Annex 6 – Remuneration
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23Rd March 2020 Dear Parent, Carers and Students, I Am Writing to Thank You for Your Support and Understanding Over the Past
23rd March 2020 Dear Parent, Carers and Students, I am writing to thank you for your support and understanding over the past few weeks, especially in the latter part of last week, which was especially challenging given the uncertainty over the situation and the pace at which we had to put a myriad of arrangements into place. Friday, in particular was a day in which the entire school community pulled together. We were all very proud of how understanding and well-behaved the pupils were. Year 11 and Year 13 pupils in particular conducted themselves with maturity and dignity amidst what must be a very confusing and frustrating situation for them. Our priority over the coming weeks will be to try to maintain a sense of community and purpose in our new ‘online school’ for all pupils whilst ensuring that the any of our children and families who need support receive it. Year 11 and Year 13 must also ensure that they continue to build a portfolio of work in each GCSE / A Level subject that they are studying in order to provide evidence to support the claiming of grades, should this be required. Individual subject teachers will provide guidance as to what and how much is needed. Having spent the first weekend of ‘social distancing’ at home with my 3 children, I know how important it will be to keep them occupied and to find creative ways to tire them out over the coming weeks! In addition to the online learning resources that we will be providing within a ‘timetable’ of activities, there are a wide range of resources that can be drawn upon, including (but by no means limited to – there are 1000s more appearing daily): • Joe Wicks’ “P.E. -
Caroline Benn
Caroline Benn: Champion of Democratic Education Jane Martin Department of Education and Social Justice, College of Social Science, University of Birmingham 21 June 2016 Caroline Benn Timeline 1926 Born October 13, Cincinnati, Ohio Ohio River flood 1937 1948 Graduates from Vassar College Meets Tony Benn 2 August Marries Tony Benn 17 June 1949 1951 Gives birth to her first child, Stephen; completes University of London MA Gives birth to her second child, Hilary 1953 1957 Gives birth to her third child, Melissa Gives birth to her fourth child, Joshua 1958 1962 Her novel Lion in a Den of Daniels published Labour Party win general election 1964 1965 Comprehensive Schools Committee Editor Comprehensive Education Reads Charlotte’s Web by E.B. White on 1966 Jackanory, BBC 1970 Chair of governors, Holland Park School Member Inner London Education Authority Co-author Half Way There: Report on the British Comprehensive School Reform (with Brian Simon) President Socialist Education Association 1973 1978 UNESCO Education Commissioner Television film, Carry On Comprehensives 1980 1982 Co-author Higher Education for Everyone Editor & contributor to National Labour Movement 1987 Inquiry Into Youth Unemployment & Training 1992 Author Keir Hardie: a biography Co-author Thirty Years On: is comprehensive 1996 education alive and well or struggling to survive? (with Clyde Chitty) 1998 Retires as governor of Holland Park School Dies at Charing Cross hospital, London, 22 2000 November “Caroline Benn was educated in the USA and Britain, and teaches in adult education. Since 1965 she has been the editor of Comprehensive Education and research officer of the national Campaign for Comprehensive Education. -
United Learning Safeguarding Children and Child Protection Policies and Procedures 2018 – 2019
UNITED LEARNING SAFEGUARDING CHILDREN AND CHILD PROTECTION POLICIES AND PROCEDURES 2018 – 2019 UNITED LEARNING TRUST Manchester Academy September 2018 CHILD PROTECTION AND SAFEGUARDING POLICY KEY EXTERNAL CONTACT DETAILS Local Authority Designated Officer Jackie Shaw TEL: 0161 234 1214 EMAIL: Local Authority Children’s Social Services TEL: 0161 225 9293 EMAIL: [email protected] OUT OF HOURS EMERGENCY DUTY TEAM TEL: 0161 2558250 Multi-Agency Safeguarding Hub TEL: 0161 219 2895 EMAIL: [email protected] Support and Advice about Extremism Police TEL: 0161 234 1489 EMERGENCY: 999 NON EMERGENCY NUMBER: 101 EMAIL: [email protected] Department for Education NON EMERGENCY NUMBER: 020 7340 7264 EMAIL: [email protected] NSPCC whistleblowing advice line ADDRESS: Weston House, 42 Curtain Road London EC2A 3NH TEL: 0800 028 0285 EMAIL: [email protected] Disclosure and Barring Service ADDRESS: PO Box 181, Darlington, DL1 9FA TEL: 01325 953795 EMAIL: [email protected] Teaching Regulation Agency ADDRESS: 53-55 Butts Road, Earlsdon Park, Coventry, CV1 3BH TEL: 0207 593 5393 EMAIL: [email protected] 2 OFSTED Safeguarding Children TEL: 0300 123 4666 (Monday to Friday from 8am to 6pm) EMAIL: [email protected] KEY SCHOOL CONTACT DETAILS United Learning Trust (ULT) Chair of ULT Nigel Robson EMAIL: [email protected] Head of Safeguarding Darran Ellison-Lee, Director of Primary Education EMAIL: [email protected] Lead Designated Safeguarding -
DEPUTY DIRECTOR - NORTH United Learning
DEPUTY DIRECTOR - NORTH United Learning unitedlearning.org.uk WELCOME LETTER FROM THE CHIEF EXECUTIVE Thank you very much for expressing interest in becoming a Deputy Director - North with United Learning. United Learning sets out to provide all children and young people with a broad and deep education which prepares them to succeed in life. We were founded 130 years ago to provide education for girls when it was in short supply, and the independent schools which started the Group remain an important part of it today. In the last 15 years, we have become one of the biggest academy groups in the country – still focusing on the original aims of the academy programme – turning around poor schools serving poor communities. As Deputy Director – North, you will have a central role in raising standards in our schools across the north. We are determined to raise attainment and ensure that children make exceptional progress. But we do not want this to be at the expense of a broad education, and are determined that all our schools offer a wide range of opportunities within and outside the classroom, developing character as well as intellect. So we are looking for a leader who shares our strong educational values, who has the highest expectations and who achieves great results but does so by putting children rather than performance indicators first. You will have a track record of success as a leader in secondary education, have the personal energy and confidence to raise standards working through other leaders and be effective in developing others and building teams. -
Prospectus 2020
Prospectus 2020 …best lesson,AMBITION best day,DETERMINATION best year,RESPECT best future… Welcome to Walthamstow Academy Walthamstow Academy is a dynamic, thriving and successful academy at the centre of the local community. I believe that at the heart of our success are three key factors. The first is the dedication of our staff, who are all wholly determined to do whatever it takes to get the best possible outcomes for every single one of our students. This involves nurturing every child and tracking their progress to make sure that they are on track and that we are bringing out the best in them. Second, we are committed to raising ambition through very high expectations and a belief that every child can achieve great things if they have the opportunity, the drive and the support that they need. As a Ms Emma Skae result, our students have these expectations of themselves. They want to learn, they want to be successful Principal and they want to be proud. Our attendance is outstanding: students want to be here, they describe being BSc BEd MA NPQH part of Walthamstow Academy as like being part of a family. Third, at Walthamstow Academy we believe that there is no time to waste. We make the most of every day. For every minute of every lesson, we make sure that our students are happy, engaged and learning. They know they need to make the most of every opportunity they are offered and we want to be there to make sure they succeed. I want all our students to have hopes and dreams for the future that mean they are challenging themselves to be the best they can be. -
Ofsted Publication
Removing barriers to literacy The aim of this survey was to illustrate effective approaches that might help others to improve their practice in literacy. Inspectors visited providers of childcare, education and post-16 learning. The providers were selected because previous inspection evidence and data on achievement and attainment showed that they were particularly successful in enabling children and learners from disadvantaged backgrounds to make better than average progress and to achieve good standards of literacy. Age group: All Published: January 2011 Reference no: 090237 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected]. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected]. -
Your Kensington Schools Guide Selected Local Schools
Your Kensington Schools Guide Selected Local Schools Lycée Français Charles de Gaulle Chepstow House School An independent school for 3,660 boys and girls aged An independent school for 320 boys and girls aged from 3 to 19. from 2 to 13. The Good Schools Guide says… The Good Schools Guide says… This is a huge institution yet parents say children are With red carpet throughout, it feels more like a large, happy, well taught and love the cultural diversity. glamorous chalet than any school we’ve been to. Over the years, the Lycée has spread and now occupies Lots of smiling faces, on both parents and children when a city block across from the Natural History Museum. they arrive first thing. Kiss and Drop, as it is enchantingly When approaching the area during pick-up you might be called, is a system for parents who don’t want to come excused from thinking that you’ve alighted at the opposite into school and hang around until the official start time of end of the Eurostar. With such an enormous student body, 8:30am. “Any learning difficulties are identified quickly,” parents’ reports are mixed. Some parents insist the kids said the head. The school sets high standards for reading “don’t get lost, are well looked after,” while others said that and writing, and tracks development and progress in-house once in college “students are a number and their teachers with a reading test as well as SEN assessment. Sport has hardly know them.” also been taken up a notch since the school has grown. -
2014 Admissions Cycle
Applications, Offers & Acceptances by UCAS Apply Centre 2014 UCAS Apply School Name Postcode School Sector Applications Offers Acceptances Centre 10002 Ysgol David Hughes LL59 5SS Maintained 4 <3 <3 10008 Redborne Upper School and Community College MK45 2NU Maintained 11 5 4 10011 Bedford Modern School MK41 7NT Independent 20 5 3 10012 Bedford School MK40 2TU Independent 19 3 <3 10018 Stratton Upper School, Bedfordshire SG18 8JB Maintained 3 <3 <3 10020 Manshead School, Luton LU1 4BB Maintained <3 <3 <3 10022 Queensbury Academy LU6 3BU Maintained <3 <3 <3 10024 Cedars Upper School, Bedfordshire LU7 2AE Maintained 4 <3 <3 10026 St Marylebone Church of England School W1U 5BA Maintained 20 6 5 10027 Luton VI Form College LU2 7EW Maintained 21 <3 <3 10029 Abingdon School OX14 1DE Independent 27 13 13 10030 John Mason School, Abingdon OX14 1JB Maintained <3 <3 <3 10031 Our Lady's Abingdon Trustees Ltd OX14 3PS Independent <3 <3 <3 10032 Radley College OX14 2HR Independent 10 4 4 10033 St Helen & St Katharine OX14 1BE Independent 14 8 8 10036 The Marist Senior School SL5 7PS Independent <3 <3 <3 10038 St Georges School, Ascot SL5 7DZ Independent 4 <3 <3 10039 St Marys School, Ascot SL5 9JF Independent 6 3 3 10041 Ranelagh School RG12 9DA Maintained 7 <3 <3 10043 Ysgol Gyfun Bro Myrddin SA32 8DN Maintained <3 <3 <3 10044 Edgbarrow School RG45 7HZ Maintained <3 <3 <3 10045 Wellington College, Crowthorne RG45 7PU Independent 20 6 6 10046 Didcot Sixth Form College OX11 7AJ Maintained <3 <3 <3 10048 Faringdon Community College SN7 7LB Maintained -
Hurlingham Academy
How to embed literacy I AM across the curriculum PART OF Implementing Accelerated Reader and focusing on daily reading THEIR When Accelerated Reader was first brought in, we were both fairly new to the academy. We received initial online training but also STORY invited the English team, literacy and library teams, and Teaching Assistants to an onsite training session. This was a useful The Hurlingham Academy, introduction and we covered a great deal of ground, looking at Fulham, England topics including intervention targets and growth tracking, while examining the variety of reports and quizzes. We also discussed The Hurlingham Academy forms initial ways to use the programme to motivate students to read and part of United Learning, a multi- how to inform rewards and guide book choices. academy trust of over 50 schools nationally. Having implemented We began by allocating one weekly 45-minute library lesson to Renaissance Accelerated Reader in 2016 across KS3, the school’s Accelerated Reader, which combined quiz-taking, silent reading Assistant Principal Tamsin Grainger and book discussion. We still use that time slot but have since and Librarian Elizabeth Gardner dedicated the time to silent reading and we further support silent discuss how they’ve used the reading with two 30-minute tutor sessions each week. Students programme to reinforce the cross- take quizzes and swap books in the library before and after school curricular significance of literacy, and during breaks. We also use the programme within our year 6 while changing student attitudes induction where children sit a sample quiz to prepare them for our towards reading. -
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 -
Denis a Nicole
New Schools in the East and west of Southampton Summary The City Council is currently deciding a competition between bidders vying to run two new secondary schools which will replace Grove Park, Millbrook, Oaklands and Woolston schools. It is a rather sad story and I would counsel against two pairs of proposals, those from the Southampton Education Trust and from the United Learning Trust. I would also suggest caution over the bids from Oasis Community Learning, although I believe they are unambiguously the best on offer. Schools Background Southampton’s secondary schools are not very good. Perhaps the best up‐to‐ date indicators are the number of 2006 school leavers who gained good (A‐C) GCSEs in Maths and English—minimal skills for twenty-first century employment—and the percentage of leavers not in education, employment or training. The data1 makes depressing reading: GCSE English & NEET 2005 Maths 2006 St Anne's Catholic School (girls) 70% 1% Regents Park Community College (girls) 56% 7% The Sholing Technology College (girls) 52% 5% England Average 48.20% Southern Area Average 7% Bitterne Park School 47% 10% Cantell Maths and Computing College 47% 14% St George Catholic School for Boys 35% 5% Woolston School Language College 34% 10% Bellemoor School (boys) 31% 8% Redbridge Community School 30% 16% Grove Park Business and Enterprise College (boys) 23% 11% Chamberlayne Park School 19% 14% Woodlands Community College 18% 19% Oaklands Community School 17% 20% Millbrook Community School 16% 21% Parental confidence in the schools also tells -
GIPSY HILL SECONDARY ACADEMY Completing and Submitting Your Application
Free school application form 2015 Mainstream and 16 to 19 (updated February 2015) GIPSY HILL SECONDARY ACADEMY Completing and submitting your application Before completing your application, please ensure that you have read both the relevant ‘How to Apply’ guidance and the assessment criteria booklet carefully. These can be found here. Please also ensure that you can provide all the information and documentation required. The free school application is made up of nine sections . Section A: Applicant details and declaration . Section B: Outline of the school . Section C: Education vision . Section D: Education plan . Section E: Evidence of need . Section F: Capacity and capability . Section G: Budget planning and affordability . Section H: Premises . Section I: Due diligence and other checks In Sections A and B we are asking you to tell us about your group and provide an outline of the school. This requires the completion of the relevant sections of the Excel application form. In Sections C to F we are asking for more detailed information about the school you want to establish and the supporting rationale. This requires the completion of the relevant sections of the Word application form. In Section G we are asking specifically about costs, financial viability and financial resilience. This requires the completion of the relevant sections of the Excel budget template and Word application form. In Section H we are asking for information about premises, including information about suitable site(s) you have identified. This requires the completion of the relevant section of the Excel application form. Section I is about your suitability to set up and then run a free school.