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Hermitage Academy
Hermitage Academy Performance Report 2013-14 1. Curriculum 2. Attainment and Achievement 3. Learning and Teaching 4. Support 5. Ethos 6. Resources 7. Management and Leadership Curriculum Vision Statement Hermitage Academy aims to provide an education for all of our young people which will enable them to achieve their potential, experience success and be well prepared for life beyond school. G.T. Urie Headteacher Jan 2014 Curriculum Under a Curriculum for Excellence the school now offers a Broad General Education from S1 to S3. This allows pupils to be fully engaged in the curriculum and allows for breadth and depth of study. Pupils are not resentful of having to do certain subjects, which may have been the case under the old curriculum model. In Senior School the students have a broad range and level of subjects to choose from. Courses are available for all students and range from Access to Advanced Higher. The school has also introduced Enhancement Courses for students in Senior School. All these measures mean that students are far more engaged with the school and are aiming for positive destinations. Curriculum for Excellence Update We have a successful transition from primary to secondary – through the Hooked on Hermitage transition project - which leads into a broad general education through S1 to S3 with all subjects available to all pupils. In Junior School - S1 to S3 courses are constructed around the Curriculum for Excellence Experiences and Outcomes taking pupils through Level 3 and towards Level 4 in S3 with Inter- disciplinary Learning being delivered through a number of whole school initiatives – Hooked on Hermitage , Health Month , etc. -
Incident Statistics
APPENDIX 2 Strathclyde Fire Brigade Community Safety Section (North Command) IINNCCIIDDEENNTT SSTTAATTIISSTTIICCSS FIRES WITHIN SCHOOL/ EDUCATIONAL PREMISES ARGYLL AND BUTE The under noted figures represent the total number of reportable fire incidents within educational establishments attended by Strathclyde Fire Brigade in the Argyll and Bute area during the period January 2001 until present. YEAR DATE ADDRESS 2001 01/03/2001 11:29:14 Newton Primary School, Bowmore, Islay 12/09/2001 19:09:57 Dunoon Grammar School, Ardenslate Rd, Kirn, Dunoon 01/10/2001 12:14:17 Rothesay Academy, Westland Rd, Rothesay, Bute 3 Incidents 2002 30/09/2002 20:37:30 Hermitage Academy, Campbell Dr, Helensburgh 21/10/2002 14:44:37 Glencruitten Hostel, Dalintart Dr, Oban 2 Incidents 2003 21/02/2003 13:15:48 Tobermory High School, Albert St, Tobermory, Mull 08/12/2003 08:43:54 Career Scotland Centre, 4 Castlehill, Campbeltown 2 Incidents 2004 0 Incidents Total 7 Incidents F:\moderngov\data\published\Intranet\C00000190\M00001746\AI00017606\SprinklersSystemAppendix20.doc APPENDIX 2 In addition for the same period minor / secondary fires were attended by the Brigade as follows. YEAR DATE ADDRESS 2001 20/03/2001 13:50 ROTHESAY ACADEMY 19/05/2001 17:02 HERMITAGE PRIMARY SCHOOL 21/05/2001 13:07 ROTHESAY ACADEMY 24/05/2001 13:50 LOCHGILPHEAD HIGH SCHOOL 20/06/2001 20:24 DUNOON PRIMARY SCHOOL 09/10/2001 20:15 TARBERT ACADEMY 09/10/2001 20:15 TARBERT ACADEMY 7 Incidents 2002 27/01/2002 01:30 HERMITAGE ACADEMY 24/06/2002 22:50 DUNOON PRIMARY SCHOOL 25/06/2002 19:31 INNELLAN SCHOOL 3 Incidents 2003 13/05/2003 13:00 ROTHESAY ACADEMY 25/09/2003 10:48 ROTHESAY ACADEMY 08/11/2003 01:32 OBAN HIGH SCHOOL 3 Incidents 2004 18/01/2004 02:54 HERMITAGE ACADEMY 26/02/2004 13:32 OBAN HIGH SCHOOL 26/02/2004 15:49 OBAN HIGH SCHOOL 29/02/2004 15:31 OBAN HIGH SCHOOL 25/06/2004 22:20 KIRN PRIMARY SCHOOL 5 Incidents Total 18 Incidents The spread of times throughout the day reinforces the argument that security measures do not provide protection from incidents taking place during the day. -
Schools Inspected up to Week Ending 1 June 2018
Schools inspected up to week ending 1 June 2018 This data relates to local authority and grant-maintained schools in Scotland. The data records the date of the last inspection visit for schools up to the week ending 1st June 2018. Where an inspection report has not yet been published this is indicated in the data. The data relates to general inspection activity only. This means the main inspection visit that a school receives. The list of schools is based on the Scottish Government's list of schools open as of September 2016: http://www.gov.scot/Topics/Statistics/Browse/School-Education/Datasets/contactdetails For those schools listed which do not have an inspection date, this is due to a number of factors, including changes to the school estate, local circumstances, or the provision being reported in another inspection unit (GME units or support units). School details (as at September 2016, Scottish Government) Date of last inspection (as at week end 01/06/2018) SEED number Local authority Centre Type School Name Primary Secondary Special Inspection date mmm-yy 5136520 Highland Local Authority Canna Primary School Primary - - May-02 6103839 Shetland Islands Local Authority Sandwick Junior High School Primary Secondary - Sep-02 6232531 Eilean Siar Local Authority Back School Primary - - Nov-02 8440549 Glasgow City Local Authority Greenview Learning Centre - - Special Sep-03 5632536 Scottish Borders Local Authority Hawick High School - Secondary - Sep-03 8325324 East Dunbartonshire Local Authority St Joseph's Primary School Primary - - -
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 -
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/KaLh Supporter HI CaledonianBitaichean-atseig Mac nan Elleana' Bhriuthainn is Chluaidh /Kajor Sponsors ^RBS EventScotland’ Areyll ^Butei COUNCIL 9 ArgyllEnterprise & the Islands Alba ... a’ toirt thugaibh Mod na bliadhna-sa ... air an telebhisean ... air an reidio ... air an eadar-lion 103.5- 105 FM bbc.co.uk/alba Fon an asgaidh gu: 08000 967050 Gach soirbheachadh do na farpaisich agus don h-uile duine a tha an sas! MnE is one of Scotland's leading independent television production companies with an outstanding reputation for producing high quality broadcast programming. mne See MnE: www.mnetelevision.com telibhisean LevelGlasgow 3, Pentagon Business Centre. 2Skye Pairc nan Craobh Estate, 3BG3 WashingtonBAZ Street. Glasgow, IV4SBroadford, SAP Isle of Skye, t:e: [email protected] 240 0000 t:e: [email protected] S2Q ISO 2 A' cruthachadh chothroman dhan Ghaidhlig ■ othrothroman obrach sa Ghdidhlig a cOrsaichean fein leasachaidh 'brosnachadh Gdidhlig am A" measg an digridh didhlig sa Choimhearsnachd G “Failte chridheil oirbh gu Mod Dhiin Omhain 2006” Tuilleadh fiosrachaidh aig: www.cnag.org.uk 'ModNaiseanta (RiogfiaiC (Dim OmUain 2006 TdiCte 6ho (DickjWafsh Tear-gairm ComataicCh Mdcf (Dhiin Omhain 2006 OEVD MILK kAiLKE -a CHAltRDEAN As Cetf Coimfiearsnacfd(Dfiun Omhain is ChdmhaiCis Comhairie <Earra (jhdidheiC is (Bhdidagus mo cho-oihrichean air Comataidh ionadada’ Mhdidtha sinn a’ cur fdiCte hhldth oirhhgu ar hade agus gu MddNdiseanta (Rioghad2006. dha sinn air Ceth fortanach cothrom fhaighinn aoigheachd a thoirt dhan Mhod Ndiseanta agus tha sinn Can dhdchasach, Ce ar n-udachaidhean a-nis suidhichte, inhheachd ar n-diteachan farpais, agus ar moCdidhean a thaohh nafeise, a hhios a ’ gahhada-steach taghadhfarsaing de thachartasan cuCtarad, cdmhCa ri cdirdeas ar Coimhearsnachd, gun codean sinn ar n-amas am Mdda dheanamh eadhon nos fhedrr ann an 2006 agus seadtainn aon uair ede gur e sdr dite a th’ ann an (Dim Omhain airson Ceithidde dhfheis chuCtarad, chudromach ndiseanta. -
The Accidental Attainment Gap
National 4 and 5s: The accidental attainment gap reformscotland.com National 4 and 5s: The accidental attainment gap FAST FACTS CONTEXT Three years ago Reform Scotland carried out research highlighting a wide variation in the The maximum number of N4 or N5s that maximum number of National 4 and 5s pupils pupils can study for in S4 varies between 5 could take in S4. A maximum that was based and 9 depending on which school a pupil purely on the school a pupil attended or the attends. authority in which the school was located, and Reform Scotland has updated Its research not their individual ability. Since then there from three years ago and found the situation has been greater focus on the impact of the has worsened, with more state schools Broad General Education and Curriculm for reducing the number of Nat 4 or 5s that can Excellence, as well as concerns about falling be studied. numbers studying certain subjects. At the same time the independent sector still allows 8, or 9 National 5 exams to be As a result, Reform Scotland decided to return sat in S4. to the issue and see how the situation had Curriculum for Excellence was supposed to changed since we last asked the question. broaden pupils' education. Unfortunately, for some it is narrowing it, at least in the senior What emerges is that not only has the phase. variation in the number of subjects allowed to be studied continued, but in many areas it has When all pupils chose 7 or 8 subjects there worsened. -
WHAN Publication Final Printer
The Working in Health Access Network Interim Report and Discussion Paper January 2009 Foreword The Working in Health Access Network (WHAN) exists to increase interest in a career in health amongst school pupils. The focus of WHAN is to increase their aspirations and provide information concerning courses in healthcare in both universities and colleges - as well as introducing them to a wide range of exciting options for the future. The National Health Service (NHS) is the largest employer in the country and is central to the well being of the economy at large. At the heart of any strong and confident organisation is a knowledgeable, professional and motivated workforce. WHAN works directly with the next generation of health workers to ensure that the health sector is staffed by committed individuals with the skills required to help make Scotland a healthier, stronger, fairer, smarter and wealthier place in which to live, study and work. This report portrays the development of the WHAN network so far. It also raises questions and challenges for the future. As the current phase of WHAN continues until this July, the complete statistical analysis is not yet available. Nevertheless, there is considerable creativity, innovation and success in WHAN school and college activities. This report is an introduction to these activities; more detailed outcomes will be available from the middle of 2009. The project has forged a successful partnership. It grew out of the Working in Health Access Programme (WHAP) that was aimed particularly at medicine and veterinary medicine. The need to diversify to other health professions became apparent in order to fulfil the aspirations of young people, to provide realistic ambitions for them and, also, to be more cost effective. -
Lasalle Macpherson.Pdf
Journal of Academic Perspectives Hard to Reach Communities and a Hard to Reach University Laurence Lasselle, Corresponding Author, Senior Lecturer, and Robert Macpherson, School of Geography & Geosciences, University of St Andrews, Scotland ABSTRACT We propose a methodology capturing the perception of geographical, monetary and transportation distance between secondary state schools in some Scottish remote communities and a hard to reach university located in a small town on the north-east coast of rural Fife, i.e., the University of St Andrews. The location of St Andrews and the absence of a railway station mean that it is often interpreted as being geographically isolated. As a result, the University of St Andrews is frequently perceived as hard to reach. We show that by combining representations in terms of mileage, journey duration and fare, we can create an index that reflects the difficulty of geographical access to the University of St Andrews from these Scottish communities. This index is not dependent on the local authority in which the institutions are located, nor on the Scottish Index of Multiple Deprivation associated with each institution data zone, nor on the percentage rate of progression to higher education from these secondary schools. It is dependent on how distance may be perceived in terms of geographical access, monetary costs, and transportation. This index represents an alternative way of measuring remoteness. It could be easily (1) extended to many higher education institutions and (2) integrated into a contextualised admissions system in which applicants from Scottish remote communities would be signalled. INTRODUCTION The purpose of this paper is to propose a methodology capturing the perception of distance between secondary state schools in some Scottish remote communities and a hard to reach university located in a small town on the north-east coast of rural Fife, i.e., the University of St Andrews. -
List of Schools in Scotland
List of Schools in Scotland 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 A-C at National 5 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 or 0141 280 2240 between 9am – 5:30pm Monday to Friday. School or College Name Local Authority Academic Criteria Social Criteria Aberdeen College Aberdeen City Please check your secondary school Please check your secondary school Aberdeen Grammar School Aberdeen City 5 A/Bs at National 5 FSM Aboyne Academy Aberdeenshire 4 A/Bs at National 5 FSM Airdrie Academy -
Addition Added by Simon Cochrane-Mills to Work Out
Return to Contents 2010 2011 2012 2013 2014 Bob said capacity 140 pupils only 1550 Increase pop. 45 90 135 180 Table 9. School Estates 2011 - full school level dataset School budget to be reduced by 30million per year from fife council re 140 Total Pupil 1410 1455 1500 1545 2012 Total 1410 91% 91% 94% 97% 100% Local Authority School type School name Seedcode Gross Site Shared Community Rebuilt New build Funded Value of Condition Suitability Investment Planned Pupil roll Capacity Capacity Internal Curtilage Campus Services 0=No or refurb through Works of estate Plans to completion date September Percent Floor area 0=No 0=No 1=Yes 1=Yes PPINPD change of improvement 2010 1=Yes condition works and/or suitability 0=No 1=Yes Aberdeen City Primary Abbotswell School 5237521 3052 28207 0 0 0 . B C 0 . 203 300 67.667 Aberdeen City Primary Airyhall School 5237629 4102 17571 0 0 0 . A A 0 . 311 360 86.389 Aberdeen City Primary Ashley Road School 5237823 3155 7203 0 0 0 . B C 0 . 386 415 93.012 Aberdeen City Primary Braehead School 5234026 3477 10738 0 0 1 New Build NPD 6059000 A A 0 . 161 279 57.706 Aberdeen City Primary Bramble Brae School 5238129 1528.7 13718 0 0 0 . B B 0 . 165 198 83.333 Aberdeen City Primary Broomhill School 5238226 2996 5787 0 0 0 . B B 0 . 331 450 73.556 Aberdeen City Primary Bucksburn School 5234220 1446 9389 0 0 0 . C B 1 30/09/2012 121 180 67.222 Aberdeen City Primary Charleston School 5246423 1904 13755 0 0 0 . -
Download Nicole Heidtke's Breakout Presentation
talc. Templar ARTs and Leisure CenTre. TARBERT CULTural ENTITLEMENT of Young PEOPLE in REMOTe ARGYll & ISLANDS OR Where are The ARTS? ACCESS LEARNING SKILLS SHARING REFLECTING DECISION MAKING · talc. Exhibitions Realising own artworks & · Involvement in artistic, · Research Projects with talc.’s ·1:1 Training · Travelling Gallery Exhibitions learning techniques taught by collaborative Projects collaboration partners · talc.’s young artistic scheme · Art/Music Festival visits professional artists · Discussing ideas and solutions (Science or History) · talc.’s traineeships (UK, Germany, Italy) in group sessions · Group Discussions · Work Tasters in professional · Presentations in schools · Experimentation Days · Leading workshops and 1:1 · Presentations artist’s studios · Lunchtime School Stage: · Regular Drop-In Sessions training · Temporary Jobs at talc. Exploration with equipment & · Portfolio preparation and · Offering CPD sessions for talc. · Funding applications/Budget materials interview training tutors · Being member of talc.’s · Summer School · Joining the talc.’s Management Management Commitee · talc. artists in schools Group Tobermory High School Tiree High School Oban High School Lochgilphead Joint Campus Hermitage Academy Helensburgh Dunoon Grammar School Tarbert Academy Rothesay Academy Islay High School Campbeltown Grammar School OUTdoors & DIGITAL SChool GROUPS PARENT & Child PROJECTS CPD Training For ART & PRIMARY TeaCHERS TRAVELLING GALLERY EXHIBITIONS TRAVELLING TO EXHIBITIONS PORTfolio Training Drop In SESSIONS ART & SCIENCe CollaboraTIONS WORK TASTers & Young ARTIST SCHEME TALC. CollaboraTIONS EXChange & SHARING Projects shown were funded by talc. Templar ARTs and Leisure CenTre. TARBERT www.talc.org.uk @talctarbert. -
The Outward Bound Trust in Scotland
THE OUTWARD BOUND TRUST PARTNERSHIP REPORT THE OUTWARD BOUND TRUST IN SCOTLAND 2020 CONTENTS THE OUTWARD BOUND TRUST IN SCOTLAND ................................................................................................. 1 THE NEED FOR OUR WORK ........................................................................................................................... 1 THE YOUNG PEOPLE YOUR SUPPORT ENABLES US TO WORK WITH .................................................... 2 THE OUTWARD BOUND EXPERIENCE ............................................................................................................... 3 BUILDING RELATIONSHIPS AND RESILIENCE IN YOUNG PEOPLE FROM ARGYLL & BUTE ...................... 4 THE PROGRAMME ........................................................................................................................................... 4 THE OUTWARD BOUND EXPERIENCE .......................................................................................................... 4 THE LEARNING OUTCOMES ........................................................................................................................... 5 SCOTLAND’S NEXT GENERATION & THE SKILLS FOR LIFE AWARD ............................................................ 8 THE SKILLS FOR LIFE AWARD ...................................................................................................................... 8 IMPACT OF THE SNG PROGRAMME ...........................................................................................................