Department for Education (Dfe)
Total Page:16
File Type:pdf, Size:1020Kb
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 -
College Employer Satisfaction League Table
COLLEGE EMPLOYER SATISFACTION LEAGUE TABLE The figures on this table are taken from the FE Choices employer satisfaction survey taken between 2016 and 2017, published on October 13. The government says “the scores calculated for each college or training organisation enable comparisons about their performance to be made against other colleges and training organisations of the same organisation type”. Link to source data: http://bit.ly/2grX8hA * There was not enough data to award a score Employer Employer Satisfaction Employer Satisfaction COLLEGE Satisfaction COLLEGE COLLEGE responses % responses % responses % CITY COLLEGE PLYMOUTH 196 99.5SUSSEX DOWNS COLLEGE 79 88.5 SANDWELL COLLEGE 15678.5 BOLTON COLLEGE 165 99.4NEWHAM COLLEGE 16088.4BRIDGWATER COLLEGE 20678.4 EAST SURREY COLLEGE 123 99.2SALFORD CITY COLLEGE6888.2WAKEFIELD COLLEGE 78 78.4 GLOUCESTERSHIRE COLLEGE 205 99.0CITY COLLEGE BRIGHTON AND HOVE 15088.0CENTRAL BEDFORDSHIRE COLLEGE6178.3 NORTHBROOK COLLEGE SUSSEX 176 98.9NORTHAMPTON COLLEGE 17287.8HEREFORDSHIRE AND LUDLOW COLLEGE112 77.8 ABINGDON AND WITNEY COLLEGE 147 98.6RICHMOND UPON THAMES COLLEGE5087.8LINCOLN COLLEGE211 77.7 EXETER COLLEGE 201 98.5CHESTERFIELD COLLEGE 20687.7WEST NOTTINGHAMSHIRE COLLEGE242 77.4 SOUTH GLOUCESTERSHIRE AND STROUD COLLEGE 215 98.1ACCRINGTON AND ROSSENDALE COLLEGE 14987.6BOSTON COLLEGE 61 77.0 TYNE METROPOLITAN COLLEGE 144 97.9NEW COLLEGE DURHAM 22387.5BURY COLLEGE121 76.9 LAKES COLLEGE WEST CUMBRIA 172 97.7SUNDERLAND COLLEGE 11487.5STRATFORD-UPON-AVON COLLEGE5376.9 SWINDON COLLEGE 172 97.7SOUTH -
Outcomes from IQER: 2010-11 the Student Voice
Outcomes from IQER: 2010-11 The student voice July 2012 Contents Preface ................................................................................................................................... 1 Summary ................................................................................................................................ 2 Student engagement: context ................................................................................................. 3 Themes .................................................................................................................................. 6 Theme 1: Student submissions for the IQER reviews ......................................................... 6 Theme 2: Student representation in college management: extent of student representation, specific student-focused committees and contact with senior staff ............. 7 Theme 3: How colleges gather and use student feedback information ................................ 8 The themes in context ............................................................................................................ 9 Conclusions .......................................................................................................................... 10 Areas of strength as indicated by the evidence from the reports ....................................... 10 Areas where further work is required ................................................................................ 11 Appendix A: Good practice relating to student engagement ................................................ -
A Socio Behavioural Perspective for Understanding and Managing Behaviour Problems in Children with Epilepsy
Behavioural Neurology (1992), S, 47-51 A socio behavioural perspective for understanding and managing behaviour problems in children with epilepsy C.A. Cull and S.W. Brown The David Lewis Centre for Epilepsy, Warford, Nr Alderly Edge, Cheshire, UK Correspondence to: G.A. Cull, Department of Clinical Psychology, Institute of Psychiatry, De Crespigny Park, Denmark Hill, London SE5 8AF, UK In this paper, reasons for the occurrence of interictal behaviour disturbance in children with epilepsy, and the management of such problems, are considered. The search for a direct relationship between epilepsy related variables and behaviour disorders is far from conclusive. While such a relationship may exist with respect to ictal behaviour problems, this line of investigation is of limited value in respect of its implications for the management of interictal problems. In the latter case it is proposed that organic factors may be considered to be a risk factor. In addition, the negative psychosocial sequelae of a diagnosis of epilepsy can result in conditions which are likely to foster the development of inappropriate behaviours. Learning theory would further suggest that environmental contingencies have a role to play in the shaping and maintenance of such behaviours. This broader framework for conceptualising the development and maintenance of interictal behaviour disorders has clear management implications. Clinical examples of the successful application of this approach to the management of persistent behavioural problems in two young people with epilepsy are presented. INTRODUCTION Children with epilepsy are at risk for developing behavi epilepsy and behaviour implies that the course of any be our disorders, and show more behavioural disturbance havioural problem is intimately linked with the course of than age matched control groups (Rutter et al., 1970; the seizure disorder itself. -
The Connell Sixth-Form College
Free Schools in 2013 Application form Mainstream and 16-19 Free Schools Completing your application Before completing your application, please ensure that you have read the ‘How to Apply’ guidance carefully (which can be found here) and can provide all the information and documentation we have asked for – failure to do so may mean that we are unable to consider your application. The Free School application is made up of nine sections as follows: • Section A: Applicant details and declaration • Section B: Outline of the school • Section C: Education vision • Section D: Education plan • Section E: Evidence of demand and marketing • Section F: Capacity and capability • Section G: Initial costs and financial viability • Section H: Premises • Section I: Due diligence and other checks In Sections A-H we are asking you to tell us about you and the school you want to establish and this template has been designed for this purpose. The boxes provided in each section will expand as you type. Section G requires you to provide two financial plans. To achieve this you must fill out and submit the templates provided here. Section I is about your suitability to run a Free School. There is a separate downloadable form for this information. This is available here You need to submit all the information requested in order for your application to be assessed. Sections A-H and the financial plans need to be submitted to the Department for Education by the application deadline. You need to submit one copy (of each) by email to:[email protected]. -
Equality & Diversity
Equality & Diversity ANNUAL REPORT 2015/16 ltegroup.co.uk Contents Welcome 04 Governance 06 Group Services 10 The Manchester College Our social mission Further Education 14 Higher Education 34 is to improve lives MOL 46 and economic Novus 54 Total People 64 success through Apprenticeships 76 learning and skills. Get in touch 90 04 WELCOME LTEGROUP.CO.UK 05 Chief Executive’s Overview Welcome John Thornhill Chief Executive As I reflect on our achievements Equality, diversity and inclusion Chair’s across the Group over the last 12 are fundamental to our values months, I am immensely proud of and mission and is as important Introduction the positive steps we have taken for colleagues, as it is to our in our commitment to equality, support for individual learners, diversity and inclusion. in the classroom and in the work place and we will continue to We are a unique organisation, make significant strides towards Sue Murphy CBE supporting over 100,000 our goals in this area. Chair diverse learners across the Group’s specialist organisations, in learning, training and employment services. Our social mission is to improve lives and Our Annual Report on disadvantage to achieve their economic success through Equality and Diversity gives goals, with the support of an learning and skills and I am proud us an opportunity to celebrate outstanding team of colleagues. of our 5,000 staff who do this the diversity of our unique In this year’s annual report, you with passion and dedication day- organisation, as we look back will see a snapshot of what can in, day-out, across more than 100 on what we have achieved over be achieved when you are part UK locations. -
A Guide to Post-16 Options
to Post- A Guide to 16 Post - 16 Options www.wrightrobinson.co.uk/careers-guidance [email protected] The options available after Year 11 can be sometimes confusing for students and parent/carers. There are many different routes and pathways that young people can take and choices have to be carefully made. This guide will give you an overview of different post 16 routes. Information, advice and guidance Learners at Wright Robinson College are entitled to independent and impartial careers information, advice and guidance on a full range of post 16 options. Learners will receive an individual careers guidance interview in school from either Mrs Pugh, who is our Careers Advisor fully trained to Level 6 or an external qualified adviser. Raising of the Participation Age Raising of the Participation Age From September 2015 the participation age was increased until the young person’s 18th birthday. This does not mean staying in school, your child can opt to study or train in any of the following ways: · Studying full time in school, college or with any training provider · Working or volunteering, combined with a part-time education or training · Apprenticeship, traineeship or study programme The government have decided to do this because it is widely recognised that if a young person stays in education or training they will have better career prospects. FUTURE PATHWAYS KEY STAGE 4 KEY STAGE 5 18+ A levels & vocational courses in Sixth Form A levels & vocational courses Degree at University at Further Education College or FE college GCSEs T Levels at Further Education College Options Options and 16+ 18+ Traineeship or others study programme Employment Foundation courses Intermediate Advanced Degree or Higher level Apprenticeship Apprenticeship apprenticeship Job or volunteering (minimum 20 hours per week) with recognised training Everyone needs to be in learning until 18. -
Macclesfield College
REPORT FROM THE INSPECTORATE Macclesfield College January 1994 THE FURTHER EDUCATION FUNDING COUNCIL THE FURTHER EDUCATION FUNDING COUNCIL The Further Education Funding Council has a statutory duty to ensure that there are satisfactory arrangements to assess the quality of provision in the further education sector. It discharges this duty in part through its inspectorate, which inspects and reports on each college in the FEFC- funded sector every four years. The inspectorate also assesses and reports on a national basis on specific curriculum areas and advises the Council’s quality assessment committee. GRADE DESCRIPTORS The procedures for assessing quality are given in FEFC Circular 93/28. In the course of inspecting colleges, inspectors are expected to assess the strengths and weaknesses of each aspect of provision they inspect. Their assessments are set out clearly in their reports. Inspectors also summarise their judgements on the balance between strengths and weaknesses using a five-point scale. Each grade on the scale has the following descriptor: • grade 1 – provision which has many strengths and very few weaknesses • grade 2 – provision in which the strengths clearly outweigh the weaknesses • grade 3 – provision with a balance of strengths and weaknesses • grade 4 – provision in which the weaknesses clearly outweigh the strengths • grade 5 – provision which has many weaknesses and very few strengths. Cheylesmore House Quinton Road Coventry CV1 2WT Telephone 0203 863000 Fax 0203 863100 FEFC INSPECTION REPORT 05/94 MACCLESFIELD COLLEGE OF FURTHER EDUCATION NORTH WEST REGION Inspected October-November 1993 Summary Macclesfield College, Cheshire is a major provider of further education for east Cheshire. -
Appendix 4 Detailed Proposals for Each Ward – Organised by Local Area Partnership (LAP)
Appendix 4 Detailed proposals for each Ward – organised by Local Area Partnership (LAP) Proposed Wards within the Knutsford Local Area Partnership Knutsford Local Area Partnership (LAP) is situated towards the north-west of Cheshire East, and borders Wilmslow to the north-east, Macclesfield to the south-east and Congleton to the south. The M6 and M56 motorways pass through this LAP. Hourly train services link Knutsford, Plumley and Mobberley to Chester and Manchester, while in the east of this LAP hourly trains link Chelford with Crewe and Manchester. The town of Knutsford was the model for Elizabeth Gaskell's novel Cranford and scenes from the George C. Scott film Patton were filmed in the centre of Knutsford, in front of the old Town Hall. Barclays Bank employs thousands of people in IT and staff support functions at Radbroke Hall, just outside the town of Knutsford. Knutsford is home to numerous sporting teams such as Knutsford Hockey Club, Knutsford Cricket Club, Knutsford Rugby Club and Knutsford Football Club. Attractions include Tatton Park, home of the RHS Flower show, the stately homes Arley Hall, Tabley House and Peover Hall, and the Cuckooland Museum of cuckoo clocks. In detail, the proposals are: Knutsford is a historic, self-contained urban community with established extents and comprises the former County Ward of Knutsford, containing 7 polling districts. The Parish of Knutsford also mirrors the boundary of this proposal. Knutsford Town is surrounded by Green Belt which covers 58% of this proposed division. The proposed ward has excellent communications by road, motorway and rail and is bounded to the north by Tatton Park and to the east by Birkin Brook. -
Framework Users (Clients)
TC622 – NORTH WEST CONSTRUCTION HUB MEDIUM VALUE FRAMEWORK (2019 to 2023) Framework Users (Clients) Prospective Framework users are as follows: Local Authorities - Cheshire - Cheshire East Council - Cheshire West and Chester Council - Halton Borough Council - Warrington Borough Council; Cumbria - Allerdale Borough Council - Copeland Borough Council - Barrow in Furness Borough Council - Carlisle City Council - Cumbria County Council - Eden District Council - South Lakeland District Council; Greater Manchester - Bolton Metropolitan Borough Council - Bury Metropolitan Borough Council - Manchester City Council – Oldham Metropolitan Borough Council - Rochdale Metropolitan Borough Council - Salford City Council – Stockport Metropolitan Borough Council - Tameside Metropolitan Borough Council - Trafford Metropolitan Borough - Wigan Metropolitan Borough Council; Lancashire - Blackburn with Darwen Borough Council – Blackpool Borough Council - Burnley Borough Council - Chorley Borough Council - Fylde Borough Council – Hyndburn Borough Council - Lancashire County Council - Lancaster City Council - Pendle Borough Council – Preston City Council - Ribble Valley Borough Council - Rossendale Borough Council - South Ribble Borough Council - West Lancashire Borough Council - Wyre Borough Council; Merseyside - Knowsley Metropolitan Borough Council - Liverpool City Council - Sefton Council - St Helens Metropolitan Borough Council - Wirral Metropolitan Borough Council; Police Authorities - Cumbria Police Authority - Lancashire Police Authority - Merseyside -
With an Evaluation of Language Development 5 Postulated Leading
They were precipitated by strenuous exercise such as bicycle riding and racing and running. He would continue to ride automatically during seizures. Neurologic exam and MRI were normal. Interictal EEG showed left temporal lobe epileptiform discharges. He continues to have seizures during exercise despite treatment with carbamazepine and gabapentin. Neither patient had seizures induced by hyperventilation, passive and active stationary limb movement or by imagining competitive sports. (Sturm JW, Fedi M, Berkovic SF, Reutens DC. Exercise-induced temporal lobe epilepsy. Neurology 2002;59:1246-1248). (Reprints: Dr David C Reutens, Department of Neurology, Austin and Repatriation Medical Centre, Studley Road, Heidelberg, Victoria 3084, Australia). COMMENT. Reflex epilepsies in response to a well-defined precipitating stimulus occur in about 5% of patients with epilepsy. Exercise-induced epilepsies are usually generalized or frontal lobe in origin, and less commonly involve the temporal lobe. Other reflex precipitants for temporal lobe seizures include music, eating, hot water immersion, laughter, and thinking. The stimuli may involve emotional and motivational factors, and require complex processing in limbic structures. Exercise-induced seizures are rare and should not lead to a sedentary life-style. In fact, moderate exercise may offer some protection or improved control of epilepsy. LANGUAGE DISORDER WITH FOCAL EPILEPSIES The relationship between language disorder and epileptic seizures was examined in 109 children, ages 5-17 years, attending a national center for epilepsy over a 4 year period and at the University of Manchester, UK. Median age at onset of epilepsy was 2 years 5 months, and seizure onset was before 6 years of age in 89% of the cohort. -
Greater Manchester Area Review: College Annex
Greater Manchester Area Review College annex November 2016 Contents1 Aquinas College 3 Ashton-under-Lyne Sixth Form College 4 Bolton Sixth Form College 5 Cheadle and Marple Sixth Form College 6 Holy Cross Catholic Sixth Form College 7 Loreto Sixth Form College 8 Oldham Sixth Form College 9 Rochdale Sixth Form College 10 St John Rigby Sixth Form College 11 Winstanley Sixth Form College 12 Xaverian Sixth Form College 13 Bolton College 14 Bury College 15 Hopwood Hall College 16 Salford City College 17 Stockport College 18 Tameside College 19 The Manchester College 20 The Oldham College 21 Trafford College 22 Wigan and Leigh College 23 1 Please note that the information on the colleges included in this annex relates to the point at which the review was undertaken. No updates have been made to reflect subsequent developments or appointments since the completion of the review. 2 Aquinas College Type: Sixth-form college Location: The college is based in Stockport Local Enterprise Partnership: Greater Manchester Principal: Danny Pearson Corporation Chair: Tom McGee Main offer includes: The college offers academic and technical education provision for 16-18 year olds as well as some part-time provision for adults (19+), two evenings each week Details about the college offer can be reviewed on the college website Partnerships: The college is a member of the 6 colleges consortium (with Ashton Sixth Form College, Holy Cross Catholic Sixth Form College, King George V Sixth Form College, Priestley College and Salford City College) that collaborates to save costs, gain efficiencies and learn from each other The college receives funding from: Education Funding Agency.