Social Selectivity of State Schools and the Impact of Grammars
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Ilchester Community Primary School Somerton Road, Ilchester, Somerset BA22 8JL
School report Ilchester Community Primary School Somerton Road, Ilchester, Somerset BA22 8JL Inspection dates 24–25 May 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 Early years provision Good Overall effectiveness at previous inspection Requires improvement Summary of key findings for parents and pupils This is a good school Since the previous inspection, the headteacher, The governing body carefully monitors the work of the senior leadership team and the governors the school. It provides a good mix of challenge have ensured that standards have improved. As a and support to leaders. result, pupils make good progress in all subjects. Typically, pupils’ behaviour in lessons and around Pupils make good progress in reading, writing and the school is good. They show good attitudes to mathematics. This is due to good-quality teaching their learning and produce work of a good in all departments. standard. The progress of different groups of pupils, School staff have a good understanding of the including those who are disadvantaged, or who needs of each pupil. As a result, the provision for have special educational needs or disability, is pupils’ personal development and welfare is good. good. There are good systems in place for ensuring that Subject leaders play a key role in leading pupils are kept safe. This is a strength of the developments that have a positive impact on school. pupils’ progress. Attendance has remained high since the previous The recently appointed early years leader has inspection. -
Key Stage 4 Performance, 2019 (Revised)
Key stage 4 performance, 2019 (revised) Latest headline data for pupils at the end of key stage 4 State funded schools, England1 % English and % EBacc EBacc Measure maths, grade 5 Attainment 8 entry Average Point or above Score Change from 2 previous year 2019 revised 40.0% 43.2% 46.7 4.07 2018 revised 38.4% 43.3% 46.5 4.04 Compared with 2018 revised data, for state funded schools: • EBacc (English Baccalaureate) entry rate increased by 1.6 percentage points to 40.0%, the highest entry rate since the introduction of the EBacc measure in 2010. • The percentage of pupils at the end of key stage 4 who achieved grade 5 or above in English and mathematics remained stable. • Average Attainment 8 score per pupil was stable. • The EBacc average point score (EBacc APS) remained stable. The gap between disadvantaged pupils and all other pupils remains broadly stable Disadvantaged attainment gap index The gap between disadvantaged pupils and others, measured using the gap index, remained broadly stable, increasing by 0.4% between 2018 and 2019, from 3.68 to 3.70. This is the second small increase in a row. The gap is 9.1% lower than in 2011. 1 State funded schools include academies, free schools, city technology colleges, further education colleges with provision for 14- to 16-year- olds and state-funded special schools. There were 3,965 schools and 542,568 end of KS4 pupils. 2 Key stage 4 data in both years is based on revised data for improved comparability. 1 About this release This release summarises exam entry and achievements of pupils at the end of key stage 43 (KS4) in 2019. -
Leicestershire Sustainable Community Strategy
LEICESTERSHIRE SUSTAINABLE COMMUNITY STRATEGY FINAL DRAFT MARCH 2008 1 Introduction I am pleased to present our Sustainable Community Strategy to you on behalf of Leicestershire Together, the Local Strategic Partnership for Leicestershire. Leicestershire Together includes all of the organisations and partnerships that deliver public services in Leicestershire, and we seek to improve the quality of life and of public services in the County. This draft Sustainable Community Strategy proposes priorities for improvement in Leicestershire over the next 5 years. These are largely based upon two draft evidence base reports ‘This is Leicestershire’ and ‘Places in Leicestershire’. The structure of the new Sustainable Community Strategy is quite different to that of the previous Community Strategy in that it focuses on what we are going to do rather than how we are going to do it. Our second Local Area Agreement (LAA2) is the key delivery framework for the strategy (the ‘how’ bit) – and more details on the LAA can be found later in this document. The challenge that faces us now is to deliver the ambitions outlined in this Strategy, making a real and measurable difference to the lives of Leicestershire people. David Parsons Chair, Leicestershire Together Contact details: Telephone: 0116 305 6977/8137 E-mail: [email protected] Website: www.leicestershiretogether.org Write to us: Policy Team, Chief Executives Department, Leicestershire County Council, County Hall, Glenfield, Leicestershire LE3 8RA 2 EXECUTIVE SUMMARY Leicestershire Together Leicestershire Together is the Local Strategic Partnership for Leicestershire and includes all of the organisations and partnerships that deliver public services in the County. Our aim is to improve the quality of life for the people of Leicestershire and make Leicestershire the best possible place to live and work for everyone. -
(PDF) Understanding the Foundation Stage
Contents Introduction 1 The Rationale of the Foundation Stage • The Characteristics of the Foundation Stage 2 • The Aims of the Foundation Stage 3 • The Principles Underpinning the Foundation Stage 4 • The Curriculum in the Foundation Stage 5 Creating an Effective Learning Environment • The Approach to Learning and Teaching in the Foundation Stage 6 • Adults’ Role in Promoting Learning 7 • Learning Partnerships 7 • The Physical Environment 8 Learning, Teaching and Assessment • The Learning, Teaching and Assessment Cycle in the Foundation Stage 9 • Planning in the Foundation Stage 11 • Assessment for Learning in the Foundation Stage 13 • Observation and Assessment in the Foundation Stage 13 • The Pupil Profile in the Foundation Stage 15 Acknowledgements This material has been developed in collaboration with the Early Years Interboard Group. Understanding the Foundation Stage Introduction The Foundation Stage Years 1 & 2 in the primary school The purpose of this guidance is to provide information related to good practice in the Foundation Stage. It outlines the approach to learning, teaching and assessment and should be used to support the review, development and improvement of existing provision and practice. Young children come to school from a variety of different backgrounds, having had a range of diverse learning experiences at home and for most, some form of pre-school education. The Foundation Stage aims to build on these learning experiences by providing children with an appropriate learning programme to develop their dispositions to learn and to provide them with the skills and competencies they will need to succeed in school and future life. The Foundation Stage also endorses good early years practice where teachers have more flexibility in terms of what they teach. -
2021 Prospectus
2021 PROSPECTUS RELATIONSHIPS • RESPECT • RESPONSIBILITY Welcome from the Principal RELATIONSHIPS • RESPECT • RESPONSIBILITY 3 Thank you for showing an interest in Grosvenor Grammar School. Our School Ethos is underpinned by the three values of Relationships, Respect and Responsibility. As a new pupil to our school, your child will be warmly welcomed into the Grosvenor family and our dedicated staff work hard to ensure that our pupils feel supported and encouraged at every stage of their educational pathway. We have a proud tradition in Grosvenor of celebrating academic achievement, whilst ensuring that our pupils become caring, confident adults. We provide a broad, balanced curriculum and strong careers advice to enable your child to fulfil his or her potential. I would encourage you to come and visit our school to see our fantastic, modern facilities which enable us to provide a vast range of extra-curricular activities. Happiness breeds success in Grosvenor and we encourage everyone to get involved in our school community. I am proud of the achievements of all our pupils and look forward to welcoming your child. Please see our website at www.grosvenorgrammarschool.org.uk for further information. I would be very happy to answer any questions or queries you have about Grosvenor and hope you enjoy reading our Prospectus. Dr F Vasey Principal GROSVENOR PROSPECTUS > 2021 RELATIONSHIPS • RESPECT • RESPONSIBILITY 5 Contents Principal’s Welcome 3 Our Mission and Aims 6 Admissions and Enrolment 7 Arrangements for Pastoral Care 8 Pupil and Safety Protection 13 Extra-curricular activities 14 The School Curriculum 16 Pupil Achievements 24 Working with Parents 29 Positive Behaviour Policy 31 Charges and Remissions Policy 36 Admissions Criteria 39 Admissions criteria (Year 8) 39 Admissions criteria (Years 9 -12) 41 Admissions criteria (Years 13 and 14) 42 APPENDICES 1 - 3 1. -
RE: Statutory Requirements, Compliance and OFSTED
RE: Statutory requirements, compliance and OFSTED Statutory requirements and curriculum information The national curriculum states the legal requirement that: 'Every state-funded school must offer a curriculum which is balanced and broadly based, and which: • promotes the spiritual, moral, cultural, mental and physical development of pupils; and • prepares pupils at the school for the opportunities, responsibilities and experiences of later life. All state schools ... must teach religious education ... All schools must publish their curriculum by subject and academic year online'. (National Curriculum in England: Framework Document, DfE, September 2013, p.4) Although there is not a National Curriculum for RE, all maintained schools must follow the National Curriculum requirements to teach a broad and balanced curriculum, which includes RE. All maintained schools therefore have a statutory duty to teach RE. Academies and free schools are contractually required through the terms of their funding agreement to make provision for the teaching of RE. Further information concerning RE in academies and free schools is given below. The RE curriculum is determined by the local Standing Advisory Council on Religious Education (SACRE), which is responsible for producing the locally agreed syllabus for RE. Agreed Syllabuses used in schools (maintained or academy), which are not designated with a religious character must ‘reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain’. Schools with a religious designation may prioritise one religion in their RE curriculum, but all schools must recognise diverse religions and systems of belief in the UK both locally and nationally. -
The Sciences at Key Stage 4: Time for a Re-Think? Why Key Stage 4 Is So Important, and Why Changes Are Needed
The sciences at key stage 4: time for a re-think? Why key stage 4 is so important, and why changes are needed Key stage 4 is a pivotal period of time in a student’s chemistry and biology are currently the preserve of school life; it is the point at which they make subject a minority. There is evidence that the existence of choices that define their future study, as well as their multiple routes through key stage 4 disadvantages a last experience of those subjects that they do not large number of students in both their experiences and choose to take further. The sciences are core subjects the choices that are taken away from them. For this to 16, yet multiple qualifications exist for students reason, the SCORE organisations are proposing that of this age. As this discussion paper documents, there should be a single route in the sciences for all evidence suggests that rich opportunities in physics, students up to the age of 16. SCORE’sSCORE’s proposal: proposal: a asingle single route route in in the the sciences sciences SCORE’sSCORE’s vision vision is thatis that opportunities opportunities for forhigh-quality high-quality studyexciting of the sciences and inspiring are available experience to all, of onthe an sciences, studyequitable of the sciencesbasis, and are we available believe thatto all, this on can an only be achievedproviding by the them creation with ofthe a skillssingle and route knowledge at key to equitablestage 4. basis, This singleand we route believe would that remove this can the only need for decisionssucceed to be in madetheir future at 14 endeavours,that could limit whether students’ or not be futureachieved choices, by the and creation give all of students a single routean authentic, at key excitingthey and decideinspiring to experience pursue the ofsciences the sciences, beyond 16. -
Terms for School Levels This Table Features Education Terms Used in Canada, the U.S., the U.K., and Other Countries
Terms for School Levels This table features education terms used in Canada, the U.S., the U.K., and other countries. This includes reference to the International Standard Classification of Education (ISCED) maintained by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This table provides a general sense of school terminology and age ranges, as there are differences within each country or sovereign country. In those respects, Quebec differs slightly from British Columbia, Scotland differs slightly from England, etc. This table is one of the eResources from the book Sharing Your Education Expertise with the World: Make Research Resonate and Widen Your Impact by Jenny Grant Rankin, Ph.D. See the book for terminology explanations and more. Age Canadian Terms US Terms UK Terms UNESCO ISCED Terms early junior kindergarten, early preschool, nursery school Early Years Foundation Stage (EYFS)ante-pre-school, early childhood early childhood ≤ 4 childhood pre-kinder., preschool education primary nursery childminders, education, educational education kindergarten, primary stage infant, key stage 1 children's Level 0 development, pre- 5 K-12 primary elementary school centre, nursery Level 1 primary education classes/school, elementary grades 1-8 (in (kindergarten school (starts with grade TK or 6 pre-school, education Quebec, grade through K and ends after 6th primary school, school and the first grade 12) or grade around age 11 if or reception 7 half of high school) TK-12 student goes on to (transitional middle school; -
Opening a Studio School a Guide for Studio School Proposer Groups on the Pre-Opening Stage
Opening a studio school A guide for studio school proposer groups on the pre-opening stage August 2014 Contents Introduction 3 Section 1 - Who does what - roles and responsibilities? 5 Section 2 - Managing your project 10 Section 3 – Governance 12 Section 4 - Pupil recruitment and admissions 21 Section 5 - Statutory consultation 33 Section 6 - Staffing and education plans 36 Section 7 - Site and buildings 42 Section 8 – Finance 56 Section 9 - Procurement and additional support 63 Section 10 - Funding Agreement 67 Section 11 - The equality duty 71 Section 12 - Preparing to open 73 Section 13 - Once your school is open 80 Annex A - RSC regions and Local authorities 82 2 Introduction Congratulations! All your planning and preparation has paid off, and the Secretary of State for Education has agreed that your application to open a studio school should move to the next stage of the process – known as the ‘pre-opening’ stage. This is the stage between the approval of your application and the opening of the school. The setting up of a studio school is a challenging but ultimately very rewarding task and it will require significant commitment and time from sponsors and partners. Your original application set out your plans for establishing the studio school, from the education vision and the admission of pupils to the recruitment of staff and the curriculum. Now your application has been approved, you must begin work to implement these plans. The letter of approval you received from the Department for Education (DfE) sets out important conditions of approval. It is vital that you consider these conditions carefully in planning your priorities and what you need to focus on next. -
Secondary and Post-Secondary Non-Tertiary Education
Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) This chapter covers the organisation and structure of educational provision for young people aged 11 to 18/19 years. For the purpose of this description, this provision is divided into: general lower secondary education [1] (for ages 11–16) general upper secondary education [2] (for ages 16–18/19) vocational upper secondary education [3] (for ages 16–18/19).* * In terms of International Standard Classification of Education (ISCED) [4] categorisation, education for ages 11-14, is classified as ISCED 2; education for ages 14-18/19 as ISCED 3. There are no programmes categorised as post-secondary non-tertiary education (ISCED 4). For 16- to 18/19-year olds, there is a well-established tradition of subject specialisation, with the possibility of combining single subject general and vocational qualifications. More recently, the Government has introduced a policy on study programmes that applies across general and vocational education. For these reasons, the introduction to this chapter provides a combined description of general and vocational upper secondary education. General lower secondary education, ages 11-16 Young people enter secondary education at the age of 11 and, under Section 8 of the Education Act 1996 [5], full-time education is then compulsory up until the last Friday in June of the school year in which they reach the age of 16. Secondary schools cater for pupils from age 11 to either 16 or to 18/19. Study programmes Lower secondary education is divided into two key stages of the national curriculum [6]: Key Stage 3 - for pupils aged 11 to 14, ISCED 2 Key Stage 4 - for pupils aged 14 to 16, ISCED 3. -
The National Curriculum in England Key Stages 1 and 2 Framework Document
The national curriculum in England Key stages 1 and 2 framework document September 2013 Contents 1. Introduction 4 2. The school curriculum in England 5 3. The national curriculum in England 6 4. Inclusion 8 5. Numeracy and mathematics 9 6. Language and literacy 10 7. Programmes of study and attainment targets 12 English 13 Spoken language – years 1 to 6 17 Key stage 1 – year 1 19 Key stage 1 – year 2 26 Lower key stage 2 – years 3 and 4 33 Upper key stage 2 – years 5 and 6 41 English Appendix 1: Spelling 49 Spelling – work for year 1 50 Spelling – work for year 2 55 Spelling – work for years 3 and 4 59 Word list – years 3 and 4 64 Spelling – years 5 and 6 66 Word list – years 5 and 6 71 International Phonetic Alphabet (non-statutory) 73 English Appendix 2: Vocabulary, grammar and punctuation 74 Glossary for the programmes of study for English (non-statutory) 80 Mathematics 99 Key stage 1 – years 1 and 2 101 Year 1 programme of study 102 Year 2 programme of study 107 Lower key stage 2 – years 3 and 4 113 Year 3 programme of study 114 Year 4 programme of study 120 2 Upper key stage 2 – years 5 and 6 126 Year 5 programme of study 127 Year 6 programme of study 135 Mathematics Appendix 1: Examples of formal written methods for addition, subtraction, multiplication and division 142 Science 144 Key stage 1 146 Key stage 1 programme of study – years 1 and 2 147 Year 1 programme of study 148 Year 2 programme of study 151 Lower key stage 2 – years 3 and 4 154 Lower key stage 2 programme of study 155 Year 3 programme of study 157 Year 4 programme of study 161 Upper key stage 2 – years 5 and 6 165 Upper key stage 2 programme of study 166 Year 5 programme of study 168 Year 6 programme of study 172 Art and design 176 Computing 178 Design and technology 180 Geography 184 History 188 Languages 193 Music 196 Physical education 198 3 1. -
Conway Grammar School Handbook
Conway Grammar School Handbook Conway Grammar School 24 Fournier Road, Conway, MA 01341 (413) 369-4239 District Mission Statement Building dynamic learning communities, one student, one teacher, one family at a time. Conway Grammar School Mission Statement The Conway Grammar School is a community dedicated to creating a safe, supportive, respectful, and challenging learning environment. Our mission is to develop thoughtful and confident individuals who value differences and respond positively to our changing world. 2 TABLE OF CONTENTS Page SCHOOL MISSION 2 I. SCHOOL DIRECTORY 6 FRONTIER REGIONAL AND UNION #38 SCHOOL DISTRICT ADMINISTRATION 6 CONWAY GRAMMAR SCHOOL COMMITTEE MEMBERS 6 CONWAY GRAMMAR SCHOOL TEACHERS AND STAFF 7 CONWAY OUT-OF-SCHOOL TIME PROGRAM 8 II. SCHOOL POLICIES AND PROCEDURES 9 ATTENDANCE 9 School Hours 9 Absences 9 Tardiness 9 Early Dismissals 9 Making Up Work Due to Absences 10 SCHOOL CLOSINGS AND LATE OPENINGS 10 TRANSPORTATION 10 Buses 10 Schedules 10 Bus Safety Rules and Policies 11 Bus Incidents Policies 11 Motorists 12 FOOD SERVICE 12 School Lunch Program 12 Cafeteria Rules 14 Snack 14 RECESS GUIDELINES AND PLAYGROUND SAFETY 14 Clothing 14 Throwing of objects 14 Rough play 14 Games 15 Play structures 15 COMMUNICATIONS WITH THE SCHOOL 15 Parent Notes 15 3 Use of Phones 15 School Website 15 Parent/Teacher Conferences 16 Progress Reports 16 Student Records 16 CONFIDENTIALITY 17 Medical Records 17 Parent/Guardian Information Sharing 18 Communicating Problems 18 SCHOOL VISITORS 18 Posting of Fliers and Notices 18 FACILITIES AND GROUNDS 18 Parking 19 Fire and Safety Drills 19 Lost and Found 19 III.