DOCSLIB.ORG

FUNDING AGREEMENTS January 2014

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
FUNDING AGREEMENTS January 2014 Academies Ente/!rlse Trust II DEED OF VARIATION OF FUNDING AGREEMENTS January 2014 19 December 2012 v4 The Parties to this Deed are: (1) The Secretary of State for Education of Sanctuary Buildings, Great Smith Street, London SWlP 3BT (the "Secretary of State"); -and- (2) Academies Enterprise Trust, a charitable company incorporated in England and Wales with registered company number 6625091 whose registered address is at ACADEMIES ENTERPRISE TRUST, KILNFIELD HOUSE, FOUNDRY BUSINESS PARK, STATION APPROACH, HOCKLEY, ESSEX, SS5 4HS (the "Company"). together referred to as the "Parties". INTRODUCTION A. The Parties have entered into a master funding agreement on 10 July 2008, amended by deed of variation on 28 August 2009 (the "Existing MFA"). 8 . The Parties have entered into supplemental funding agreements in respect of: Anglesey Primary Academy, Ashingdon Primary Academy, Barton Hill Academy, Beacon Academy, Broadlands Academy, Brockworth Primary Academy, Caldicotes Academy, Charles Warren Academy, Childwall Sports and Science Academy, Clacton Coastal Academy, Columbus School and College, Cordeaux Academy, Cottingley Primary Academy, East Point Academy, Eston Park Academy, Everest Community Academy, Felixstowe Academy, Feversham Primary Academy, Firth Park Academy, Four Dwellings Academy, Four Dwellings Primary Academy, Gillbrook Academy, Greenfield Academy, Greensward Academy, Greenwood Academy, Hall Road Academy, Hamford Primary Academy, Hazelwood Academy, Kingswood Academy, Langer Primary Academy, Lea Forest Primary Academy, Maltings Academy, Meadstead Primary Academy, Millbrook Academy, 19 December 2012 v4 Molehill Copse Primary Academy, Montgomery Primary Academy, New Forest Academy, New Rickstones Academy, Newington Primary Academy, Newlands Academy, North Ormes by Primary Academy, North Thorseby Primary Academy, Oaks Primary Academy, Offas Mead Academy, Peak Academy, Percy Shurmer Academy, Pioneer School, Plumberow Primary Academy, Richmond Park Academy, Ryde Academy, Sandown Bay Academy, Severn View Primary Academy, Shafton Primary Academy, Sir Herbert Leon Academy, St Helens Primary Academy, StJames the Great Primary Academy, Swallow Hill Community College, Tamworth Enterprise College, Tendring Enterprise Studio School, Tendring Technology College, The Duston School, The Green Way Academy, The Rawlett School, The Ridge Academy, Tree Tops Academy, Utterby Primary Academy, Westerings Primary Academy, Weston Academy, Winton Community Academy, Wlshmore Cross Academy, (the "Existing Academies Enterprise Trust SFAs"). C. For the avoidance of doubt, the reference to Existing Academies Enterprise Trust SFAs includes those supplemental funding agreements that may have been amended by any deed of variation before the date of thls Deed. D. The Parties now wish to vary and amend the terms of the Existing MFA, the Existing Academies Enterprise Trust SFAs, in accordance with the terms of this Deed. LEGAL AGREEMENT 1. Words, expressions and interpretations used in this Deed shall, unless the context expressly requires otherwise, have the meaning given to them in, and shall be interpreted in accordance with, the New Master Funding Agreement (as defined in clause 2 below). 2. The Secretary of State and the Company agree that with effect from the date of this Deed, the Existing MFA shall be varied in accordance with the 19 December 2012 v4 Master Funding Agreement contained in Schedule 1 (the "New Master Funding Agreement"). For the avoidance of doubt, the New Master Funding Agreement does not terminate or suspend the Existing MFA but amends and re-states it. 3. The Secretary of State and the Company agree that with effect from the date of this Deed, the Existing Academies Enterprise Trust SFAs shall be varied in accordance with the New Academies Enterprise Trust Supplemental Funding Agreements contained in Schedule 2 (the "Academies Enterprise Trust SFAs"). For the avoidance of doubt, the New Academies Enterprise Trust SFAs do not terminate or suspend the Existing Academies Enterprise Trust SFAs but amend and re-state them. GOVERNING LAW AND JURISDICTION 3. This Deed, and any dispute or claim arising out of or in connection with it, its subject matter or formation (including non-contractual disputes or claims) shall be governed by and interpreted in accordance with the Jaw of England and Wales. 4. The Parties irrevocably agree that the courts of England and Wales shall have exclusive jurisdiction to settle any dispute or claim that arises out of, or in connection with, this deed or its subject matter or formation (including non-contractual disputes or claims). COUNTERPARTS 5. This Deed may be executed in any number of counterparts and by the parties to it on separate counterparts, each of which when so executed and delivered shall be an original, but all the counterparts shall together constitute one and the same instrument. 19 December 2012 v4 IN WITNESS whereof this Deed has been executed by the parties hereto and is intended to be and is hereby delivered on the latest date listed below. EXECUTED as a deed by affixing the corporate ) seal of the Secretary of State for Education ) authenticated by: ) ry of State for Education Date ........ !.-!..1":.{..'.... 1..... !~ ............. 19 December 2012 v4 EXECUTED as a deed by affixing the common seal of ) Academies Enterprise Trust in the presence of: ) ) ) ) ) Director ....... 9.:\A.i.fb.. o.f.: .. ~..... Date and Director Date 19 December 2012 v4 SUPPLEMENTAL AGREEMENT THIS AGREEMENT made 2013 BETWEEN (1) THE SECRETARY OF STATE FOR EDUCATION; and (2) ACADEMIES ENTERPRISE TRUST (The "Company") IS SUPPLEMENTAL TO THE MASTER FUNDING AGREEMENT made between the same parties and dated (the "Master Agreement"}. 1 DEFINITIONS AND INTERPRETATION 1.1 Except as expressly provided in this Agreement words and expressions defined in the Master Agreement shall have the same meanings in this Agreement as were ascribed to them in the Master Agreement. 1.2 The following words and expressions shall have the following meanings: "the Academy" means the Beacon Academy to be established at Shelthorpe, Community School, Woodthorpe Road, Loughborough, Leicestershire, LE11 2NF. "Chief Inspector" means Her Majesty's Chief Inspector of Education, Children's Services and Skills or his successor; "Insured Risks" means fire, lightning, explosion, earthquake, storm, tempest, flood, subsidence, landslip, heave impact, terrorism, bursting or overflowing of water tanks and pipes, damage by aircraft and other aerial devices, or articles dropped there from, riot and civil commotion, labour disturbance, and malicious damage and such other risks as the 19 December 2012 v4 Company insures against from time to time subject in all cases to any exclusions or limitations as may from time to time be imposed by the insurers or underwriters. "the Land" means the publicly funded land (including for the avoidance of doubt all buildings, structures landscaping and other erections} situated at and known as Shelthorpe, Community School, Woodthorpe Road, Loughborough, Leicestershire, LE11 2NF. 1.3 Reference in this Agreement to clauses and Annexes shall, unless otherwise stated, be to clauses and annexes of this Agreement. 2 THE ACADEMY 2.1 The Company will establish and maintain, and carry on or provide for the carrying on of the Academy in accordance with the Master Agreement and this Agreement. 2.2 The curriculum provided by the Academy to pupils up to the age of 16 shall be broad and balanced. 2.3 The requirements for the admission of pupils to the Academy are set out at Annex 1. ACADEMY OPENING DATE 2.4 The Academy shall open as a school on 1 December 2012 replacing Shelthorpe Community School which shall cease to be maintained by the Local Authority on that date, which date shall be the conversion date within the meaning of the Academies Act 2010. 2.5 The planned capacity of the Academy is 380 in the age range 4-11. 19 December 2012 v4 3 CAPITAL GRANT 3.1 Pursuant to clause 38 of the Master Funding Agreement, the Secretary of State may, in his absolute discretion provide Capital Expenditure funding in accordance with any arrangements he considers appropriate. 4 GAG AND EAG 4.1 The Secretary of State agrees to pay GAG and EAG to the Company in relation to the Academy in accordance with the Master Agreement. 4A NOTUSED 5 TERMINATION 5.1 Either party may give not less than seven Academy Financial Years' written notice to terminate this Agreement, such notice to expire on 31 August 2020 or any subsequent anniversary of that date. Termination Warning Notice 5.2 The Secretary of State shall be entitled to issue to the Company a written notice of his intention to terminate this Agreement ("Termination Warning Notice") where he considers that: a) the Academy is no longer meeting the requirements referred to in clause 12 of the Master Agreement (subject to clause 5.9 of this Agreement); b) the conditions and requirements set out in clauses 13-348 of the Master Agreement are no longer being met; c) the standards of performance of pupils at the Academy are unacceptably low; d) there has been a serious breakdown in the way the Academy is managed or governed; e) the safety of pupils or staff is threatened (whether by breakdown of discipline or otherwise); or f) the Company is otherwise in material breach of the provisions of this 19 December 2012 v4 Agreement or the Master Agreement. 5.3 A Termination Warning Notice issued by the Secretary of State in accordance with clause 5.2 shall specify: b) reasons for the Secretary of State's issue
Load more

Recommended publications
  • England LEA/School Code School Name Town 330/6092 Abbey
    England LEA/School Code School Name Town 330/6092 Abbey College Birmingham 873/4603 Abbey College, Ramsey Ramsey 865/4000 Abbeyfield School Chippenham 803/4000 Abbeywood Community School Bristol 860/4500 Abbot Beyne School Burton-on-Trent 312/5409 Abbotsfield School Uxbridge 894/6906 Abraham Darby Academy Telford 202/4285 Acland Burghley School London 931/8004 Activate Learning Oxford 307/4035 Acton High School London 919/4029 Adeyfield School Hemel Hempstead 825/6015 Akeley Wood Senior School Buckingham 935/4059 Alde Valley School Leiston 919/6003 Aldenham School Borehamwood 891/4117 Alderman White School and Language College Nottingham 307/6905 Alec Reed Academy Northolt 830/4001 Alfreton Grange Arts College Alfreton 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 340/4615 All Saints Catholic High School Knowsley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College of Arts Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/6907 Appleton Academy Bradford 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 845/4003 ARK William Parker Academy Hastings 371/4021 Armthorpe Academy Doncaster 885/4008 Arrow Vale RSA Academy Redditch 937/5401 Ash Green School Coventry 371/4000 Ash Hill Academy Doncaster 891/4009 Ashfield Comprehensive School Nottingham 801/4030 Ashton
    [Show full text]
  • Secondarydata 2018 for Website.Xlsx
    Allocation of secondary school places for September 2018 Abbreviations used: PAN - Published Admission Number SEN - Special Educational Needs EHCP - Education, Health and Care Plan The table below shows the published admission number (PAN) for entry to Year 7 in September 2018 at each secondary school in Hampshire, the total number of applications received (first, second and third preference) and the number of places offered on the national notification date (1 March 2018). The 'Allocated' column refers to children who were unsuccessful in gaining a place at any of their preferred schools and were offered a place at the school by the local authority because it was their catchment school or nearest school with a place available. Hampshire County Council is the admission authority for all community secondary schools and a breakdown of the number of places offered, by admission criteria, is also provided for these schools. For oversubscribed schools, the distance of the last child offered a place (measured in miles as a straight line) is shown. Information about the breakdown of places at other schools (Academies, Foundation, Aided and Trust schools), should be obtained from the school directly. Each school’s admission policy sets out how places are allocated when they are more applications than places available. You can view the admission policy for any school by visiting their school details page at: www.hants.gov.uk/educationandlearning/findaschool. School DfE No. Total no. of applications PAN Total no. of offers Statement of SEN/ EHCP
    [Show full text]
  • Review of the Year 2016-2017
    Review of the Year 2016-2017 ©2017 The Change Project Foreword This year has seen unprecedented developments for the Change Project. It has been exciting and exhilarating, as well as challenging and demanding for all of the team. In the year of this review we were still Relate North Essex & East Herts; that changed on 01 June 2017. Having been closely involved with the changes occurring in the Relate Federation over 2016, the Board took the decision to resign our membership of the Federation in January 2017, citing that this was considered to be in the best long term interests of the clients we serve. On 01 June 2017 the charity was renamed and became The Change Portfolio, trading as The Change Project. We continue to deliver the range of services that we are best known for, including domestic violence prevention services, counselling, sex therapy, and training programmes. Our work in the field of domestic violence and abuse continued to grow and evolve. This year saw the successful rollout of domestic violence prevention programmes for perpetrators to Bedford, and Luton, in addition to our established programmes in Hertfordshire and Essex. We continued to receive positive feedback about our delivery of basic and advanced Domestic Violence awareness training to multi-disciplinary professionals. Since 2016 we’ve been running one of three UK pilot areas for The Drive Project, a 3 year venture that challenges perpetrators of domestic abuse. This new model of intervention aims to fundamentally change perpetrator behaviour to make victims and families safe. We are privileged to be part of this ground-breaking pilot and are striving to offer the best practice to inform the evaluation.
    [Show full text]
  • Candidate Information Brochure
    CANDIDATE INFORMATION BROCHURE To inspire young people to make their best better October 2016 Dear Candidate, Thank you for showing an interest in the Teacher of REP role at Tendring Technology College. Tendring Technology College, judged by Ofsted as ‘good’ in all catergories , with the behaviour of students being rated as ‘outstanding’ in March 2016. We opened in August 2011 and are part of Academies Enterprise Trust, the largest nationwide, multi academy sponsor in the country. Academies Enterprise Trust firmly believes that all young people deserve to become world class learners – to learn, enjoy, succeed and thrive in a world class educational environment, which has the best facilities, the best teaching and the most up to date resources available to them. Our vision is to help students achieve world class learning outcomes by developing world class teachers in a world class community. Tendring Technology College has an exciting future and this appointment represents a great opportunity to secure positive outcomes for our learners. If you share our vision and values then we would be very excited to hear from you. Yours faithfully The Recruitment Team Tendring Technology College Tendring Technology College serves a wide catchment area in the Tendring District that is a mix of rural and coastal environment with easy access to the vibrant town of Colchester with London Liverpool Street a straightforward train journey. TTC is unique in that it is a split site College. The Thorpe campus is dedicated to our Key Stage 3 students and nearly 5 miles away is the Frinton campus for our Key Stage 4 and 5 students.
    [Show full text]
  • The PTI Schools Programme and Schools Leadership Programme : Member Schools
    The PTI Schools Programme and Schools Leadership Programme : Member Schools (excluding Greater London) Member schools in Greater London East Midlands Subjects in the Schools Member of the Schools School Programme Leadership Programme Ashfield School Modern Foreign Languages Brooke Weston Academy Modern Foreign Languages Brookvale High School Music Caistor Yarborough Academy Maths Yes Carre's Grammar School History Yes Manor High School MFL and Science Yes Monks' Dyke Tennyson College Yes Northampton School for Boys Geography and MFL Sir Robert Pattinson Academy Yes Spalding Grammar School Latin Yes University Academy Holbeach Geography Weavers Academy MFL Art, English, Geography, History, William Farr CE School Yes Maths, MFL, Music and Science Eastern England Subjects in the Schools Member of the Schools School Programme Leadership Programme City of Norwich School History Mathematics and Modern Foreign Coleridge Community College Languages English, History, Art, Music, Davenant Foundation School Science and Modern Foreign Yes Languages Downham Market Academy Yes Harlington Upper School History Hedingham School and Sixth Geography Form Luton Sixth Form College Latin Geography, History, Maths, Monk's Walk School Music, Science and Art Nene Park Academy English Mathematics and Modern Foreign Notre Dame High School Languages Ormiston Sudbury Academy Geography, History and Science Palmer's College English and Science Latin, Science, Mathematics and Parkside Community College Yes Modern Foreign Languages Passmores Academy MFL and Music Saffron
    [Show full text]
  • Candidate Information Brochure
    CANDIDATE INFORMATION BROCHURE To inspire young people to make their best better December 2015 Dear Candidate Thank you for taking the time to apply for the 1-1 English Tutor role at New Rickstones Academy. New Rickstones Academy opened in September 2008 and is part of Academies Enterprise Trust, the largest nationwide, multi academy sponsor in the country. The Academies Enterprise Trust firmly believes that all young people deserve to become world class learners – to learn, enjoy, succeed and thrive in a world class educational environment, which has the best facilities, the best teaching and the most up to date resources available to them. Our vision is to help students achieve world class learning outcomes by developing world class teachers in a world class community. New Rickstones Academy has an exciting future and this appointment represents a great opportunity to secure positive outcomes for our learners. If you share our vision and values then we would be very excited to hear from you. Yours sincerely The Recruitment Team New Rickstones Academy At New Rickstones Academy, we are passionate about learning. A creative and dynamic academy, we deliver a broad, balanced, personalised and rigorous education that prepares students for the challenges and opportunities of living and working in the 21st century. New Rickstones Academy has approximately 650 students on roll and has held specialisms in Arts and Maths. In 2013, the academy recorded its best ever results. In February 2012, the academy moved into its new state of the art £25 million building, which provides an outstanding environment for teaching and learning.
    [Show full text]
  • Solent Skills Advisory Panel Local Skills and Labour Market Analysis
    Solent Skills Advisory Panel Local Skills and Labour Market Analysis June 2020 1 2 Contents Foreword 1. Introduction 7 2. Economic & Labour Market Landscape in the Solent 10 2.1 Demographics 11 2.1.1 Population by Broad Age Group 11 2.1.2 Internal and International Migration 14 2.2 Labour Market 17 2.2.1 Economic Activity 17 2.2.2 Employment 20 2.2.3 Unemployment 21 2.2.4 Commuting 23 2.3 Solent Businesses 25 2.4 Economic Landscape 28 2.4.1 Gateway Economy 28 2.4.2 Economic Output 29 2.4.3 Economic Output by Sector 32 2.5 Productivity 35 3. The Demand for Skills in the Solent 39 3.1 Industrial Structure 41 3.2 Occupational Structure 46 3.3 Skills Demand by Industry and Occupation 49 3.4 Job Vacancies and Skills Demand 51 3.5 Future Skills Demand 52 3.5.1 Expansion Demand and Replacement Demand 53 3.5.2 Net Skills Requirement by Occupation & Qualification 54 3.6 4th Industrial Revolution and Skills 58 3.6.1 Automation and Future of Employment in Solent 60 3.7 Skills for the Future 64 3 4. The Supply of Skills in 66 Solent 4.1 Skills in the Workforce: 67 4.1.1 Advanced Skills 70 4.1.2 Intermediate Skills 73 4.1.3 Low Skills 76 4.2 Skills System 79 4.2.1 Secondary Education - Participation and Attainment 79 4.2.2 Further Education - Learning and Training 83 4.2.3 Further Education - Education and Training 85 4.2.4 Further Education - Apprenticeships 91 4.2.5 Higher Education 97 4.2.6 Employer Sponsored Training 103 4.3 Skills Deprivation and Inequality 105 4.3.1 Young People Not in Education, Employment or Training (NEETs) 105 4.3.2 Education and Skills Deprivation 106 5.
    [Show full text]
  • Learning Citizen
    Developing Engineering Habits of Mind in schools and colleges [A round of introductions] Schools and colleges in South School in the Middle! Bohunt School, Liphook JCB Academy Priory School, Southsea The Petersfield School Summerlea School, West Sussex Camelsdale Primary School, Schools in North-West Haslemere Great Moors Junior School Inspire Enterprise Academy, St Chad's Primary School Southampton Christ the King RC Primary St Mary's RC Primary School New Forest Academy, Holbury Abraham Moss School Reading College St Ambrose Barlow High School [Who we are] [Who we are] [How we got here] We are born proto-engineers but… 1.How do engineers think and act? 2.How best can the education system develop learners who think and act like engineers? Optimist The glass is half full Pessimist The glass is half empty Engineer The glass is twice the size it needs to be …pattern-sniffers, experimenters, describers, tinkerers, inventors, visualizers, conjecturers, guessers ‘Intelligence is the habit of persistently trying to understand things and make them function better. Intelligence is working to figure things out, varying strategies until a workable solution is found… One’s intelligence is the sum of one’s habits of mind.’ Lauren Resnick (1999). Making America Smarter. Education Week Century Series. 18(40), 38-40 …open-mindedness, scepticism, rationality, objectivity, mistrust of arguments from authority, suspension of belief, curiosity Lucas, B, Spencer, E. and Claxton, G. (2013) ‘Progression in student creativity in school: first steps towards new forms of formative assessments’, OECD Education Working Papers, No 86. Paris: OECD Publishing Engineering Habits of Mind National Academy of Centre for Real-World Engineering - USA (2009) Learning (2014) 1.
    [Show full text]
  • Use of Contextual Data at the University of Warwick Please Use
    Use of contextual data at the University of Warwick Please use the table below to check whether your school meets the eligibility criteria for a contextual offer. For more information about our contextual offer please visit our website or contact the Undergraduate Admissions Team. School Name School Postcode School Performance Free School Meals 'Y' indicates a school which meets the 'Y' indicates a school which meets the Free School Meal criteria. Schools are listed in alphabetical order. school performance citeria. 'N/A' indicates a school for which the data is not available. 6th Form at Swakeleys UB10 0EJ N Y Abbey College, Ramsey PE26 1DG Y N Abbey Court Community Special School ME2 3SP N Y Abbey Grange Church of England Academy LS16 5EA Y N Abbey Hill School and Performing Arts College ST2 8LG Y Y Abbey Hill School and Technology College, Stockton TS19 8BU Y Y Abbey School, Faversham ME13 8RZ Y Y Abbeyfield School, Northampton NN4 8BU Y Y Abbeywood Community School BS34 8SF Y N Abbot Beyne School and Arts College, Burton Upon Trent DE15 0JL Y Y Abbot's Lea School, Liverpool L25 6EE Y Y Abbotsfield School UB10 0EX Y N Abbotsfield School, Uxbridge UB10 0EX Y N School Name School Postcode School Performance Free School Meals Abbs Cross School and Arts College RM12 4YQ Y N Abbs Cross School, Hornchurch RM12 4YB Y N Abingdon And Witney College OX14 1GG Y NA Abraham Darby Academy TF7 5HX Y Y Abraham Guest Academy WN5 0DQ Y Y Abraham Moss High School, Manchester M8 5UF Y Y Academy 360 SR4 9BA Y Y Accrington Academy BB5 4FF Y Y Acklam Grange
    [Show full text]
  • Edition 10: 20Th September 2013
    Edition 10: 20th September 2013 Rugby World Cup 2015 Lead Up and Legacy Activity The RFU launched the seven strands of its national Lead up and Legacy plan on October 31st 2012. The aim of this is to set out an overall framework against which national resource will be invested in the lead up to RWC 2015 with the aim of increasing interest and participation in the game. Whilst many Clubs, CBs, Schools, Colleges, Universities and other bodies are working hard to develop local projects to meet identified local need these seven strands are areas in which we will invest national resource to create change in Rugby communities across the country. It is hoped that those delivery bodies that have not yet identified their focus will focus in on these areas and take action to improve provision and opportunities against these themes. Six Regional Activation and Legacy Groups are now up and running and are working to add value to the seven strands and to engage partners from outside of the immediate rugby community in supporting the efforts of those within it. Each group is populated by representatives from CBs and from the wider community. Attached as an appendix to this CB update is a brief overview of progress against the seven strands along with listings of clubs/projects etc involved to date – this will be updated for each issue. In addition to the work against the seven strands strong working relationships have been established with England Rugby 2015, the Organising Body for the tournament itself, and an update on relevant areas are also included in the appendix.
    [Show full text]
  • 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
    [Show full text]
  • Candidate Information Brochure Aylward Academy
    CANDIDATE INFORMATION BROCHURE AYLWARD ACADEMY To inspire young people to make their best better November 2016 Dear Candidate, Thank you for your interest in the Curriculum and Assessment Manager role at Aylward Academy. We are passionate about ensuring that, individually, we are continually improving and challenging ourselves and as an academy, striving towards our vision ‘To make our best better’ and become a great school. Aylward is a community academy based in a deprived area of North London. Since its foundation in 2010 it has dedicated itself to the education of young people from the local area, driving the Value Added score up to 1029. There is now a waiting list for year 7 entrants and the sixth form has grown from 30 to just under 300. The academy opened in 2010 with an Ofsted notice to improve and in an extremely short time were graded good in a 2012 inspection. The most recent inspection conducted in the summer of 2016 confirmed the school continues to be good whilst also identifying outstanding features. In 2012 the Ofsted report confirmed that, “Students are well motivated in their learning and their behaviour is good”. It also stated that, “Teachers plan well- structured lessons in line with students’ abilities and this adds to their enjoyment of learning”. We place learning at the core of everything we do at Aylward Academy. We have a committed and highly skilled staff and Governing Body who are dedicated to ensuring that all students achieve the best possible outcomes in their academic qualifications as well as their personal development.
    [Show full text]