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West Midlands Schools
List of West Midlands Schools This document outlines the academic and social criteria you need to meet depending on your current secondary school in order to be eligible to apply. For APP City/Employer Insights: If your school has ‘FSM’ in the Social Criteria column, then you must have been eligible for Free School Meals at any point during your secondary schooling. If your school has ‘FSM or FG’ in the Social Criteria column, then you must have been eligible for Free School Meals at any point during your secondary schooling or be among the first generation in your family to attend university. For APP Reach: Applicants need to have achieved at least 5 9-5 (A*-C) GCSES and be eligible for free school meals OR first generation to university (regardless of school attended) Exceptions for the academic and social criteria can be made on a case-by-case basis for children in care or those with extenuating circumstances. Please refer to socialmobility.org.uk/criteria-programmes for more details. If your school is not on the list below, or you believe it has been wrongly categorised, or you have any other questions please contact the Social Mobility Foundation via telephone on 0207 183 1189 between 9am – 5:30pm Monday to Friday. School or College Name Local Authority Academic Criteria Social Criteria Abbot Beyne School Staffordshire 5 7s or As at GCSE FSM or FG Alcester Academy Warwickshire 5 7s or As at GCSE FSM Alcester Grammar School Warwickshire 5 7s or As at GCSE FSM Aldersley High School Wolverhampton 5 7s or As at GCSE FSM or FG Aldridge -
2008 Year 11 School Leavers Going Into Higher Education in 2010
Tracking Progression: 2008 Year 11 school leavers going into Higher Education in 2010 Staffordshire & Stoke-on-Trent March 2011 Introduction Analysis of entry to Higher Education (HE) by Local Authority, district and mainstream, maintained high school This report shows the proportion of all 2008 Year 11 high school students who went on to enter Higher Education (HE) at age 18 in 2010 (i.e. after two years of further education). Figures include those who have an unconditional place offer and are taking a 'gap year'. This study includes those who have entered HE from both the school and college sectors. The report sub-divides the Year 11 cohort into quintiles based on where they live. So Quintile 1 represents those areas in the County/City that are among the 20% most deprived in the country and identifies how many learners in the cohort come from this quintile, and how many of those subsequently applied to higher education. Quintile 5 represents those from areas in the 20% least deprived in the country. The deprivation of an area is based on the Index of Multiple Deprivation (IMD) which is described below (see*). To provide some comparison year on year, data for 2008 entry to HE has been included in the analysis. * The Index of Multiple Deprivation 2007 (IMD 2007) is based on the small area of geography known as Lower Super Output Areas (LSOAs). LSOAs have a population between 1,000 and 3,000 people, with an average of 1,500 people. In most cases, these are smaller than wards, thus allowing the identification of small pockets of deprivation. -
Skills and Employability Support and Information During Covid-19
Skills and Employability Support and information during Covid-19 Call 0333 300 0050 Email [email protected] or visit www.entrust-ed.co.uk to find out more. Inspiring Futures Skills & Employability Support & information during Covid-19 Entrust Skills and Employability are still working during the school closure period and will be available throughout (including the school holiday period and beyond). How we can help Though we are not available for face to face information, advice and guidance we are available via phone, email and Microsoft Teams offering: • Phone information advice and guidance • Support with applications and transition to learning • Signposting to other services as required Contact to request support can be made by schools, colleges, training providers as well as by young people or parents. Contact Details Contact details for our school careers advisers, and district-based staff can be found here Inspiring Futures Skills & Employability Support & information during Covid-19 We have contacted all learning providers in Staffordshire and put together a summary of how the main types of learning provider are responding to the current crisis in relation to applications and recruitment. Sixth Forms • Sixth forms across county remain closed to students and face to face enquiries • Sixth Forms will be keen to ensure a place is secure for those who are holding an earlier conditional offer • Applications and enquiries to Sixth Forms are welcomed and potential students should continue to apply as directed prior to the close -
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 -
Stage One Report
Stage One Report Development Capacity Study Update Staffordshire Moorlands District Council 23 March 2011 Stage One Report Update Stage One Report Development Capacity Study Update Staffordshire Moorlands District Council This document has been issued and amended as follows: Version Date Description Created by Verified by Approved by 1a 19/11/10 Draft Chris Harding 2a 23/03/11 Final with Client comments Chris Harding Stage One Report Update Contents 1 Introduction 1 1.1 About the Commission 1 1.2 Purpose 1 1.3 Aims 2 1.4 Structure of the Report 3 1.5 Notes on the Nature of the District 3 2 Stage One Methodology 5 2.1 Introduction 5 2.2 Gathering data on Social Infrastructure 6 2.3 Gathering data on Physical Infrastructure 12 2.4 Gathering Data on Accessibility 14 2.5 Assessment of Settlements 25 2.6 Assessment of Core Strategy Options 26 3 Stage One Results 27 3.1 Introduction 27 3.2 Results of Social Infrastructure Assessment 27 3.3 Results of Physical Infrastructure Assessment 30 3.4 Results of Accessibility Assessment 32 3.5 Overall Settlement Results 45 Appendix – to be inserted Error! No table of contents entries found. Stage One Report Update 1 Introduction 1.1 About the Commission This document provides an update to the Development Capacity Study (DCS) that Staffordshire Moorlands District Council commissioned Halcrow Group Limited to undertake in 2008. The study provided part of the evidence base for the Core Strategy element of the Districtʹs Local Development Framework (LDF). 1.2 Purpose The purpose of this report is to update the DCS. -
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 -
Theatre in Education Tour to Support Anti-Bullying Education in Staffordshire Moorlands Academic Year 2019-20
Theatre in Education Tour to support Anti-Bullying Education In Staffordshire Moorlands Academic Year 2019-20 Written by Eleanor Vale, Company Director, Loudmouth Education & Training April 2020 PAGE 1 www.loudmouth.co.uk [email protected] 0121 446 4880 Introduction This evaluation report is feeding back on a theatre in education project that took place during the academic year of 2019-20. The project was to use a Theatre in Education (TIE) programme to support Personal, Social, Health & Economic Education (PSHE) including anti- bullying awareness in targeted schools (middle and secondary), in the Staffordshire Moorlands area. The tour was delivered by Loudmouth Education & Training using their TIE programme Bully 4 U, designed to educate on anti-bullying. The tour was funded by Staffordshire Moorlands District Council and we would like to thank Vicki Ellis, Member and Community Support Officer for her support. Established in 1994, Loudmouth Education & Training is a theatre company that supports schools and other organisations with their PSHE. Loudmouth’s aim is to help children and young people to have healthy, happy and safe relationships. The company uses drama, interaction and discussion to explore issues that affect children and young people. Loudmouth’s education and training programmes are proven to help learners to challenge attitudes, gain new skills and increase knowledge. “Very relatable to the age of the students. Key bullying topics covered. Fantastic acting that engaged ALL pupils!” PE Department, Woodhouse Academy Teacher “The Loudmouth session helped me because they gave me examples and how to deal with bullying. Now my knowledge is much better on bullying.” Year 7 pupil, Woodhouse Academy PAGE 2 www.loudmouth.co.uk [email protected] 0121 446 4880 Executive Summary • During the academic year of 2019/20 Loudmouth Education & Training delivered their interactive TIE programme, Bully 4 U, on bullying and cyber bullying in mainstream secondary schools in the Staffordshire Moorlands area. -
High Achievers Programme High Achievers Programme Meet the Team High Achievers Co-Heads
HIGH ACHIEVERS PROGRAMME HIGH ACHIEVERS PROGRAMME MEET THE TEAM HIGH ACHIEVERS CO-HEADS: ED SWANN GEMANIE HASSALL-DENDY Director of STEM and Co- *OFFERS24 WERE Head of the High Achievers Quality Officer and Programme, Ed specialises Co-Head of the High RECEIVED IN 2020 FOR in supporting students who Achievers Programme, aspire to pursue a career Gemanie specialises in MDV COURSES within STEM or MDV with a monitoring and improving * - AS OF AUGUST 2020 particular focus on Oxbridge teaching and learning as applications using his own well as the overall WHAT IS THE experience from his time as student experience. PROGRAMME? an Oxford student. Designed by our experienced College staff who have graduated from some of the top universities HIGH ACHIEVERS CO-ORDINATORS: in the country, our High Achievers Programme gives specialist support to our most academically JODIE GUT SIAN HOLAH able students aspiring to study at Teacher of Law & Politics, Teacher of History, with prestigious UK and international with insight into both many years experience of undergraduate and teaching at A Level and universities. postgraduate qualifications giving students support Jodie specialises in and guidance in applying The programme enables you to guiding students through for university. Sian the Law National specialises in students receive individual mentoring, Aptitude Test (LNAT) and applying for degrees guidance and support from interview process. within Humanities. experienced professionals with first-hand knowledge of university admissions processes and tests. Alongside this support will be ANDREW BARKER numerous opportunities to hear Curriculum Manager and interact with guest speakers for Earth Sciences, Andrew is the College from world leading universities and lead for the Extended 199 A* EMILY CORNE OR EQUIVALENT GRADES companies. -
200326 Staffordshire Pension Fund 31 March 2019 Valuation Final
Staffordshire Pension Fund Actuarial valuation as at 31 March 2019 Valuation report 26 March 2020 Staffordshire Pension Fund | Hymans Robertson LLP Contents Valuation report Page 1 Introduction 1 2 Valuation approach 3 3 Valuation results 5 4 Sensitivity analysis 10 5 Final comments 13 Appendices Appendix 1 – Data Appendix 2 – Assumptions Appendix 3 – Rates and Adjustments certificate Appendix 4 – Section 13 dashboard March 2020 Staffordshire Pension Fund | Hymans Robertson LLP 1 Introduction Background to the actuarial valuation Reliances and Limitations We have been commissioned by Staffordshire County Council (“the This report has been prepared for the sole use of Staffordshire County Council Administering Authority”) to carry out an actuarial valuation of the in its role as Administering Authority of the Fund to provide an actuarial Staffordshire Pension Fund (“the Fund”) as at 31 March 2019 as required valuation of the Fund as required under the Regulations. It has not been under Regulation 62 of the Local Government Pension Scheme Regulations prepared for any other third party or for any other purpose. We make no 2013 (“the Regulations”). representation or warranties to any third party as to the accuracy or completeness of this report, no reliance should be placed on this report by any The actuarial valuation is a risk management exercise with the purpose of third party and we accept no responsibility or liability to any third party in reviewing the current funding plans and setting contribution rates for the Fund’s respect of it. participating employers for the period from 1 April 2020 to 31 March 2023. This report summarises the outcomes of the valuation and the underlying advice Hymans Robertson LLP is the owner of all intellectual property rights in this provided to the Administering Authority throughout the valuation process. -
1 Summary of September 2017 Admissions to Secondary
SUMMARY OF SEPTEMBER 2017 ADMISSIONS TO SECONDARY SCHOOLS Please note that this information was correct as at 24 February 2017. Changes may have taken place between the date this information was compiled and the date you are viewing it. OVERALL 1st PREFERENCE FIGURES 100% of 1st Preferences made for Admission to High School at Year 9 were successful. 92.5% of 1st Preferences made for Admission to Secondary School at Year 7 were successful. The % of 1st Preference Applications agreed within each area is as follows: Area % 1st Pref Area % 1st Pref Area % 1st Pref Agreed Agreed Agreed Biddulph 100% Blythe Bridge 98.8% Burntwood 83.2% Burton on Trent 87.15% Cannock 100% Cheadle 88.59% Cheslyn Hay / Great Wyrley 90.51% Codsall 100% Endon 97.14% Kidsgrove 100% Kinver / Wombourne 99.25% Leek 100% Lichfield 89.54% Newcastle under Lyme 92.81% Penkridge 100% Rugeley 100% Stafford 96.83% Stone 100% Tamworth 95.66% Uttoxeter 100% Werrington 80.65% Key to Headings First Preferences: The total number of 1st preference applications for admission to the school Published Admission Number: The published number used to determine the maximum number of places available for admission. Number Allocated: Total number of children due to be admitted to the school in September 2017 Number Refused: The total number of unsuccessful applicants Children in Care: Includes those children currently in public care and formerly in public care as defined within school admissions regulations. Statement of SEN/EHCP: Children with a statutory statement or Education Health Care allocated places Furthest Distance: Indicates the distance of the last child admitted under the distance criteria where applicable School First Published Number Number Children SEN/ Catchment Siblings Major Medical/ Distance Furthest Preferences Admission Allocated Refused in Care EHCP Contrib. -
Financial Report 2019/2020
Company Registration No. 09067175 (England and Wales) THE SHAW EDUCATION TRUST (A COMPANY LIMITED BY GUARANTEE) ANNUAL REPORT AND ACCOUNTS FOR THE YEAR ENDED 31 AUGUST 2020 - 1 - THE SHAW EDUCATION TRUST CONTENTS Page Reference and administrative details 1 Trustees' report 2 – 16 Governance statement 17 – 20 Statement on regularity, propriety and compliance 21 Statement of trustees' responsibilities 22 Independent auditors' report on the accounts 23 – 25 Independent reporting accountant's assurance report on regularity 26 – 29 Statement of financial activities including income and expenditure account 30 – 31 Balance sheet 32 Statement of cash flows 33 Notes to the financial statements 34 – 75 - 2 - THE SHAW EDUCATION TRUST Trustees’ Report Reference and Administrative Details Members Mr C Richards The Shaw Trust Mr J Rouse (Resigned 20 December 2019) Mr J Norman (Resigned 20 December 2019) Mr D Bateson Mr P Baldwin Trustees Mr J Rouse (Resigned as Chair 29 April 2020) Mr J Norman (Acting Chair 29 April 2020 to 16 July 2020) Mr A Meehan (Chair – appointed 16 July 2020) Mrs J Morgan (Chief Executive Officer) Mr D Bateson Mr M Hawker Mr M Cladingbowl Mrs J Oughton Mrs J Woods Mrs A Hassell Company Secretary Miss H Turner (Appointed 20 December 2019) Mr P Harrison (Resigned 20 December 2019) Senior Management Team Mrs J Morgan (CEO and Accounting Officer) Miss H Turner (Chief Operating Officer) Mrs J Yarwood (Regional Director - North) Mr P Harrison (Regional Director – South) Mrs K Inscker (Director of People and Culture) Company Name The -
Staffordshire Standing Advisory Council on Religious Education
Staffordshire Standing Advisory Council on Religious Education 28th Annual Report September 2017 - September 2018 1 From the Chair of SACRE In 2017-18 Staffordshire SACRE continued to fulfil energetically its statutory responsibilities, many County schools continued to deliver high quality RE, and many pupils grew in religious literacy and in preparedness for living in a plural and diverse Britain. SACRE acknowledges and warmly thanks all who contributed positively to this broad achievement: RE teachers, senior management, governors, and school visitors. Indeed, many sectors in our society are stakeholders in the quality and outcomes of Agreed Syllabus RE. Your SACRE was very pleased to gain another Westhill/NASACRE Award, this time for a project to support the implementation of the new Agreed Syllabus by enabling pupils to “engage, explore, reflect” in relation to Muslim and Christian presentations, and thus to encounter diversity at first hand. While the pupils were apparently more engrossed in creating electronic notebooks of their experiences, there was thorough follow-up afterwards, and the overall success of the project and pupils’ enthusiastic enjoyment have led to repeats of the exercise with new schools. During the year SACRE found it had the scope to commission the County RE Adviser, Emma Jardine-Phillips, to carry out a survey of RE in the County’s 16 remaining (non-Academy) secondary schools by visiting each school in turn. The main results of the survey are set out in this Report .One or two schools were less than co-operative, but it is good to record that the majority of the schools were seeking to comply as best as they could with meeting pupils’ needs in RE and to offer external exam courses, sometimes in quite challenging circumstances.