Information for Parents Admission to Schools 2021/2022
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Early Years Foundation Stage Guidance
Early Years Foundation Stage Guidance Introduction Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. (Statutory Framework for the Early Years Foundation Stage DfE March 2017) The Early Years Foundation Stage applies to children from birth to the end of Reception. In our school children can join us at the beginning of the school year in which they are four, and if we have places some children are able to join us the term after they turn three. Key Stage One begins for our children at the beginning of Year One. We believe that the Early Years Foundation Stage curriculum is important in its own right and for preparing children for later schooling. It reflects the fact that children change and develop more rapidly in the first five years than at any other stage of their life. In order to ensure continuity and to enable each child to reach their full potential, we make a clear commitment to ensuring that the transition between pre-school and Nursery and Reception is made smoothly, so laying secure foundations for future learning. The early years education we offer is based upon The Early Years Foundation Stage statutory framework leading to the Early Learning Goals, which establish targets for most children to reach by the end of the Early Years Foundation Stage. -
SCHEDULE B Public Cemeteries Cathays Cemetery, Fairoak Road
SCHEDULE B Public Cemeteries Cathays Cemetery, Fairoak Road, Cathays, CF24 4PY Landaff Cemetery, Cathedral Close, Llandaff, CF5 2AZ Llanishen Cemetery, Station Road, Llanishen, CF14 5AE Thornhill Crematorium, Thornhill Road, Thornhill, CF14 9UA Pantmawr Cemetery, Pantmawr Road, Pantmawr, CF14 7TD St Johns, Heol Isaf, Raydr, CF15 8DY Western Cemetery, Cowbridge Road West, Ely CF5 5TG As shown on the Schedule B Plans attached hereto. SCHEDULE C Enclosed Children’s Play Areas, Games Areas and Schools Childrens Play Areas The enclosed Children’s Play Areas shown on the Schedule C Plans attached hereto and listed below: Adamscroft Play Area, Adamscroft Place, Adamsdown Adamsdown Square, Adamsdown Sqaure, Adamsdown Anderson Fields, Constellation Street, Adamsdown Beaufort Square Open Space, Page Drive, Splott Beechley Drive Play Area, Beechley Drive, Fairwater Belmont Walk, Bute Street, Butetown Brewery Park, Nora Street, Adamsdown Britania Park, Harbour Drive, Butetown Bryn Glas Play Area, Thornhill Road, Thornhill Butterfield Park Play Area, Oakford Close, Pontrennau Caerleon Park, Willowbrook Drive, St Mellons Canal Parade, Dumballs Road, Butetown Canal Park, Dumballs Road, Butetown Cardiff Bay Barrage, Cargo Road, Docks Catherine Gardens, Uplands Road, Rumney Celtic Park, Silver Birch Close, Whitchurch Cemaes Park, Cemaes Crescent, Rumney Cemetery Park, Moira Terrace, Adamsdown Chapelwood Play Area, Chapelwood, Llanedeyrn Cogan Gardens Play Area, Senghennydd Road, Cathays Coleford Drive Open Space, Newent Road, St Mellons College Road Play -
School Organisation Data Supplement 2019 2 CONTENTS
School Organisation Data Supplement 2019 2 CONTENTS FIGURES AND CHARTS INDEX .............................................................................................................................. 4 PREFACE ...................................................................................................................................................................... 5 DEMOGRAPHIC AND OTHER FORECASTING DATA ....................................................................................... 7 1. NURSERY & EARLY YEARS PROVISION ....................................................................................................... 10 1.1 Existing Provision ................................................................................................................................ 10 1.2 Future Provision .................................................................................................................................. 11 2. PRIMARY ................................................................................................................................................................ 12 2.1 Existing Provision ................................................................................................................................ 12 2.2 Forecasting Influences ........................................................................................................................ 13 2.3 Future Trends ..................................................................................................................................... -
My Ref: NJM/LS Your Ref
Your Ref: FOI 02146 Dear Mr McEvoy, Thank you for your request under the Freedom of Information Act 2000 about school governors, received on 13/07/12. Your Request asked for: Can you list governors in all primary and secondary schools in the LEA? Can you list all county and community councillors and the governing bodies on which they serve? Can you list the Chair of governors for all primary and secondary schools in the LEA? Can you give the total spend on supply teaching agency staff in the LEA, specifying schools and specifying how much goes to each agency from each school? We have considered your request and enclose the following information: Attached excel files containing information requested. With regards to the information supplied on agency spend, we cannot break the figures down by agency as Cardiff Council has no recorded information relating to chequebook schools and the agencies they may use, as they hold their own financial information. You can contact them directly for further details. If you have any queries or concerns, are in any way dissatisfied with the handling of your request please do not hesitate to contact us. If you believe that the information supplied does not answer your enquiry or if you feel we have not fully understood your request, you have the right to ask for an independent review of our response. If you wish to ask for an Internal Review please set out in writing your reasons and send to the Operational Manager, Improvement & Information, whose address is available at the bottom of this letter. -
(Public Pack)Supplementary Papers
COUNCIL SUMMONS THURSDAY, 24 MARCH 2016 GWYS Y CYNGOR DYDD IAU, 24 MAWRTH 2016, SUPPLEMENTARY PAPERS Item 9 – Leader and Cabinet Member Statements To receive statements from the Leader and Cabinet Members. (Pages 1 – 20) Item 13 – Oral Questions To receive oral questions to the Leader, Cabinet Members; Chairs of Committee and/or nominated Members of the Fire Authority. (Pages 21 - 26) Item 16 – Written Questions In accordance with the Council Procedure Rules, Rule 17(f) Written Questions received for consideration and response will be included as a record in the minutes of the meeting. (Pages 27 - 32) David Marr County Hall Interim Monitoring Officer Cardiff CF10 4UW Friday, 18 March 2016 This page is intentionally left blank Agenda Item 9 CITY & COUNTY OF CARDIFF DINAS A SIR CAERDYDD COUNCIL: 24 MARCH 2016 Item 9 – LEADER & CABINET MEMBER STATEMENTS 1. Leader Statement (Economic Development & Partnerships); 2. Environment Statement 3. Health, Housing and Wellbeing Statement 4. Corporate Services and Performance Statement 5. Deputy Leader Statement, (Early Years, Children and Families) 6. Education Statement Page 1 CITY OF CARDIFF COUNCIL CYNGOR DINAS CAERDYDD COUNCIL: 24 MARCH 2016 STATEMENT OF THE LEADER City Deal Last week saw the signing of a City Deal heads of terms agreement for the Cardiff Capital Region. I joined with the Leaders of the other nine local authorities in the region, as well as the First Minister of Wales, Welsh Minister for Finance and Government Business, Secretary of State for Wales and Chief Secretary to the Treasury, for the signing at Admiral’s city centre headquarters. The £1.229 billion deal is expected to bring up to 25,000 new jobs and encourage large-scale private sector investment. -
Induction & Virtual Tour for New Parents
EDISON PRIMARY SCHOOL IGNITING YOUNG MINDS TODAY FOR A BRIGHTER TOMORROW WELCOME TO NEW RECEPTION PARENTS NOVEMBER 2020 Leadership Team • Chair of Governors – Kamal Kainth • Headteacher – Amrit Dokal • Deputy Headteacher – Hardeep Rupra • EYFS Leader – Deepika Rahman Our Vision • High expectations and challenge for all pupils It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Albert Einstein • Visible Science and Practical learning Science is not only a disciple of reason but, also, one of romance and passion. Stephen Hawking • A Broad Curriculum The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education. Martin Luther King, Jr. At the end of the day, the most overwhelming key to a child's success is the positive involvement of parents. Jane D. Hull When Can My Child Start School? Date of birth Start or transfer Apply 01/09/2016- Start Reception Sept 2021 1 Sept 2020 – 15 Jan 31/08/2017 2021 Key Dates: Date Activity September to December 2020 Parents can contact primary schools to make virtual viewings (if available). 15 January 2021 Closing date for receipt of online applications. 8 February 2021 Closing date for applications from people moving into the borough, or changing address after 15 January 2020. By 8 March 2021 Applications are ranked according to admissions criteria. 16 April 2021 Offer day, letters are posted to applicants who applied using a paper form. Parents who applied online will be able to view the outcome of their application from the evening of 16 April. -
(2018). Employability Skills in Studio Schools. Investigating the Use of The
Employability Skills in Studio Schools Investigating the use of the CREATE Framework October 2018 Dr James Robson, Ashmita Randhawa and Professor Ewart Keep SKOPE Research Centre, University of Oxford Table of Contents ACKNOWLEDGEMENTS ............................................................................................................ 3 EXECUTIVE SUMMARY ............................................................................................................. 4 1. INTRODUCTION .................................................................................................................... 8 2. METHODOLOGY ................................................................................................................. 10 Phase 1 ............................................................................................................................... 10 Document Analysis ......................................................................................................... 10 Semi-structured Interviews ............................................................................................ 12 Phase 2 ............................................................................................................................... 12 Phase 3 ............................................................................................................................... 13 Ethical Considerations ........................................................................................................ 15 3. FINDINGS ........................................................................................................................... -
School Admissions - Draft Cabinet Report (Pages 1 - 198)
SUPPLEMENTARY PAPERS Committee CHILDREN AND YOUNG PEOPLE SCRUTINY COMMITTEE Date and Time TUESDAY, 13 MARCH 2018, 4.30 PM of Meeting Venue COMMITTEE ROOM 4 - COUNTY HALL Membership Councillor Bridgeman (Chair) Councillors De'Ath, Philippa Hill-John, Joyce, Morgan, Murphy, Phillips, Taylor and Singh Patricia Arlotte (Roman Catholic representative), Carol Cobert (Church in Wales representative), Rebecca Crump (Parent Governor Representative) and Karen Dell'Armi (Parent Governor Representative) The following papers were marked ‘to follow’ on the agenda circulated previously 5 School Admissions - Draft Cabinet Report (Pages 1 - 198) (a) Councillor Sarah Merry (Deputy Leader and Cabinet Member for Education, Employment & Skills) will be in attendance and may wish to make a statement; (b) Nick Batchelar (Director Education and Lifelong Learning), and officers will present the report and be available to answer any questions Members may have; (c) Questions from Committee Members; (d) The way forward for this item will be considered at the end of the meeting. Davina Fiore Director Governance & Legal Services Date: Wednesday, 7 March 2018 Contact: Mandy Farnham, 02920 872618, [email protected] This document is available in Welsh / Mae’r ddogfen hon ar gael yn Gymraeg This page is intentionally left blank Agenda Item 5 CYNGOR CAERDYDD CARDIFF COUNCIL CHILDREN & YOUNG PEOPLE SCRUTINY COMMITTEE 13 March 2018 SCHOOL ADMISSIONS ARRANGEMENTS 2019 / 20 – DRAFT CABINET REPORT Purpose of Report 1. To provide Members with the opportunity to consider and review the Draft Cabinet Report (copy attached at Appendix A). The report informs Cabinet of the recent consultation undertaken regarding school admissions criteria and proposed changes to Cardiff Council’s school admissions arrangements. -
Cardiff Council Section 52 Budget Statement 2019 20 English.Xlsx
S52 EDUCATION BUDGET STATEMENT Year: 2019-20 LEA Name:Cardiff Council LEA Code: 681 UA Code: 552 Table 1 - School-level information (1) (2) (3) (4) (5) (6) (7) (8) (9) School name Official School Date Number Budget share Notional Non-ISB Funds reference opening/ opening/ of Per Per S.E.N. devolved to number closing closing pupils school pupil budget schools O/C £k £ £k £k Nursery schools Grangetown Nursery School 1003 57.50 432.170 7,516 41.880 313.000 Tremorfa Nursery 1017 29.00 380.170 13,109 48.140 49.850 Ely And Caerau Children's Centre 1018 51.50 675.580 13,118 57.810 72.590 (9.5) Totals/average nursery schools 138.00 1,487.920 10,782 147.830 435.440 S52 EDUCATION BUDGET STATEMENT Year: 2019-20 LEA Name:Cardiff Council LEA Code: 681 UA Code: 552 (1) (2) (3) (4) (5) (6) (7) (8) (9) School name Official School Date Number Budget share Notional Non-ISB Funds reference opening/ opening/ of Per Per S.E.N. devolved to number closing closing pupils school pupil budget schools O/C £k £ £k £k Primary schools Millbank Primary School 2001 226.00 903.580 3,998 97 156.190 Adamsdown Primary 2003 410.00 1,609.900 3,927 193 397.080 Albany Primary School 2005 392.50 1,456.900 3,712 189 370.260 Allensbank Primary School 2007 226.00 1,163.070 5,146 273 188.670 Baden Powell Primary School 2009 376.50 1,479.510 3,930 192 317.350 Birchgrove Primary School 2011 410.00 1,316.000 3,210 63 177.570 Trelai Primary School 2015 356.50 1,496.950 4,199 202 345.860 Fairwater Primary School 2017 243.00 1,149.750 4,731 249 155.370 Gabalfa Primary 2019 253.50 1,041.720 -
Bold Beginnings
Bold beginnings: The Reception curriculum in a sample of good and outstanding primary schools In January 2017, Her Majesty’s Chief Inspector (HMCI) commissioned an Ofsted-wide review of the curriculum. Its aim was to provide fresh insight into leaders’ curriculum intentions, how these are implemented and the impact on outcomes for pupils. This report shines a spotlight on the Reception Year and the extent to which a school’s curriculum for four- and five-year-olds prepares them for the rest of their education and beyond. 2 Bold beginnings – November 2017, No. 170045 Contents Executive summary 4 Key findings 5 Recommendations 7 Reception – a unique and important year 8 The curriculum 12 Teaching 16 Language and literacy 19 Mathematics 24 Assessment and the early years foundation stage profile 26 Initial teacher education 29 Methodology 31 Annex A: Schools visited 32 Annex B: Online questionnaire 34 3 www.gov.uk/ofsted Executive summary A good early education is the foundation for later supposed to teach it. This seemed to stem from success. For too many children, however, their misinterpreting what the characteristics of effective Reception Year is a missed opportunity that can leave learning in the early years foundation stage (EYFS)2 – them exposed to all the painful and unnecessary ‘playing and exploring, active learning, and creating consequences of falling behind their peers. and thinking critically’ – required in terms of the curriculum they provided. During the summer term 2017, Her Majesty’s Inspectors (HMI) visited successful primary schools The EYFS profile (EYFSP)3 is a mechanism for statutory in which children, including those from disadvantaged summative assessment at the end of the foundation backgrounds1, achieved well. -
What Scotland Learned 100 Stories of Lockdown
What Scotland Learned 100 stories of lockdown For Scotland’s learners, with Scotland’s educators 100 stories of lockdown Contents What Scotland Learned is a collection of inspiring stories about how practitioners across Scotland responded to the COVID-19 crisis. It is structured around the five themes of How Good is OUR School?. Foreword 4 Relationships 5 Learning and teaching 31 School and community 83 Health and wellbeing 142 Successes and achievements 179 Reflection 192 What Scotland Learned Foreword Relationships Gayle Gorman HM Chief Inspector of Education This theme is about how well everyone The COVID-19 pandemic led to the sudden closure supported each other to work, learn of school buildings and other learning sites across and achieve success. It is about Scotland. During this time there were many examples relationships amongst learners and of extraordinary work across the entire education between children and young people and system to support learners and communities. the adults who work with them as part of a learning community. For many learners, their education was delivered When we asked for submissions for this entirely through distance and online platforms, publication, I wasn’t sure how many we would with different forms of on-going contact with receive. Everyone is back in school now and their teachers, childcare workers, youth workers, I know how busy you all are. Incredibly, we tutors and others. Of course, for children and received many, many submissions and it just young people, support from parents and carers wasn’t possible to publish all of them in this book. continued to be key to their learning. -
Start Right: the Importance of Early Learning. INSTITUTION Royal Society for the Encouragement of Arts, Manufactures, and Commerce, London (England)
DOCUMENT RESUME ED 372 833 PS 022 498 AUTHOR Ball, Christopher TITLE Start Right: The Importance of Early Learning. INSTITUTION Royal Society for the Encouragement of Arts, Manufactures, and Commerce, London (England). REPORT NO ISBN-0-901469-15-7 PUB DATE Mar 94 NOTE 140p. AVAILABLE FROM Lesley James, Royal Society for the Encouragement of Arts, Manufactures and Commerce, 8 John Adam Street, London, WC2N 6E1, England, United Kingdom(15 British pounds). PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) .(120) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Change Strategies; *Educational Benefits; *Educational Change; Educational Quality; Educational Research; Foreign Countries; *Preschool Education; Program Descriptions; *Program Improvement; Program Proposals IDENTIFIERS Developmentally Appropriate Programs; *Quality indicators; *United Kingdom ABSTRACT This British report demonstrates the importance of early learning as a preparation for effective education topromote social welfare and social order, and to develop a world-class workforce. It shows how countries benefit from providing good preschool education for children. Chapter 1 summarizes the casefor the systematic public provision of high quality preschooleducation. Chapter 2 shows how research demonstrates the effectiveness ofhigh quality preschool education in providing both social andeducational benefits. Chapter 3 considers the early learning experiences and practices of other countries. Chapter 4 reviews the pattern of provision of preschool education in the United Kingdom. Chapter5 considers the role of home and community, and chapter 6 discusses the nature of good practice and high quality provision for early learning. Chapter 7 offers a practical program for achieving the objective of providing good preschool education fo i. all children. Chapter 8 summarizes the conclusions of the report and makes17 recommendations addressed to parliament, educators, parents and the community, and the government.