DOCSLIB.ORG

2008 Year 11 School Leavers Going Into Higher Education in 2010

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2008 Year 11 School Leavers Going Into Higher Education in 2010 Tracking Progression: 2008 Year 11 school leavers going into Higher Education in 2010 Staffordshire & Stoke-on-Trent March 2011 Introduction Analysis of entry to Higher Education (HE) by Local Authority, district and mainstream, maintained high school This report shows the proportion of all 2008 Year 11 high school students who went on to enter Higher Education (HE) at age 18 in 2010 (i.e. after two years of further education). Figures include those who have an unconditional place offer and are taking a 'gap year'. This study includes those who have entered HE from both the school and college sectors. The report sub-divides the Year 11 cohort into quintiles based on where they live. So Quintile 1 represents those areas in the County/City that are among the 20% most deprived in the country and identifies how many learners in the cohort come from this quintile, and how many of those subsequently applied to higher education. Quintile 5 represents those from areas in the 20% least deprived in the country. The deprivation of an area is based on the Index of Multiple Deprivation (IMD) which is described below (see*). To provide some comparison year on year, data for 2008 entry to HE has been included in the analysis. * The Index of Multiple Deprivation 2007 (IMD 2007) is based on the small area of geography known as Lower Super Output Areas (LSOAs). LSOAs have a population between 1,000 and 3,000 people, with an average of 1,500 people. In most cases, these are smaller than wards, thus allowing the identification of small pockets of deprivation. The IMD 2007 identifies concentrations of deprivation and it is important to note that not all deprived people live in deprived LSOAs and conversely, not everyone living in a deprived area is deprived. Carol Jones Judith Robinson Chief Executive Area Co-ordinator Connexions Staffordshire Aimhigher Staffordshire & Stoke on Trent CONTENTS DATA TABLES Local Authority & District summaries p5 Cannock Chase schools p6 East Staffordshire schools p7 Lichfield schools p8 Newcastle schools p9 South Staffordshire schools p10 Stafford schools p11 Staffordshire Moorlands schools p12 Stoke on Trent schools p13 Tamworth schools p14 GUIDE TO UNDERSTANDING THE ANALYSIS BY DEPRIVATION p15 CHARTS – HE ENTRY BY DEPRIVATION QUINTILE Local Authority summaries p16 District summaries p17 Cannock Chase schools p20 East Staffordshire schools p23 Lichfield schools p26 Newcastle schools p28 South Staffordshire schools p31 Stafford schools p33 Staffordshire Moorlands schools p36 Stoke on Trent schools p39 Tamworth schools p45 District data - the Y11 leaving cohort of 2008 and their subsequent participation in Higher Education in 2010 as 18 year olds Gender of HE HE participation at 18 trend data for HE participation rate at 18 entrants males females rate (%) (number) (number) HE in 2010 HE 2010 in % change % change 2008 rate2008 (%) rate2009 (%) rate2010 (%) number in 2008 number 2008 in HE participation HE participation HE entrants - % HE entrants - % number entering number entering Y11 leaver cohort leaver Y11 Cannock Chase District 1304 234 17.9% 37% 63% 19.1% +2.3 21.4% -3.5 17.9% East Staffs District 1566 426 27.2% 45% 55% 25.3% +1.7 27.0% +1.7 28.7% Lichfield District 994 288 29.0% 45% 55% 28.2% +2.8 31.0% -2.0 29.0% Newcastle District 1386 388 28.0% 39% 61% 27.2% +2.8 30.0% -2.0 28.0% South Staffs District 1296 285 22.0% 43% 57% 32.0% -2.0 30.0% -8.0 22.0% Stafford District 1275 381 29.9% 45% 55% 28.2% +2.3 30.5% -0.6 29.9% Staffs Moorlands District 1352 416 30.8% 44% 56% 29.9% +4.3 34.2% -3.4 30.8% Tamworth District 1022 193 18.9% 38% 62% 18.0% +4.2 22.2% -3.3 18.9% Staffordshire LA 10195 2611 25.6% 43% 57% 26.2% +2.2 28.4% -2.6 25.8% Stoke on Trent LA 2760 658 23.8% 49% 51% 20.6% +0.7 21.3% +2.2 23.5% Partnership area 12955 3269 25% 56% 44% 24.9% +1.9 26.8% -1.5 25.2% Page 5 Cannock Chase District data - the Y11 leaving cohort of 2008 and their subsequent participation in Higher Education in 2010 as 18 year olds Gender of HE HE participation at 18 trend data for HE participation rate at 18 entrants males females rate (%) (number) (number) % change % change HE in 2010 HE 2010 in 2008 rate2008 (%) rate2009 (%) rate2010 (%) number in 2008 number 2008 in HE participation HE participation HE entrants - % HE entrants - % number entering number entering Y11 leaver cohort leaver Y11 Blake Valley Technology College 118 9 8% 33% 67% 14% -3 11% -3 8% Cannock Chase High School, A 328 58 18% 29% 71% 16% +5 21% -3 18% Specialist Science School Cardinal Griffin Catholic High School 157 51 32% 35% 65% 27% +11 38% -6 32% Fair Oak Business and Enterprise 194 35 18% 40% 60% 22% -1 21% -3 18% College Hagley Park Sports College 174 24 14% 54% 46% 17% +1 18% -4 14% Kingsmead Technology College 234 37 16% 32% 68% 22% -1 21% -5 16% Norton Canes High School 99 20 20% 50% 50% 16% +3 19% +1 20% Cannock Chase District 1304 234 17.9% 37% 63% 19.1% +2.3 21.4% -3.5 17.9% Page 6 East Staffs District data - the Y11 leaving cohort of 2008 and their subsequent participation in Higher Education in 2010 as 18 year olds Gender of HE HE participation at 18 trend data for HE participation rate at 18 entrants males females rate (%) (number) (number) % change % change HE in 2010 HE 2010 in 2008 rate2008 (%) rate2009 (%) rate2010 (%) number in 2008 number 2008 in HE participation HE participation HE entrants - % HE entrants - % number entering number entering Y11 leaver cohort leaver Y11 Abbot Beyne School & Arts College 179 26 15% 38% 62% 21% -6 15% = 15% Blessed Robert Sutton Catholic 131 19 15% 63% 37% 16% +16 32% -17 15% Sports College de Ferrers Specialist Technology 330 111 34% 50% 50% 25% +1 26% +8 34% College John Taylor High School, A 220 109 50% 44% 56% 33% +12 45% +5 50% Specialist Science School Paget High School, Business & 177 24 14% 33% 67% 16% +3 19% -5 14% Enterprise College Paulet High School 148 20 14% 35% 65% 8% -1 7% +7 14% Thomas Alleyne's High School 381 117 31% 45% 55% 36% -5 31% = 31% East Staffs District 1566 426 27.2% 45% 55% 25.3% +1.7 27.0% +1.7 27.2% Page 7 Lichfield District data - the Y11 leaving cohort of 2008 and their subsequent participation in Higher Education in 2010 as 18 year olds Gender of HE HE participation at 18 trend data for HE participation rate at 18 entrants males females rate (%) (number) (number) % change % change HE in 2010 HE 2010 in 2008 rate2008 (%) rate2009 (%) rate2010 (%) number in 2008 number 2008 in HE participation HE participation HE entrants - % HE entrants - % number entering number entering Y11 leaver cohort leaver Y11 Chase Terrace Technology College 228 57 25% 51% 49% 23% -1 22% +3 25% Chasetown Specialist Sports College 154 39 25% 44% 56% 19% +4 23% +2 25% King Edward VI School 227 94 41% 51% 49% 48% +2 50% -9 41% Nether Stowe School, A Specialist 155 24 15% 42% 58% 23% +3 26% -11 15% Maths & Computing College The Friary School - An Arts & Sports 230 74 32% 34% 66% 24% +7 31% +1 32% College Lichfield District 994 288 29.0% 45% 55% 28.2% +2.8 31.0% -3.0 29.0% Page 8 Newcastle District data - the Y11 leaving cohort of 2008 and their subsequent participation in Higher Education in 2010 as 18 year olds Gender of HE HE participation at 18 trend data for HE participation rate at 18 entrants males females rate (%) (number) (number) % change % change HE in 2010 HE 2010 in 2008 rate2008 (%) rate2009 (%) rate2010 (%) number in 2008 number 2008 in HE participation HE participation HE entrants - % HE entrants - % number entering number entering Y11 leaver cohort leaver Y11 Chesterton Community Sports 108 19 18% 16% 84% 12% +9 21% -3 18% College Clayton Hall Business & Language 176 73 41% 34% 66% 40% -2 38% +3 41% College Clough Hall Technology School 162 32 20% 34% 66% 14% +4 18% +2 20% Madeley High School 135 46 34% 41% 59% 38% -1 37% -3 34% Maryhill High School - A Media Arts 146 31 21% 23% 77% 29% -3 26% -5 21% College NCHS - The Science College 116 16 14% 38% 63% 24% +3 27% -13 14% Sir Thomas Boughey High School & Co-operative Business & Enterprise 149 44 30% 55% 45% 22% +11 33% -3 30% College St John Fisher Catholic College 166 66 40% 38% 62% 38% +1 39% +1 40% Wolstanton High School 228 61 27% 49% 51% 20% +10 30% -3 27% Newcastle District 1386 388 28.0% 39% 61% 27.2% +2.8 30.0% -2 28.0% Page 9 South Staffs District data - the Y11 leaving cohort of 2008 and their subsequent participation in Higher Education in 2010 as 18 year olds Gender of HE HE participation at 18 trend data for HE participation rate at 18 entrants males females rate (%) (number) (number) % change % change HE in 2010 HE 2010 in 2008 rate2008 (%) rate2009 (%) rate2010 (%) number in 2008 number 2008 in HE participation HE participation HE entrants - % HE entrants - % number entering number entering Y11 leaver cohort leaver Y11 Cheslyn Hay Sport & Community 234 62 26% 39% 61% 31% -6 25% 1 26% High School Codsall Community High School 330 65 20% 54% 46% 45% -15 30% -10 20% Edgecliff High School 120 5 4% 60% 40% 26% +3 29% -25 4% Great Wyrley Performing Arts High 199 47 24% 45% 55% 22% +11 33% -9 24% School Ounsdale High School - A Specialist 197 38 19% 37% 63% 35% -2 33% -14 19% Arts College Wolgarston High School - A 216 68 31% 37% 63% 24% +8 32% -1 31% Specialist Technology College South Staffs District 1296 285 22.0% 43% 57% 32.0% -2.0 30.0% -10 22.0% Page 10 Stafford District data - the Y11 leaving cohort of 2008 and their subsequent participation in Higher Education in 2010 as 18 year olds Gender of HE HE participation at 18 trend data for HE participation rate at 18 entrants males females rate (%) (number) % change
Load more

Recommended publications
  • England LEA/School Code School Name Town 330/6092 Abbey
    England LEA/School Code School Name Town 330/6092 Abbey College Birmingham 873/4603 Abbey College, Ramsey Ramsey 865/4000 Abbeyfield School Chippenham 803/4000 Abbeywood Community School Bristol 860/4500 Abbot Beyne School Burton-on-Trent 312/5409 Abbotsfield School Uxbridge 894/6906 Abraham Darby Academy Telford 202/4285 Acland Burghley School London 931/8004 Activate Learning Oxford 307/4035 Acton High School London 919/4029 Adeyfield School Hemel Hempstead 825/6015 Akeley Wood Senior School Buckingham 935/4059 Alde Valley School Leiston 919/6003 Aldenham School Borehamwood 891/4117 Alderman White School and Language College Nottingham 307/6905 Alec Reed Academy Northolt 830/4001 Alfreton Grange Arts College Alfreton 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 340/4615 All Saints Catholic High School Knowsley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College of Arts Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/6907 Appleton Academy Bradford 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 845/4003 ARK William Parker Academy Hastings 371/4021 Armthorpe Academy Doncaster 885/4008 Arrow Vale RSA Academy Redditch 937/5401 Ash Green School Coventry 371/4000 Ash Hill Academy Doncaster 891/4009 Ashfield Comprehensive School Nottingham 801/4030 Ashton
    [Show full text]
  • Staffordshire Standing Advisory Council on Religious Education
    Staffordshire Standing Advisory Council on Religious Education 24th Annual Report September 2013 - September 2014 1 From the Chair of SACRE SACREs (Standing Advisory Councils on Religious Education) are unusually distinctive in their composition, duties and procedures. They also vary considerably from one Local Authority to another, depending on such factors as which faith communities are represented, how well the SACRE is resourced, and how the SACRE itself has evolved over the last two decades. In the case of Staffordshire SACRE, for instance, there is a marked difference between the formal, tightly controlled character of SACRE meetings in the early 1990’s, and the participative, interactive nature of meetings in more recent years. I am sure this latter style enables each of the stakeholder groups in the SACRE better to “own” and identify with our SACRE’s work. In terms of Local Authority support, we are fortunate in Staffordshire SACRE to enjoy both the ongoing active involvement of County Council representatives and also the stability and encouragement provided by a ring-fenced level of resourcing carried over into the agreement with Entrust, together with the continuing and very welcome administrative services provided by the County Council. In these times of austerity, many SACREs are not so well placed. The exact composition of a SACRE is determined by its parent Local Authority, which will have due regard to the faith groups present in the area as well as to the broader picture of faiths and beliefs nationally and globally. The faith group composition of Staffordshire SACRE has remained largely static, even if the actual faith representatives change, but it is worth highlighting the addition to Group A of the Humanist representative, after some years technically as an observer.
    [Show full text]
  • 860 Phase School Name Dfe Reference Number Planned Budget Share SEN Funding
    Department for Education DATA COLLECTION Year 2012-13 LA No. 860 Table B LA Name Staffordshire Phase School Name DfE Reference Opening Opening Planned Delegated SEN Funding Pupil Premium Other Income Pupil focused Community Community Total resources School Community Capital Committed Uncommitted Community Number Pupil Community Budget Share Funds [I03] and [I05] Government generated by extended focused school focused school available to Expenditure focused school Expenditure Revenue Revenue Balance Focused School Focused Focused (Including EFA Minority Ethnic Grants [I06] schools school funding funding and/or facilities income school (sum of (does not expenditure from Revenue - Balance [B01] [B02] Revenue Revenue School funding) [I01 & Pupils [I04] (excluding and/or grants grants [I16] [I17] plus 3 + 4 + (6 to 13)) include (does not CERA [E30] Balance [B06] Balance Revenue I02] community [I15] Additional grant community include income) [OB01] Balance [OB02] focused for schools [I18] focused [E31 & E32] (2011-12 B01 (2011-12 B06 income) [I07 to expenditure, & B02 carried I13] CERA or carried forward) income) [E01 to forward) E29] Nursery Cannock Children's Centre 1021 35212.58 0 58195.83 2895.83 0 0 7649.15 0 0 0 103953.39 103952.27 0 0 0 0 0 Schools Hednesford Nursery School 1022 -9515.18 6558.18137044.94 131780 6000 0 0 19747.45 0 0 32585.24 187155.69 161138.8 38642.1 0 -13126.53 0 503.14 Oaklands Nursery School 1028 69159.89 -33.4191817.22 172202 31348 0 0 24887.92 6300 0 0 303864.41 236921.92 0 0 1670 65305.89 -35.82 Stafford Children's
    [Show full text]
  • Staffordshire Children & Lifelong Learning
    ADMISSION ARRANGEMENTS FOR COMMUNITY AND VOLUNTARY CONTROLLED SCHOOLS FOR THE ACADEMIC YEAR 2019/20 Page 2 Admission Arrangements for Community and Voluntary Controlled First, Infant, Junior and Primary Schools Page 7 Admission Arrangements for Community and Voluntary Controlled Middle and High Schools Page 13 Community and Voluntary Controlled School Published Admission Numbers COORDINATED ADMISSION SCHEME FOR THE ACADEMIC YEAR 2019/20 Page 17 Co-ordinated Scheme for Admission to all Primary and Secondary Schools Admission Arrangements for Community and Voluntary Controlled First, Infant, Junior and Primary Schools Normal Age of Entry: Academic Year 2019/2020 First, Infant, Junior and Primary Schools Full time places in reception classes will be available in September of the academic year within which the child becomes five years old. Although parents have the right to express a preference for the school that they wish their child to attend, there is no guarantee of a place being offered at their preferred school. It is the County Council’s policy to try and meet parents’ wishes where possible, however in some cases there may be more applications for a particular school than there are places available. Admission to oversubscribed community and voluntary controlled schools are determined by the oversubscription criteria detailed below. Oversubscription Criteria If the total number of preferences for admission to a school exceeds the school’s Published Admission Number (PAN), the following order of priority is used to allocate the available places. (N.B., after applying the oversubscription criteria, where an applicant can be offered a place at more than one preferred school then they will be offered a place at the school ranked highest on their application.) 1) Children in Care and children who ceased to be in care because they were adopted (or became subject to a residence order or special guardianship order).
    [Show full text]
  • City of Stoke-On-Trent Playing Pitch and Outdoor Sport Needs Assessment
    City of Stoke-on-Trent Playing Pitch and Outdoor Sport Needs Assessment Final Report May 2017 Neil Allen Associates Registered Office: 20 Brook Road, Lymm, Cheshire, WA13 9AH A limited company, registered in England and Wales no. 616528 Contents Section 1: Introduction and Context 1 Section 2: Strategic Context and Vision 8 Section 3: Football 14 Section 4: Rugby 63 Section 5: Cricket 79 Section 6: Hockey 106 Section 7: Tennis 122 Section 8: Bowls 132 Separate Appendices Appendix 1: Football pitch assessment summary Appendix 2: Grass football pitches and teams Appendix 3: Balance of football teams not assigned to grass pitches Appendix 4: Assessment of football pitch capacity 1: Introduction and Context Introduction 1.1 In June 2015, Stoke-on-Trent City Council commissioned naa to produce a combined Built Facilities Strategy (BFS) and Playing Pitch Strategy (PPS). The combined strategies provide an updated evidence base to support the delivery of sport and physical activity across the City. The strategies update the Playing Pitch Strategy and Facility Strategy (2009). 1.2 These documents together, developed using the up-to-date Sport England methodologies, provide the council and its partners with a robust evidence base and set of strategic priorities to direct future sports planning policy and funding. These strategies will underpin the delivery of the Councils new Physical Activity and Sport Strategy “Active Together” (2016) and the Council’s aspirations for the European City of Sport 2016. 1.3 The achievement of European City of Sport status supports the City Council’s priorities by: Helping to raise the profile of the City and wider county/surrounding areas on a national and international stage.
    [Show full text]
  • West Midlands Schools
    List of West Midlands Schools This document outlines the academic and social criteria you need to meet depending on your current secondary school in order to be eligible to apply. For APP City/Employer Insights: If your school has ‘FSM’ in the Social Criteria column, then you must have been eligible for Free School Meals at any point during your secondary schooling. If your school has ‘FSM or FG’ in the Social Criteria column, then you must have been eligible for Free School Meals at any point during your secondary schooling or be among the first generation in your family to attend university. For APP Reach: Applicants need to have achieved at least 5 9-5 (A*-C) GCSES and be eligible for free school meals OR first generation to university (regardless of school attended) Exceptions for the academic and social criteria can be made on a case-by-case basis for children in care or those with extenuating circumstances. Please refer to socialmobility.org.uk/criteria-programmes for more details. If your school is not on the list below, or you believe it has been wrongly categorised, or you have any other questions please contact the Social Mobility Foundation via telephone on 0207 183 1189 between 9am – 5:30pm Monday to Friday. School or College Name Local Authority Academic Criteria Social Criteria Abbot Beyne School Staffordshire 5 7s or As at GCSE FSM or FG Alcester Academy Warwickshire 5 7s or As at GCSE FSM Alcester Grammar School Warwickshire 5 7s or As at GCSE FSM Aldersley High School Wolverhampton 5 7s or As at GCSE FSM or FG Aldridge
    [Show full text]
  • The Shaw Education Trust (A Company Limited By
    Company Registration No. 09067175 (England and Wales) THE SHAW EDUCATION TRUST (A COMPANY LIMITED BY GUARANTEE) ANNUAL REPORT AND ACCOUNTS FOR THE YEAR ENDED 31 AUGUST 2019 THE SHAW EDUCATION TRUST CONTENTS Page Reference and administrative details 1 - 2 Trustees' report 3 - 13 Governance statement 14 - 17 Statement on regularity, propriety and compliance 18 Statement of trustees' responsibilities 19 Independent auditors' report on the accounts 20 - 22 Independent reporting accountant's assurance report on regularity 23 - 26 Statement of financial activities including income and expenditure account 27 - 28 Balance sheet 29 Statement of cash flows 30 Notes to the financial statements including accounting policies 31 - 67 THE SHAW EDUCATION TRUST REFERENCE AND ADMINISTRATIVE DETAILS Members Mr C Richards The Shaw Trust Mr J Rouse (Chair) Mr J Norman (Vice Chair) Mr D Bateson (appointed 10 December 2018) Mr P Baldwin (appointed 10 December 2018) Trustees Mr D Bateson Mr M Hawker Mrs J Morgan (Chief Executive Officer) Mr J Norman Mr D Phipps (Resigned 30 April 2019) Mr M Cladingbowl Mr J Rouse (Chair) Senior management team CEO and Accounting Officer Mrs J Morgan Director of Education, Standards and Mrs J Yarwood Training Chief Operating Officer Mr P Harrison Finance Director Miss H Turner Operations Director Mr G Lawrie Estates Director Mr P Potts Company secretary Mr N Carey (resigned 5 July 2019) Mr P Harrison (appointed 6 July 2019) Company registration number 09067175 (England and Wales) Registered office The Lodge Wolstanton High School
    [Show full text]
  • 21St Century Schooling: the Globalised Challenge Schools Are Now Re-Designing Their Curricula to Include Knowledge and Understanding of Globalisation
    Û 21st century schooling: the globalised challenge Schools are now re-designing their curricula to include knowledge and understanding of globalisation. For many schools this is a an extension of the curriculum innovation work focussed on providing more personalised learning pathways for their students. This publication is aimed to support school leaders and teachers in their journey to personalise learning for all their students. Kai Vacher, SSAT National Conference Programme Director and Chief Editor Publication edited by Lucy Parker, former Chair of the Talent and Enterprise Taskforce Specialist Schools and Academies Trust The Specialist Schools and Academies Trust (SSAT) is an independent, not-for-profit membership organisation dedicated to raising levels of achievement in secondary education. We have a membership of over 5,600 schools and growing numbers of affiliated universities, colleges and local authorities. We are a registered charity. Phone: 020 7802 2300 Fax: 020 7802 2345 Email: [email protected] www.ssatrust.org.uk www.ssat-inet.net Charity Number 296729. Registered in England. Company number 2124695. November 2010. 1 Contents contents 21st century schooling: the globalised challenge Foreword Foreword Lucy Parker, former Chair, Talent and Enterprise Taskforce Introduction Setting the global agenda in education Elizabeth Reid, Chief Executive, SSAT 1 The new global landscape Keynote speakers from the SSAT National Conference 2009 – Thomas L Friedman, Pulitzer Prize winning author of The World is Flat: a Brief History of
    [Show full text]
  • Whose Citz Tool Kit.Pdf
    Whose citizenship? ... a teacher’s toolkit Experiences from the West Midlands supporting Citizenship Education at key stage 3 Acknowledgments: Whose citizenship? … a teacher's toolkit has been the result of many workshops, discussions and school based activities in different parts of the West Midlands. We would like to thank all of the teachers who have contributed their ideas to this creative process. Whose citizenship? has been written by … Lesley Browne, Park Hall School, Solihull Whose citizenship? Ian Cornell, Park Hall School, Solihull Chris Durbin, Staffordshire LEA Alison Harrison, St John Fisher RC High, Staffordshire Sam Hayles, Park Hall School, Solihull ... a teacher’s toolkit Bev Langton, King Edward VI High, Staffordshire Elaine Miskell, Tide~ DEC, Birmingham Gay Pennell, St John Fisher RC High, Staffordshire The introduction of a new Citizenship curriculum in Secondary Schools Jenny Smedley, The Streetly School, Walsall brings with it a host of possibilities, opportunities and also dilemmas for Nicola Smith, The Streetly School, Walsall teachers. Our decisions about what we prioritise and the opportunities Gaye Tayler, King Edward VI School, Lichfield that we offer our students will often be shaped and led by our own With support from … understanding of the wider context for Citizenship Education, and why this is important for our students. Much of this area of work deals with Rowena Blencowe, Thomas Alleyne’s High, Staffordshire attitudes, values and 'dispositions to change' rather than fact and certainty. Jackie Cooper, Abbot Beyne School, Staffordshire [formerly at Churchfields This has implications for us as teachers - it requires us to think about our High School, Sandwell] own role as facilitator, questioner, enabler, and to examine our own Oliver Cowling, Wodensborough CTC, Sandwell values and understandings of the world around us.
    [Show full text]
  • HEI/SCITT Contact Details
    HEI/SCITT contact details Email Address Provider Name [email protected] 2Schools Consortium [email protected] AA Teamworks West Yorkshire SCITT [email protected] Alban Federation [email protected] Alliance for Learning SCITT [email protected] Altius Alliance [email protected] Anton Andover Alliance [email protected] ARK Teacher Training [email protected] Arthur Terry National Teaching School Alliance [email protected] Ashton on Mersey School SCITT [email protected] Associated Merseyside Partnership SCITT [email protected] Astra SCITT [email protected] Barr Beacon SCITT [email protected] Bath Spa University [email protected] Billericay Educational Consortium [email protected] Birmingham City University [email protected] Bishop Grosseteste University [email protected] BLT SCITT [email protected] Bluecoat SCITT Alliance Nottingham [email protected] Bournemouth Poole & Dorset Secondary Training Partnership [email protected] Bourton Meadow Initial Teacher Training Centre [email protected] Bradford Birth to 19 SCITT [email protected] Bradford College [email protected] Bromley Schools’ Collegiate [email protected] Brunel University [email protected] Buckingham Partnership [email protected] Buile Hill Visual Arts College SCITT [email protected] Cabot Learning Federation
    [Show full text]
  • Skills and Employability Support and Information During Covid-19
    Skills and Employability Support and information during Covid-19 Call 0333 300 0050 Email [email protected] or visit www.entrust-ed.co.uk to find out more. Inspiring Futures Skills & Employability Support & information during Covid-19 Entrust Skills and Employability are still working during the school closure period and will be available throughout (including the school holiday period and beyond). How we can help Though we are not available for face to face information, advice and guidance we are available via phone, email and Microsoft Teams offering: • Phone information advice and guidance • Support with applications and transition to learning • Signposting to other services as required Contact to request support can be made by schools, colleges, training providers as well as by young people or parents. Contact Details Contact details for our school careers advisers, and district-based staff can be found here Inspiring Futures Skills & Employability Support & information during Covid-19 We have contacted all learning providers in Staffordshire and put together a summary of how the main types of learning provider are responding to the current crisis in relation to applications and recruitment. Sixth Forms • Sixth forms across county remain closed to students and face to face enquiries • Sixth Forms will be keen to ensure a place is secure for those who are holding an earlier conditional offer • Applications and enquiries to Sixth Forms are welcomed and potential students should continue to apply as directed prior to the close
    [Show full text]
  • Royal Holloway University of London Aspiring Schools List for 2020 Admissions Cycle
    Royal Holloway University of London aspiring schools list for 2020 admissions cycle Accrington and Rossendale College Addey and Stanhope School Alde Valley School Alder Grange School Aldercar High School Alec Reed Academy All Saints Academy Dunstable All Saints' Academy, Cheltenham All Saints Church of England Academy Alsop High School Technology & Applied Learning Specialist College Altrincham College of Arts Amersham School Appleton Academy Archbishop Tenison's School Ark Evelyn Grace Academy Ark William Parker Academy Armthorpe Academy Ash Hill Academy Ashington High School Ashton Park School Askham Bryan College Aston University Engineering Academy Astor College (A Specialist College for the Arts) Attleborough Academy Norfolk Avon Valley College Avonbourne College Aylesford School - Sports College Aylward Academy Barnet and Southgate College Barr's Hill School and Community College Baxter College Beechwood School Belfairs Academy Belle Vue Girls' Academy Bellerive FCJ Catholic College Belper School and Sixth Form Centre Benfield School Berkshire College of Agriculture Birchwood Community High School Bishop Milner Catholic College Bishop Stopford's School Blatchington Mill School and Sixth Form College Blessed William Howard Catholic School Bloxwich Academy Blythe Bridge High School Bolton College Bolton St Catherine's Academy Bolton UTC Boston High School Bourne End Academy Bradford College Bridgnorth Endowed School Brighton Aldridge Community Academy Bristnall Hall Academy Brixham College Broadgreen International School, A Technology
    [Show full text]