DOCSLIB.ORG

Section 1: Applicant Details

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Section 1: Applicant Details Section 1: Applicant details As Companies Limited by Guarantee, certain details will be publicly available on the Companies House website. However, personal information will be treated in accordance with the Data Protection Act 1998. We realise that not all of this section will be relevant or appropriate to existing Academy sponsors. Details of Company Limited by Guarantee Name: Lighthouse Harmonize Education Trust Company address: <Redacted>, <Redacted>, Anfield, Liverpool <Redacted> Company registration number: 07657235 Main contact Name: <Redacted> Address: <Redacted>, <Redacted>, <Redacted>, Liverpool, <Redacted> Email address: <Redacted> Telephone number: <Redacted> Members and Directors Please confirm the total number of (a) Company Directors (3) and (b) any other members of the Governing Body (2) appointed to date and list them below. Please also confirm who the proposed Chair of the Governing Body is. Name: <Redacted> Position: Chair of the Governing Board, member Name: <Redacted> Position: Director, member Name: <Redacted> Position: Director, Company Secretary Name: Love and Joy Ministries Ltd Position: Member, body corporate Name: Liverpool Lighthouse Ltd Position: Member, body corporate Name: Position: Related organisations Does the Company Limited by Guarantee have any links (through the members, directors or otherwise) with any other charitable or commercial organisation? Yes If Y please provide their name and Charity Commission number and describe the role that it is envisaged to play in relation to the alternative provision Free School: (1) Liverpool Lighthouse Ltd (Charity Number 1077293): This is the lead Charity in the consortium setting up the new Free School. It brings into the partnership 7 years experience of running a very successful Alternative Education Project, and will release some of its facilities of accommodation and expertise towards setting up and running the new school. It has the power to nominate up to 6 members, and also has permanent representation on the board of Governors. (2) Love & Joy Ministries Ltd (Charity Number 1107029). It will lease a building to the Academy Trust to redevelop for the new school. It has the power to nominate up to 6 members, and also has permanent representation on the board of Governors. If your organisation is an existing provider of alternative provision that is registered as an independent school, please provide your six digit unique reference number: No Declaration to be signed by a Company Director I confirm that the information provided in this application is correct to the best of my knowledge and that if the application is successful, the Company will operate an alternative provision Free School in accordance with the requirements outlined above and the requirements of the Funding Agreement with the Secretary of State. Signed: Print Name: <Redacted> Date: 12th June 2011 Each Member and Director of the Company should also complete and return the personal information and declarations from Section 9 (which is in a separate downloadable form). This needs to be arranged as soon as governance is agreed ------------------------------------------------------------------------------------------------------ Section 2: Outline of the school Proposed school Harmonize Academy name: Age range: Secondary and Post 16 2012 2013 2014 2015 2016 Key stage 1 Key stage 2 Key stage 3 15 18 18 18 18 Key stage 4 51 65 68 68 68 Post 16 15 15 15 15 15 - It is projected that at the point of opening, there will be Proposed numbers at one KS3 group, three KS4 groups (2 x Year 10, 1 x Year each key stage at 11) and one Post-16 group point of opening and - This will increase in 2013 to one KS3 group, four KS4 explanation of how groups (2 x Year 10, 2 x Year 11) and one Post-16 group pupil numbers will - The number of groups will remain steady in succeeding expand to fill the years, with the numbers of pupils reaching steady state school over time. by the start of 2014. - It is projected that within the KS3 group (flexible programme), one third will spend 1 term with us before reintegration to mainstream, one third will spend 2 terms with us, and one third will remain for a full year. New learners will be recruited to replace those who are reintegrated. - The maximum full time equivalent capacity of the school is 106. The steady state number at the start of 2014 will be 101, which is 95% of the maximum. If an existing provider of alternative provision which is registered as an independent school, provide details of your latest N/A inspection (including the report), current numbers on roll and total capacity of school. Will your school have a religious ethos? Yes No If Y, please specify which faith. Christian Is this an application No. If Y, please tick one of the following boxes for a single-sex Boys school? If so, please Girls tick the relevant box. Local authority area in which the school would be situated (and It will be situated in Liverpool, close to a boundary with if near to a LA Sefton LA boundary please include names of neighbouring LAs). Section 3: Educational vision Our vision is to provide top quality alternative community based education to those most in need in Liverpool and on Merseyside. An inspirational setting empowering those disadvantaged to reach their full potential. Introduction The Harmonize Academy is a new concept. Built upon years of experience of delivering quality outcomes to disadvantaged young people in some of the most deprived wards in the country, we are looking to deliver within the evolving state education system, bringing our knowledge, experience, innovation and successes to add value to a system which too often fails to engage and inspire. We are seeking to deliver a set of quality experiences, rigourously tested by a value for money approach and the Ofsted inspection regime, but, primarily by young people themselves together with their parents and carers. We will operate a 7-day week arts-centred curriculum in a non conventional school buildings environment, partnering with LEAs and schools to engage and re- engage those young people who regularly fall out of the system and, long term, become those most likely to fall foul of justice, health and housing support networks. By supporting them correctly at this stage, we believe that, not only will individuals aspire and achieve, but also contribute to the economy and not be a drain upon it. With our vision and the right leadership, we believe that we can develop a model that can be successfully replicated elsewhere, again adding value to the system as a whole, parents and young people with more choice, and, critically, better outcomes for young people themselves. “As a recent visitor to the Liverpool Lighthouse project I am a great admirer of what they do. They are helping to change the lives of the people that they work with. The sense of hope and self esteem that I saw them generate, especially with young people, is priceless. The project is a fantastic model of what the Big Society should be about and I am delighted that they have secured some more funding. This sort of investment has long term benefits for everyone”. <Redacted> – <Redacted> Rationale The rationale behind our proposal for a Free School are presented in two parts, i) growing needs and deteriorating provisions in Merseyside ii) expertise, partnerships built over seven years of running an Alternative Education project Growing needs and deteriorating provisions in Merseyside There is inconsistent quality provision in Liverpool for challenging young people who for various reasons are excluded or in danger of facing exclusion from mainstream secondary schools. Liverpool has an estimated 600 such young people every year, with only 21 current AEP providers, having fallen from 41 over the last 12 months because many were unable to rise up to new commissioning standards being demanded by the LEA. Liverpool LEA is now in the process of setting up a standard regulation for contracting services, and expects the current list to fall even further, unable to meet new levels of service. Our consultations confirm that neighboring Merseyside Local Authorities face similar challenges. Knowsley City Council have in the last 6 months closed down their KS4 Centre and are negotiating transferring their services to 20 alternative education providers, including us. Liverpool LEA, as a result of changes to its funding, is poised to close some of its own PRU facilities which offer poor value for money. They have informed current AP providers of their intention to proceed to formal procurement process for September 2011. They are keen to work with providers to drive up quality of provision and standards. Sefton LEA, with its borders just 2miles from Anfield and an estimated 250 referral placements each year, operates a centralized PRU run by its staff, with limited optional providers should the PRU placements fail, and therefore regularly use providers in North Liverpool. The North Liverpool wards of Anfield and Everton where the School will be based have some of the worst achievements of schools in the city. This is in line with its indices of Multiple Deprivation. This area of Liverpool is one of the poorest parts of the country suffering with high unemployment, poor health and poor quality housing. Anfield Ward contains six Super Output Areas which fall within the 2-5% most deprived on the Index of Multiple Deprivation and another four which fall within the 6-10% most deprived and one which falls within the worst 11-25%. Expertise and partnerships built up over the last seven years The lead organisation behind setting up the new school, Liverpool Lighthouse, has run a successful Alternative Education project for 13- 19 year olds the past 7 years, is one of the Liverpool LEA’s largest providers, enrolling 475 young people in full time and flexible arrangements over that period.
Load more

Recommended publications
  • The PTI Schools Programme and Schools Leadership Programme : Member Schools
    The PTI Schools Programme and Schools Leadership Programme : Member Schools (excluding Greater London) Member schools in Greater London East Midlands Subjects in the Schools Member of the Schools School Programme Leadership Programme Ashfield School Modern Foreign Languages Brooke Weston Academy Modern Foreign Languages Brookvale High School Music Caistor Yarborough Academy Maths Yes Carre's Grammar School History Yes Manor High School MFL and Science Yes Monks' Dyke Tennyson College Yes Northampton School for Boys Geography and MFL Sir Robert Pattinson Academy Yes Spalding Grammar School Latin Yes University Academy Holbeach Geography Weavers Academy MFL Art, English, Geography, History, William Farr CE School Yes Maths, MFL, Music and Science Eastern England Subjects in the Schools Member of the Schools School Programme Leadership Programme City of Norwich School History Mathematics and Modern Foreign Coleridge Community College Languages English, History, Art, Music, Davenant Foundation School Science and Modern Foreign Yes Languages Downham Market Academy Yes Harlington Upper School History Hedingham School and Sixth Geography Form Luton Sixth Form College Latin Geography, History, Maths, Monk's Walk School Music, Science and Art Nene Park Academy English Mathematics and Modern Foreign Notre Dame High School Languages Ormiston Sudbury Academy Geography, History and Science Palmer's College English and Science Latin, Science, Mathematics and Parkside Community College Yes Modern Foreign Languages Passmores Academy MFL and Music Saffron
    [Show full text]
  • Anti Academies Alliance Submission to the Children, Schools and Families Committee Monday 29Th March
    Anti Academies Alliance submission to the Children, Schools and Families Committee Monday 29th March Academy performance Much is made of the rising success of Academies. In 2009 Ed Balls boasted that the Academies GCSE results that June showed a 5% improvement on 2008. When challenged to produce the results that proved that we were told we had to wait for the official release of the results in January 2010. When the 2009 GCSE results were officially released in January 2010 our analysis of the results showed that while Ed Ball's headline figure may be true, it hid some other disturbing information. 122 Academies entered their pupils for GCSEs in 2009. Of these 74 have now entered pupils for 2 or more years. of these 74, 32% (24 Academies) saw their results fall (appendix A). and 59% (44 Academies) are in the National Challenge (Appendix B). of the 122 Academies which entered their pupils for GCSEs in 2009, 36% are in the national challenge. Selection of Academy Sponsors The government have a new Accreditation procedure. It requires a number of conditions to be met to allow sponsors to be automatically accredited. This includes: “Proposals should demonstrate evidence of strong academic performance, and value added. This might be demonstrated through: Evidence that the percentage of pupils gaining five A*-C including English and maths has improved since opening by at least four percentage points on average for each year it has been open.” of the 74 Academies that have entered pupils for exams for 2 or more years, just 29 would pass this test.
    [Show full text]
  • North Liverpool Academy 2010 Ed 16 Page 1
    THE Edition Sixteen 2011 ACADEMY TIMES NORTH LIVERPOOL ACADEMY North Liverpool Academy, Heyworth Street, Liverpool L5 0SQ www.northliverpoolacademy.co.uk Principal: Kay Askew p2 p5 p7 Community focus Shanghai Snakes alive! “I’ve promised myself I’ll visit every local MP visits NLA’s school as soon as possible and visit every community organisation before the end of Student Parliament this parliamentary term.” Newly elected MP for Walton, Steve outlined his priorities which focused on the the Queen. However, he still felt they should pay for regeneration of the area, in particular, restarting the their own wedding! Steve Rotherham, has visited North stalled Project Jennifer, the working title given to a Liverpool Academy and spent time project to improve the Great Homer Street area of The Student Parliament would like to thank Steve with members of the Student North Liverpool. The planned £150 million district Rotherham for taking the time to visit us and we Parliament. centre is seen as a flagship scheme that will create a hope he becomes a regular visitor to our school. new heart for the area. The Labour Party MP explained how his interest in politics was sparked at an early age through his father who was a His second priority in terms of regeneration is the councillor in Kirkby. Steve was asked how difficult it had area around the two football grounds where streets been to fit in with his new constituents: of houses are due to be knocked down under the HMRI programme. He explained how, unfortunately, the Government has withdrawn funding for this “I’m really lucky because I was a councillor in Walton and scheme.
    [Show full text]
  • The Merseyside Science and Technology Challenge Days for Gifted and Talented Year 8 and Year 9S
    The Merseyside Science and Technology Challenge Days for Gifted and Talented Year 8 and Year 9s What are the Science & Technology Days for? How are they rated? They raise enthusiasm for STEM subjects and encour- Evaluations of last year’s events indicated that…. age young people to consider studying them further. 99% of the teachers and 83% of the young people con- In 2015, MCS Projects Ltd organised 42 Challenge Days sidered their Day to have been ‘good’ or ‘very good’. across the UK, involving more than 300 schools. 73% of the young people were more likely to consider What happens? studying STEM subjects at college or university as a result of the event. Twelve Gifted and Talented Year 8/9s are invited to participate from each school. Working together in mixed school teams of four, they undertake practical activities that increase their awareness of the applica- tion of science. Each activity is designed to develop skills that will be needed in the workplace, with marks being awarded for planning, team work and the finished product. Challenge Days are usually held on the campus of a local college or university. The young people undertake three 75min activities. The local Mayor or Deputy Lieu- The overall winning teams from each Challenge Day tenant is invited to present awards to members of each progress to one of our regional Finals. In 2015, the winning team. Finals were hosted by the Universities of Cambridge, Manchester and Sheffield. Director: P.W.Waterworth 12 Edward Terrace, Sun Lane, Alresford, Hampshire SO24 9LY Registered in England: No 4960377 • VAT Reg.
    [Show full text]
  • Final Results]
    Liverpool Schools Rowing Association [FINAL RESULTS] Boys Year 9 (4 minutes) Individual RANK NAME SCHOOL DISTANCE (meters) 1 Nick Isherwood North Liverpool Academy 1010 2 Sean Williams St Francis of Assisi 994 3 Connor Gibney St Francis of Assisi 987 4 Sean Dempster North Liverpool Academy 972 5 Declan Fogarty St Edwards 941 6 Callum Hill Cardinal Heenan 938 7 James Finnigan St Edwards 936 8 Matthew Johnson St Francis of Assisi 927 9 Sean Williamson Cardinal Heenan 914 10 Jonathon Walters Cardinal Heenan 913 11 Ryan Wilkinson St Francis of Assisi 910 12 Don Irwin Cardinal Heenan 896 13 Dominic Wright St Francis of Assisi 889 14 Joel Pattie St Francis of Assisi 889 15 Gerard Halliday St Edwards 884 16 Luke Ryan St Edwards 875 17 Robert Sands St Francis of Assisi 851 18 Jaimie Gibson North Liverpool Academy 846 19 Paul Clark Cardinal Heenan 844 20 Kevin Browne Cardinal Heenan 842 21 Karl McPartlain St Francis of Assisi 814 22 David Van Bereen St Edwards 810 23 Max Dunmou St Edwards 810 24 Daniel Valentine North Liverpool Academy 791 25 J Roberts St Edwards 777 26 Ben Donohue North Liverpool Academy 777 27 Ryan Gedle Cardinal Heenan 767 28 Dale Booton North Liverpool Academy 756 29 Callum Hesketh North Liverpool Academy 756 30 Callum Clarke North Liverpool Academy 719 Liverpool Schools Rowing Association [FINAL RESULTS] Girls Year 9 (4 minutes) Individual RANK NAME SCHOOL DISTANCE (meters) 1 Leanne Wroe Broughton Hall High School 895 2 Erica Correa St Francis of Assisi 887 3 Connie Platt Holly Lodge Girls College 866 4 Shida Kora North Liverpool
    [Show full text]
  • School/College Name Post Code Group 9629 9826
    School/college name Post code Group Abacus College L15 4LE 10 All Saints Catholic High School L33 8XF 42 Archbishop Beck Catholic Sports College L9 7BF 125 Archbishop Blanch C of E High School L76HQ 80 Bebington High Sports College CH632PS 30 Benton Park School LS19 6LX 130 Birkenhead School, Birkenhead, Merseyside CH43 2JD 47 Bishop Heber High School SY14 8JD 125 Bolton VI Form College BL3 5BU 200 Broadgreen International School L13 5UQ 137 Broughton Hall High School, Liverpool L12 9HJ 85 Burnley College BB12 0AN 150 Calday Grange Grammar School CH48 8GG 228 Calderstones School L183HS 117 Cardinal Heenan High School, Liverpool L12 9HZ 65 Carmel College WA10 3AG 779 Castell Alun High School, Wrexham LL12 9HA 106 Cheslyn Hay Sport and Community High School, Walsall WS6 7JQ 93 Chesterfield High School L239YB 100 Childwall Sports and Science Academy - (formerly A Specialist Sports School) L15 6XZ 50 Christ the King Catholic High School, Southport PR8 4EX 100 Christ The King Catholic School & Sixth Form Centre PR8 4EX 90 Christleton High School CH3 7AD 190 City of Liverpool College L77JA 11 City of Liverpool College, The Learning Exchange L35TP 111 Cowley International College WA10 6PN 130 Deyes High School, Maghull L31 6DE 150 Ellesmere College SY12 9AB 80 Formby High School L37 3HW 150 Gateacre Community Comprehensive School L25 2RW 50 Great Sankey High School WA5 3AA 120 Grove School, Shropshire TF9 1HF 75 Hawarden High School, Deeside CH5 3DN 88 Holly Lodge Girls College L12 7LE 40 Holy Family Catholic High School, Liverpool L234UL 53
    [Show full text]
  • Harmonize Academy Ofsted Report March 2015
    School report Harmonize Academy 7, Phillimore Road, Liverpool, L6 6DL Inspection dates 25–26 March 2015 Previous inspection: Not previously inspected Overall effectiveness This inspection: Outstanding 1 Leadership and management Outstanding 1 Behaviour and safety of pupils Good 2 Quality of teaching Outstanding 1 Achievement of pupils Outstanding 1 Summary of key findings for parents and pupils This is an outstanding school. Typically students enter the academy with a The promotion of spiritual, moral, social and record of poor attendance and behaviour and cultural development is integral to the academy’s underachievement in education. They leave with values and is interwoven throughout the curriculum. improved skills in literacy and numeracy, much Students behave well and learn respect for each improved attendance and behaviour and with other and adults. better possibilities for their futures. Pastoral care for students is outstanding and is The Principal and his staff are passionate and strongly focused on tackling individual student highly skilled in establishing a learning community needs. where students can build self-esteem and self- Teachers and teaching assistants are highly skilled confidence. classroom practitioners that imbue students with Academy policies and procedures are well defined the confidence and desire to be better learners. and consistently applied across all provision. The quality of the cooperation between teachers Academy self-evaluation and systems are robustly and teaching assistants in enhancing student focused on how student outcomes can be learning and progress is exemplary. improved. Students make rapid progress in their learning and The curriculum provides students with the this is maintained throughout their time at the opportunities to develop their core skills in literacy academy.
    [Show full text]
  • Education Indicators: 2022 Cycle
    Contextual Data Education Indicators: 2022 Cycle Schools are listed in alphabetical order. You can use CTRL + F/ Level 2: GCSE or equivalent level qualifications Command + F to search for Level 3: A Level or equivalent level qualifications your school or college. Notes: 1. The education indicators are based on a combination of three years' of school performance data, where available, and combined using z-score methodology. For further information on this please follow the link below. 2. 'Yes' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, meets the criteria for an education indicator. 3. 'No' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, does not meet the criteria for an education indicator. 4. 'N/A' indicates that there is no reliable data available for this school for this particular level of study. All independent schools are also flagged as N/A due to the lack of reliable data available. 5. Contextual data is only applicable for schools in England, Scotland, Wales and Northern Ireland meaning only schools from these countries will appear in this list. If your school does not appear please contact [email protected]. For full information on contextual data and how it is used please refer to our website www.manchester.ac.uk/contextualdata or contact [email protected]. Level 2 Education Level 3 Education School Name Address 1 Address 2 Post Code Indicator Indicator 16-19 Abingdon Wootton Road Abingdon-on-Thames
    [Show full text]
  • Cor Ad Cor Loquitor: a Report Into Support and Collaboration Between Maintained English Catholic Schools and the Role of The
    Cor ad cor loquitor: A report into support and collaboration between maintained English Catholic schools and the role of the Catholic Higher Education Institution: distinctiveness, impact and challenge Simon Uttley April 2019 Contents Acknowledgments 1. Twelve Findings 4 2. Landscape for collaboration: financial necessity and mission integrity 6 3. Scope of research 17 4. Notes on questioning 17 5. Emerging perspectives in the sector 18 6. Empirical Findings 28 7. Recommendations for St Mary’s 44 8. Concluding Remarks 50 9. References 53 2 Acknowledgments This report, including a small-sample study, required the generosity – both in time and candour- of a range of leaders of Catholic, maintained schools, during 2018. In being prepared to share their experiences of collaboration, set against a period of significant challenge which impacted them both professionally and, in terms of pressure, often personally, they allowed this research to take place. I would like to thank Ruth Kelly, Pro Vice Chancellor for Research and Innovation at St Mary’s University, for her encouragement and scrutiny. Within my own ‘work’ Diocese of Portsmouth, I would like to thank Catherine Hobbs, Director for Education, and Edmund Adamus, Professional Adviser to the Episcopal Vicar for Education, for their encouragement. Finally, thanks to Catherine Johnson for her comments. Any mistakes and opinions are entirely my own and do not reflect policy or positions of any other person or institution. About the author In addition to his role as Headteacher of a Catholic Secondary school, Professor Simon Uttley is Visiting Professor, Research and Innovation, at St Mary’s University, Twickenham.
    [Show full text]
  • Dfe Number School Name Address Admitting Authority PAN Oversubscribed Places Offered Waiting List Numbers Distance Tie Break
    DfE Number School Name Address Admitting Authority PAN Oversubscribed Places Offered Waiting List Numbers Distance Tie Break Max Distance Miles 3414000 King's Leadership Academy, Liverpool King's Leadership Academy, Dingle Vale, Liverpool, L8 9SJ OAA 150 No 150 3414404 Holly Lodge Girls' College Holly Lodge Girls College, Mill Lane, West Derby, Liverpool, L12 7LE Community 189 No 196 3414420 Fazakerley High School Fazakerley High School, Sherwoods Lane, Liverpool, L10 1LN Community 180 No 176 3414425 Broadgreen International School, A Tech College Queens Drive, West Derby, Liverpool, L13 5UQ OAA 210 No 205 3414429 Gateacre Community Comprehensive School Hedgefield Road, Liverpool, L25 2RW Community 240 No 205 3414797 The De La Salle Academy Carr Lane East, Liverpool, L11 4SG OAA 120 No 96 3415400 St Francis Xavier's College Beaconsfield Road, Liverpool, L25 6EG OAA 215 No 211 3416908 The Academy of St Nicholas' Enterprise South Liverpool Academy, Horrocks Avenue, Liverpool, L19 5PF OAA 180 No 143 3414001 Childwall Sports & Science Academy Queens Drive, Wavertree, Liverpool, L15 6XZ OAA 180 Yes 180 33 3414004 Liverpool College Molyneux Road, Mossley Hill, L18 8BE OAA 145 Yes 145 314 3414009 The Academy of St Francis Assisi The Academy Of St Francis Of Assisi, Gardners Drive, Liverpool, L6 7UR OAA 180 Yes 180 22 3414306 West Derby School West Derby School, 364 West Derby Road, Tuebrook, Liverpool, L13 7HQ OAA 180 Yes 180 103 3414421 Alsop High School (A Technology College) Queens Drive, Walton, Walton, Liverpool, L4 6SH Community 270 Yes
    [Show full text]
  • Everton Free School Social Impact Study
    Everton Free School Social Impact Study Final Report Dr Steve Corbett Dr Dave Neary Laura Cooper Liverpool Hope University SEARCH April 2019 Contents Executive Summary Page 1 1. Introduction 5 2. Alternative provision schools 7 3. Austerity in Merseyside 9 4. Social quality, methodology and methods 15 5. Everton Free School 21 6. Research findings 24 7. Conclusion: Reflections on good practice 50 8. Recommendations 53 Appendix: School leavers’ survey 58 List of Figures 1. LSOAs most relevant to EitC Page 7 2. Local Employment and Educational Attainment 8 3. PL Works Programme Schedule 9 4. Working Futures Course Content 10 5. Methodological Process for SROI of EitC Employability Programmes 13 6. Qualitative Process 15 7. List of Stakeholders 16 8. Example of outcome complexity 18 Executive summary Aims of the research This research examines how Everton Free School (EFS) has had an impact on the lives of students that have attended the school. It addresses the following research question: • What is the social impact of Everton Free School for its students? The focus is on how the school provides the conditions for social empowerment. In this case, the relationships between teachers and students, the activities and opportunities that the school offers beyond the core curriculum, along with care and support systems are key aspects. Methods The research was conducted during 2018 in collaboration with the School and involved the following: 1. Development of a database of school leavers 2. Design and administration of a school leaver survey 3. A series of non-participant observations and in-depth semi-structured interviews Key findings Most of our interviewees described large class sizes and a lack of support and care from teachers as major problems in their previous mainstream education.
    [Show full text]
  • Phil Lloyd, Principal Created a Model of Successful School and Business Engagement
    1 | Summer Newsletter 2016 Dear Parents, like no other school in the UK and for this we are both grateful After three immensely enjoyable and successful years at and proud. Liverpool Life Sciences UTC, I am writing to inform you that I have made the very difficult decision to accept a I am delighted to be able to new position as a Principal at a school in Birmingham, leave the UTC in the very much closer to my family home. capable hands of our Vice Principal, Ian Parry who will step When I started at the UTC, I’m not sure any of us could up to the role of Principal from quite have imagined the opportunities that this school September. Many of you will would offer to our students. So far, students have have already met Mr Parry, but worked on industry standard projects, completed he will no doubt spend time in professional and academic qualification, participated in the Autumn Term getting to know you more. work placements, secured top university and higher apprenticeship places, and even jobs with our business Finally, and most significantly, I would like to take this partners. Our students, like the UTC, have grown beyond opportunity to thank you for your continuous support, recognition. They have a bright future in a sector commitment and passion throughout my time here. It essential for our economy, both locally and nationally. has been a privilege to have been the first Principal of Like our students, I have learnt an incredible amount in the Life Sciences UTC and to have had the opportunity my time here and am so grateful for the life changing to launch this school with you.
    [Show full text]