DOCSLIB.ORG

At the UCL Academy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
At the UCL Academy Staff Support & Benefits at the UCL Academy Staff Support & Benefits at The UCL Academy A Co-educational School from Year 7 to Sixth Form Learning to make a difference together Learning to make a difference together 1 @Tweet @UCL_Academy Get Active . 5 Active Camden . 5 One You . 5 Discount on Gym Memberships . 5 Fitness From Home . 6 Leisure Centre Vouchers . 6 Travel . .. 7 Season Ticket Loans . 7 Cycle to Work Scheme . 7 Cyclescheme City Bike Hire . 8 Parking permits . 8 Childcare Support . 9 Tax Free Childcare Scheme . 9 Family Information Service . 9 Staff Healthcare . 10 SimplyHealth . 10 GP Access . 11 GP Advice . 11 Free NHS Health Check . 12 Private perscription medication issued & delivered . 12 Private GP Access . 12 Sight & Eye Professional Care . 13 Health Check . 13 Free Flu & Inoculation Fees . 13 Medical Information . 14 Healthy Extras . 14 Health Alcohol Consumption . 15 Contents Contents www.uclacademy.co.uk 2 Staff Support & Benefits at the UCL Academy Staff Wellbeing . 16 Empolyee Assistance Programme (EAP) . 16 Anna Freud Centre Support . 16 Cognitive Behavioural Therapy (CBT) . 17 Health Screening Questionnaire . 17 Occupational Health Referrals . 17 Lifestyle Discounts . 18 Additional Staff Benefits . 20 Our Partnership with UCL . 20 Additional holidays & Planning Days . 21 Co-Principals Open Door . 21 Office Captain . 21 Weekly Fruit Delivery . 21 Staff Lunch . 21 Staff Club . 21 Massage Therapy . 22 Family Friendly and Flexible Working policies . .. 22 Contents Learning to make a difference together 3 @Tweet @UCL_Academy Message from the Co-Principals In line with the core values of our sponsor UCL, we believe that looking after our staff is at the heart of delivering a transformational education for students of all backgrounds . The broad and extensive range of staff benefits and supports outlined below echoes our ongoing commitment to supporting staff wellbeing . We hope that you find the information in this handbook useful . Robin Street & Simon McBride Co-Principals www.uclacademy.co.uk 4 Staff Support & Benefits at the UCL Academy Get Active Physical activity has a huge range of benefits and is a major factor in improving your physical and mental health . Camden can provide you with support in getting active in many different ways: reduced gym membership, cyclescheme savings, participating in a range of sporting activities across the borough . Active Camden One You There are more than 300 activities at over 100 clubs, There are also lots of great ideas for getting active on leisure centres, parks, and other venues to do more the One You website including information about a than 60 sports and other types of physical activity free 12-week group weight-loss programme of exercise in Camden . This could be in a leisure centre or other and dietary advice for adults who live or are registered leisure facility, at a sports area, or with a sports or with a GP in Camden, run by Rebalance . Once you fitness club . Find out more on our Get Active pages . complete the course you may also get a reduced gym For information about the sport and physical activity membership as part of the scheme offer . on offer in London, check out Get Active London . Discount on Gym Memberships Be kind to your bank balance while being kind to your body’s balance! Though Simplyhealth, the Academy provides discounts on gym and leisure centre membership at thousands of gyms and leisure centres across the country . Ranging from the big chains to the small independents and council-run facilities, your nearest gym in the network isn’t far away . How do I use this service? Login to your Simplyhealth account: https://www.simplyhealth.co.uk/; • Redirect to ‘My Policies’; • Follow the link to search for your nearestgym. This search will happen through MyGymDiscounts • Access the My Wellbeing portal; Once you’ve located your nearest gym and/or found the best offer for you, click on ‘Get Voucher’. • Select benefits and discounts; • Enter a few details to access your voucher, and then redeem at the gym on your next visit. Gyms and leisure centres in the Swiss Cottage area include but not limited to: • Better Gym and Leisure Centre, Swiss Cottage • HIIT Gym • Virgin Active, Swiss Cottage • Agile Pilates Learning to make a difference together 5 @Tweet @UCL_Academy Fitness from Home Through MyWellbeing, we also offer discounts on digital gym on-demand workout programs which bring celebrity grade, instructor led work outs to your phone, laptop or smart TV so you can exercise whenever you want, wherever you want . Simplyhealth, through their partner website, also offer a variety of discounts on sports equipment and fitness products you can use from the comfort of your home . Discounts include, as of November 2020: • 70% off Yogaia live sessions • 25% off Back to Fitness Online Coaching • 5% off Golf Support.com • 15% off clothing & accessories at Cotswold Outdoor • 20% off at Sports Direct How does it work? 1. Log onto Simplyhealth at https://www .simplyhealth .co .uk/ 2. Redirect to ‘My Policies’; 3. Follow the link to MyWellbeing; 4. Select benefits and discounts to view what’s currently on offer; 5. Follow the link to visit Simplyhealth’s partner site; 6. To view an offer and access a particular discount you will be requested to enter a company reference and your email address. The company reference is as follows: Simplyhealth; 7. You will either be provided with a discount code or redirected to the provider’s site where the discount will be applied. Leisure Centre Vouchers One-day leisure centre vouchers are available to try out the Better gym and leisure centres, whether that’s in Swiss Cottage or your local Better gym . Go to https://www .better .org .uk/guestpasses to avail of this offer . www.uclacademy.co.uk 6 Staff Support & Benefits at the UCL Academy Travel Season Ticket Loans An interest free season ticket loan is available to all staff who have completed their probation, which assists employees in purchasing an annual travel card . The loan is recovered over 10 monthly instalments through payroll . How do I apply? For an application form, please contact Lisa Connolly at l .connolly@uclacademy .co .uk Cycle to Work Scheme The Cycle to Work scheme is a government initiative that encourages alternative travel and reduces our environmental impact . Not only does it reduce your carbon footprint, but also allows you to spread the cost of getting a new bike and/or safety equipment, save on Income Tax and National Insurance and increase your fitness . The Academy offers this benefit through Cyclescheme - the leading provider of Cycle to Work schemes in the UK . If you were to choose to use this scheme, on your behalf we are able to purchase a bike (and equipment) worth up to £600 of your choice . You will then be able to pay for the bike by making 10 monthly deductions from your gross salary . Please click on this link to know more about this scheme: https://www .cyclescheme .co .uk/get-a- bike/how-it-works . What do you have to do? 1. Employees should be directly employed by the Academy. If approved, you will receive a certificate Academy for at least 6 months and have successfully to provide to the bike shop. Taking into consideration passed their probation. Please speak with HR the processes involved, it may take up to 3 weeks to if you need clarification on this. Given the current retrieve your bike. covid circumstances, the Academy may be flexible on 4. If entering into the scheme, the relationship is this at the moment. between you and the cycle scheme directly 2. The maximum limit of this scheme to which UCL The Academy only facilitate the payment and Academy will contribute is £600.00 per employee. deductions from your salary in 10 monthly instalments. 3. To partake in this scheme you must submit an application through the Cycle Scheme website or 5. The main monetary advantage is that payments will by following the instructions through the following be deducted from your gross salary before tax or NI link: https://www .cyclescheme .co .uk/get have been deducted. a-bike/how-it- works. Once your application 6. The employer code is as follows: 6F1026E. You may is submitted, it will be approved or rejected by the need to quote this when completing the application. Learning to make a difference together 7 @Tweet @UCL_Academy Cyclescheme City Bike Hire Cyclescheme City Bike Hire is the UK’s first cycle to work scheme initiative of its kind . The exciting new solution has been created with the aim of getting more workers cycling to work in London . The benefits of the scheme include: • Save 32-42% on Santander Cycles yearly membership; • Spread the cost over 12 months - from £1 per week; • Suitable to use alongside other modes of transport; • No need to consider storage or security. If it’s longer than 30 minutes, you’ll pay £2 for every 30 minutes of that single journey . In addition, members get quicker access to Santander Cycles (they don’t need to use terminals), they can check all their recent trips and charges in the app and riders can flexibly use the bikes alongside other modes of transport . To find out more about saving 32-42% on the cost of Santander Cycles yearly membership, visit www .cyclescheme .co .uk/city-bike-hire . How do I join: 1. Start the request 3. Receive your code Visit www .cyclescheme .co .uk. Select ‘I’m an employee’, The Academy will review, approve and pay for your enter EMPLOYER NAME (The UCL Academy) and click request . Cyclescheme will then send you a code for ‘Let’s get started’.
Load more

Recommended publications
  • The London Framework
    OFFICE OF THE VICE-PROVOST (ADVANCEMENT) PRO-VICE-PROVOST (LONDON) THE LONDON FRAMEWORK November 2020 Professor Alan Thompson, Dean of Brain Sciences and Pro-Vice-Provost (London) Amy Lightstone, Head of Engagement and Operations (London) The London Framework: Creating Purpose, Connecting People, Celebrating Place In my role as Pro-Vice-Provost (London) and focussed activity which UCL staff carry out in conjunction with the London Advisory for the mutual benefit of London, as well as Group, I have spent the past year leading coordinate and enhance relationships with the development of the London Framework London and Londoners. Additionally the and the creation of the Pro-Vice-Provost London Framework will explore how (London) Office, based within the Office of London and its communities enrich UCL and the Vice-Provost (Advancement). enhance its Mission. The London Framework is a core document I endeavour to align the work of the London setting out the key principles which define Framework and my role as Pro-Vice-Provost the purpose of UCL London. These (London) with UCL’s Pro-Vice-Provost (UK) principles outline how and why we engage and Pro-Vice-Provost (International), as with our audiences in London, as well as a well as working closely with Public Affairs, way of working for UCL in London. In the Faculties, Vice-Provosts Offices, Framework we explore how we are Professional Services and importantly our governed, our delivery priorities and how students in order to advance UCL’s position we will measure our success. as London’s Global University. I recognise that many of UCL’s departments This Framework is intended to be a key and faculties are already working in and for document which demonstrates UCL’s core London and the London Framework will commitment to the capital and which is a support UCL colleagues to engage and fantastic platform to showcase our interact with London, bridge connections engagement with London.
    [Show full text]
  • A Synthesis of Research Addressing Children's, Young People's And
    FINAL REPORT NOVEMBER 2006 A synthesis of research addressing children’s, young people’s and parents’ views of walking and cycling for transport The Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) is part of the Social Science Research Unit, Institute of Education, University of London AUTHORS Ginny Brunton, Sandy Oliver, Kathryn Oliver, Theo Lorenc ADVISORY GROUP MEMBERSHIP David Banister Professor of Transport Planning, Bartlett School of Planning, University College, London Tracey Budd Principal Research Officer, Statistics – Travel, Department for Transport Andy Cope Research and Monitoring Unit Manager, Sustrans Hugo Crombie Public Health Advisor, Centre for Public Health Excellence, National Institute for Health and Clinical Excellence Tom Franklin Chief Executive, Living Streets David Ogilvie MRC Social and Public Health Sciences Unit, University of Glasgow Harry Rutter Head of Health Impact Assessment Unit, South East Public Health Observatory, Oxford Claire Spink Policy Customer, Department for Transport Paul Stonebrook Health Improvement Directorate, National Programme Delivery, Department of Health Sandra Williams Senior Principal Research Officer, Research and Development, Standards and Quality Group, Department of Health CONFLICTS OF INTEREST None ACKNOWLEDGEMENTS The review described in this report is one of a series undertaken by the Health Promotion and Public Health Reviews Facility at the EPPI-Centre to inform the evidence base for a range of strategies to promote public health. The views expressed in the report are those of the authors and do not necessarily reflect those of the Department of Health. i Funding This report was funded by the Department of Health (England) as part of a three- year programme of work.
    [Show full text]
  • Teaching and Learning in Higher Education Ed
    Teaching and Learning in Higher Education Teaching ‘… an admirable testament to UCL’s ambition to foster innovative, evidence-based and thoughtful approaches to teaching and learning. There is much to learn from here.’— Professor Karen O’Brien, Head of the Humanities Division, University of Oxford ‘Research and teaching’ is a typical response to the question, ‘What are universities for?’ For most people, one comes to mind more quickly than the other. Most undergraduate students will think of teaching, while PhD students will think of research. University staff will have similarly varied reactions depending on their roles. Emphasis on one or the other has also changed over time according to governmental incentives and pressure. Davies and Norbert Pachler ed. Jason P. For some decades, higher education has been bringing the two closer together, to the point of them overlapping, by treating students as partners and nding ways of having them learn through undertaking research. Drawing on a range of examples from across the disciplines, this collection demonstrates how one research-rich university, University College London (UCL), has set up initiatives to raise the pro le of teaching and give it parity with research. It explains what staff and students have done to create an environment in which students can learn by discovery, through research- based education. ‘… an exemplary text of its kind, offering much to dwell on to all interested in advancing university education.’— Ronald Barnett, Emeritus Professor of Higher Education, University College London Institute of Education Dr Jason P. Davies is a Senior Teaching Fellow at the UCL Arena Centre.
    [Show full text]
  • 10 Years of UCL Grand Challenges, Connect, Inspire, and Prepare for the Unexpected
    UCL GRAND CHALLENGES OFFICE OF THE VICE-PROVOST (RESEARCH) UCL Grand Challenges Over 10 years of Developing Solutions Contents Foreword 04 About UCL Grand Challenges 06 UCL Grand Challenges: A Timeline 07 UCL Grand Challenges in Numbers 08 UCL Grand Challenges Programme Academic Leads 09 UCL Grand Challenge of Global Health 10 UCL Grand Challenge of Sustainable Cities 21 UCL Grand Challenge of Cultural Understanding 28 UCL Grand Challenge of Human Wellbeing 37 UCL Grand Challenge of Justice & Equality 45 UCL Grand Challenge of Transformative Technology 53 Reflections on UCL Grand Challenges and the Future 60 3 Foreword For more than a decade, UCL Grand Challenges has brought researchers from across UCL together to tackle myriad issues the world faces. From non-communicable diseases, energy and structural inequalities, the Grand Challenges initiative itself and its funded projects have shone a light on the critical importance of cross-disciplinary perspectives and expertise in effectively addressing challenges from the local to the global level. More recently, the importance of this approach has been made clear by the COVID-19 pandemic, with the need to include a broad range of expertise in decision-making highlighted as the only effective way forward. I am immensely proud of the work that the Grand Challenges team and the researchers involved in Professor David Price Grand Challenges projects have undertaken over Vice-Provost (Research) the last decade; from the creation of the Global Disability Innovation Hub and the Centre for Behaviour Change to the Lancet Lecture series, our past decade, albeit on a much larger scale. As a work on structural inequalities, and the Connected result, UCL as a whole is better equipped to help Curriculum at UCL Academy, Grand Challenges the world recover from this crisis and prepare work has resulted in lasting collaborations that will to take the first steps towards a more equitable, generate impact and catalyse positive change well inclusive, sustainable and resilient world.
    [Show full text]
  • Are Hijabs Really a Statement of Your School's Values and Ethos?
    Are hijabs really a statement of your school’s values and ethos? By Elaine Chambers I recently went on a tour of a new academy school in my area, the UCL Academy in Swiss Cottage. It is sponsored by University College London, a specifically secular university. After the visit, I wrote to the head teacher – and this is the correspondence that resulted. Dear Mr Street, Re: UCL Academy Swiss Cottage Thank you for meeting the local community and showing us around a really magnificent state of the art school. We missed out the library, perhaps this can be viewed next time? There is however a matter about which I felt somewhat queasy, especially as your building, its staff, and its ethos is determined to look to the future. The point I brought up could not be dealt with at this public meeting because it was regarded as somewhat sensitive, and the word 'political' was expressed in a manner that was once reserved for sexual matters. So, I have confined my concern to electronic print in the hope that it will be given serious thought, and respectfully, a comprehensive response. My concern does involve matters of sexuality, or more precisely gender. It is political. It is of major political importance worldwide, as well as locally, that we address gender prejudice and violence in this, the 21st century. We need to confront, with a morality that reflects a humane determination, the horrific record of violence against women and girls carried out in the self-interest of so called patriarchal 'needs'; most noticeably upheld by religions.
    [Show full text]
  • The UCL Academy Adelaide Road, Camden, NW3 3AD
    School report The UCL Academy Adelaide Road, Camden, NW3 3AD Inspection dates 15−16 May 2014 Previous inspection: Not previously inspected 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 Requires improvement 3 Summary of key findings for parents and pupils This is a school that requires improvement. It is not good because Too many students in Years 7 and 8 are not Some subjects in Years 7 and 8 do not provide making good progress across most subjects. sufficient opportunities to develop students’ This includes some of the most able and writing skills. some with low starting points. Leaders’ impact on improvements to teaching Gaps in the progress of Years 7 and 8 and achievement require improvement because students are emerging. Many students plans for improvement are too imprecise. They supported by the pupil premium funding and do not make it clear how much impact leaders some with special educational needs are hope to have as a result of their actions. making less progress than others. Governors do not hold leaders to account The sixth form requires improvement. enough. They are not always given detailed Leaders’ efforts to improve achievement have enough information about students’ been successful for some students, but too achievement to help them understand how well many have not made good progress over the school is doing. time. Leaders do not use the pupil premium or Year Not enough teaching over time has provided 7 catch-up funding effectively enough.
    [Show full text]
  • 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.
    [Show full text]
  • ST MARY's CENTRE Annual Report WE REDUCE VIOLENCE WE SAVE
    WE REDUCE VIOLENCE WE SAVE LIVES ST MARY’S CENTRE Annual Report June 2018 to June 2019 St Mary’s Centre (smc) works with vulnerable young people aged 12-25 facing daily threats of violence, kidnap and death in northwest London. We work in local housing estates, schools, pupil referral units and prisons. We have 12 years’ proven record of violence reduction. We care for young people who have nowhere else to go. CONTENTS Who we are 1 What we do 7 Our impact 19 We need to do more 25 bCOVER IMAGE: ALEXEY FEDORENKO ST MARY’S CENTRE Annual Report ST MARY’S CENTRE Annual Report 1 Who we are Our 4 promises Where we work We have a Youth Work Manager, We are here for you a Youth Worker and two part time Young Women’s Workers. Our St Mary’s Centre Youth Workers are on call 24x7x365 including team is supported by young adult Christmas Day. volunteers. Local professionals fund raise and manage our service freely. 1 Jason Allen Youth Work Manager We stick with you St Mary’s Centre will stay with you without condition until the age of 25. Emile Libock Youth Worker 2 We come to you St Mary’s Centre will come to meet ESTATES SCHOOLS Sara Beshira you in your home, community, school 1 South Kilburn A UCL Academy Young Women’s Worker or prison. Wherever you go, we 2 Rowley Way B St Paul’s Primary School follow you. 3 Lithos Road C Haverstock School 4 Swiss Cottage D CCFL (Pupil Referral Unit) 3 5 Chalcot Camilla Ferdinand 6 Fleet Young Women’s Worker We do everything we 7 Queen’s Crescent can to keep you safe 8 Denton Violence reduction is at the core of 9 Chalk Farm our work.
    [Show full text]
  • Ucs Partnership and Outreach Review
    UCS PARTNERSHIP AND OUTREACH REVIEW 2019–20 Introduction UCS Hampstead is a leading London committed to ensuring that the school day school that combines the highest plays a key role in the local community. standards of academic achievement We currently work in partnership and pastoral care with outstanding with over 20 schools at primary and facilities for all-round education with a secondary levels and we support a distinctive liberal ethos. number of other charitable organisations across the capital. From its beginning 190 years ago, UCS has had at its core a commitment In this brochure, we aim to highlight to access, with a pledge that religion much of the partnership work that was should be no bar to entry. In the 21st undertaken during 2019–20. The closure century, we add a further commitment of schools during lockdown meant that a – that the education we provide will not number of regular partnership events be restricted solely to those who can could not take place but they were afford it. UCS consistently ranks at the replaced in our provision by other top of independent schools in London initiatives which we hope will become for the number of 100% means-tested mainstays of the programme even after bursaries awarded each year, and over social distancing regulations are relaxed. the last three years it has provided the equivalent of £1.2 million per annum in We are always looking to broaden our bursary support. partnership provision and if you would like further information, please do not In addition to this support for hesitate to contact us.
    [Show full text]
  • Learning to Be an Engineer: the Role of School Leadership
    Learning to be an engineer: the role of school leadership October 2018 Learning to be an engineer: the role of school leadership A report for the Royal Academy of Engineering October 2018 ISBN: 978-1-909327-43-6 To cite this report please use: Lucas, B. and Hanson, J. (2018) Learning to be an engineer: the role of school leadership. London: Royal Academy of Engineering © Royal Academy of Engineering 2018 Available to download from: www.raeng.org.uk/ehom-leadership Authors Acknowledgements Professor Bill Lucas The authors would like to thank: Dr Janet Hanson The education team at the Royal Academy of Engineering: Dr Rhys Morgan, Scott Atkinson, Rebecca Hill, Maya Desai and Charlotte Freeman. About the Centre for Real-World Learning at the University of Winchester (CRL) Expert advisers: Dr David Barlex, Ed Chambers, Dan www.winchester.ac.uk/realworldlearning Cook, Jamie Costello, Peter Finegold, Ian Jones, Andy Keaney, Carl Leech, Georgina Mulhall, Jonathan Nicholls, CRL is an applied research centre focusing on the Chris Rochester. teaching of learning dispositions. Its ground-breaking work in identifying creative habits of mind has been Schools: Bohunt School, Christ the King RC Primary influential in the decision by the Organisation for School, Falinge Park High School, Gomer Junior School, Economic Development (OECD) to introduce the 2021 Onthank Primary School, Penwortham Priory Academy, PISA Test of Creative Thinking. Star Academy, Sutton Grammar School, UCL Academy, UTC Sheffield City Centre. Earlier research for the Royal Academy of Engineering proposed six engineering habits of mind in Thinking The Comino Foundation for its continuing support like an engineer and subsequently demonstrated how of our work in developing young people’s personal and these could be implemented in schools in England and practical capabilities.
    [Show full text]
  • Director of Strategy and Operations Office of the Vice-Provost (Advancement)
    Director of Strategy and Operations Office of the Vice-Provost (Advancement) Candidate Pack 1 4 x 2 hour coaching sessions Contents 1. Introduction 3 2. About UCL 4 3. About the Role 14 4. Person Specification 17 5. How to apply 19 4 x 2 hour coaching sessions 1. Introduction At UCL, we do things differently. We know the stakes are high, but we are not afraid to take risks or to drive change. A cure for cancer. A revolution in dementia care. A new approach to global economics. Scholarships for outstanding students. All these things are possible. Our job – your job – is to make them happen. The Office of the Vice-Provost, Advancement (OVPA) manages UCL’s philanthropic relationships and engagement with alumni and supporter audiences. We recently closed UCL’s It’s All Academic Campaign, having raised more than £624m and inspired over 263,000 volunteering hours to help UCL, our students and our alumni community. We plan to keep delivering fundraising and alumni engagement on the same scale as we move towards the launch of our next campaign. We are supported by UCL’s clear strategy for the future and sustained investment in OVPA that has given us the resources and staff we need to achieve excellence. What does this mean in practice? It means top- level support from UCL’s senior team, including active leadership and participation in fundraising and advancement from UCL’s new President & Provost, Dr Michael Spence, and it means engagement across the academic and professional services community. It means giving talented people the tools they need to find new solutions to do what they do best.
    [Show full text]
  • The UCL Academy
    School report The UCL Academy Adelaide Road, Swiss Cottage, Camden NW3 3AQ Inspection dates 23–24 June 2016 Overall effectiveness Good Effectiveness of leadership and management Good Quality of teaching, learning and assessment Good Personal development, behaviour and welfare Good Outcomes for pupils Good 16 to 19 study programmes Good Overall effectiveness at previous inspection Requires improvement Summary of key findings for parents and pupils This is a good school Leaders set high expectations of pupils and staff. School information shows that progress for almost This has resulted in a culture of respect, which is all groups of pupils is good or better. Pupils from evident across the school. disadvantaged backgrounds and those who have The governing body supports and challenges special educational needs or disabilities make leaders rigorously. Governors have benefited from good progress. external support which has sharpened their Leaders have developed a broad and balanced understanding of information about the school. curriculum with a focus on science, technology, Pupils are proud of the school. They are keen to engineering and mathematics. come to school because they are well cared for. The school has developed a rigorous system of The academy sponsor provides a range of training for staff, which ensures that teaching and academic opportunities for pupils through the learning are constantly improving. development of the ‘Encounters with Excellence’ programme. This offers pupils exciting exposure to Students’ progress in the sixth form is improving university life. as a result of good teaching. Leaders have developed a robust assessment Safeguarding is effective. There are some aspects system using ‘I Can’ statements, which pupils and of exemplary practice in the recruitment process parents understand and find easy to use.
    [Show full text]