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27 September 2019 Mr Simon Sprague William Lovell Church Of
Ofsted Piccadilly Gate Store Street Manchester T 0300 123 1231 www.gov.uk/ofsted M1 2WD 27 September 2019 Mr Simon Sprague William Lovell Church of England Academy Main Road Stickney Boston Lincolnshire PE22 8AA Dear Mr Sprague Special measures monitoring inspection of William Lovell Church of England Academy Following my visit with Chris Davies, Her Majesty’s Inspector, to your school on 10– 11 September 2019, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the inspection findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions that have been taken since the school’s previous monitoring inspection. The inspection was the second monitoring inspection since the school became subject to special measures following the inspection that took place in January 2018. The full list of the areas for improvement that were identified during that inspection is set out in the annex to this letter. The monitoring inspection report is attached. Having considered all the evidence I am of the opinion that at this time: Leaders and managers are taking effective action towards the removal of special measures. The school’s improvement action plan is fit for purpose. Having considered all the evidence I am of the opinion that the school may appoint newly qualified teachers. I am copying this letter to the chair of the board of trustees, the chief executive officer of the Lincoln Anglican Academies Trust, the director of education for the Diocese of Lincoln, the regional schools commissioner and the director of children’s services for Lincolnshire. -
Post-16 Education – a Guide for Teachers and Parents
Post-16 Education – A Guide for Teachers and Parents This resource is aimed at teachers and parents who would like a better idea of the options available to students as they finish their GCSEs. Use this resource to help inform students about their options and support them in finding the route that is right for them. The information below is primarily targeted at those living in England, Wales and Northern Ireland. The Scottish system is broadly similar and some details are described here (to support pupils who have the option of studying there). However, if you work in Scotland, it is worth looking for Scotland-specific information. This is an introduction to the post-16 routes available to students and their structures. For more detailed, local information – particularly regarding available courses and entry requirements – it is important to contact local employers and education providers. Levels English, Welsh and Northern Irish Qualifications are divided into levels, from Entry Level to Level 8. The table below shows example qualifications available at each level. Although all qualifications at a single level are broadly equivalent, they are not equal – for example, A levels and AS levels are both Level 3 qualifications. It is important that students check with institutions how they value their qualifications before applying. Level Selected Qualifications Entry Level Entry Level Awards Skills for Life Entry level English for Speakers of Other Languages Level 1 GCSE grade 1–3 (G–D in Wales) Level 1 NVQ Music grades 1–3 Level 2 GCSE grade -
Commerce Alternative Personnel System Year Nine Report - OHRM
12/9/2018 Commerce Alternative Personnel System Year Nine Report - OHRM Home > HR Practitioners > Compensation & Leave Commerce Alternative Personnel System Year Nine Report APPENDIX D-2, YEARS ONE – NINE OBJECTIVE DATA RESULTS PREVIOUS YEARS’ OBJECTIVE DATA RESULTS1 Range of Percent Salary Increases for Demonstration Group Employees Year One—Range of Percent Salary Increases for Demonstration Group Employees Year Two—Range of Percent Salary Increases for Demonstration Group Employees Year Three—Range of Percent Salary Increases for Demonstration Group Participants https://hr.commerce.gov/Practitioners/CompensationAndLeave/PROD01_007071?format_for_print=true 1/120 12/9/2018 Commerce Alternative Personnel System Year Nine Report - OHRM Year Four—Range of Percent Salary Increases for Demonstration Group Participants Note: This analysis is based on 2,099 of the 2,641 Demonstration Group participants for whom salary data were available. Year Five—Range of Percent Salary Increases for Demonstration Group Participants Note: This analysis is based on the 2,723 of the 3,072 Demonstration Group participants for whom salary data were available. Year Six—Range of Percent Salary Increases for Demonstration Group Participants https://hr.commerce.gov/Practitioners/CompensationAndLeave/PROD01_007071?format_for_print=true 2/120 12/9/2018 Commerce Alternative Personnel System Year Nine Report - OHRM Note: This analysis is based on 2,734 of the 4,465 Demonstration Group participants who had eligible performance ratings and for whom salary data were available. Year Seven—Range of Percent Salary Increases for Demonstration Group Participants Note: This analysis is based on 3,979 of the 4,608 Demonstration Group participants who had eligible performance ratings and for whom salary data were available. -
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries. -
Obtaining Exam Results
Past exam certificates JMHS does not hold records of students' individual awards nor does it retain any copies of past certificates. To obtain copies of past certificates, you would need to contact the relevant awarding bodies. There are now five main awarding bodies for these qualifications operating in England, Wales and Northern Ireland. Please consult the list below to see who may now have a copy of your past certificate: Old Exam Title New Awarding Body Board AEB Associated Examinations AQA (Guildford) Board Tel - Switchboard: 01483 506506 - ask for Candidates Services Records SEG Southern Examining Group Email: [email protected] Fax: 01483 455731 SEREB South East Regional Examinations Board SWExB South Western (Regional) Examinations Board ALSEB Associated Lancashire AQA (Manchester) Schools Examining Board Tel - Exam Records : 0161 953 1180 - ask for Candidates Services Records JMB Joint Matriculation Board Email: [email protected] Fax: 0161 4555 444 NEA Northern Examining Association NEAB Northern Examinations and Assessment Board NREB North Regional Examining Board NWREB North Western Regional Examining Board TWYLREB The West Yorkshire and Lindsey Regional Examinations Board YHREB Yorkshire and Humberside Regional Examinations Board NISEAC Northern Ireland School CCEA Examinations and Assessment Council Download form from the CCEA website , print out and send in hard copy, or NISEC Northern Ireland School Examinations Council Request form - asking for Exam Support - by: Post Tel - Exam Support: 02890 261200 Email: -
Letter of Intent to Apply for a Tennessee Public Charter School
Letter Of Intent to Apply For a Tennessee Public Charter School All applicants must file a Letter of Intent at least 60 days prior to the application deadline of April 1. This letter must be delivered to the local board of education and the Tennessee Department of Education no later than February 1. When the February 1 deadline falls on a Saturday, Sunday, or State observed holiday, the letter of intent is due on the next business day. Submit the letter of intent via email to [email protected]. Contact the local board of education to determine where to submit the letter of intent. Name of Proposed Charter School: Chartering Authority for Proposed Charter School: Sponsor/Sponsoring Agency: Model Or Focus Of Proposed School: Provide the name of the person who will serve as the primary contact for the application. The primary contact should serve as the contact for follow-up, interviews, and notices regarding the application. Name of Contact Person: Mailing Address: Primary Telephone: ( ) Alternate Telephone: ( ) _ E-Mail Address: Name of Proposed School Leader (If Any): Replication Application: Yes No Projected Year of School Opening: Enrollment Projections Grade Levels Total Student Enrollment Year One Year Two Year Three Year Four Year Five Year Six Year Seven Year Eight Year Nine Year Ten Current Leadership List all current and identified board members and their intended roles on the table below (adding rows as needed). Full Name Current Job and Employer Focus/Expertise* *Community Service/Outreach, Legal Expertise/Attorney, Public Relations, Education, Management/Organizational Experience, Parent/Community Involvement, Finance, Marketing, Fundraising/Grant Writing, Personnel/Human Capital, Other (please elaborate) Please provide an abstract for your proposed school (two pages maximum). -
National Qualifications Framework Developments in Europe 2017
ENENEN NATIONAL QUALIFICATIONS FRAMEWORK DEVELOPMENTS IN EUROPE 2017 National qualifications framework developments in Europe 2017 Luxembourg: Publications Office of the European Union, 2018 Please cite this publication as: Cedefop (2018). National qualifications framework developments in Europe 2017. Luxembourg: Publications Office. http://data.europa.eu/doi/10.2801/029873 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Luxembourg: Publications Office of the European Union, 2018 Copyright © European Centre for the Development of Vocational Training (Cedefop), 2018 All rights reserved. PRINT ISBN: 78-92-896-2649-1 doi:10.2801/545730 TI-01-18-117-EN-C PDF ISBN: 978-92-896-2650-7 doi:10.2801/029873 TI-01-18-117-EN-N Designed by Missing Element Prague Printed in the European Union The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020 E-mail: [email protected] www.cedefop.europa.eu Joachim James Calleja, Director Tatjana Babrauskiene, Chair of the Governing Board Foreword Cedefop has been working on transparency and recognition of qualifications since the 1980s and has helped shape the European qualifications framework (EQF), adopted in 2008 and revised in 2017. -
Tools to Determine How to Award Advanced Credit
13 - Year Education Systems Tools to Determine How to Award Advanced Credit Authored by Erin Hari and Amanda Holder Contents Introduction 13-Year Education Systems Conceptualization and Relevance of Topic Narrowing of Topic and Initial Phase of Data Collection Research Methodology and Procedure Identifying 13-Year Education Systems Number of 13-Year Education Systems by Region Top 10 Sending Countries with 13-Year Education Systems Countries and Credentials Evaluated for Advanced Credit Determining Advanced Credit at Perspective Institutions Creating a Standardized Evaluation Form Successes and Struggles of Utilizing the Template Institution A Institution B Outcomes Institution A Institution B Recommendations Conclusion Appendices Appendix A: 13-Year Education Systems Data Table Appendix B: Foreign Credential Evaluation of Advanced Credit Form Appendix C: 13-Year Education Systems Curriculum Sources Introduction In November 2017, the AACRAO International Education Standards Council (IESC) selected Amanda Holder and Erin Hari to serve as the 2018 IESC Fellows. The fellows used two different types of universities for their research. A mid-sized private university (Institution A) and a large public university (Institution B). They served as non-voting participants and were assigned two IESC mentors to guide them through a research project. They attended bi-weekly teleconferences as well as occasional in-person meetings and completed their term at the conclusion of the AACRAO Annual Meeting in April 2019. Upon the start of their term, the IESC decided to focus their research on 13-year education systems and the need to determine how and when to award advanced credit for these types of systems. The elementary/secondary education system in the United States is a 12-year based model. -
Edexcel NVQ Competence-Based Qualification/S 2014
SVQ 4 in Customer Service at SCQF Level 8 Scottish Vocational Qualifications Specification First registration September 2015 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 40,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the candidate at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your candidates at qualifications.pearson.com References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of publication. ISBN 978 1 446 92544 7 All the material in this publication is copyright © Pearson Education Limited 2015 Contents Purpose of this specification 1 1 Introducing -
Curriculum Document Year 9 2021
CURRICULUM DOCUMENT YEAR 9 2021 PRINCIPAL’S WELCOME TO YEAR NINE (2021) STUDENTS Dear Parents and Guardians Thank you for continuing to trust us to be an important part of your daughter/son’s future. We know that students have a better chance to achieve their full potential when school and family work together to this end. Year Nine promises to be another exciting school year. In 2020 it has been wonderful to see the intellectual growth and maturity of the Year Eight cohort who have continued to embrace the ethos and traditions of our College in what has been a very challenging time. Their enthusiasm and cooperation have been similarly of a high order. In Year Nine, students must be committed to doing their very best in all their subjects from the beginning of the school year. Students’ academic achievement in English, Humanities Mathematics, Religious Education and Science, as shown on their 2021 Semester One Year Nine Report, plays a big part in determining which course level they will be allocated in Year Ten, which in turn has implications for the 2022 Year Eleven courses they will be able to select. When choosing their Year Nine elective subjects, students are very much encouraged to choose those subjects that they enjoy and/or in which they show obvious talent. I encourage students and parents to read through this Curriculum Document as they plan for Year Nine. The College staff look forward to working with the students as they take on the status, responsibilities and opportunities afforded to them as the senior students in the lower secondary school. -
Scheduling Exams in International Centres Policy
Policy for scheduling of examinations in international centres Quality Services and Governance Who and what is this policy for: Because our exams are sat by students around the world, we create a schedule of start times across the different global time zones to keep exam content confidential. This policy explains our approach to achieving this, and is published as information for centres administering Pearson exams, students taking our exams, parents of students and any other relevant stakeholders. September 2020 version 2.6 DCL 1: Public (Unclassified) Ratified by PUKLT November 2020 Pearson Education Ltd – Our Mission and Values Welcome to Pearson, the world's learning company. We have a simple mission: to help people make more of their lives through learning. Whether it's at home, in the classroom or in the workplace, learning is the key to improving our life chances. We are the UK's largest awarding body and we are regulated by Ofqual (England), SQA Accreditation (Scotland), CCEA Regulation (Northern Ireland) and Qualifications Wales (Wales). We offer academic and vocational qualifications that are globally recognised and benchmarked, with educational excellence rooted in names like Edexcel, BTEC, and LCCI. Our regulatory policies are integral to our approach and articulate in a consistent way how we meet regulatory requirements. These policies are designed to support centres and learners with the design, delivery and award of Pearson qualifications and services. Contents 1. Scope of policy ..................................................................................................................... -
KS4 Options Prospectus 2021 Community of Courage and Commitment to Success
KS4 Options Prospectus 2021 Community of courage and commitment to success Aiming to achieve our best Taking full advantage of every learning opportunity Showing resilience through our experiences and challenges Seeking out our talents and following our dreams Reaching out for opportunities to lead and encourage others Making a positive difference and celebrating success Including the whole community, sharing, caring and giving time as needed Treating each other with kindness, fairness and respect Principal’s Welcome Dear Students and Parents, Here at Thomas Estley, we aim to provide the best mix of support and challenge to help your child to achieve their academic potential whilst maximising their growth as a young person, ready to tackle the complex and competitive world of further study and work. We are a 'Community of Courage and Commitment to Success', passionate about working with our young people to enable them to develop skills to tackle the complex and competitive adult world and its challenges with courage and confidence, in order to make a positive difference to society whilst maximising their own life chances and opening doors for success. Our specialist teaching staff provide a rich and well balanced curriculum, including a wide variety of GCSE and other option choices opening up future pathways for all. Choices include facilitating GCSE subjects for Oxbridge and Russell Group universities, supported by university led enhancement programmes and specialist opportunities for those with academic talents and future plans, we well as a wide range of academic and more practical subjects for those wishing to keep options open or pursue particular passions and interests.