport, teams and College staff are invited to assess their provision in each of these areas, focusing competition. on the question, ‘how can our provision support and improve learner experience, • Talent identification and Not applicable This is not applicable to our College/not relevant to our outcomes and progression?’ development. College context. (NB. this will only apply to a few standards – most will be Level of • Community sport and relevant to all Colleges) integration into (NB. wider health and wellbeing standards have not been included as they are facilities. the College covered by the Healthy FE programme) 4 5 L&M L&M i) viii) Ofsted criteria What this means for College sport Leadership and management At Newham Sixth Form Staff at Totton College College, sport and physical have collected key d) Leaders and managers Successful planning and management of sport programmes includes: activity is valued as a means attendance, retention successfully plan, establish of recruiting, retaining and L&M ix) a sports strategy or one in development, recognised and used across the College and achievement data and manage curriculum with evidence of implementation to demonstrate the progressing learners. One and learning programmes Ofsted criteria What this means for College sport L&M x) links through the strategy to internal College improvement planning and cross-College impact example is the introduction to meet the needs and departmental and overall College SARs of sport. Evidence of a common timetable. interests of learners, a) Leaders demonstrate shows that Academy The place and value of sport is recognised as a contributing factor to the College This has enabled staff to employers and the local L&M xi) non-sport departments use sport as a tool with SARs, improvement plans and an ambitious vision, student attendance mission, vision and values: deliver lunchtime drop and national community lesson planning have high expectations L&M i) the Principal and Senior Management Team (SMT) have high expectations in sessions to all learners was 3.78% higher in e) Leaders and managers Equality and diversity is a key principle within sport provision: for what all learners can regarding sport provision and
Load more

Recommended publications
  • Aoc Sport East Midlands National Championship Team 2019
    AoC Sport East Midlands National Championship Team 2019 Badminton Women’s Singles Badminton Men’s Singles Pos College Pos College 1 Wyggeston and Queen Elizabeth 1 New College Stamford 2 Wyggeston and Queen Elizabeth 2 Wyggeston and Queen Elizabeth 3 Bilborough 2 Wyggeston and Queen Elizabeth 4 Lincoln College 3 Wyggeston and Queen Elizabeth Women’s Basketball Men’s Basketball Pos College Pos College 1 Derby College 1 Loughborough College Cricket – Indoor24 Pos College 1 Lincoln College Cross Country – Women’s Regional Cross Country – Men’s Regional Pos College Pos College 1 Moulton College 1 Moulton College- 2 Nottingham College 2 Loughborough College- 3 Nottingham College 3 Moulton College 4 Moulton College 4 Loughborough College 5 Lincoln College 5 Lincoln College 6 Burton and South Derbyshire 6 Bilborugh College 7 Burton and South Derbyshire 7 Lincoln College 8 Burton and South Derbyshire 8 Moulton College Women’s 7-a-side football Men’s 7-a-side football Pos College Pos College 1 Loughborough College 1 Tresham College AoC Sport East Midlands National Championship Team 2019 Football for Students with a disability Pos College 1 Lincoln College Men’s Golf Women’s Golf Pos College Pos College 1 Derby College 1 Loughborough College 2 Derby College 2 Nottingham College 3 Derby College 3 4 Loughborough College 4 Women’s Hockey- Barbarians team Men’s Hockey- Barbarians team Pos College Pos College 1 Burton and South Derbyshire 1 2 Derby College 2 3 Derby College 3 4 Bilborough College 4 5 Bilborough College 5 6 Bilborough College 6 7 Bilborough
    [Show full text]
  • Moulton College Complaints Policy for Higher Education Students 1.0
    Moulton College Complaints Policy for Higher Education Students 1.0 Scope and purpose of the policy 1.1 Moulton College welcomes compliments, complaints and feedback from its customers as they provide the opportunity to make improvements where appropriate and to improve the service offered in the future. They are regarded as an important part of the quality improvement process. 1.2 This policy is specifically designed for higher education students at the College and complements the College’s Compliments, Complaints and Feedback Policy. These specific arrangements are in line with Chapter 9 of the QAA Code of Practice, reflecting the principles of natural justice, being transparent and open as confidentiality permits and including in unresolved cases an element of external independent scrutiny. 1.3 This policy applies to all students enrolled on University of Northampton programmes and students enrolled on Person Edexcel programmes at Level 4 or above. 1.4 For the purposes of this policy a complaint is defined as the expression of a specific concern about the provision of a course/module, a programme of study or a related academic or administrative service. 1.5 This policy does not apply to academic matters including examination and assessment performance and outcomes. For University of Northampton registered students, these outcomes are dealt with under the Academic Appeals Policy that is available on the University’s web-site, and via the University of Northampton’s Student Portal. For Pearson Edexcel registered students these matters are dealt with via the College’s Student Assessment – Appeals Policy and Procedures document available on Moodle.
    [Show full text]
  • FE Commissioner Intervention Summary Report: Moulton College
    FE Commissioner Intervention summary report: Moulton College April 2018 Contents Background to FE Commissioner Intervention Assessment 3 Overview of the College 4 Leadership and Governance 6 Leadership and Senior Management team 6 Curriculum and Quality Improvement 7 Curriculum overview 7 Finance and Audit 10 Recent financial history and forecasts for coming years 10 Financial liabilities / loans 11 Budget setting arrangements 12 Financial control, management and record keeping 12 Internal and external audit 13 Conclusions 13 Recommendations 13 Annex A - Information reviewed 15 Annex B - Interviewees 16 2 Background to FE Commissioner Intervention Assessment Moulton College has been in Further Education (FE) Commissioner (FEC) intervention since being referred in February 2017 due to a financial health score of inadequate for 2015/16. At that time, an FEC team comprising of a deputy FEC, and an FEC adviser visited the college for two days in March 2017, and again to complete a stocktake report in October 2017. The intervention focus has now been extended to quality of provision following the outcome of the recent Ofsted inspection 6th March 2018, with the following overall grades: Overall effectiveness Inadequate Effectiveness of leadership and management Inadequate Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Inadequate Outcomes for learners Requires improvement 16-19 study programmes Requires improvement Adult learning programmes Requires improvement Apprenticeships Inadequate Provision for learners with high needs Inadequate An FEC team including a Deputy FEC and FEC Adviser visited the College on April 10th and 11th April 2018. During the visit the FEC team met with the Deputy Principal, members of the senior leadership team, the Chair of Governors and Clerk to the Corporation, corporation members of the finance and teaching and learning committees, curriculum managers and teaching staff.
    [Show full text]
  • In Practice:The Development of Constructionsite Author: Brian Elgie
    SKILLS FOR SUSTAINABLE COMMUNITIES LIFELONG LEARNING NETWORK SSCLLN BEST PRACTICE GUIDES : GUIDE FIVE In Practice:The Development of constructionsite www.constructionsite.org.uk Author: Brian Elgie Creating opportunities for vocational learners SSCLLN Best Practice Guides Introduction to SSCLLN Best Practice Guides SSCLLN BEST PRACTICE GUIDES: GUIDE FIVE About the Guides In Practice:The Development of constructionsite Lifelong Learning Networks were established www.constructionsite.org.uk across England to develop and promote opportunities for people with vocational Author: Brian Elgie qualifications and/or experience to progress A guide to setting up a regional repository supporting the development of higher education courses. more easily into and through higher education. The networks are made up of partnerships of educational organisations such as universities and further education colleges who are Contents working together to streamline access to 1. Executive Summary higher education, and open up routes to graduate and post graduate levels. 2. Introduction 3. Purpose of Report The Skills for Sustainable Communities 4. Terms of Reference Lifelong Learning Network (SSCLLN), hosted by the University of Leicester, was established 5. Research Methodology and Actions in 2006. The Network covers a sub-region 6. Background of the East Midlands across Leicestershire, 6.1 Skills for Sustainable Communities Lifelong Learning Network (SSCLLN) Northamptonshire, Lincolnshire and Rutland. 6.2 SSCLLN Operational Structures The Network is funded until December 2010 7. Rationale for the Development of the constructionsite by the Higher Education Funding Council for England (HEFCE). 8. Project Aims and Objectives 9. Qualitative and Quantitative Outcomes This best practice guide is part of a series 10. Repository Development of guides produced by the SSCLLN.
    [Show full text]
  • For Your Sports Events
    THE PERFECT BASE FOR YOUR SPORTS EVENTS Located in the heart of the Northamptonshire countryside HOW TO GET TO IDEALLY SITUATED MOULTON COLLEGE WITH ACCESSIBLE By Road: The College is situated in the village of Moulton, which is 5 miles from the centre of TRANSPORT LINKS Northampton. Moulton can be reached either by the A43 Northampton to Kettering Road or from the A508 Northampton to Market Harborough Road. Moulton College is located in the In either case, avoid signs for Moulton Park as this is an industrial estate. heart of the Northamptonshire countryside, centrally located By Rail: Rail users may travel to the nearby between London and Birmingham. Northampton Station (15 minutes by taxi), which is a main line station with regular services to London, The College has been established for 100 Birmingham and elsewhere in the UK. years and has extensive facilities to cater for a wide range of sporting events and camps. By Air: Heathrow (2 hours by car), Gatwick (2½ hours There’s also accommodation and catering by car) and Birmingham (1 hour by car) are within easy facilities on site, reducing the need to travel reach of Moulton via the UK motorway network. All during your event or training camp. The airports have regular scheduled flights to all parts of facilities are used extensively for teaching the UK, Europe and International destinations. purposes within the College however they are also run on a commercial basis, available for If you are using satellite navigation you should enter hire by clubs, organisations, local groups and one of the following postcodes: professional sporting bodies.
    [Show full text]
  • 237 Colleges in England.Pdf (PDF,196.15
    This is a list of the formal names of the Corporations which operate as colleges in England, as at 3 February 2021 Some Corporations might be referred to colloquially under an abbreviated form of the below College Type Region LEA Abingdon and Witney College GFEC SE Oxfordshire Activate Learning GFEC SE Oxfordshire / Bracknell Forest / Surrey Ada, National College for Digital Skills GFEC GL Aquinas College SFC NW Stockport Askham Bryan College AHC YH York Barking and Dagenham College GFEC GL Barking and Dagenham Barnet and Southgate College GFEC GL Barnet / Enfield Barnsley College GFEC YH Barnsley Barton Peveril College SFC SE Hampshire Basingstoke College of Technology GFEC SE Hampshire Bath College GFEC SW Bath and North East Somerset Berkshire College of Agriculture AHC SE Windsor and Maidenhead Bexhill College SFC SE East Sussex Birmingham Metropolitan College GFEC WM Birmingham Bishop Auckland College GFEC NE Durham Bishop Burton College AHC YH East Riding of Yorkshire Blackburn College GFEC NW Blackburn with Darwen Blackpool and The Fylde College GFEC NW Blackpool Blackpool Sixth Form College SFC NW Blackpool Bolton College FE NW Bolton Bolton Sixth Form College SFC NW Bolton Boston College GFEC EM Lincolnshire Bournemouth & Poole College GFEC SW Poole Bradford College GFEC YH Bradford Bridgwater and Taunton College GFEC SW Somerset Brighton, Hove and Sussex Sixth Form College SFC SE Brighton and Hove Brockenhurst College GFEC SE Hampshire Brooklands College GFEC SE Surrey Buckinghamshire College Group GFEC SE Buckinghamshire Burnley College GFEC NW Lancashire Burton and South Derbyshire College GFEC WM Staffordshire Bury College GFEC NW Bury Calderdale College GFEC YH Calderdale Cambridge Regional College GFEC E Cambridgeshire Capel Manor College AHC GL Enfield Capital City College Group (CCCG) GFEC GL Westminster / Islington / Haringey Cardinal Newman College SFC NW Lancashire Carmel College SFC NW St.
    [Show full text]
  • Contents Qualifications – Awarding Bodies
    Sharing of Personal Information Contents Qualifications – Awarding Bodies ........................................................................................................... 2 UK - Universities ...................................................................................................................................... 2 UK - Colleges ........................................................................................................................................... 6 Glasgow - Schools ................................................................................................................................. 12 Local Authorities ................................................................................................................................... 13 Sector Skills Agencies ............................................................................................................................ 14 Sharing of Personal Information Qualifications – Awarding Bodies Quality Enhancement Scottish Qualifications Authority Joint Council for Qualifications (JCQ) City and Guilds General Certificate of Secondary Education (GCSE) General Certificate of Education (GCE) Edexcel Pearson Business Development Royal Environmental Health Institute for Scotland (REHIS) Association of First Aiders Institute of Leadership and Management (ILM) Institute of Occupational Safety and Health (IOSH) UK - Universities Northern Ireland Queen's – Belfast Ulster Wales Aberystwyth Bangor Cardiff Cardiff Metropolitan South Wales
    [Show full text]
  • The Story2007-2010 Skills for Sustainable Communities Lifelong Learning Network Skills for Sustainable Communities the Story Lifelong Learning Network 2007-2010 03
    THE STORY2007-2010 SKILLS FOR SUSTAINABLE COMMUNITIES LIFELONG LEARNING NETWORK SKILLS FOR SUSTAINABLE COMMUNITIES THE STORY LIFELONG LEARNING NETWORK 2007-2010 03 WELCOME In 2004, HEFCE launched the Lifelong Learning Network (LLN) programme, inviting bids from higher education institutions in partnership with local further education colleges to improve progression opportunities for learners following vocational pathways. To date, HEFCE has committed approximately £105million and over 15,000 additional student numbers (ASNs) to support the work of 30 LLNs nationwide. TheSkills for Sustainable Communities Lifelong Learning Network (SSCLLN) was established to improve the coherence, clarity and certainty of progression opportunities for vocational learners into and through Higher Education. Hosted by the University of Leicester, the Network was made up of colleges and universities in Leicestershire, Northamptonshire, Lincolnshire and Rutland. In line with regional priorities at the time the Network focused activity on the following sectors: Health and Social Care and Children and Young Peoples Services Leadership, Management and Enterprise: Creative Industries Sector Leadership, Management and Enterprise: Food and Drink Sector Leadership, Management and Enterprise: Construction Sector Key activities have included: Curriculum development to facilitate progression: this includes the alignment of courses to remove barriers to progression, introduction of bridging provision and new curriculum development based on employer need. Staff development: the organisation and development of training and resources for staff working in partner institutions and stakeholder groups to help improve progression opportunities for vocational learners. Information, advice and guidance services: working in partnership the LLN has developed and produced resources, supported one to one advice projects and organised events designed to improve the range of IAG services available to vocational learners.
    [Show full text]
  • Moulton College
    REPORT FROM THE INSPECTORATE Moulton College July 1994 THE FURTHER EDUCATION FUNDING COUNCIL THE FURTHER EDUCATION FUNDING COUNCIL The Further Education Funding Council (FEFC) has a statutory duty to ensure that there are satisfactory arrangements to assess the quality of provision in the further education sector. It discharges the duty in part through its inspectorate, which inspects and reports on each college in the sector every four years. The Council’s inspectorate also assesses and reports on a national basis on specific curriculum areas and advises the Council’s quality assessment committee. College inspections involve both full-time inspectors and registered part- time inspectors who have specialist knowledge and experience in the areas they inspect. Inspection teams normally include at least one member from outside the world of education and a nominated member of staff from the college being inspected. GRADE DESCRIPTORS The procedures for assessing quality are described in the Council Circular 93/28. In the course of inspecting colleges, inspectors assess the strengths and weaknesses of each aspect of provision they inspect. Their assessments are set out in the reports. They also summarise their judgements on the balance between strengths and weaknesses using a five-point scale. The descriptors for the grades are: • grade 1 – provision which has many strengths and very few weaknesses • grade 2 – provision in which the strengths clearly outweigh the weaknesses • grade 3 – provision with a balance of strengths and weaknesses • grade 4 – provision in which the weaknesses clearly outweigh the strengths • grade 5 – provision which has many weaknesses and very few strengths. Cheylesmore House Quinton Road Coventry CV1 2WT Telephone 0203 863000 Fax 0203 863100 © FEFC 1994 This report may be photocopied.
    [Show full text]
  • The Education (Listed Bodies) (Scotland) Order
    Document Generated: 2018-04-12 Status: This is the original version (as it was originally made). This item of legislation is currently only available in its original format. SCHEDULE PART 1 Bodies Providing Courses in Preparation for a Degree SECTION 1 Generally Abingdon and Witney College Academy of Contemporary Music, The Academy of Live and Recorded Arts Accrington and Rossendale College Adam Smith College, Fife, The All Nations Christian College Al-Maktoum Institute for Arabic and Islamic Studies American Intercontinental University, London Amersham and Wycombe College Anglo-European College of Chiropractic Arts Educational Schools Arts Institute at Bournemouth, The Asante Academy of Chinese Medicine Ashridge Management College Askham Bryan College Association of Chartered Certified Accountants Barclays PLC Barking College Barry College Basingstoke College of Technology Belfast Bible College Belfast Metropolitan College Bellerby’s College Berkshire College of Agriculture Bird College of Dance and Theatre Performance Birmingham Christian College Birmingham College of Food, Tourism and Creative Studies Birmingham International College Bishop Auckland College Bishop Burton College Bradford College Bridgend College 1 Document Generated: 2018-04-12 Status: This is the original version (as it was originally made). This item of legislation is currently only available in its original format. Brighton Institute of Modern Music Bristol Baptist College Bristol Old Vic Theatre School British College of Osteopathic Medicine British Institute of
    [Show full text]
  • CONTENTS Page General Information the National Training Syllabus
    CONTENTS Page General Information Introduction 2 FACTS Scheme - Objectives 4 Composition of the FACTS Management Committee 5 Terminology and definitions relating to the scheme 6 The Certificate of Competence in Fertiliser and Nutrient Management Advice for Field Sales and Advisory Staff 8 Your Questions Answered 9 Examination Structure 12 FACTS Pre-Training 13 The National Training Syllabus - FACTS Agriculture Modules % TOTAL TIME 1. The soil in relation to plant nutrition 15% 16 2. Organic nutrient sources 15% 18 3. The nature and properties of fertilisers 5% 20 4. Crop nutrients in plants and the factors influencing 15% 21 the amount of fertiliser required. 5. Use of fertilisers on the main crop groups in the UK 15% 23 6. The transport, storage and handling of fertilisers 10% 24 7. Application of fertilisers 5% 25 8. Code of Good Agricultural Practice and legal and 20% 26 other requirements to protect the environment Sample multi-choice questions for the FACTS Examination 27 Sample Scenario question for the FACTS Examination 28 Reference materials 30 Useful websites and publications 31 The BASIS Diploma in Agronomy 33 BASIS / FACTS Approved Trainers 36 1 FACTS SYLLABUS & INFORMATION INTRODUCTION FACTS is an independent non-statutory certification Scheme for advisers in plant nutrient management. It was established in 1993 following discussions with the trade associations connected with the industry and BASIS® Registration Ltd. At the present time there is no legal requirement for advisers and sellers to be certificated; however it was considered that setting up such a scheme was the responsible action to take in light of the environmental pressures and increasing technical requirements.
    [Show full text]
  • Have Your Say on a New Academy for Northampton
    Agenda Item No 4 Appendix 1 Have your say on a new academy for Northampton Consultation on the proposed closure of Unity College in order to open a new academy. We would like to know what you think about some changes Northamptonshire County Council is proposing for your children’s schools. The changes involve Unity College, a Church of England (Voluntary Aided) Secondary School, becoming an academy for children aged 11 to 18 years of age. Pupils currently in the existing school will automatically have places in the academy. The academy would open on 1st September 2009 in the buildings of Unity College. The Academy would provide 1200 places for students aged 11-16 and 300 places in its sixth form for students aged 16-18, and would specialise in Maths and English. What is an academy? Academies, originally set up in inner cities are now part of the government’s diversity programme to give parents greater choice. Academies are publicly funded independent state schools that provide high quality education. They are free of charge to attend and open to students of all abilities. They also receive additional funding, expertise and resources from their sponsors. In this case the sponsor will be a partnership consisting of the Church of England Diocese, Moulton College, Bishop Stopford School and Northamptonshire County Council. Academies enjoy certain freedoms such as the ability to develop their own curriculum. They are, however, accountable to central government for delivery of standards and the core curriculum. The proposed academy will work in close partnership with local schools, other education providers and community agencies.
    [Show full text]