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Casual Midday Assistant Grade 2, SCP 1 (FTE £17,842) Zero Hours
Black Firs Primary School Longdown Road Congleton, CW12 4QJ The Learning Alliance (TLA) is a multi-academy trust of eight schools serving families from Knutsford, Congleton, Crewe and parts of North Staffordshire. It includes Knutsford Academy, Cheshire Studio School, Egerton Primary School, Congleton High School, Sir William Stanier School, The Oaks Academy, Black Firs Primary School and Castle Primary School. Casual Midday Assistant Grade 2, SCP 1 (FTE £17,842) Zero hours The Learning Alliance is seeking to appoint a Casual Midday Assistant to cover absence and additional shifts over the lunchtime period. No prior experience is necessary as full training will be provided on the job. Black Firs are seeking a reliable, enthusiastic and hardworking candidates, with a desire to deliver outstanding customer service. Main responsibilities: Assisting in maintaining a clean, tidy and welcoming environment in the dining hall. Assisting the Midday Supervisor in ensuring the safety of students. Providing support in the application of the school’s behaviour policy. As an equal-opportunities employer The Learning Alliance is committed to creating a diverse workforce and welcomes applications from members of minority groups. As part of the Academy Trust’s policy to safeguard children an enhanced DBS will be applied for. We will only contact candidates that have been short-listed for interview. If you have not been contacted within 10 working days of the closing date you can safely assume that you have not been invited to interview. If you would like an informal discussion about the post, please contact a member of the HR department on [email protected]. -
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 -
Martin Griffin and Jon Mayhew
Martin Griffin and Jon Mayhew Storycraft_250919.indd 1 04/10/2019 08:50 First published by Crown House Publishing Crown Buildings, Bancyfelin, Carmarthen, Wales, SA33 5ND, UK www.crownhouse.co.uk and Crown House Publishing Company LLC PO Box 2223, Williston, VT 05495, USA www.crownhousepublishing.com © Martin Griffin and Jon Mayhew, 2019 The rights of Martin Griffin and Jon Mayhew to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. First published 2019. Illustration p. 15 © Les Evans, 2019. Cover images © LiliGraphie, L.Dep – fotolia.com All rights reserved. Except as permitted under current legislation no part of this work may be photocopied, stored in a retrieval system, published, performed in public, adapted, broadcast, transmitted, recorded or reproduced in any form or by any means, without the prior permis- sion of the copyright owners. Enquiries should be addressed to Crown House Publishing. Quotes from Ofsted and Department for Education documents used in this publication have been approved under an Open Government Licence. Please see: http://www.nationalarchives. gov.uk/doc/open-government-licence/version/3/. British Library of Cataloguing-in-Publication Data A catalogue entry for this book is available from the British Library. LCCN 2019947469 Print ISBN 978-178583402-8 Mobi ISBN 978-178583463-9 ePub ISBN 978-178583464-6 ePDF ISBN 978-178583465-3 Printed in the UK by Gomer Press, Llandysul, Ceredigion Storycraft_250919.indd 2 04/10/2019 08:50 Preface We’ve managed to clock up over twenty years each in the classroom as English teachers at Key Stages 3, 4 and 5. -
The Bridge December 2018 the Bridge Bridge
Bridgewater High School THE BRIDGE DECEMBER 2018 THE BRIDGE BRIDGE PRINCIPAL’S CHRISTMAS MESSAGE 2018 Inside this Two of my favourite events of the year at However, what I wasn’t familiar with and Bridgewater High are the Upper and Lower what really challenged my thinking, was issue: Site Awards Evenings, the first of which took the way in which the soldiers discussed place last month. how they felt when the war was over. In The evening is a great opportunity to the immediate aftermath, rather than Alder Hey Page 2 appeal showcase and celebrate the achievements of feeling euphoric, they described feeling many of our students. It is also a great time overwhelmingly numb. And then, when WW1 cen- Pages 8- to take stock and reflect upon why they returned to England, many soldiers tenary 12 education can be such a rewarding described how very few people talked to profession as we witness young people them about their experiences. It was all Book Buzz Page 15 seizing opportunities to achieve success. bottled up in silence. This was new to me as I had developed a view that after the We were fortunate to have James Lloyd war, soldiers were welcomed back as BTEC per- from United Utilities provide the key note heroes and it seems that perhaps this was Pages 21- formance 22 speech, in which he reflected on his own not universally the case. academic and professional journey, which Martha’s Pages 32- interested all in the room. Whilst I can’t So returning to my theme, if we are all to Vineyard 34 necessarily claim James’ achievements, I remain active, thoughtful citizens, than also had the opportunity to reflect upon maybe the key is to remain open to new New look Page 47 what leads to sustained success over time. -
Open PDF 715KB
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 -
Name Surname School Prize Jessica Green Tower College First Prize
Name Surname School Prize Jessica Green Tower College First Prize - The Ian Porteous Award Sam Ketchell Weaverham High School Second Prize with Special Commendation Bethan Rhoden Upton-by-Chester High School Second Prize with Special Commendation Benjamin Shearer Manchester Grammar School Second Prize with Special Commendation Isaac Corlett De La Salle Second Prize First 1 Beatrice De Goede Manchester High School for Girls Second Prize Second Prize with Special Commendation3 Lara Stone The King David High School, Liverpool Second Prize Second Prize 3 Quincy Barrett The King David High School, Manchester Third Prize Third Prize 17 Raka Chattopadhyay The Queen's School Third Prize Consolation Prize 20 Laura Craig The Bishops' Blue Coat High School Third Prize Certificate of Merit 86 Gemma Davies The Bishops' Blue Coat High School Third Prize Gemma Hemens Christleton High School Third Prize Total Prizes 44 Kelly Hong Wirral Grammar School for Girls Third Prize Total 130 Jessica Ingrey The King David High School, Liverpool Third Prize Olivia McCrave Wirral Grammar School for Girls Third Prize West Kirby Grammar School 10 Lauren Neil West Kirby Grammar School Third Prize Formby High School 7 Emily Page Christleton High School Third Prize The Queen's School 6 Rachel Pullin Wirral Grammar School for Girls Third Prize Ysgol Brynhyfryd 6 Isabel Roberts West Kirby Grammar School Third Prize Birkenhead School 5 Sam Roughley Merchant Taylors' School for Boys Third Prize Manchester Grammar School 5 Charlotte Russell Formby High School Third Prize Wirral -
Halton Local Authority Scheme for the Co-Ordination of Admission Arrangements for Secondary Schools – 2018/19 Academic Year
People Directorate HALTON LOCAL AUTHORITY SCHEME FOR THE CO-ORDINATION OF ADMISSION ARRANGEMENTS FOR SECONDARY SCHOOLS – 2018/19 ACADEMIC YEAR 1.0 This document is intended to fulfil the statutory requirements for admissions into year 7 at secondary schools in September 2018. 2.0 Halton Local Authority consulted on its proposed admission arrangements and oversubscription criteria for community schools to determine a co-ordinated scheme which will apply to all schools in the authority’s area for the September 2018 intake. The Council’s Executive Board approved these arrangements and criteria at the meeting held on 19th January 2017. 3.0 The Scheme will apply to the following schools (the proposed published admission number (PAN) detailed below): School PAN Type The Grange* 180 Community Saints Peter and Paul Catholic College 300 Voluntary Aided St Chad’s Catholic and Church of 190 Voluntary Aided England Joint Faith High School* Ormiston Bolingbroke Academy 180 Academy Ormiston Chadwick Academy 190 Academy The Heath School 210 Academy Wade Deacon High School 300 Academy Sandymoor School 120 Free School *at the time of writing these schools are in the process of transferring to academy status Halton Local Authority (LA) is the Admission Authority for community high schools. Each Academy School (including Free Schools) has a Trust who is responsible for determining the admission arrangements for its school. The Governing Bodies of the Voluntary Aided Schools are the admission authorities for these schools. Academy Trusts and Governing Bodies of Voluntary Aided Schools are required to undertake their own consultation regarding admission arrangements. 1 4.0 From September 2017 Halton residents will be given the opportunity to complete a common preference form and express a preference, with reasons, for up to 3 secondary schools using this form for a school place in September 2018. -
Applying for a Secondary School Place – Year 7 September 2021
information for parents orImportant carers Cheshire West & Chester Council Applying for a Secondary School place – Year 7 September 2021 Closing date for secondary school applications 31 October 2020 Visit: www.cheshirewestandchester.gov.uk/admissions Timeline for applying for a secondary school place for September 2021 1 September 2020 Parents/carers can apply for a school place. Online Paper www.cheshirewestandchester.gov.uk/ Application Form is contained in admissions Section 5 of this booklet. 31 October 2020 Closing date for on time applications • Paper applications to be returned to: School Admissions, Cheshire West and Chester Council, Wyvern House, The Drumber, Winsford, Cheshire, CW7 1AH. Paper applications must be received by this date to be considered as ‘on time’ • Online applications must be submitted to the Authority by this date. Don’t forget to press the submit button on your account. 11 December 2020 Deadline for supporting information • Any information received by this date will be considered for the initial allocation of school places, for example, change of address, change in circumstances, reasons for the local authority to consider a late application/change of preference as on time • Any information received after this date cannot be included in the initial allocation of school places, however will be considered later in the process following the 1 March 2021. 1 March 2021 Notification of offers • Offer letters notifying parent/carers of school place offered sent out by post to parents/ carers who have applied using a paper application. • Online offers made available for parents/carers to view, emails sent to parents/carers who have applied online notifying of the school place offered. -
Schools Admission Booklets
2020/21 Applying for School Places 1 Apply online at www.cheshireeast.gov.uk/schooladmissions Apply online for a school place It’s quick and easy You can apply from 1st September 2019 at www.cheshireeast.gov.uk/ schooladmissions Applications should be submitted by 31st October 2019 for secondary 15th January 2020 for primary If you are a parent resident in Cheshire East, with a child born between 1 September 2015 and 31 August 2016, your child will be due to start primary school in September 2020. If you do not have web access call 0300 123 5012 Late applications may be disadvantaged 2 Apply online at www.cheshireeast.gov.uk/schooladmissions Councillor Dorothy Flude Jacky Forster Children and Families Portfolio Director of Education Holder and 14-19 Skills Dear Parents Parents are also asked to think about how their child Your son or daughter will soon be approaching the will travel to school when making their preferences. important milestone where you need to consider Cheshire East is committed to working with schools and apply for a school place to either start in to encourage pupils to walk, cycle, use public reception at primary school or start at secondary transport or car share where possible to minimise school in September 2020. We appreciate this is the impact on the environment and as part of a really important decision for you and your son/ healthy lifestyles for Cheshire East pupils. daughter. If your son or daughter has an Education, Health This booklet aims to provide you with information and Care Plan, the SEND Statutory Assessment about schools and/or signpost you to information and Monitoring Service will work with you to identify in order to support you in identifying your preferred the nearest suitable school which can meet your schools and to advise you on the process of applying child’s needs. -
People Achieveto
® inspiring young people achieveto Annual Review 2014-2015 Including the Annual Report and Financial Statements THE DUKE OF EDINBURGH’S AWARD Contents Overview .................................................................... 3 Thank you to all our supporters .................................. 4 Our Licensed Organisation partners ............................ 6 Chairman’s Report .................................................... 10 Our strategic objectives ............................................ 12 Supporting DofE delivery .......................................... 13 Extending the reach .................................................. 13 Driving achievement ................................................. 13 Fuelling growth ......................................................... 15 Financial performance .............................................. 16 Funding the DofE ...................................................... 18 Trustees’ commitment .............................................. 19 Thank you ................................................................ 19 Independent Auditors’ Report ................................... 20 Statutory accounts ................................................... 22 Appendices .............................................................. 42 Trustees .................................................................... 49 The Trustees present their report and the financial statements of the Royal Charter Corporation for the year ended 31 March 2015. In preparing this report the -
Parent Engagement Project, Halton
PARENT ENGAGEMENT PROJECT HALTON FINAL REPORT V3.0 JULY 2015 PARENT ENGAGEMENT IN HALTON CONTENTS 1.0 EXECUTIVE SUMMARY 1.1 OVERVIEW OF PROJECT 1.2 KEY OBJECTIVES AT COMMENCEMENT 2.0 THE APPROACH 2.1 APPROACH TAKEN 2.2 ENGAGING THE COUNCIL AND SCHOOLS 2.3 MOBILE QUIZ 2.31 SUCCESSES AND CHALLENGES OF USING THE MOBILE APPROACH 2.4 E-NEWSLETTER 2.5 PRINTED NEWSLETTER 3.0 THE RESULTS 3.1 THE REPRESENTATIVE SAMPLE 3.2 THE DETAILED RESULTS (3.2 – 3.6 INCLUSIVE) 4.0 KEY PERFORMANCE INDICATOR SUMMARIES 5.0 LESSONS LEARNT 6.0 CONCLUSION 7.0 APPENDICES 7.1 APPENDIX 1 7.2 APPENDIX 2 7.3 APPENDIX 3 2 Social Sense Ltd. 108 Timber Wharf, Worsley Street, Manchester M15 4NX T: 0161 214 5216 E: [email protected] PARENT ENGAGEMENT IN HALTON EXECUTIVE SUMMARY • Parents/guardians of 13 and 14 year olds believe the majority of this age group are drinking alcohol, however over 9 out of 10 of year 9s (13 and 14 year olds) are never or rarely drinking alcohol1 • Young people often form their own drinking habits based on perceived drinking patterns among peers, however the behaviour, house rules and advice of parents/guardians is still a key driver • Many parents/guardians lack the knowledge and confidence to support their children, often leading to approaches that are too lenient or too strict. One of the aims of the project was to equip parents/guardians with the tools and motivation to change how they might influence drinking levels among their children, importantly knowing how to talk to their children about alcohol consumption • Working in partnership