Parents' Guide to State Boarding Schools
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Secondary School Faqs
Secondary School FAQs Are you an independent school? OSH is a state school and we are very proud of this fact. It is one of 38 schools in the country that offer a boarding education within the state system. We share, with all good schools in the state and independent sectors, a belief in high standards of achievement and discipline and a commitment to providing an excellent education in the broadest sense. Why does the School have hospital in its name? The School was founded in the seventeenth century, when the term ‘hospital’ indicated a charitable institution rather than a medical one. Hospital meant ‘hospitality’, or board and lodging. We retain the traditional name as part of our unique heritage and because we are a boarding school. Do you have a catchment area? No, we welcome boys from all over the world as long as they have UK or EU/EEA nationality. What is a typical OSH pupil like? There is, of course, no such thing as a typical OSH pupil, but we are pleased that those who visit the School often comment on the genuine friendliness of our pupils and the fact that they are clearly very proud of their School. Can I visit the School and would I be able to meet staff? You are welcome to visit the School on any of our open events or by appointment. Depending on the timing of your visit you will have the opportunity to meet members of the Senior Leadership Team, teachers and boarding staff, who as a team are responsible for the education, safeguarding and welfare of OSH pupils. -
ESSA Secondary Schools Team Championships
ESSA Secondary Schools Team Championships - 2019 National Finals are to be held at London Aquatic Centre, Queen Elizabeth Olympic Park, E20 2ZQ (50 metre pool) on Saturday 16th November. JGFREEJunior Girls Freestyle Relay IGFREEIntermediate Girls Freestyle Relay SGFREESenior Girls Freestyle Relay 1 Mount Kelly; Tavistock SW 2.00.11 1 Mount Kelly; Tavistock SW 1.45.50 1 Mount Kelly; Tavistock SW 1.45.78 2 Tonbridge Grammar; Tonbridge School SE 2.01.96 2 Millfield School; Street SW 1.50.45 2 Millfield School; Street SW 1.46.11 3 Taunton School; Taunton SW 2.02.26 3 Ellesmere College; Ellesmere WM 1.52.71 3 Plymouth College; Plymouth SW 1.48.07 4 Penistone Grammar; Sheffield NE 2.02.55 4 Devonport High School for Girls; Plymouth SW 1.53.04 4 Walthamstow Hall; Sevenoaks SE 1.52.06 5 Mayflower High School; Billericay Ea 2.03.07 5 Sheffield High School; Sheffield NE 1.54.05 5 St Felix School; Southwold Ea 1.53.01 6 Sevenoaks School; Sevenoaks SE 2.03.23 6 St Teresas; Effingham SE 1.54.96 6 Cherwell; Oxford SE 1.53.12 7 Sheffield High School; Sheffield NE 2.03.57 7 St Felix School; Southwold Ea 1.55.20 7 Bromley High; Bromley Lo 1.53.29 8 Wycombe High School; High Wycombe SE 2.03.75 8 Stroud High School; Stroud SW 1.56.09 8 Reigate Grammar; Reigate SE 1.53.70 9 The Abbey School; Reading SE 2.04.21 9 The Abbey School; Reading SE 1.56.28 9 StHelen&StKatharine; Abingdon SE 1.54.06 10 Guildford High; Guildford SE 2.04.34 10 Wycombe Abbey School; High Wycombe SE 1.56.76 10 Parkstone Grammar; Poole SW 1.54.64 11 Lady Eleanor Holles School; Hampton -
An Analysis of the Effects of Boarding School on Chinese Students’ Academic Achievement
FIRE: Forum for International Research in Education Vol. 6, Iss. 3, 2020, pp. 36-57 COMPENSATING FOR FAMILY DISADVANTAGE: AN ANALYSIS OF THE EFFECTS OF BOARDING SCHOOL ON CHINESE STUDENTS’ ACADEMIC ACHIEVEMENT Minda Tan1 Shandong Normal University, China Katerina Bodovski Pennsylvania State University, USA Abstract China implemented a policy to improve education equity through investing in boarding programs of public schools in rural and less-developed areas. However, this policy has not been informed by empirical research in the Chinese context. By using the nationally representative longitudinal data, this study investigates whether and to what extent boarding schools compensate for children's family disadvantages in terms of mathematics and reading achievement. The findings, drawn from multilevel logistic regression and hierarchical models, indicate that students from low-SES families or rural areas tend to board at schools. Boarding students performed better than day students in 8th-grade mathematics tests. Among students with essential needs, those residing at school during the week significantly benefitted in their school performance in both subjects. Overall, it appears that governmental investment in boarding programs can, to some extent, compensate for some family disadvantages. Keywords: boarding school; academic performance; socioeconomic status; family support; education equity 1 Correspondence: Minda Tan, 88 Wenhuadong Road, Shandong Normal University, 250014, Jinan, Shandong Province, China; Email: [email protected] M. Tan & K. Bodovksi 37 Introduction Family educational resources are unequally allocated among families within countries. In China, students from socioeconomically disadvantaged families are challenged to achieve academic success similar to that of their peers because their parents cannot provide adequate financial and cultural resources (Luo & Zhang, 2017) . -
The Abingdonian
THE ABINGDONIAN MAY 1965 THE ABINGDONIAN Vol. XIII No. 5 May 1965 Prlce 2/. CONTENTS Officers of the School 281 Rugby Football 308 E,ditorlal 282 Combined Cadet Force 310 School N otes 283 Scouts 313 From the Headmaster 288 Chess 315 L.S.D. 290 Skye Group 317 Chapel Notes 291 Music Notes 319 Britten's "St. Nicolas" 293 Old Abingdonians at Valete et Salvete 294 Westminster 321 Hockey 295 School Societies 323 Athletics 299 Library Notes 331 Rowing 306 O.A. Notes 332 OFFICERS OF THE SCHOOL SUm'mer Term, 1965 SCHOOL PREFECTS P. G. Henderson (Head of School) P. B. Godfrey (C) R. B. Davis (S) ]. R. Jennings (S) E. C. C. Crouch (D) D. A. M. Bent (D) W. R. Lynn.Robinson (S) T. R. Morrls (L) P. N. Atkins (S) V. A. Marsh (D) R. D. R. Ray (D) T. B. Moore (S) A. M. Forsyth (W) N. A. H. Bosley (D) A. K. Hodgson (S) C. W. F. M. Cox (D) A. R. Williams (D) P. V. Bosley (D) HOUSE PREFECTS School House-C. J. Corps; A. W. Willis; A. O. B. Akinbiyi; I. Nayler; B. S. Avery; C. M. N. Jamieson; D. G. Clubley; P. A. Bardett; J. Roest; A. R. Coffee; R. W. Schnellmann; T. J. Rawlins. Crescent House-T. R. Giddings; C. E. I. Day; P. J. Evans. Larkhill-W. M. MarshalI; R. B. H. Becker. Waste Court-Po A. C. Roblin; R. J. Thornton. Day Boys-J. A. Rozier; S. J. Baker; P. J. Snowley; D. G. S. Hilleard; A. -
The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗
The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗ Vilsa E. Curtoy Roland G. Fryer, Jr.z October 14, 2012 Abstract The SEED schools, which combine a \No Excuses" charter model with a five-day-a-week boarding program, are America's only urban public boarding schools for the poor. We provide the first causal estimate of the impact of attending SEED schools on academic achievement, with the goal of understanding whether changing both a student's social and educational en- vironment through boarding is an effective strategy to increase achievement among the poor. Using admission lotteries, we show that attending a SEED school increases achievement by 0.211 standard deviations in reading and 0.229 standard deviations in math, per year of attendance. Subgroup analyses show that the eff ects are entirely driven by female students. We argue that the large impacts on reading are consistent with dialectical theories of language development. ∗We are grateful to Eric Adler, Anjali Bhatt, Pyper Davis and Rajiv Vinnakota for their cooperation in collect- ing data necessary for this project. Matt Davis, Will Dobbie, and Meghan Howard provided exceptional research assistance. Support from the Education Innovation Laboratory at Harvard University (EdLabs) is gratefully ac- knowledged. Correspondence can be addressed to either of the authors by mail: Department of Economics, Harvard University, 1805 Cambridge Street, Cambridge, MA 02138 [Fryer]; Department of Economics, Stanford University, 579 Serra Mall, Stanford, CA 94305 [Curto]; or by email: [email protected] [Fryer] and [email protected] [Curto]. The usual caveat applies. yStanford University zRobert M. -
The Next-Gen Boarding School
global boarding – washington, dc global boarding – washington, THE NEXT-GEN BOARDING SCHOOL Washington, DC THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN whittle school SUZHOU • BROOKLYN, NY & studios www.whittleschool.org [email protected] +1 (202) 417-3615 THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN SUZHOU • BROOKLYN, NY www.whittleschool.org [email protected] +1 (202) 417-3615 global boarding 1 SHENZHEN, CHINA WASHINGTON, DC One School. Around the World. BROOKLYN, NY SUZHOU, CHINA 2 whittleschool.org global boarding 3 4 whittleschool.org global boarding 5 The Story of Whittle A Global Collaboration to Transform Education We aim to create an extraordinary and unique school, the first truly modern institution serving children from ages three to 18 and the first global one. We want to change for the better the lives of those students who attend and, beyond our own campuses, contribute to the cause of education on every continent. We measure our merit not through the narrowness of exclusivity but through the breadth of our impact. In the fall of 2019, we opened our first two campuses simultaneously in Washington, DC and Shenzhen, China — and soon after announced our next campuses to open in Brooklyn, New York (later this year) and Suzhou, China (in the fall of 2021). 6 whittleschool.org global boarding 7 Introducing The Next - Generation Boarding School Boarding lies at the heart of some of the world’s greatest schools. There is good reason for this: The opportunity to live in a learning community, to A global school with opportunities to form lasting friendships, and to develop confidence and independence when away from home can be life changing. -
Great Start Readiness Program Classroom Requirements
CLASSROOM REQUIREMENTS Introduction Great Start Readiness Programs (GSRP) must comply with Public Act 116 of the Public Acts of 1973, as amended and the Licensing Rules for Child Care Centers. Michigan State Board of Education criteria for the GSRP require adherence to the Great Start Readiness Program Implementation Manual and the State School Aid Act requires program adherence to all standards in the Early Childhood Standards of Quality for Prekindergarten (ECSQ-PK). The Michigan Department of Education (MDE) requires grantees to address program quality in a systematic way utilizing both the applicable program evaluation tool and child outcome data. Agencies which operate GSRP must comply with state licensing regulations governing child care. GSRPs must receive a license from the Michigan Department of Licensing and Regulatory Affairs (LARA), Bureau of Community and Health Systems Child Care Licensing Division. All regular child use areas must be approved for use. Relocations must be completed with the knowledge of the Intermediate School District (ISD). The ISD and a GSRP Consultant must be notified within 24 hours of an incident being reported to licensing, of a special investigation being initiated, a change from a regular to a provisional license, or continued provisional status. For more information contact the Child Care Licensing Division at 866-685- 0006. This section provides detail and requirements for a high-quality, center-based preschool program that will enhance the development of young children. When even one child in a classroom is funded through GSRP, all GSRP guidelines must be followed: staff credentialing, curriculum, assessment, parent involvement, etc. Children in any classroom may be funded from a variety of sources, but all must attend for the full session. -
Transfer From
TRANSFER FROM PRIMARY TO SECONDARY SCHOOl Information for parents September 2022 email: [email protected] INTRODUCTION This information booklet is aimed at the parents of children currently in Year 5 who will become eligible from 12th September 2021 to make their secondary applications for Year 7 places starting in September 2022. This information booklet outlines what will happen and gives you guidance about how you can get more information about schools and advice about how to apply for school places. From 12th September you are then able to make your school preferences application at liverpool.gov.uk/admissions where there is further information and guidance posted online. CHOOSING A SCHOOL The Liverpool city council website includes the composite prospectus admissions information spread across its webpages at liverpool.gov.uk/admissions This includes important information about how to apply to schools; what criteria are used to allocate places if a school gets more applications than it has places available and how places were allocated in the previous year. Before expressing a preference for a school it is important that you understand the school’s admission policy and know whether or not the school was oversubscribed in the previous year. By using this information you can assess your child’s chances of gaining a place in the school. In addition to the composite prospectus admissions information online at liverpool.gov.uk/admissions there are several other sources of information that you can use to find out more about schools, these include the following: • School Open Evenings. (Please see Open Evening section within this booklet for further details) • School websites • School Admissions Team (Contact details can be found in the Contact Points section in this information booklet). -
The Nottingham Academy
Chief Executive: Wayne Norrie Chair of Trustees: Mike Hamlin EA to the Chief Executive: Nikki Cameron-Williams Greenwood House Private Road No 2 Colwick Quays Business Park Nottingham NG4 2JY Telephone: 0115 7483310 Option 1 Email: [email protected] 16 December 2019 Dear Stakeholder Consultation on a proposed change to term dates commencing September 2020 onwards Six Academies within the Greenwood Academies Trust (GAT) and two David Ross Academies (DRET) on the East Coast are proposing a change to term dates commencing from September 2020. I am writing to inform you that we will be commencing consultation on 6 January 2020 until 31 January 2020. During the consultation you will have the opportunity to be involved in the process and to put forward any comments you wish to make on the proposal. The Proposal As a group of Academies based in a coastal area, we are fully aware of periods in term time when attendance shows a drop due to seasonal working. Working families find it difficult to take time off work as they suffer loss of earnings and by waiting until the season is over, parents can then take advantage of cheaper holidays outside of term time. As a result, we see a rise in unauthorised absence. Having considered the needs of our local community and explored strategies for improving attendance, the Skegness Infant Academy, Skegness Junior Academy, Beacon Primary Academy, Ingoldmells Academy, Seathorne Primary Academy and the Skegness Academy (all GAT Academies) are collectively considering moving to a model of taking two weeks’ holiday in the October half term, commencing in the academic year September 2020. -
Upper School
1 Editor’s Note Welcome to the first edition of Liverpool College’s Middle School Magazine College Column. Over the past few months, I have been working with both Year 8 Butler’s and Year 8 Brook’s during Thursday activity sessions to bring you this inaugural issue. Firstly, I would like to applaud the efforts of all pupils that were involved in the making of this very first version of College Column. I am extremely grateful for the hard work and dedication demonstrated by the pupils of both Butler’s and Brook’s during this process. Moreover, I would like to thank Mr Cartwright for arranging this activity and allowing pupils to become creative outside of the classroom. It has been a privilege to see pupils develop original ideas into complete articles. Additionally, I am very excited to begin working on future editions of College Column with the other Year 8 forms throughout the remainder of the academic year. If you’re in a Year 8 form, get thinking of future articles that you would like to include in your personal issue of College Column. Finally, to you the reader, thank you for taking the time to read the very first College Column. This version of College Column puts particular emphasis on Liverpool College’s recent (and quite frankly fantastic GCSE results) in addition to providing advice for our new Year 7 pupils, a range of original pieces of creative writing and information about the impending school play Bye, Bye Birdie. There are a range of puzzles and activities to complete in the magazine. -
Current Code Team Name 35 45 55 RF21C Devon & Somerset Wing
Current Team Name 35 45 55 code RF21C Devon & Somerset Wing ATC (Team B) 1 0 0 RF20 13(City of Exeter)Sqn ATC 1 0 0 1387 Liskeard Sqn ATC 1 0 0 187 City of Worcester Sqn ATC 1 0 0 T37 18th Truro St Georges Scouts 1 0 0 T62 1st Bovey Tracey Scout Group 1 1 0 T09 1st Dawlish Scout Group 1 0 0 T63 1st Highweek Scout Group 1 0 0 T64 1st Ipplepen Scout Group 1 1 0 T65 1st Kingskerswell Scout Group 1 0 0 T02 20th Torbay Explorers 1 0 0 RF88 2171 (5th Plymouth) Sqn ATC 1 0 0 RF83 2381 Ilminster ATC 1 0 0 RF69 2443 Okehampton Sqn ATC 1 1 0 2494 (Portishead) Sqn ATC 1 0 0 K03 28th Kingswood Scout Group 1 1 0 RF27 299 Exmouth Sqn ATC 1 1 0 2nd Nailsea Scout Group 1 0 0 P18 2nd Polish Scout Troop 1 0 0 E07 3rd Exeter Air Scouts 1 0 0 RF61 421 (Totnes)Sqn ATC 1 0 0 RF93 781 Newquay Sqn ATC 1 0 0 RF21C Devon & Somerset Wing ATC (Team A) 0 1 0 A04 All Saints Church of England Academy Plymouth 1 0 1 Ansford Academy 0 0 0 AO5 Ashburton Youth Group 1 1 0 Ashton Park School 1 0 0 RF34 ATC 2152 Squadron 0 0 0 A08 Aude Sapere Expedition Soc 1 0 0 A15 Axe District Explorer Scouts 1 1 0 A16 Axe District Explorers 1 0 0 C20 Bath community academy (Culverhay) 1 1 0 B02 Bedminster Down School 1 0 0 B08 Beechen Cliff School 1 1 1 B11 Bideford College 1 1 1 B72 Blackdown Hikers 1 0 0 B06 Blundell's School 1 1 1 B76 Bodmin College 1 1 1 Bournemouth Collegiate School 1 0 0 B03 Bournemouth School CCF 1 0 0 B34 Brabazon Explorer Scouts 1 1 0 B53 Bramdean School 1 1 0 Bristol & Glosucester Wing ATC 0 1 0 A09 Bristol ACF 1 1 0 B07 Bristol scouts 1 0 0 C79 Bristol Scouts -
Oakbank Author: Department for Education (Dfe)
Title: Oakbank Author: Department for Education (DfE) Impact Assessment – Section 9 Academies Act Duty 1. Section 9 of the Academies Act 2010 places a duty upon the Secretary of State to take into account what the impact of establishing the additional school would be likely to be on maintained schools, Academies and institutions within the further education sector in the area in which the additional school is (or is proposed to be) situated. 2. Any adverse impact will need to be balanced against the benefits of establishing the new school. Background 3. Oakbank is an 11-16 school for 560 pupils, due to open in September 2012 with 84 pupils in Year 7. It was proposed by existing Academy sponsor CfBT in partnership with a parent group known locally as WoW (standing for west of Wokingham). The group feel that those living in the rural villages to the West of Wokingham are disadvantaged in securing a school place for their children as a result of the admissions arrangements for other schools in Wokingham which prioritise children living closest to schools. They feel that this means that they get “what’s left”, and have to travel long distances past their closest school. It was envisaged that establishing Oakbank would provide a school closer to home to which these children would be admitted. 4. Oakbank will be situated on the site of the old Ryeish Green School in Wokingham Borough. It is, however, closer to Reading than it is to the town of Wokingham, although the M4 separates the school from the south of Reading.