List of Updated Sample School and Academy Projects 5Th August
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News, Events and Updates at Brompton Academy CCF Brave the Elements for Bushcraft Day
2018-19 Term 3 News, Events and Updates at Brompton Academy CCF Brave the Elements for Bushcraft Day It was a freezing Saturday in mid-January, but thankfully the cadets were wrapped up warm and excited about the day ahead. Our bushcraft instructor was waiting for the cadets so he could introduce them to basic bushcraft skills, which included fire starting and shelter building. Fortunately, for the rest of the hard-working staff, Ms Knight and Ms Hipkiss set the perfect standard in providing constant cups of coffee and hot chocolate. They even managed to rustle up some baked potatoes, amazing what you can find in the woods! After building a fire from scratch using the natural environment, a flint and cotton wool, the cadets were soon feeling warm under the canopy of the pine trees. After the mini lessons it was the turn of the cadets to confirm their skills by building a large fire and cooking their dinner in a shelter big enough for their team to live and survive in. The results were outstanding, all the cadets managed to contribute toward collecting fire wood, cutting wood to build the frame and gathering the roofing material to clad their shelter. We had a competition for the best shelter and as you can see the results were very impressive. 1 2018-19 Term 3 A Fascinating Forensic Science Day at The University of Kent Our Year 12 and 13 Criminology classes were invited to visit the University of Kent’s Physical Science department by Robert Green MBE to take part in Forensic Science Day. -
Issue 18 Spring 2014
Issue 18 Spring 2014 WELCOME. Welcome to the HSSP spring newsletter for 2014 – a rather wet one! A belated Happy New Sporting Year to yourselves and your pupils and parents. Many thanks for your school and pupils continued support of P.E. and School Sport in 2013 and of the many teacher training programmes, coaching, volunteering, playing and competitive opportunities we offer your schools. Our primaries are currently delighted with the news that the government has extended the grant offer of the Primary P.E. Premium funding until to summer 2016, (initially it was for 2 years only). So this ring fenced funding £9000 approx. per academic year for every Primary School, and an Ofsted priority, will last for 3 academic years. Furthermore, the current government have promised, to further extend this same amount every year for every Primary School until 2020 as part of the Olympic legacy, if they get elected. The HSSP staff are busy visiting many primary schools offering advice and support to Head Teachers and P.E. Co-ordinators on how to action plan and improve: their P.E. curriculum and quality of teaching and learning for staff and pupils, the health and physical activity levels of less active pupils and sports club and competition opportunities for all pupils. We have 39 out of a possible 45 schools signed up to our services this year and we plan to continue our school sport services for primaries in the future. We are currently reviewing our pricing structure to ensure that we can continue to exist financially beyond summer 2016, as we receive no government funding to help contribute towards the salaries of SSCo’s. -
Mentor Development Programme
CANTERBURY CHRIST CHURCH UNIVERSITY MENTOR DEVELOPMENT PROGRAMME 2016 - 17 Our new Mentor Development Programme (MDP) has a strong focus on the leadership and management skills required to develop professional learning in other adults more broadly. The programme has been designed by the School of Teacher Education and Development with support of key colleagues in partner schools. MDP is centred on the skills and abilities needed to be able to support student teachers to have the greatest positive impact on pupils in our schools, and to support the retention of new teachers in the profession by preparing them to be more independent and resilient in their practice. It offers school mentors the opportunity to reflect on the diversity and transferability of the mentors’ skills in and beyond ITE. There are five sessions that will appeal to all levels of experience, each session will be run in various geographic locations throughout the year to ensure that school mentors can access local provision and build local networks. The sessions run consecutively but are also stand-alone, and they are skill focused rather than process driven. All sessions provide opportunities for school colleagues to meet the standards on the Partnership Evaluation Framework (PEF). All sessions are mapped to the National Standards for school-based initial teacher training (ITT) mentors (July 2016). OVERVIEW SESSION 1: SESSION 2: THE CONSCIOUS MENTOR THE MENTOR AS ROLE MODEL 18 OCTOBER 2016, 1.15–4.45pm 29 NOVEMBER 2016, 1.15–4.45pm Brompton Academy, Gillingham (ME7 5HT) -
Report on Section 106 Agreements January to March 2021
PLANNING COMMITTEE 28 APRIL 2021 REPORT ON SECTION 106 AGREEMENTS JANUARY TO MARCH 2021 Report from: Richard Hicks, Director of Place and Deputy Chief Executive Summary This report informs Members on the amount of Section 106 funding received between January to March 2021 and sets out what the contributions must be spent on according to the Section 106 agreements. This report is submitted for information to assist the Committee in monitoring the contributions which developers have agreed to as part of new development schemes. 1. Budget and policy framework 1.1 The Cabinet has adopted the Supplementary Planning Document ‘Medway Council Guide to Developer Contributions and Obligations 2018’, which sets out the Council’s S106 requirements for developments of 10 dwellings and above. This report and accompanying appendices list the Section 106 agreements which have been signed in the period January to March 2021 and itemises the obligations covered by these agreements. 2. Background 2.1 Section106 of the Town & Country Planning Act 1990 provides that anyone with an interest in land may enter into a planning obligation, which is enforceable by a local planning authority. An obligation may be created by agreement or by the party with an interest in the land making a unilateral undertaking. 2.2 Obligations may: • Restrict the development or use of land • Require operations to be carried out in, on, under or over the land • Require the land to be used in any specified way; or • Require payments to be made to the local planning authority, either in a single sum or periodically. 2.3 A planning obligation may only constitute reasons for granting planning permission if it is • Necessary to make the development acceptable in planning terms. -
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LBP0018 Written evidence submitted by The Northern Powerhouse Education Consortium Education Select Committee Left behind white pupils from disadvantaged backgrounds Inquiry SUBMISSION FROM THE NORTHERN POWERHOUSE EDUCATION CONSORTIUM Introduction and summary of recommendations Northern Powerhouse Education Consortium are a group of organisations with focus on education and disadvantage campaigning in the North of England, including SHINE, Northern Powerhouse Partnership (NPP) and Tutor Trust. This is a joint submission to the inquiry, acting together as ‘The Northern Powerhouse Education Consortium’. We make the case that ethnicity is a major factor in the long term disadvantage gap, in particular white working class girls and boys. These issues are highly concentrated in left behind towns and the most deprived communities across the North of England. In the submission, we recommend strong actions for Government in particular: o New smart Opportunity Areas across the North of England. o An Emergency Pupil Premium distribution arrangement for 2020-21, including reform to better tackle long-term disadvantage. o A Catch-up Premium for the return to school. o Support to Northern Universities to provide additional temporary capacity for tutoring, including a key role for recent graduates and students to take part in accredited training. About the Organisations in our consortium SHINE (Support and Help IN Education) are a charity based in Leeds that help to raise the attainment of disadvantaged children across the Northern Powerhouse. Trustees include Lord Jim O’Neill, also a co-founder of SHINE, and Raksha Pattni. The Northern Powerhouse Partnership’s Education Committee works as part of the Northern Powerhouse Partnership (NPP) focusing on the Education and Skills agenda in the North of England. -
Royal Holloway University of London Aspiring Schools List for 2020 Admissions Cycle
Royal Holloway University of London aspiring schools list for 2020 admissions cycle Accrington and Rossendale College Addey and Stanhope School Alde Valley School Alder Grange School Aldercar High School Alec Reed Academy All Saints Academy Dunstable All Saints' Academy, Cheltenham All Saints Church of England Academy Alsop High School Technology & Applied Learning Specialist College Altrincham College of Arts Amersham School Appleton Academy Archbishop Tenison's School Ark Evelyn Grace Academy Ark William Parker Academy Armthorpe Academy Ash Hill Academy Ashington High School Ashton Park School Askham Bryan College Aston University Engineering Academy Astor College (A Specialist College for the Arts) Attleborough Academy Norfolk Avon Valley College Avonbourne College Aylesford School - Sports College Aylward Academy Barnet and Southgate College Barr's Hill School and Community College Baxter College Beechwood School Belfairs Academy Belle Vue Girls' Academy Bellerive FCJ Catholic College Belper School and Sixth Form Centre Benfield School Berkshire College of Agriculture Birchwood Community High School Bishop Milner Catholic College Bishop Stopford's School Blatchington Mill School and Sixth Form College Blessed William Howard Catholic School Bloxwich Academy Blythe Bridge High School Bolton College Bolton St Catherine's Academy Bolton UTC Boston High School Bourne End Academy Bradford College Bridgnorth Endowed School Brighton Aldridge Community Academy Bristnall Hall Academy Brixham College Broadgreen International School, A Technology -
Attendance at Secondary Schools in Sussex Report
Attendance at secondary schools in Sussex A report to SLN Uni Connect Matthew Williams April 2020 Institute for Employment Studies IES is an independent, apolitical, international centre of research and consultancy in public employment policy and HR management. It works closely with employers in all sectors, government departments, agencies, professional bodies and associations. IES is a focus of knowledge and practical experience in employment and training policy, the operation of labour markets, and HR planning and development. IES is a not-for-profit organisation. Acknowledgements The authors are indebted to Debra Vice-Holt and colleagues at SLN Uni Connect for their support and project management, and particularly Fay Lofty and Holly Lewis for administering the survey of schools. Institute for Employment Studies City Gate 185 Dyke Road Brighton BN3 1TL UK Telephone: +44 (0)1273 763400 Email: [email protected] Website: www.employment-studies.co.uk Copyright © 2020 Institute for Employment Studies IES project code: 00397-5880 Contents Summary ............................................................................................................................................. 1 Key findings ...................................................................................................................................... 1 1 Introduction ................................................................................................................................ 6 2 Attendance data for local authorities ..................................................................................... -
Read Our Short Inspection Report Letter from Ofsted
Ofsted Piccadilly Gate Store Street Manchester T 0300 123 4234 M1 2WD www.gov.uk/ofsted 24 February 2017 Katharine Tinsley Principal The St Leonards Academy Edinburgh Campus, Edinburgh Road St Leonards-on-Sea East Sussex TN38 8HH Dear Katharine Tinsley Short inspection of The St Leonards Academy Following my visit to the school on 25 January 2017 with Sue Wood, Ofsted Inspector, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the inspection findings. The visit was the first short inspection carried out since the school was judged to be good in May 2013. This school continues to be good. The leadership team has maintained the good quality of education in the school since the last inspection. You all have a clear understanding of the school’s strengths and areas for improvement. You are not complacent. Consequently, leaders and the local governing body are tackling weaknesses and regularly reviewing the impact of their actions. As a team, you challenge subject leaders to improve pupils’ outcomes. You keep pupils safe. You are highly ambitious for every pupil and want each pupil to succeed. You have been supported effectively by the Hastings Academy Trust. Trustees have helped leaders learn from other schools and draw on the educational expertise of the members. As a result, leaders know how they can further improve teaching and learning, as well as the school’s processes and policies to support pupils. Leaders have established a culture and ethos which uses the school’s motto ‘Pride through Success’, to raise aspirations and strive for excellence. -
The St Leonards Academy Edinburgh Campus, Edinburgh Road, St Leonards on Sea, TN38 8HH
The St Leonards Academy Edinburgh Campus, Edinburgh Road, St Leonards on Sea, TN38 8HH Inspection dates 15–16 May 2013 Previous inspection: Not previously inspected Overall effectiveness This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2 Summary of key findings for parents and pupils This is a good school. Students’ achievement is improving rapidly The Principal and senior leaders have from very low starting points when they dramatically improved the quality of students’ arrive. A high proportion of them are education by increasing the amounts of good attaining levels that are at least in line with and better teaching. the national average. The board of directors are highly effective in Teaching is good in many subjects including holding the academy to account for its English, mathematics and science. performance. Students behave well in lessons and around Students who may be vulnerable and those the academy. They feel safe and know who who are disabled and have special educational to go to for help. needs are supported extremely well throughout the academy. It is not yet an outstanding school because Some teachers do not use the academy’s The teaching of reading, writing and information about students’ learning to set communication is not good in all subjects. work that is challenging enough for the more There are still some students who do not turn able. up on time at the start of the day and for some A few teachers do not adhere to the lessons. -
Download Development Brochure
THE FINAL DOCKING APARTMENT BROCHURE A STUNNING COLLECTION OF 1, 2 & 3 BEDROOM APARTMENTS OVERLOOKING THE HISTORIC KENT RIVIERA ST. MARY’S ISLAND, CHATHAM MARITIME, KENT PLACES PEOPLE LOVE PLACES PEOPLE LOVE WELCOME TO AZURE THE FINAL DOCKING REMARKABLE CONTEMPORARY HOMES IN A TRANQUIL, HISTORIC SETTING AFTER 25 YEARS OF BUILDING A GROWING COMMUNITY, THIS FINAL PHASE AT AZURE IS YOUR LAST CHANCE TO BUY NEW ON ST MARY’S ISLAND 51.3973°N 0.5326°E WITH PLEASANT PARKS, MATURE WOODLAND, RIVER WALKS, WATERSIDE BARS AND EATERIES, AZURE PROVIDES A SAFE SPACE FOR RUNNING, WALKING, CYCLING AND LEADING YOUR EVERYDAY LIFE WHILE REMAINING CLOSE TO CONVENIENT AMENITIES AND SUPERB TRAVEL LINKS. Welcome to the waterside community of Azure - an exclusive collection of family homes designed to suit those yearning for peace, tranquility and superior quality, with a wealth of convenient amenities and inspiring views close at hand. Less than two miles from Chatham and Gillingham, but with the slow-moving charm of the River Medway and its historic riverside fortifications as a backdrop. Azure is a place where you can breathe easy and relax. The area has been thoughtfully planned to include footpaths, cycleways and children’s outdoor play areas within its river walks and dockside promenades, enabling residents to enjoy an active lifestyle. With each attractively-designed property configured to be light, spacious and energy-efficient, along with ample space for gardens and parking, Azure is a community that you will love to call home. WWW.COUNTRYSIDEPROPERTIES.COM/AZURE 03 AZURE | ST MARY’S ISLAND, CHATHAM MARITIME • KENT 03 PLACES PEOPLE LOVE 1600’S THE DOCKYARD The dockyard enjoyed an illustrious history of shipbuilding and repair for the Royal MODERN LUXURY Navy over four centuries, with more than 400 ships built there including Nelson’s AMIDST MARITIME flagship Victory. -
2016 Key Stage Four School List Report - Headline Measures
2016 Key Stage Four School List Report - Headline Measures No. of Total No. of % of pupils % of pupils Average pupils Average DfE pupils pupils with achieving A*-C with entries in School EIP Alliance Attainment without a Progress 8 No. in Year a progress in English & all EBacc 8 Score progress Score 11 score Maths subject areas score 9999 England (State Funded Sector) 537808 50.1 512084 -0.03 63.3 39.8 9998 East Sussex 4930 49.3 177 4753 +0.04 63.1 34.6 4055 Ark Helenswood Academy Hastings The Hastings Academies 206 48.5 7 199 -0.06 58.3 24.8 4003 Ark William Parker Academy Hastings The Hastings Academies 178 42.3 5 173 -0.57 45.5 31.5 4026 Beacon Academy Ashdown The Wealden Alliance 232 53.0 8 224 +0.36 74.6 48.7 4044 Bexhill High Academy Rother The Rother Alliance Partnership 259 43.0 6 253 -0.27 52.5 42.9 4074 Causeway School Eastbourne/Hailsham The Sovereign Alliance 148 42.2 6 142 -0.50 44.6 16.2 4042 Chailey School Ashdown The Ashdown Alliance 123 54.4 2 121 +0.23 72.4 80.5 4025 Claverham Community College Rother The Rother Alliance Partnership 237 55.3 9 228 +0.29 72.2 81.9 4027 Hailsham Community College Eastbourne/Hailsham The South Down Alliance 170 47.5 5 165 -0.12 62.9 12.9 4028 Heathfield Community College Wealden The Wealden Alliance 237 55.9 1 236 +0.29 77.2 65.8 4000 Peacehaven Community School Ashdown The Peacehaven Alliance 174 45.8 2 172 +0.09 58.0 5.2 4047 Priory School Lewes The Lewes Alliance 228 55.3 13 215 +0.14 76.3 27.6 4063 Ratton School Eastbourne/Hailsham The South Down Alliance 240 52.5 6 234 +0.27 67.5 15.8 -
Dear Applicant, Thank You for Your Interest in the Post of UKAT Assistant Principal (Inclusions) Working Across Chatham Grammar
Dear Applicant, Thank you for your interest in the post of UKAT Assistant Principal (Inclusions) working across Chatham Grammar and Brompton Academy. I hope you will be as excited as I am by the challenges and potential of this post. Brompton, sponsored by the University of Kent, opened as an Academy in September 2010. In the years since, the academy has seen a transformation in standards and is now the most oversubscribed school in Medway. The University of Kent’s strategic influence, coupled with targeted resources and other inputs, have been pivotal in transforming the academy, into a unique centre of learning for the whole community – students, families, community learners and staff. It is a vibrant place with a real sense of energy and purpose. In September 2017 the University established a Multi Academy Trust, and Chatham Grammar School for Girls, joined our endeavours in seeking to regenerate the area and raise social capital. UKAT is looking for dynamic, visionary, talented career professionals who has energy, drive, creativity and a passion for making a difference, working within disadvantaged communities. The successful candidate will be part of a larger strategic UKAT leadership team that leads and manages our two academies, as well as part of the local SLT team at either Chatham Grammar. We are seeking to appoint an outstanding individual to help ensure that all students at Chatham Grammar and/or Brompton Academy make the maximum progress of which they are capable. You will take responsibility for the strategic vision and planning for the day to day operation of the inclusion policy and the provision made by the academy for SEND students in our mainstream and specialist provision.