DOCSLIB.ORG

Program Effectiveness; Program Evaluation; *Program Implementation; *School Effectiveness; Secondary Education IDENTIFIERS *England (London)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Program Effectiveness; Program Evaluation; *Program Implementation; *School Effectiveness; Secondary Education IDENTIFIERS *England (London) DOCUMENT RESUME ED 394 170 EA 027 487 AUTHOR Myers, Kate, Ed. TITLE School Improvement in Practice: Schools Make a Difference Project. REPORT NO ISBN-0-7507-0440-3 PUB DATE 96 NOTE 180p. AVAILABLE FROM Falmer Press, Taylor & Francis, Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007 (paperback: ISBN-0-7507-0440-3; clothbound: ISBN-0-7507-0439-X). PUB TYPE Books (010) Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Action Research; *Educational Improvement; Effective Schools Research; Foreign Countries; Local Government; Program Effectiveness; Program Evaluation; *Program Implementation; *School Effectiveness; Secondary Education IDENTIFIERS *England (London) ABSTRACT When the Inner London Education Authority (ILEA) was disbanded in 1990, 13 separate education authorities were created in its place. Two years after its creation, in partnership with all of its secondary schools, one of the new LEAs initiated a school-improvement project to raise standards called Schools Make A Difference (SHAD) .This book describes the project from the perspectives of the people involved and describes which strategies worked and which did not. SMAD was based on research from four fields--school effectiveness, school improvement, management of change, and action research. Findings of the research are discussed in the prologue. In chapter 1, Christine Whatford, the director of education in the borough, explains the strategic, resourcing, supporting, and monitoring roles that LEAs play. In chapter 2, Joan Farrelly, the deputy director at the time SMAD was created, describes how the idea of a school-improvement project became a reality. Kate Myers, in the third chapter, relates what happened during the project from the project manager's perspective. The two following chapters are accounts from participating schools, Burlington Danes and St. Mark's. In chapter 4, David Lees, the deputy head at Burlington Danes, discusses his initial, less than enthusiastic reactions and occurrences that made him change his mind. Sue Gregory, the coordinator at the school, describes what the school attempted to do and what it succeeded in doing as part of the SMAD initiative. In chapter 5, Lesley Mortimer, the head of St. Mark's school, describes the value of the program despite the recent decision to close the school. In chapter 6, Keith Pocklington, the SMAD evaluator, discusses the project from the external perspective and identifies three areas in which intended developments were slow to come about. The final chapter is by Patrick Leeson, the acting chief inspector, who explains Low the local authority has supported the s,:hools following the formal end of the project. Four tables, four figures, and an index are included. References accompany each chapter. (LMI) -0 go- .sk oir U S DEPARTMENT OF EDUCATION Oliico of Educational Research and improvement EDy CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it O Minor thanges have been made tO improve reproduction quality Points of view or opinions stated in this , document do not necessarily represent official OERI position or policy PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY I st TO THE EDUCATIONAL RESOURCES INFORMATION CENTER IERIC) 4- I'I 14 . ts=CTP.OPY AVAILABLE 4 School Improvementin Practice To l'aul, Sarah, Peter, Ben,Chloe, Charlie, Jack, Torn,Ben, Dan, Jody and their childrcn'schildren. 'Jt School Improvement in Practice: Schools Make A Difference Project Edited 41, Kate Myers Fa Imer Press (A member of the Taylor 8c Francis (iroup) London Washington. D.C. UK The Falmer Press, 4 John Street, London WC1N 2ET USA The Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007 K Myers, 19% ill rights reserivd. No part of this publication may be repmduced stored in a retrieval sptem. or transmitted in any form or hy any means. electronk. mechanical. photocopying, recording or othertme, without permissum in writing from the Publisher First published in 1990 A catalogue record for this book is available from the British Library Library of Congress Cataloging-M-Publication Data are available on request ISBN 0 7507 0439 x cased ISBN 0 7501 0440 3 paper Jacket design by Caroline Archer "rypeset in 11.13 pt Garamond by Graphicratt Typesetters Ltd , Hong Kong Printed in Great Britain hy Burgess Scu.nce Press, Basingstoke on paper which has a specified pit value on final paper manufacture of not less than '5 and is thenfon, acid free' Contents Acknowledgments Foreword Kate Myers Introduction 1 Kate Myers Prologue Research in Practice 6 Kate Myers 1 The Director's View 28 Christine Whatford 2 The Chief Inspector's View 35 Joan Fa rrelly 3 The Project Manager's View 43 Kate Myers 4 A School's View Burlington Danes School 74 Sue Gregory and David Lees 5 A School's View St Mark's School 98 Donna Drake and Lesley Mortimer with Mike Dick 6 The Evaluator's View 123 Keith Pocklington Epilogue The Schools Make a Difference Project 158 Patrick Leeson List of Contributors 163 Index 165 V : , Acknowledgements Acknowledgements are due to the education department of the Lon- don borough of Hammersmith and Fulham for having the foresight and courage to mount an innovative and exciting project in a climate where such initiatives have not heen easy to introduce or sustain. The contributions of the heads, staff and students of all the project schools was the essential ingredient to its success as was the continual support from colleagues at the Institute of Education, London Univer- sity, especially Louise Stoll, and the generosity of colleagues in other schools and education establishments. It was the hard work, good humour and perseverance of the project coordinators, the assistance and cooperation of many colleagues in the education department, es- pecially Yvonne Mullarkey the SMAD administrator, the ongoing reassur- ance from the project evaluator and, in particular, the support, experience and wisdom of Joan Farrelly, that kept me going through usually en- joyable and often challenging times! Much appreciation is due to the following for constructive comments on early drafts: James Leannonth, Agnes McMahon, I Iarvey Goldstein, Louise Stoll, Anna Clarkson and to Sue Adler for compiling a user-friendly index. Finally, the late Desmond Nuuall was involved in early discussions about SMAD and his conviction that schools could make a difference and his advice about how to demonstrate this, informed the way the project operated. foreword 'Itis better to light a candle than curse the darkness.' (Chinese Proverb) When the Inner London Education Authority (ILEA) was disbanded in 1990, thirteen separate education authorities were created in its place. Two years after its creation, in partnership with all of its secondary schools, one of these fledgling LEAs instigated a school improvement project, called Schmls Make a Difference (SMAD). The story of SMAD is the focus of this book. Introduction The Local Context When the Inner London Education Authority (ILEA) was disbanded in 1990, thirteen separate education authorities, includingHammersmith and Fulham, were created in its place. Hammersmith and Fulhamshares many of the characteristics typicallyassociated with inner-cities. Many of the traditional manufacturing activities of this part of Londonhave left, with a consequent loss of manual jobs. Unemployment ishigh. Much of the housing stock was built in the nineteenth centuryand still needs extensive repair. Large, older, council estates sufferfrom poor environments which exacerbate the social andeconomic problems of those who live there. Owner occupation has greatlyexpanded in the last twenty years and has been accompanied by considerablesocio- economic change. However, the issue of the provisionof `affordable' housing has become very important within areas of multipledepriva- tion in the borough. Overall, the borough has the fourth highest population densityof any London borough. A fifth of theborough's population comes from the ethnic minority communities. The largest ethnic minority groupis the Irish followed by people from the Black Caribbean,Black African, Pakistani, Bangladeshi, Indian and other Asian communities. Morethan eighty languages are used in the borough. In May 1994, 44 per centof secondary school students were eligible for free school meals a rise of 6 per cent compared with January 1993, when theSchools Make A Difference (SMAD) project started. This compares with a nationalfigure of 17.6 per cent of secondary pupils eligible for freeschool meals. Labour has a substantial majority of seats on the local council. The Schools The schools involved in SMAD were: Burlington Danes School Fulham Cross Secondary School 0 Introduchon The 1 lammersnuth Sc hool( sine e renamed The Phoenix High School ) Henry Compton Secondary School Hurlingham and Chelsea Secondary School Lady Margaret School Sacred Heart High School St Mark's Church of England School There are eight LEA secondary schools in the horough ( plus one grant- maintained school). Four of the LEA schools are single sex, three girls' and one boys'. Four of the eight schools are voluntary aided, three Church of England and one Roman Catholic. One of the schools has a sixth form and the others have a common sixth form arrangement off- site. When the project was first discussed with the heads, two of them were in their second year of headship. During SMAD three heads left the local authority, two schools had acting heads and two newly appointed heads started their new jobs during the last term of the project. The Director of Education revealed in her recent annual report that soon after her appointment in 1989 she was informed that overall the level of education in the secondary sector was not satisfactory. inbroad terms, based on inpublished information given to the Director and Chief Inspector by the local ILEA inspectors before aholition by the Regional I IMI, and by the initial moM- toring work clone by our own Inspectorate in our secondary schools, it would he reasonable to say that only 2 of the schools at the time of transfer were not cause of some concern and a further 3 were a cause for considerable concern.
Load more

Recommended publications
  • Lady Margaret School Parson's Green London Sw6
    LADY MARGARET SCHOOL PARSONS GREEN LONDON SW6 4UN YEAR 7 ADMISSIONS POLICY FOR THE SCHOOL YEAR STARTING IN SEPTEMBER 2022 The school’s admission arrangements are reviewed annually by the Governors and should not be regarded as binding for future years 1. If your daughter was born between 1 September 2010 and 31 August 2011 you may apply for a place for the school year starting in September 2022. We will consider applications regardless of the residence or religion of the girl. ADMISSION NUMBER 2. There are 120 places in Year 7 for the school year starting in September 2022. All applicants will be admitted if 120 or fewer apply. There were 576 applications for the 120 places offered for the school year commencing September 2021. BANDING 3. A quarter of the girls we admit are of above average ability (Band 1), half are average (Band 2), and a quarter are below average (Band 3). This is to make sure that the school is comprehensive in terms of ability. The Year 7 Admissions Handbook (“the Handbook”) explains the school’s banding arrangements in detail. OVER-SUBSCRIPTION 4. If the school remains over-subscribed, 67 Foundation Places will be reserved for girls who have attended services at a Church of England church or churches at least fortnightly for a minimum of three years up to the date of application. We will take up a reference from a vicar in order to assess each application for a Foundation Place 5. 53 Open Places will be reserved for girls of any, or no, religion.
    [Show full text]
  • Lady Margaret School
    Lady Margaret School Project Overview Lady Margaret School, based in Parsons Green, south west London, is a successful and popular secondary school for girls. In order to meet an increasing demand for places, the school requires extra facilities and creative solutions to increase its Year 7 entry from a three to four class intake. The school was keen to bring us on board to work with them as we had successfully delivered their multi purpose 6th form centre in 2010. During this project, we were mindful of the school and its community’s needs, ensuring minimum disruption while working in a live environment which included Grade II listed buildings. Educational Development With every opportunity to expand comes the opportunity to enhance. By creating new facilities above the existing classrooms, we are able to infill and optimise the use of space in-between buildings. This creates the opportunity for extra classrooms as well as open-plan study areas and flexible learning spaces. The programme will also improve the social spaces, circulation and accessibility across the school, as well as enlarging and enhancing its dining facilities for students. Working in a Live Environment Working in any educational institute poses considerable challenges. At Lady Margaret School, safety is of paramount importance throughout the project. A phased approach has been undertaken to ensure minimal disruption possible. In particular, main constructing builds, such as the infilling between the existing buildings, take place during school holidays. We recognise in school communities that site access is particularly sensitive. We have ensured minimal disruption to the local area by scheduling deliveries before and after the school day.
    [Show full text]
  • Lady Margaret School Parson's Green London Sw6
    LADY MARGARET SCHOOL PARSONS GREEN LONDON SW6 4UN YEAR 7 ADMISSIONS HANDBOOK APPLICATIONS 1. The Common Application Form can be obtained from your daughter’s primary school, the Home Authority or online. Parents living in the London Borough of Hammersmith and Fulham can fill in the Common Application Form online at www.lbhf.gov.uk/admissions. 2. Parents are advised to send their Common Application Form by recorded delivery. It is recommended that parents check with their Home Authority that their form has been received. LATE APPLICATIONS st 3. Applications received after 31 October 201920 will be regarded as late. Late applications Formatted: Superscript will only be accepted if they are late for a good reason. Examples include: (1) when a single parent has been ill for some time or has been dealing with the death of a close relative; (2) a family has recently moved into the Borough of Hammersmith & Fulham (proof of ownership or tenancy of a property within the Borough will be required in these cases). Other circumstances will be considered and each case decided on its merits APPLICATIONS OUTSIDE THE NORMAL ADMISSIONS ROUND 4. In dealing with applications outside the normal admissions round, whether in-year or at the start of a school year which is not a normal point of entry to the school, we will comply with parental preference unless one of the statutory reasons for refusing admission applies. 5. If the school is over-subscribed we will apply the over-subscription criteria set out in the Policy to applications outside the normal admissions round, including the continuing applications made for girls on the waiting lists.
    [Show full text]
  • Lady-Margaret-School-Service.Pdf
    Westminster Abbey A Service to celebrate the Centenary of Lady Margaret School Tuesday 17 th October 2017 Noon The hands of Lady Margaret Beaufort’s effigy on her tomb; the work of Pietro Torrigiano (1472 –1528). ‘Every one that knew her loved her, and everything that she said or did became her.’ St John Fisher (1469–1535) HISTORICAL NOTE Lady Margaret School has its origins in Whitelands College School, founded in 1842. In 1917, the original school was threatened with closure, but due to the strenuous efforts of Enid Moberly Bell, her friends, and the staff of the school, a substantial number of the pupils were ‘rescued’ and Lady Margaret School came into being in September of that same year. Miss Moberley Bell remained Headteacher for the next thirty years. The school takes its name from Lady Margaret Beaufort, Countess of Richmond and Derby (1443–1509) the mother of Henry VII, whence the choice of the Tudor Rose as the school’s emblem. Lady Margaret Beaufort was founder of St John’s and Christ’s Colleges, Cambridge. Lady Margaret Hall, the first women’s college at Oxford University, is also named after her. She is buried here in Westminster Abbey. The first school building was Belfield House, Parsons Green, the oldest of the three houses which form part of the present school. In 1937, a second house was purchased, but before long war broke out and the school was evacuated to Midhurst in Sussex. The school re-opened in 1943 and in 1947 became a two-form entry grammar school under the leadership of Florence Elsie Marshall (1947–71).
    [Show full text]
  • Lady Margaret School Inspection Report
    Lady Margaret School Inspection report Unique Reference Number 100364 Local Authority Hammersmith And Fulham Inspection number 376386 Inspection dates 20—21 September 2011 Reporting inspector Peter Gale HMI This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Secondary School category Voluntary aided Age range of pupils 11—19 Gender of pupils Girls Gender of pupils in the sixth form Girls Number of pupils on the school roll 710 Of which, number on roll in the sixth form 230 Appropriate authority The governing body Chair Krysia Williams Headteacher Sally Whyte Date of previous school inspection 14 February 2007 School address Parsons Green London SW6 4UN Telephone number 020 7736 7138 Fax number 020 7384 2553 Email address [email protected] Age group 11—19 Inspection date(s) 20—21 September 2011 Inspection number 376386 Inspection report: Lady Margaret School, 20—21 September 2011 2 of 14 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. Further copies of this report are obtainable from the school.
    [Show full text]
  • Privacy Notice
    Lady Margaret School Privacy Notice How we use Applicant Information Under General Data Protection Regulations (GDPR) and the Data Protection Act (DPA) 2018 we are obliged to inform you of the information we hold about you as applicants, including what we use it for, who we share it with, and for how long we keep it. This privacy notice (also known as a fair processing notice) aims to provide you with this information. If it, or any information linked to it, is unclear, please contact the school office, or the school’s Data Protection Officer. Contact details for both are available at the end of this privacy notice. We, Lady Margaret School at Parsons Green, London SW6 4UN, are the Data Controller for the purposes of data protection law. As a public body we have appointed Grow Partners Ltd as Data Protection Officer (DPO), the responsible contact is David Coy who is contactable via [email protected]. 1. The categories of applicant information that we collect, hold and share include but are not limited to: Basic Details (e.g. title, name) Personal Information (e.g. NI number) Contact Information (e.g. home telephone number, mobile telephone number, home email) Current Address Information Education and Qualifications (e.g. teacher number, QTS, induction status, class of degree, secondary education, higher education) Employment History (e.g. current post, previous posts, previous employers, salary details, periods when not working, referees) Disclosure and Barring Service Information (e.g. convictions, cautions, reprimands, formal warnings, bind-over orders) We collect all the information requested in our application form and, if shortlisted, from the selection process.
    [Show full text]
  • Grand Final 2020
    GRAND FINAL 2020 Delivered by In partnership with grandfinal.online 1 WELCOME It has been an extraordinary year for everyone. The way that we live, work and learn has changed completely and many of us have faced new challenges – including the young people that are speaking tonight. They have each taken part in Jack Petchey’s “Speak Out” Challenge! – a programme which reaches over 20,000 young people a year. They have had a full day of training in communica�on skills and public speaking and have gone on to win either a Regional Final or Digital Final and earn their place here tonight. Every speaker has an important and inspiring message to share with us, and we are delighted to be able to host them at this virtual event. A message from A message from Sir Jack Petchey CBE Fiona Wilkinson Founder Patron Chair The Jack Petchey Founda�on Speakers Trust Jack Petchey’s “Speak Out” Challenge! At Speakers Trust we believe that helps young people find their voice speaking up is the first step to and gives them the skills and changing the world. Each of the young confidence to make a real difference people speaking tonight has an in the world. I feel inspired by each and every one of them. important message to share with us. Jack Petchey’s “Speak Public speaking is a skill you can use anywhere, whether in a Out” Challenge! has given them the ability and opportunity to classroom, an interview or in the workplace. I am so proud of share this message - and it has given us the opportunity to be all our finalists speaking tonight and of how far you have come.
    [Show full text]
  • The Best Education London Has to Offer
    A FINE START YOUR GUIDE TO THE BEST SCHOOLS AND UNIVERSITIES IN LONDON THE BEST EDUCATION LONDON HAS TO OFFER Nurseries, schools and universities are not in short supply in Chelsea and Fulham. With London being recognised as a leading global centre for higher education, St George developments in West London have easy access to the local area’s best schools and the City’s many prestigious universities, providing a sound investment for children and the future. At primary level, schools like Thomas’s Battersea and Kensington Prep School offer children a well‑rounded education with Ofsted ratings of outstanding and excellent. Thomas’s Battersea’s most recent claim to fame is the arrival of Prince George as a student and with exceptional teaching staff and extensive facilities Thomas’s has very quickly become a popular school for boys and girls aged between 4‑13. Children tend to go on to equally prestigious schools like Eton, Harrow and Westminster. The range of local secondary schools is also impressive. There’s Godolphin & Latymer – a school praised as much for the niceness of their pupils as for their academic ability. St. Paul’s Girls’ School, meanwhile, is renowned for its musical department and academically, children perform highly with, on average, half the class feeding into Oxford and Cambridge and some of London’s world renowned universities such as King’s College and London School of Economics. Chelsea Creek is not only a stunning place to live, but offers a complete lifestyle and a way into some of the best education London has to offer.
    [Show full text]
  • Parentsactive Survey
    Survey on Local Authority, Health and Support Services around the pandemic Conducted by Parentsactive 19th June – 20th July 2020 2 Contents Pages Parentsactive report from the survey 2 – 5 Appendix – Appendix A – SEND Service 6 – 9 Appendix B – Education Settings 10 – 15 Appendix C – Health 16 – 18 Appendix D – Social Care 19 – 21 Appendix E – Organisations 22 – 24 Appendix F – Local Offer 25 – 27 Appendix G – Impact on family 28 – 31 Appendix H – Interest and availability 32 – 33 Appendix I - Other comments 34 – 35 1 Survey on Local Authority, Health and Support Services around the pandemic 66 parent/carers took the survey Please scroll down for the full list of responses in the appendices section Full Report Parentsactive has written this survey in partnership with the Local Authority, the aim of this survey is to help with future planning, address issues and improve standards. The survey went live on 19th June 2020 and closed on 20th July. 66 people have taken the survey. If you would like to see the comprehensive survey results including charts and parent comments please follow go to the appendices section after the main report. Summary The survey has been answered mainly by parents of children/young adults 0-25 Age Ranges of children/young people 18 -25 8 13-17 18 5-12 36 0-4 3 Some respondents had 2 or more children and each child was counted within the age range SEND service 45 people were happy and had issues which were supported and 19 felt that they could do with more support or were not supported Key Points • Regular communication
    [Show full text]
  • School Name POSTCODE AUCL Eligible If Taken GCSE's at This
    School Name POSTCODE AUCL Eligible if taken GCSE's at this AUCL Eligible if taken A-levels at school this school City of London School for Girls EC2Y 8BB No No City of London School EC4V 3AL No No Haverstock School NW3 2BQ Yes Yes Parliament Hill School NW5 1RL No Yes Regent High School NW1 1RX Yes Yes Hampstead School NW2 3RT Yes Yes Acland Burghley School NW5 1UJ No Yes The Camden School for Girls NW5 2DB No No Maria Fidelis Catholic School FCJ NW1 1LY Yes Yes William Ellis School NW5 1RN Yes Yes La Sainte Union Catholic Secondary NW5 1RP No Yes School St Margaret's School NW3 7SR No No University College School NW3 6XH No No North Bridge House Senior School NW3 5UD No No South Hampstead High School NW3 5SS No No Fine Arts College NW3 4YD No No Camden Centre for Learning (CCfL) NW1 8DP Yes No Special School Swiss Cottage School - Development NW8 6HX No No & Research Centre Saint Mary Magdalene Church of SE18 5PW No No England All Through School Eltham Hill School SE9 5EE No Yes Plumstead Manor School SE18 1QF Yes Yes Thomas Tallis School SE3 9PX No Yes The John Roan School SE3 7QR Yes Yes St Ursula's Convent School SE10 8HN No No Riverston School SE12 8UF No No Colfe's School SE12 8AW No No Moatbridge School SE9 5LX Yes No Haggerston School E2 8LS Yes Yes Stoke Newington School and Sixth N16 9EX No No Form Our Lady's Catholic High School N16 5AF No Yes The Urswick School - A Church of E9 6NR Yes Yes England Secondary School Cardinal Pole Catholic School E9 6LG No No Yesodey Hatorah School N16 5AE No No Bnois Jerusalem Girls School N16
    [Show full text]
  • The Sixth Form at Lady Margaret School
    Lady Margaret School Sixth FormLady Prospectus Margaret School Sixth Form Prospectus 2021 2021 | 1 Contents Welcome 4 Reflections from the Head Girls 6 Life in the Sixth Form 6 Our Centenary Year 8 Transition Process and Induction Course 10 Sixth Form Entry Requirements 11 Extension and Enrichment Opportunities 12 Mental and Physical Wellbeing Programme 13 Art and Design – Fine Art 14 Biology 16 Chemistry 17 Design and Technology – Fashion and Textiles 18 Drama 19 Economics 20 English Literature 21 French 22 Geography 23 History 24 History of Art 25 Mathematics 26 Further Mathematics 27 Music 28 Physics 29 Politics 30 Psychology 31 Religious Studies 32 Sociology 34 Spanish 35 Beliefs and Values 37 Examination Results 2020 38 Degree Subjects and Basic Guidance 40 Destinations of Year 13 Leavers 2020 42 Lady Margaret School Sixth Form Prospectus 2021 | 3 Welcome to the Sixth Form at Lady Margaret School Our aim is to give each of our Sixth We see our students flourish as they take I hope you will join us in the Sixth Form Form students an excellent education on extra responsibility in the Sixth Form: and that you will have a happy and as well as the opportunity to grow as mentoring younger students, helping to successful time with us at Lady Margaret a member of a strong community and organise school events, running many School! to take part in many different extra- clubs and activities. Each year twelve girls curricular and enrichment activities. are appointed to be our senior team of prefects, the Senior Order. Our Sixth Form curriculum focuses on A Levels, with excellent teaching across all departments.
    [Show full text]
  • West London Teaching School Alliance School Direct Teacher Training 2018-19
    WEST LONDON TEACHING SCHOOL ALLIANCE SCHOOL DIRECT TEACHER TRAINING 2018-19 in partnership with UCAS COURSE CODE VACANCIES: 22 UCAS Provider 2H3: West London Teaching School Alliance (Primary St Mary’s) This programme is available at Barnes Primary School, SW13 Belmont Primary School, W4 Brunswick Park Primary School, SE5 Fulham Primary School, SW6 Little Ealing Primary School, W5 Marlborough Primary School, SW3 Our Lady of the Visitation, UB6 Park Walk Primary School, SW10 Pield Heath House School (SEN), UB8 Queen’s Manor Primary School, SW6 Queensmill School (SEN), W12 St Mary’s Catholic Primary School, W10 St Mary’s Catholic Primary School, W4 Sulivan Primary School, SW6 The Rise School, TW13 (SEN) West London Free School Primary, W6 APPLY ONLINE THROUGH www.ucas.com School Direct Training Programme - Salaried Contents Page 1 Why Train with Us? 2 1.1 Introduction 2 1.2 The West London Teaching School Alliance (WLTSA) 2 1.3 The WLTSA School Direct Recruitment System 3 1.4 Your Host School 4 1.5 Our University Partner – St Mary’s University, Twickenham 17 2 About this training programme 17 2.1 Introduction 17 2.2 Number of Places Available on Course 37F8 18 2.3 Qualification Outcome –QTS Explained 18 2.4 Training 19 2.5 Salary 20 3 Entry Requirements 20 3.1 Academic Requirements 20 3.2 Awareness of the Profession 21 3.3 Professional Skills Tests 21 3.4 Medical Fitness 21 3.5 DBS/Prohibition Checks 22 4 What we are looking for 22 4.1 Personal Requirements 22 5 How to Apply 23 5.1 The UCAS Process- ‘Apply 1’ 23 5.2 ‘Apply 2’ 24 6 How we select our trainees 24 6.1 Selection 24 6.2 Interviews 25 6.3 Rejections following interview 25 6.4 Offers 25 APPENDIX 1: ABOUT THE WLTSA This includes general information including our UCAS provider codes; information about our partner universities and partner schools; childcare facilities; accommodation, disability access and where to find us.
    [Show full text]