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TYPE Aylesbury Grammar School Further Offers Ma
Moving up to Secondary School in September 2014 Second Round Allocation Positions GRAMMAR SCHOOLS GRAMMAR SCHOOLS - ALLOCATION PROFILE (qualified applicants only) TYPE Further offers made under rule 4 (linked siblings), and some under rule 7 (catchment) to a distance of 1.291 Aylesbury Grammar School Academy miles. Aylesbury High School All applicants offered. Academy Beaconsfield High School All applicants offered. Foundation Burnham Grammar School Further offers made under rule 5 (distance) to 10.456 miles. Academy Chesham Grammar School All applicants offered. Academy Dr Challoner's Grammar School Further offers made under rule 4 (catchment) to a distance of 7.378 miles. Academy Dr Challoner's High School Further offers made under rule 2 (catchment) to a distance of 6.330 miles. Academy John Hampden Grammar School All applicants offered. Academy The Royal Grammar School Further offers made under rule 2 (catchment) and some under rule 6 (distance) to 8.276 miles. Academy The Royal Latin School Further offers made under rule 2 (catchment) some under rule 5 (distance) to 7.661 miles. Academy Sir Henry Floyd Grammar School All applicants offered. Academy Further offers made under rule 2{3}(catchment siblings) and some under rule 2 (catchment), to a distance of Sir William Borlase's Grammar School Academy 0.622 miles. Wycombe High School Further offers made under rule b (catchment) and some under rule d (distance) to 16.957 miles. Academy UPPER SCHOOLS UPPER SCHOOLS - ALLOCATION PROFILE TYPE Further offers made under rule b (catchment), rule c (siblings) and some under rule e (distance) to 4.038 Amersham School Academy miles. -
Buckinghamshire Standing Advisory Council on Religious Education
Buckinghamshire Standing Advisory Council on Religious Education Annual Report 2017-18 Learning and growing through challenging RE 1 Contents Page No. Foreword from the Chair……………………………………………………………….. 1. Standards and quality of provision of RE: 2. Managing the SACRE and Partnership with the LA and Other Key Stakeholders: 3. Effectiveness of the Agreed Syllabus: 4. Collective Worship: 5. SACRE and School Improvement: Appendix 1: Examination data…………………….………………………………… Appendix 2: Diversity in Christianity ……………………………………………… Appendix 3: SACRE Membership and attendance for the year 2016/2017…… 2 Learning and growing through challenging RE Foreword from the Chair of SACRE September 2017 - July 2018 As with any organisation it is the inspiration given by the members that provides the character. I shall focus on some of the creativity we have valued in Bucks SACRE this year both from our members and during our visits to schools. In addition, we receive wise counsel from our Education Officer at Bucks CC, Katherine Wells and our RE Adviser Bill Moore. At our meeting in October we learned that Suma Din our Muslim deputy had become a school governor and would no longer fulfil her role with SACRE. However, her legacy to us is her book published by the Institute of Education Press entitled ‘Muslim Mothers and their children’s schooling.’ See SACRED 7, for a review. (For this and all other references to SACRED see the website at the end of this section). In her contribution to SACRED 6 Suma wrote; From the Qur’an, I understand my role as being a ‘steward’ on this earth; one who will take care, take responsibility and hand on a legacy to those who come after them. -
(Public Pack)Agenda Document for Schools Forum, 08/12/2020 13:30
Schools Forum agenda Date: Tuesday 8 December 2020 Time: 1.30 pm Venue: MS Teams Virtual Meeting Membership: Ms J Antrobus (Newton School), Ms J Cochrane (Sir Henry Floyd Grammar School), Ms P Coppins (Manor Farm Community Infant School), A Cranmer, Ms S Cromie (Wycombe High School), Ms J Freeman (Rye Liaison Group), Mr A Gillespie (Burnham Grammar School), Mr D Hood (Cressex Community School), Mrs J Male (Alfriston School), Mr K Patrick (Chiltern Hills Academy) (Chairman), Mrs D Rutley (Aspire PRU), Ms S Skinner (Growing Together Federation (Bowerdean & Henry Allen Nursery Schools)), Mr S Sneesby (Kite Ridge School), Ms E Stewart (Stoke Mandeville Combined School), Ms K Tamlyn (Cheddington Combined School) (Vice-Chairman), Mr B Taylor (Special School Representative), Mr A Wanford (Green Ridge Academy) and Ms J Watson (Lent Rise School) Webcasting notice Please note: this meeting may be filmed for live or subsequent broadcast via the council's website. At the start of the meeting the chairman will confirm if all or part of the meeting is being filmed. You should be aware that the council is a data controller under the Data Protection Act. Data collected during this webcast will be retained in accordance with the council’s published policy. Therefore by entering the meeting room, you are consenting to being filmed and to the possible use of those images and sound recordings for webcasting and/or training purposes. If members of the public do not wish to have their image captured they should ask the committee clerk, who will advise where to sit. If you have any queries regarding this, please contact the monitoring officer at [email protected]. -
Khalsa Secondary School Slough a Proposal by Slough Sikh Education
KHALSA SECONDARY SCHOOL SLOUGH A PROPOSAL BY SLOUGH SIKH EDUCATION TRUST TO OPEN A NEW YEAR 7 TO YEAR 13 SECONDARY SCHOOL CONTENTS EXECUTIVE SUMMARY 4 Section A Applicants Details 8 Section B Outline of School 14 Section C Education Vision 16 C1 Context and Background 16 C2 Our Mission 19 C3 Our Vision 19 C4 Measuring Success 21 C5 Our Ethos 22 C6 Our Approach 23 C7 Delivering an Outstanding School 24 C8 A defining partnership between Student, Family, School, and Community 26 C9 Extended Services 27 C10 Religious Education 29 Section D Education Plan – Part 1 30 Section D Education Plan – Part 2 32 D1 The Curriculum 32 D1.1 Curriculum – Years 7 to 11 32 D1.2 The Sixth Form – Years 12 and 13 46 D1.3 Vocational Training 49 D2 A Coherent Timetable and Calendar 52 D2.1 The Academic Year 52 D2.2 The Shape of the School Day 53 D2.3 Indicative Timetable 53 D3 Inclusivity and Special Needs 57 D4 Student Achievement and Targets 71 D5 Admissions Policy 84 D6 Behaviour and Attendance 91 Slough Sikh Education Trust Page 2 D7 Sharing with the Community 96 D7.1 Promoting Positive Contributions 96 D7.2 At the Heart of the Community 96 D7.3 Healthy in Body and Mind 97 D8 Religious character and Inclusion 98 Section E Evidence of Demand and Marketing 102 E1 Evidence of Demand 102 E1.1 Context and Evidence of Need 102 E1.2 Our current Evidence of Demand 106 E1.3 How we established Evidence of Demand 106 E1.4 Summary of Evidence of Demand 112 E2 Consultation and Marketing Plan 114 Section F Capacity and Capability 124 F1 Educational Support 124 F2 Finance, -
Cressex Community School Holmers Lane, High Wycombe, Buckinghamshire, HP12 4QA
Cressex Community School Holmers Lane, High Wycombe, Buckinghamshire, HP12 4QA Inspection dates 2–3 October 2012 Previous inspection: Satisfactory 3 Overall effectiveness This inspection: Requires improvement 3 Achievement of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Behaviour and safety of pupils Good 2 Leadership and management Good 2 Summary of key findings for parents and pupils This is a school that requires improvement. It is not good because Progress made by students is improving; There are inconsistencies in the quality of however, progress has not been rapid feedback to students and in the way teachers enough to close the gap between the school follow up on the advice they have given. and national averages in most subjects. This Although students’ literacy skills have is evident mainly in Key Stage 4, particularly improved, teachers have yet to ensure they are in English, and in science at both key stages. consistently pro-active in promoting students’ The quality of teaching is improving but it is skills in reading, writing and communication not consistently good or better. across the curriculum. This is required to When planning lessons teachers do not ensure that learning is fully supported in all always focus on how students will learn, subjects so that progress for all students, adopt practical and active approaches to including those learning to speak English, is learning or make the best use of time. accelerated. The school has the following strengths Attainment has risen since the last inspection Attendance has improved significantly and is and is now close to the national average; currently above the national average. -
Impact of Building Schools for the Future Announcement of Monday 5 July 2010
Impact of Building Schools for the Future announcement of Monday 5 July 2010 1. This list sets out the impact on schools of the announcement on Building Schools for the Future (BSF) made by the Secretary of State for Education on Monday 5 July 2010. It has been produced by Partnerships for Schools (PfS) after validation at senior level in Local Authorities and rigorously checked by the Department for Education, including by making telephone contact with every Local Authority listed and with all affected Academy sponsors. 2. This process of checking has been necessary because of the complexity of the BSF process, to ensure the accuracy of this list and, in particular, because, to date, PfS has collected data from Local Authorities about BSF schools as they progressed. Rather than micromanaging individual schools, PfS has relied on Local Authority-level information. 3. All Local Authorities which were participating in BSF are listed, plus those who have had one school pathfinders or academies built or being built through the Partnerships for Schools Academies Framework. That is 102 Local Authorities out of a total of 152. And every school which was included within a Local Authority project is listed and is categorised as either ‘open’, ‘unaffected’, ‘for discussion’ or ‘stopped’. 1592 schools are listed in total. 159 are categorised as ‘open’, 547 as ‘unaffected’, 151 as ‘for discussion’ and 735 as ‘stopped’. 4. For simplicity, and because large numbers of pupils cross constituency boundaries to attend school, this list does not provide a breakdown of schools by constituency. 5. There are many examples of Local Authorities in this list having schools in more than one of these categories. -
Buckinghamshire Thames Valley Careers Wave 1 Hub Dashboard- Summer Term (2019) the Gatsby Benchmarks Define Good Careers Guidance
CONFIDENTIAL Buckinghamshire Thames Valley Careers Wave 1 Hub Dashboard- Summer Term (2019) The Gatsby Benchmarks define good careers guidance. The charts on this page show what percentage of establishments in the Buckinghamshire Thames Valley Careers hub are reporting to be successfully achieving each of the benchmarks. For comparison the charts also include the following information: Gatsby Benchmark 1: A stable careers programme Gatsby Benchmark 2: Learning from career and labour Baseline: Percentage of establishments in Buckinghamshire Thames Valley Careers Hub reporting achieving the market information benchmark in July 2018 (where establishment data was not available in July 2018, data from December 2018 was 100% 100% taken). 71% 80% 80% 52% 61% Buckinghamshire Thames Valley Careers Hub: Percentage of establishments in Buckinghamshire Thames Valley 60% 60% 45% 33% Careers Hub reporting achieving the benchmark. 40% 19% 21% 40% 19% 20% 20% Careers Hub achievement: Percentage of establishments in all Wave 1 Careers Hubs nationally reporting achieving 0% 0% the benchmark. Baseline (2018) Buckinghamshire National Careers National Baseline (2018) Buckinghamshire National Careers National National achievement: Percentage of establishments nationally, who have completed Compass, reporting achieving Thames Valley Hubs achievement Thames Valley Hubs achievement Careers Hub achievement (Summer 2019) Careers Hub achievement (Summer 2019) the benchmark. (Summer 2019) (Summer 2019) (Summer 2019) (Summer 2019) The yellow line on benchmarks 5 and 6 indicate targets. Gatsby Benchmark 3: Addressing the needs of each pupil Gatsby Benchmark 4: Linking curriculum learning to Gatsby Benchmark 5: Encounters with employers and Commentary careers employees 100% 90% 100% 86% 100% • Buckinghamshire Thames Valley Careers Hub 80% 80% 80% 67% has made progress against a number all of the 60% 50% 52% 38% 60% 60% Gatsby benchmarks, including a notable 43% 38% 40% 24% 33% 20% 40% 40% increase in those achieving benchmarks 1, 2, 3, 20% 5% 20% 20% 4, 5, 6 and 7. -
Headteacher's Letter Regarding Anti-Social
Headteacher: Ms Jo Meloni BA (Hons) NPQH 10 December 2019 Dear Families Anti-Social behaviour concerns in Buckinghamshire We are writing this letter jointly as the Headteachers of all the Buckinghamshire secondary schools, as we are very concerned about the rise in the use of drugs by young people and the carrying and potential danger of knives in the local area. Many areas in Buckinghamshire are affluent and this may well be contributing to the increased availability and use of drugs. Peer pressure is usually the main reason that young people get involved in drug use and, after alcohol, cannabis in its various forms, including the vaping of THC (the active chemical component of cannabis oil) is the main drug used, though it often serves as an entry-level drug, providing a gateway to other, more dangerous drugs, over time. Additionally, there has been an alarming growth in the use of other drugs by young people including ketamine and cocaine. The local police patrol areas known to be used by young people for anti-social behaviour and for the purpose of selling or consuming drugs. Police also target people involved in dealing drugs. In conjunction with Thames Valley Police and partner agencies we have provided the following information, which you might find helpful. Drug classifications Under the Misuse of Drugs Act 1971, illegal drugs are placed into one of three classes - A, B or C. This is broadly based on the harm they cause, either to the user, or to society when they are misused. The class into which a drug is placed affects the maximum penalty for an offence involving the drug. -
DFE Number Institution Name 2024104 Haverstock School
University of Kent's Institution Contextual Flag All schools on this list meet the requirements for the University of Kent's Institution Contextual Flag. The Institution Contextual Flag is given to all institutions whose data indicates that they perform in the bottom 40% nationally for KS5 results reported by the Department for Education each year. We use the average point school per entry and where data is not available, we use KS4 result, if available. In order to make this more reliable we look at data over a three year period to see if they are low performing for at least two out of the last three years. In cases where an Institution is flagged, but subsequently closes, the flag will be retained and the institution will continue to appear on the list. We use the Institution supplied by you in your UCAS application (the UCAS centre or Last Institution) to identify whether it has a Contextual Flag. Please note: independent schools are not included, neither do we have data from government agencies in Scotland and Northern Ireland and therefore these cannot be given a flag. Similarly, there may be schools or colleges which have recently changed name, status or have merged and this has resulted in no data being reported by the Department of Education , in these instances we will not be able to assess the Institution for a Contextual Flag. -
Inspection Report the Cressex Community School
INSPECTION REPORT THE CRESSEX COMMUNITY SCHOOL High Wycombe LEA area: Buckinghamshire Unique reference number: 110500 Head teacher: Mrs L Caldicott Reporting inspector: Mr R Palmer 31198 Dates of inspection: 15th – 19th October 2001 Inspection number: 219326 Full inspection carried out under section 10 of the School Inspections Act 1996 Crown copyright 2001. This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary 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. INFORMATION ABOUT THE SCHOOL Type of school: Secondary Modern School category: Community Age range of pupils: 11 to 18 Gender of pupils: Mixed School address: Holmer’s Lane High Wycombe Bucks Postcode: HP12 4QA Telephone number: 01494 437729 Fax number: 01494 461502 Appropriate authority: The Governing Body Name of chair of governors: Dr K Simmons Date of previous inspection: 8th November 1999 The Cressex Community School - 3 INFORMATION ABOUT THE INSPECTION TEAM Subject responsibilities Aspect Team members responsibilities 31198 R Palmer Registered Information about the inspector school The school’s results and achievements How well are pupils taught? -
Buckinghamshire Standing Advisory Council on Religious Education
Buckinghamshire Standing Advisory Council on Religious Education Annual Report 2015-16 Learning and growing through challenging RE 1 Contents Page No. Foreword from the Chair……………………………………………………………….. 3 1. Standards and quality of provision of RE: 6 2. Managing the SACRE and Partnership with the LA and Other Key 9 Stakeholders: 3. Effectiveness of the Agreed Syllabus: 9 4. Collective Worship: 9 5. SACRE and School Improvement: 9 Appendix 1: Examination data…………………….………………………………… 11 Appendix 2: Ramadan Guidance …………………………………………………… 15 Appendix 3: SACRE Membership and attendance for the year 2015/2016…… 18 2 Learning and growing through challenging RE Foreword from the Chair of SACRE Bucks SACRE Report covering the period September 2015 to July 2016 from Val McFarlane chair of Bucks SACRE This has been a significant year for us as we needed to complete the review and publish our Agreed Syllabus Challenging RE to cover the years 2016-2021. In addition thanks to the continuing support of BCC officers we have been able to plan for a website on the SchoolsWeb and our newsletter SACRED has gone from strength to strength. We are thankful that we have the professional support of our Independent Consultant Adviser, Bill Moore, and the services of a most efficient clerk Allison Holley. Atifa Sayani the education Champion for Bucks continues to take an active interest in the work of SACRE and was present at our Agreed Syllabus Conference, (ASC), where she introduced us to her assistant Bucks CC officer Katherine Wells, who has been instrumental in guiding us through our preparations to have our own dedicated SACRE website on the schools web. -
January 2008 Annex a LIST of SCHOOLS to WHICH THIS
Annex A LIST OF SCHOOLS TO WHICH THIS SCHEME APPLIES Nursery Schools Bowerdean Nursery School Henry Allen Nursery School Primary Ash Hill Primary School Chenies School Ashmead Combined School Chepping View Primary School Aston Clinton School Chesham Bois Church of England Combined School Bearbrook Combined School Chestnut Lane School Bedgrove Infant School Claytons Primary School Bedgrove Junior School Coleshill Church of England Infant Beechview School School Bell Lane Combined School Cuddington Church of England Bierton Church of England Combined School School Curzon Church of England Bledlow Ridge School Combined School Booker Hill School Bourton Meadow School Dagnall School Brill Church of England Combined School Danesfield School Brookmead School Denham Village Infant School Broughton Infant School Dinton Church of England School Broughton Junior School Disraeli School Brushwood Junior School Dorney School Buckingham Primary School Downley School, The Burford School Drayton Parslow Village School Butlers Court School Dropmore Infant School Cadmore End Church of England School East Claydon School Carrington Infant School Edlesborough School Carrington Junior School Elangeni School Castlefield School Elmhurst School, The Cedar Park School Elmtree School Chalfont St Giles Infant School and Nursery Farnham Common Infant School Chalfont St Giles Junior School Farnham Common Junior School Chalfont St Peter Church of England Foxes Piece School School Frieth Church of England Combined Chalfont St Peter Infant School School Chartridge Combined