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Art, Craft and Design Education
Making a mark: art, craft and design education 2008/11 This report evaluates the strengths and weaknesses of art, craft and design education in schools and colleges in England. It is based principally on subject inspections of 96 primary schools, 91 secondary schools and seven special schools between 2008 and 2011. This includes five visits in each phase to focus on an aspect of good practice. The report also draws on institutional inspections, 69 subject inspections in colleges, and visits to a sample of art galleries. Part A focuses on the key inspection findings in the context of the continued popularity of the subject with pupils and students. Part B considers how well the concerns about inclusion, creativity and drawing raised in Ofsted’s 2008 report, Drawing together: art, craft and design in schools, have been addressed. Contents Executive summary 1 Key findings 3 Recommendations 4 The context of art, craft and design education in England 5 Part A: Art, craft and design education in schools and colleges 6 Achievement in art, craft and design 7 Teaching in art, craft and design 14 The curriculum in art, craft and design 25 Leadership and management in art, craft and design 33 Part B: Making a mark on the individual and institution 39 Progress on the recommendations of the last triennial report Promoting achievement for all 41 Providing enrichment opportunities for all 46 Developing artists, craftmakers and designers of the future 48 Focusing on key subject skills: drawing 51 Further information 57 Notes 58 Further information 59 Publications by Ofsted 59 Other publications 59 Websites 59 Annex A: Schools and colleges visited 60 Executive summary Executive summary Children see before they speak, make marks before they Stages 1 and 2 and was no better than satisfactory at Key write, build before they walk. -
Outreach & Partnerships
OUTREACH & PARTNERSHIPS Strengthening Forest through collaboration Where People Grow 2019 / 2020 2 Contents Introductions 4-5 Community 29 International 52 Our Partnership: LAE 6 Community Action 30 Economic Impact 53 Hackney Empire 7 Covid-19 C.A. 36 The Future 54 STEAM 8 Staff Volunteering 39 British Science Week 10 Local Education 41 Humanities & Literacy 24 Governance 46 Careers 26 The Arts 28 Charity 48 Whole School 49 Senior School 50 Prep School 51 3 Warden’s Introduction Like Forest, almost every independent school has In the present crisis, with independent schools formed partnerships with schools in the maintained adjusting their models to ensure long-term viability sector. Rightly so, because sharing resources and in the face of economic crisis, there is a danger that expertise beyond those who can afford fees is part outreach work will be the first victim of reduced of Forest’s character. We are at the stage of outreach budgets. Hopefully, not at Forest where we remain development where there is a growing understanding of the view that there has never been a more of what partnerships should look like, how they important time to live your values, and show a firm work best to mutual benefit, and how their impact understanding of what outreach work does for your can be measured, reported and built upon. We are own school. therefore becoming more diligent in recording and measuring what we have done for the public benefit, To close the gates and become an insular institution rather than expecting everyone to take on trust that would do our pupils a disservice and would be a we are committed to the causes of social mobility. -
Arts Award & Beyond
Arts Award & Beyond... Developing Creative Opportunities for Young People across Waltham Forest Report of current provision with Project Action Plan By Laura Elliott, Project Consultant and Coordinator November 2013 – March 2014 CONTENTS Acknowledgements i Explanation of key organisations and terms ii Executive summary iv Project Action Plan vii 1. Introduction 1 1.1 About the report 1 1.2 Research methodology 1 1.3 Report aims and objectives 2 2. Key findings and recommendations 3 2.1 Identify existing arts provision for young people aged 14-25 3 2.2 Identify main structures of communication for arts providers 7 2.3 Provide an overview of the organisation of work experience, apprenticeships and volunteering 9 2.4 Identify the main benefits of Arts Award to education providers 10 2.5 Identify the main incentives and barriers to participation 12 2.6 Identify and encourage new partner organisations able to engage young people not currently participating in the arts 15 2.7 Summary of the full recommendations with action points 16 3. Project Action Plan up to March 2014 17 3.1 Project milestones 18 4 Conclusion 19 Sources 20 Appendices 21 Appendix i: Table of Arts Award and Artsmark activity in schools 21 Appendix ii: List of Waltham Forest education, youth and arts organisations working with young people aged 16-25 22 Appendix iii: Waltham Forest schools networks 26 a) Table of Waltham Forest Area Partnerships 25 b) List of Waltham Forest Schools Networks 26 c) Case Studies of information networks used by two WFAEN member schools 28 Appendix iv: Survey and consultation results 29 Appendix v: Sample of questionnaire 30 Appendix vi: Consultation exercise and notes 33 a) Barriers and benefits 33 b) Next steps: Communication 35 c) Next steps: Work experience 36 Cover illustration: Students from Chingford Foundation School displaying relief prints completed during a workshop at the William Morris Gallery attended as part of their Bronze Arts Award. -
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150 Seymour Road, Leyton, London E10 7LX Tel: 020 8988 5860 / Fax: 020 8988 5861 Website: www.lammas.waltham.sch.uk Friday 4th March 2016 ISSUE NO: 384 Email: [email protected] Governor’s Corner Well it’s the first week of March and Spring has nearly arrived according to the weather people, yet I wonder if they know what they are talking about as they predict snow showers in the next few days! But I see the cherry trees are coming into blossom and the daffodils were resplendent for St David’s Day so the Easter holidays will soon arrive and it will nearly be public exam time too, this year seems to have flashed bye so far and I sometimes struggle to keep pace. I am delighted to be able to tell you that we have a new Parent Governor; Ms Babs Pierre who has a son in Year 7 and we hope a daughter joining us in September in the next Year 7. She is a welcome addition to our school Governors, joining us with lots of experience of school governorship in the LB of Newham. I’m sure everyone will join me in welcoming her and we look forward to her future contributions to making Lammas even better. I have to, with some personal sadness, inform you that former Councillor and Mayor of Waltham Forest, Mr Tarsem Bohgal has tendered his resignation from the Governing Body with immediate effect. His resignation is prompted by personal circumstances and I have on behalf of the Governors accepted his resignation whilst thanking him for his time and effort that he has put into helping the school aspire to its potential. -
Frederick Bremer School Inspection Report
Frederick Bremer School Inspection report Unique Reference Number 103094 Local Authority Waltham Forest Inspection number 333038 Inspection dates 11–12 June 2009 Reporting inspector Glynis Bradley-Peat This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Comprehensive School category Community Age range of pupils 11–16 Gender of pupils Mixed Number on roll School (total) 907 Appropriate authority The governing body Chair Mr Malcolm Howard Headteacher Ms Ruth Woodward Date of previous school inspection Not previously inspected School address Siddeley Road Walthamstow London E17 4EY Telephone number 020 8498 3340 Fax number 020 8523 5323 Age group 11–16 Inspection dates 11–12 June 2009 Inspection number 333038 Inspection Report: Frederick Bremer School, 11–12 June 2009 2 of 11 . © Crown copyright 2009 Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Inspection Report: Frederick Bremer School, 11–12 June 2009 3 of 11 Introduction The inspection was carried out by four Additional Inspectors. Description of the school The school is of average size and was established in September 2008 as a result of the amalgamation of Aveling Park School and Warwick Boys School. -
Frederick Bremer School Parent
Frederick Bremer School Parent/ Carer Handbook - September 2020 Contents Section 1 – Introduction to the School ...................................................................................................................................... 5 1.1 Headteacher’s Welcome .................................................................................................................................................. 5 1.2 School Values ................................................................................................................................................................... 6 1.3 Introduction to Key Staff .................................................................................................................................................. 7 Senior Leadership Team & Chair of Governors .................................................................................................................................... 7 Faculty/Department Leaders ............................................................................................................................................................... 8 Heads of Year ....................................................................................................................................................................................... 8 Pastoral Support Officers ..................................................................................................................................................................... 8 Key Support -
Heathcote News Autumn 2017
HEATHCOTE NEWS Issue No. 53, Autumn 2017 Inside this issue Transition Building Page 2 - A Message from the Head Page 3 - New School Vision - Dates for your Diary Officially Opened Page 4 - Carolling at the Mount - Early GCSE Music Achievements Page 5 - Cutty Sark Fun - Heathcote Remembers Page 6 - DEC! pupils get hands-on Page 7 - DEC! pupils get hands-on - Year 9 Victorious at West Ham Page 8 - BSL Achievements & Opportunities Page 9 - Logic Pro X Masterclass - Year 11 Global Warming Presentations Page 10 - Community Events Page 11 - Essex Chemistry Mastermind - Christmas Lunch Page 12 - Heathcote Alumni Page 13 - Heathcote Alumni Page 14 - Jack Petchey Special Page 15 - Jack Petchey Special Investing in schools for our growing population Page 16 - Performer of the Month Nominees Page 17 - Winter Art Exhibition A brand new £8.5 million block for 11 and 12 year old pupils at Heathcote Page 18 - Year 13 Leadership Team Page 19 - European Day of Languages Secondary school in Chingford is the latest facility to open as part of an Page 20 - Children in Need Ramble extensive school expansion programme. The Year 7 building has eleven Page 21 - Frightfully Good Reads classrooms, two science labs, a ‘food-tech’ room and an assembly hall which - STEM Superheroes will also serve as a cafeteria. Council Leader Clare Coghill, who officially Page 22 - Sixth Form Relationship Days opened the block, was welcomed by pupils playing steel drums. She said: Page 23 - University of Westminster Open Day “This exciting new building will surely help inspire children to get the most Page 24 - Speak Out Challenge out of their education at Heathcote Secondary School - but the work Page 25 - Speak Out Challenge doesn’t stop here. -
Annual Report 2017
Annual Report 2017 Published February 2018 Challenge Partners is a Contents 1. THE PARTNERSHIP 2 practitioner-led education About Challenge Partners 3 Message from the Chief Executive 4 charity that enables Our principles and approach 6 collaboration between Challenge Partners by numbers 10 2. OUR COLLECTIVE AIMS 12 It is possible to have both excellence 13 schools to enhance the and equity in our education system Our aims 16 life chances of all children, Impact and performance against our aims 17 3. THE PROGRAMMES 20 especially the most Our programmes 21 The Network of Excellence 22 disadvantaged. Hubs 24 The Quality Assurance Review 27 Leadership Development Days 32 Leadership Residency Programme 32 School Support Directory 32 Events 33 Challenge the Gap 34 Getting Ahead London 40 EAL in the mainstream classroom 43 4. FINANCES 44 Income and expenditure 44 5. LOOKING FORWARD 45 6. LIST OF CHALLENGE PARTNERS SCHOOLS 46 1. The partnership About Challenge Partners Challenge Partners is a practitioner-led education charity that enables collaborative school improvement networks to enhance the life chances of all children, especially the most disadvantaged. Challenge Partners was formed to continue the learning which emerged from the development of Teaching Schools that evolved out of the London Challenge. Since its formation in 2011, the outcomes for pupils in Challenge Partners schools have consistently improved faster than the national average. We provide networks and programmes that facilitate sustainable collaboration and challenge between schools in order to underpin improvements in outcomes which would not be possible for a school, or group of schools, to achieve as effectively on its own. -
Annual Report 2017-2018
Annual Report 2017-2018 DRIVEN BY OUR COMMUNITY CONTENTS PAGE Positioning Statement ............................................ 3 Chairs Foreword ..................................................... 5 Directors Report ..................................................... 6 2 About Us ................................................................. 7 2017/18 Summaries ............................................... 8 Financial Report ................................................... 13 Membership and Usage ....................................... 14 CERTIFIED SOCIAL ENTERPRISE - POSITIONING STATEMENT Community Transport Waltham Forest is a certified social enterprise which has been awarded the Social Enterprise Mark (www.socialenterprisemark.org.uk). This means that Community Transport Waltham Forest has proved it is genuine against independently- assessed criteria for social enterprise. The Mark provides assurance that our profits/surpluses are used to improve the quality of life of people in the areas where we operate. It acts as a guarantee that any profits are used to help people and the planet, rather than to pay dividends to shareholders. Transport is provided either through specialist vehicles, to accommodate varying mobility needs, or by supporting our member organisations so they can serve their members or the public at large. Our Waltham Forest Community Driving School provides a range of transport related training to improve driving standards and assist individuals in achieving nationally accredited training in the transport -
Education Indicators: 2022 Cycle
Contextual Data Education Indicators: 2022 Cycle Schools are listed in alphabetical order. You can use CTRL + F/ Level 2: GCSE or equivalent level qualifications Command + F to search for Level 3: A Level or equivalent level qualifications your school or college. Notes: 1. The education indicators are based on a combination of three years' of school performance data, where available, and combined using z-score methodology. For further information on this please follow the link below. 2. 'Yes' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, meets the criteria for an education indicator. 3. 'No' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, does not meet the criteria for an education indicator. 4. 'N/A' indicates that there is no reliable data available for this school for this particular level of study. All independent schools are also flagged as N/A due to the lack of reliable data available. 5. Contextual data is only applicable for schools in England, Scotland, Wales and Northern Ireland meaning only schools from these countries will appear in this list. If your school does not appear please contact [email protected]. For full information on contextual data and how it is used please refer to our website www.manchester.ac.uk/contextualdata or contact [email protected]. Level 2 Education Level 3 Education School Name Address 1 Address 2 Post Code Indicator Indicator 16-19 Abingdon Wootton Road Abingdon-on-Thames -
675 New Views
Lessons learned from the London Challenge residential courses “I’ve never left London before! Do we need a passport? Actually being able to see it makes it so much easier to understand I’ve seen things I never expected to see Is that a real view or a picture? I did not know that life could be like that. I did not want it to end Comments by 11-14 year olds on New Views visits ” 2 Contents Introduction 3 Developing friendships and relationships 4 Developing team building and leadership skills 6 Personal development... increased self-confidence, independence and self-esteem 8 Improved motivation and attitude to learning 10 Learning new subject-specific ideas and supporting learning in the school curriculum 12 Opportunity to explore new places and try new activities 14 Types of courses 16 People and administration 18 The importance of funding 20 Providers and locations 22 Summary of teachers’ responses 23 Introduction In the UK there is a rich tradition of providing residential The New Views courses represented the biggest single visits away from school and home for students of all residential-course ‘project’ of its kind in the UK. ages. Many teachers and parents are convinced of the Because of the numbers of young people involved, and value of such educational experiences. However, the the range of courses provided , a grouping of 10 likelihood of young people being able to take part is residential providers (see page 22 ) were convened by still a matter of chance and opportunity, depending on the Field Studies Council (FSC). All providers agreed many factors which vary in importance from school to common operating procedures and quality standards – 3 school, and family to family. -
Starting Secondary School 2021 2 Map of Secondary Schools in Waltham Forest
Starting Secondary School 2021 2 Map of secondary schools in Waltham Forest Key Academy/Free school Community school Trust school Voluntary Aided school Chingford Foundation School Heathcote School & Science College Highams Park School South Chingford Foundation School Walthamstow Academy Eden Girls’ School Waltham Forest Frederick Bremer School Holy Family Catholic School and Sixth Form B L A C K H O R Willowfield S E R O A D Walthamstow School for Girls School Kelmscott Leytonstone School School Norlington School and 6th Form Connaught School for Girls George Mitchell School Buxton School Lammas School and Sixth Form Digital Map Data © Collins Bartholomew Ltd (2013) © Crown copyright and database rights 2013 Ordanance Survey 100024328 / Aerial Photography Data © The Geoinformation Group (2013) Apply online at www.eadmissions.org.uk [email protected] 3 Introduction If your child is currently in Year 6 at a junior or primary school and lives in Waltham Forest you will need to apply for a secondary school place for them for September 2021. If you live outside Waltham Forest, you will need to apply to the local authority in which you live. If you have any questions, you can contact the School Admissions Service on: 8 www.walthamforest.gov.uk * [email protected] ( 020 8496 3000 Contents Section 1 Page Section 4 Applying for a school place for September 2021 4 Schools in other local authorities 50 Before you make your application 5 Section 5 Timeline for Secondary applications 6 School open evenings 7 How places