Dear Please Find Attached Data Related to Your Request. I'm Sorry We Seem

Total Page:16

File Type:pdf, Size:1020Kb

Dear Please Find Attached Data Related to Your Request. I'm Sorry We Seem From: To: Subject: FW: kind request - medical doctor at the University of Warwick Date: 18 June 2013 15:28:11 Kind regards Kevin Kevin Coughlan Section Leader Attainment Data Team, Room 246 CC1 Children, Learning and Young People's Directorate Coventry City Council t: 024 7683 1702 f : 024 7683 3899 www.coventry.gov.uk <http://www.coventry.gov.uk From: Sent: 11 June 2013 11:25 To: Coughlan, Kevin Subject: RE: kind request - medical doctor at the University of Warwick Dear Mr Coughlan, Thank you very much for your message and for the information which is very useful. Kind regards, From: Coughlan, Kevin [[email protected]] Sent: Monday, June 10, 2013 4:25 PM To: Subject: RE: kind request - medical doctor at the University of Warwick Dear Please find attached data related to your request. I’m sorry we seem to have missed each other on a couple of occasions. Is the format on the attached useable for you. ? The data related to poverty and LSOA and been generated from our MIS suite. Pupils are matched to resident LSOA and % of roll living in the bottom 10% and 20% most deprived nationally is shown Free school meals percentages are also shown and closely correlate to the deprivation tables Kind regards Kevin Kevin Coughlan Section Leader Attainment Data Team, Room 246 CC1 Children, Learning and Young People's Directorate Coventry City Council t: 024 7683 1702 f : 024 7683 3899 www.coventry.gov.uk <http://www.coventry.gov.uk From: Sent: 06 May 2013 18:51 To: Coughlan, Kevin Subject: kind request - medical doctor at the University of Warwick Dear Mr Coughlan, I conduct a study on the facilitators and the barriers to HPV vaccine uptake in secondary schools in Coventry. The research will help to inform the programme, how it is delivered and promoted across the city to further increase its uptake. I am writing to you to ask very kindly if it is possibe to get data related to free school meals in all secondary schools in Coventry preferably by postcode or by LSOA corresponding to Census 2011. If yes, I would be very grateful to you advising which is the protocol to request this data from your organization and how soon I could get the data. I look forward to receiving your feedback Thank you for your consideration and time. Kind regards, All e-mails are monitored by Coventry City Council IT Security, using M@ilMeter and Star Filtering Services in accordance with the Regulations of Investigatory Powers Act 2000. _____________________________________________________________________ This e-mail has been scanned for all viruses by Star Internet. The service is powered by MessageLabs. This e-mail and any files transmitted with it are confidential and are intended solely for the use of the addressee. If you have received this e-mail in error, you are requested to contact the sender All e-mails are monitored by Coventry City Council IT Security, using M@ilMeter and Star Filtering Services. The views contained in this e-mail are those of the author and not necessarily those of Coventry City Council. The Percentage of Pupils on Roll in Coventry Secondary Schools and Resident in LSOA's with the Lowest IMD Scores Nationally (whole school, including 6th form) and the Percentage of Pupils Eligible for Free School Meals (Year 7-11 Age 11-15) Percentage of Pupils in LSOA's Percentage of Pupils Eligible for FSM LSOA IDACI Score Lowest 10% Nationally Lowest 20% Nationally Change Academic Year 2010/11 2011/12 2010/11 2011/12 2010/11 2011/12 2012/13 2011/12 - 2010/11 - 2012/13 - 2011/12 School Barr's Hill School and Community College 31.0% 32.8% 71 0% 70.1% 38.8% 40.5% 35.7% 1.7% -4 8% Caludon Castle Business and Enterprise School 7.8% 6.8% 10 3% 8.6% 11.2% 9.3% 7.9% -1.9% -1.4% Coundon Court 1.1% 1.3% 5.7% 6.3% 7.8% 9.3% 8.2% 1 5% -1.1% Ernesford Grange Community School A Specialist Science College 34.7% 32.0% 56.7% 52.9% 29.6% 31.6% 31.5% 2 0% -0.1% Finham Park School A Mathematics and Computing College 1.4% 1.5% 2.4% 2.8% 5.2% 5.6% 5.9% 0.4% 0 3% Foxford School and Community Arts College 21.7% 21.0% 53.4% 52.9% 25.3% 26.9% 27.4% 1.6% 0 5% Grace Academy Coventry 36 9% 35.8% 43 0% 42.1% 32.8% 29.7% 22.1% -3.1% -7.6% Lyng Hall Specialist Sports College and Community School 34.4% 34.3% 65.4% 64.8% 32.0% 32.3% 31.6% 0 3% -0.7% President Kennedy School A Humanities College 9.5% 9.3% 36 5% 37.8% 26.6% 25.9% 24.2% -0.7% -1 8% Sidney Stringer Academy 72 2% 72.6% 89.1% 89.5% 37.6% 39.4% 36.4% 1 8% -3 0% Stoke Park School and Community Technology College 12.7% 13.6% 33.1% 33.4% 23.7% 24.6% 22.0% 0 9% -2.6% Tile Hill Wood School and Language College 14 2% 15.2% 26.2% 25.8% 16.1% 16.6% 16.1% 0.4% -0 5% Westwood Academy 17.4% 19.8% 29.2% 31.9% 25.9% 25.4% 25.2% -0.6% -0.1% Whitley Academy 28.6% 29.8% 35 8% 37.9% 29.7% 28.3% 27.4% -1.4% -0 9% Woodlands Academy 11.9% 12.4% 20.6% 22.4% 16.9% 16.4% 11.7% -0.4% -4 8% Bishop Ullathorne Catholic School and Humanities College 19.0% 21.8% 26.1% 29.6% 16.3% 17.6% 15.7% 1 3% -1 9% Cardinal Newman Catholic School – a Specialist Arts and Community Colle 9.2% 9.6% 27.7% 28.0% 13.8% 13.8% 13.1% 0 0% -0.7% Cardinal Wiseman Catholic School and Language College 27.9% 28.6% 41 5% 42.3% 22.3% 21.4% 18.8% -0.9% -2.6% Coventry Blue Coat Church of England School & Music College 10.7% 10.8% 20.4% 19.6% 9.6% 7.5% 7.5% -2.0% 0 0% City Total 19 2% 19.8% 33.2% 33.8% 20.4% 20.5% 18.7% 0.1% -1.7% Data Source: January School Census 2013, January School Census 2012, January School Census 2011 The English Income Deprivation Affecting Children Index (IDACI) 2010 LSOA_Sec Data Team, CLYP 24/06/2013 DW City Profile Report: 91 FSM Secondary Trends Y7-11 : Schools Pupils Eligible for Free School Meals in Secondary Schools (Year 7-11 Age 11-15): January % eligible for FSM Chang Change School Jan-10 Jan-11 Jan-12 Jan-13 e 2010 - 2012 - 2013 2013 Barr's Hill 40.4% 38.8% 40.5% 35.7% -4.7% -4.8% Bishop Ullathorne RC 15.5% 16.3% 17.6% 15.7% 0.2% -1.9% Blue Coat CE (Academy) 9.7% 9.6% 7.5% 7.5% -2.1% 0.0% Caludon Castle (Academy) 10.4% 11.2% 9.3% 7.9% -2.5% -1.4% Cardinal Newman RC 14.9% 13.8% 13.8% 13.1% -1.8% -0.7% Cardinal Wiseman RC 21.8% 22.3% 21.4% 18.8% -3.0% -2.6% Coundon Court (Academy) 7.4% 7.8% 9.3% 8.2% 0.8% -1.1% Ernesford Grange 30.9% 29.6% 31.6% 31.5% 0.6% -0.1% Finham Park (Academy) 5.8% 5.2% 5.6% 5.9% 0.2% 0.3% Foxford 25.1% 25.3% 26.9% 27.4% 2.3% 0.5% Grace Academy 25.9% 32.8% 29.7% 22.1% -3.8% -7.6% Lyng Hall 35.9% 32.0% 32.3% 31.6% -4.3% -0.7% President Kennedy 23.6% 26.6% 25.9% 24.2% 0.5% -1.8% Sidney Stringer Academy 41.6% 37.6% 39.4% 36.4% -5.2% -3.0% Stoke Park 24.4% 23.7% 24.6% 22.0% -2.4% -2.6% Tile Hill Wood (Academy) 15.1% 16.1% 16.6% 16.1% 1.0% -0.5% Westwood Academy 24.3% 25.9% 25.4% 25.2% 1.0% -0.1% Whitley Academy 29.9% 29.7% 28.3% 27.4% -2.5% -0.9% Woodlands Academy 14.7% 16.9% 16.4% 11.7% -3.0% -4.8% City Total 20.2% 20.4% 20.5% 18.7% -1.5% -1.7% Maximum 41.6% 38.8% 40.5% 36.4% Minimum 5.8% 5.2% 5.6% 5.9% Source: DfE School Census - Jan 2010 - 2013 FSMJan2013SourceNS.xls CLYP Data Team Creation Date: 28/02/2013.
Recommended publications
  • Secondary School GCSE (And Equivalent)
    Secondary School GCSE (and equivalent) Performance Tables 2015 Coventry 331 About These Tables General You can ind contextual information, such as measures can be found in the methodology The secondary school performance tables pro- school inance, school workforce data, pupil and technical guides section on the vide information on the school performance for characteristics, pupil absence data, Ofsted rat- secondary school performance tables pupils at the end of key stage 4 of the national ings and education destination measures of website at www.education.gov.uk/ curriculum. pupils who left secondary education present- schools/performance/documents.html ed alongside each school on the performance ■ an adjustment to the associated The national curriculum key stage 4 test results tables website. point scores for non-GCSEs so that no are provided in the performance tables. The qualiication counts as larger than one coverage of schools includes state funded Major reforms that afect performance GCSE in size. For example, where a BTEC schools (excluding hospital schools, pupil refer- measures may have previously counted as four GCSEs ral units and alternative provision), further edu- There are two major reforms that have an impact it is now reduced to the equivalence cation establishments with 14 to 16 provision on the 2014/15 GCSE and equivalent results. It of a single GCSE in its contribution to and all independent schools in England. For is important to be aware of these reforms when performance measures each local authority (LA) area, schools are listed looking at the latest results on the performance ■ to restrict the number of non-GCSE alphabetically, with special schools shown in a tables and making any comparison to previous qualiications that count in performance separate section at the end of each list.
    [Show full text]
  • West Midlands Schools
    List of West Midlands Schools This document outlines the academic and social criteria you need to meet depending on your current secondary school in order to be eligible to apply. For APP City/Employer Insights: If your school has ‘FSM’ in the Social Criteria column, then you must have been eligible for Free School Meals at any point during your secondary schooling. If your school has ‘FSM or FG’ in the Social Criteria column, then you must have been eligible for Free School Meals at any point during your secondary schooling or be among the first generation in your family to attend university. For APP Reach: Applicants need to have achieved at least 5 9-5 (A*-C) GCSES and be eligible for free school meals OR first generation to university (regardless of school attended) Exceptions for the academic and social criteria can be made on a case-by-case basis for children in care or those with extenuating circumstances. Please refer to socialmobility.org.uk/criteria-programmes for more details. If your school is not on the list below, or you believe it has been wrongly categorised, or you have any other questions please contact the Social Mobility Foundation via telephone on 0207 183 1189 between 9am – 5:30pm Monday to Friday. School or College Name Local Authority Academic Criteria Social Criteria Abbot Beyne School Staffordshire 5 7s or As at GCSE FSM or FG Alcester Academy Warwickshire 5 7s or As at GCSE FSM Alcester Grammar School Warwickshire 5 7s or As at GCSE FSM Aldersley High School Wolverhampton 5 7s or As at GCSE FSM or FG Aldridge
    [Show full text]
  • Coventry System Leader Brochure
    1 1 System Leaders 2017—2018 WELCOME An Introduction from Blue Sky, Castle Phoenix, support/development packages available to all Inclusive, RSA Academies’, The Swan and schools and academies for 2017/2018, along with President Kennedy Teaching School Alliances. costings for the differing types of support. This is the first System Leaders brochure that has Our commitment is to: been produced collaboratively between all of the Strengthen system leadership in the city to Teaching Schools in Coventry. This year, we welcome Sherbourne Fields and Castlewood complement established networks School who are a newly formed joint Teaching Provide a cost effective way of sharing and School – Inclusive Alliance, as well as President developing best practice to support school Kennedy Teaching Alliance. Together we see this improvement across the city; joint approach with all of our strategic and Support all schools in the continued drive to associate partners, as a crucial contribution to the improve student outcomes; provision of school to school support for all Support Coventry’s priority to narrow the gap Coventry schools. with particular focus on effective strategies to improve achievement of underperforming The Teaching Schools in Coventry are dedicated to groups in the city; ensuring that the School to School Support Support all schools with their own personal provides schools with a significant and extensive and professional development priorities; level of expertise. Our teaching schools have Promote outstanding practice through experience of supporting over 60 schools in the schools sharing their strengths and through past few years. We strongly believe that the best benefiting from best practice regionally and way of school improvement is through school to nationally; school support.
    [Show full text]
  • Tackling Bullying, Using Evidence, Learning Lessons
    RESEARCH PAPER Tackling bullying, using evidence, learning lessons Report of the CfBT/Coventry Anti-bullying Development and Research Project Research by: Mark Rickinson, Independent Researcher Lisa Batch, Corley Centre Laura Bell, Corley Centre Viv Blinco, Coundon Court School and Community College Debbie Brundrett, President Kennedy School and Community College Bev Chapman, Finham Park School Susie Edwards, Caludon Castle School Teresa Johnson, Barr’s Hill School and Community College Alison Perkins, Foleshill Church of England Primary School Debbie Russell-Dudley, Moat House Primary School Pat Scott, Coventry City Council Janet Waters, Learning and Behaviour Support Service Tackling bullying, using evidence, learning lessons Welcome to CfBT Education Trust CfBT Education Trust is a leading charity include the UK Department for Children, providing education services for public benefit Schools and Families (DCSF) Programme in the UK and internationally. Established 40 for Gifted and Talented Education and a years ago, CfBT Education Trust now has an nationwide teacher training programme for the annual turnover exceeding £100 million and Malaysian Ministry of Education. employs more than 2,000 staff worldwide who support educational reform, teach, advise, Other government clients include the Brunei research and train. Ministry of Education, the Abu Dhabi Education Council, aid donors such as the European Since we were founded, we have worked in Union (EU), the Department for International more than 40 countries around the world. Our Development (DfID), the World Bank, national work involves teacher and leadership training, agencies such as the Office for Standards in curriculum design and school improvement Education (Ofsted), and local authorities. services. The majority of staff provide services direct to learners in schools or through Surpluses generated by our operations projects for excluded pupils, in young offender are reinvested in educational research and institutions and in advice and guidance for development.
    [Show full text]
  • Achieve March 2021 1
    Achieve March 2021 1 in this issue Black history: the stories finally being told Page 3 Achieve March 2021 Notable achievement: link between music and attainment Page 5 What makes a great teacher? This study may have the answers Page 7 The latest news from Cambridge Assessment, the University’s international exams group. cambridgeassessment.org.uk The key to educational improvement Ambitious curricula, aligned assessment and a focus on all students are the key to educational improvement, a Cambridge Assessment Network seminar has heard. Portugal has been highlighted as a success story in curriculum and educational reform, in particular due to the country’s leap in PISA (Programme for International Student Assessment) test scores between 2006 and 2015. During the latter half of this period Portugal was able to achieve an outcome that many countries aspire to but few attain: increasing the share of top performers while simultaneously decreasing the share of low performers. Professor Nuno Crato OIH, who served as Minister of Education and Science in Portugal from 2011 to 2015, shared his insights into the country’s success story at the seminar, which attracted hundreds of participants from 59 countries. Paulo Segadães/Edit.Set.Go. Paulo Referring to his published work on the country’s Prof Nuno Crato said that ambitious curricula, aligned assessment and a focus on all students are the key to experience, he said that “everything starts with educational improvement. the curriculum”. This meant that schools needed a demanding curriculum, centred on essential subjects Continued on page 3 2 Achieve March 2021 Single strategy. Single organisation.
    [Show full text]
  • Study of the Effects of Secondary School Admissions Policies on House Prices in One Local Area
    J. R. Statist. Soc. A (2003) 166, Part 1, pp. 135–154 Is comprehensive education really free?: a case- study of the effects of secondary school admissions policies on house prices in one local area Dennis Leech and Erick Campos University of Warwick, Coventry, UK [Received December 2001. Revised June 2002] Summary. The paper reports on a study that tests the anecdotal hypothesis that parents are willing to pay a premium to secure places for their children in popular and oversubscribed com- prehensive schools. Since many local education authorities use admissions policies that are based on catchment areas and places in popular schools are very difficult to obtain from out- side these areas—but very easy from within them—parents have an incentive to move house for the sake of their children’s education.This would be expected to be reflected in house prices. The study uses a cross-sectional sample based on two popular schools in one local education authority area, Coventry. Differences in quality of housing are dealt with by using the technique of hedonic regression and differences in location by sample selection within a block sample design. The sample was chosen from a limited number of locations spanning different catch- ment areas to reduce both observable and unobservable variability in nuisance effects while maximizing the variation in catchment areas. The results suggest that there are strong school catchment area effects. For one of the two popular schools we find a 20% premium and for the other a 16% premium on house prices ceteris paribus. Keywords: Coventry; Hedonic price functions; House prices; Sample design; Schools 1.
    [Show full text]
  • Coventry City Council
    How you can find out more about combined authorities – and tell us what you think | ... Page 1 of 4 Coventry City Council Proposed West Midlands Combined Authority 1. How a combined authority could affect Coventry residents 2. Questions and answers 3. Latest news and updates on combined authorities 1. In depth and background information on combined authorities 2. How you can find out more about combined authorities – and tell us what you think How you can find out more about combined authorities ––– and tell us what you think We're now finalising details of a widespread engagement programme that will take place over the summer to help residents, businesses and key partners get a better understanding of the issues involved in Coventry joining a combined authority with other Midlands' councils. We want to make sure that everyone has the information they need about combined authorities and can tell us what they think. Keep your eye on this page for future updates and more information about sessions near you and ways to get involved online with the debate There will be a number of ways people can find out more and have their say. These will include: • Leaflets and display boards available in council venues like libraries, community centres and so on • Drop-in sessions in – these will allow you to have a chat with councillors and council officers about combined authorities and are listed below • Information on www.coventry.gov.uk/combinedauthority – updated whenever there’s new information to share • Online engagement – opportunities for people to find out more and have their say on Twitter, Facebook and through online discussion forums • A Citizens' Panel – a small group of Coventry people who represent all walks of life in the city – is being established to gather residents’ concerns and issues about a combined authority, and make sure they're addressed.
    [Show full text]
  • Finham Park Multi Academy Trust
    FINHAM PARK MULTI ACADEMY TRUST FPMAT COMPLAINTS POLICY 0 Aims At Finham Park Multi Academy Trust (FPMAT), we value our relationship with students, parents and community users and we endeavour to provide a high quality service at all times. We recognise that at times things can and do go wrong. The Board of Trustees, Head teachers, staff and members of the Local Governing Bodies (LGB) at Finham Park School, Finham Park 2, Finham Primary, Lyng Hall School, Pearl Hyde Primary, Whitley Academy and Lillington Nursery and Primary School, believe that it is in everyone’s best interest to resolve concerns and complaints at the earliest possible stage. For ease of reading, the term ‘parent’ has been used throughout the document to include parents, legal guardians and full time carers. 1. Framework of Principles The FPMAT Complaints procedure will: • Encourage resolution of problems by informal means wherever possible. • Be impartial and non-adversarial. • Be easily accessible and publicised. • Facilitate a full and fair investigation by an independent person or panel, where necessary. • Address all the points of issue and provide an effective and prompt response. • Respect complainants’ desire for confidentiality. • Treat complainants with respect. • Keep complainants informed of the progress of the complaints process. • Provide information to the leadership teams of the schools so that services can be improved. 2. Legislation and guidance This document meets the requirements set out in part 7 of Schedule 1 to the Education (Independent School Standards) Regulations 2014, which states that we must have and make available a written procedure to deal with complaints from parents of pupils at our schools.
    [Show full text]
  • 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
    [Show full text]
  • A Local Solution to a National Challenge Review 2011 the Story So Far…
    A local solution to a national challenge Review 2011 www.coventrycyrenians.co.uk The story so far… 1973 A single volunteer was recruited to run a night shelter to provide accommodation for up to 10 single homeless men each night. 1976 The first paid employee was recruited to manage a team of volunteers. A new night shelter was opened, providing accommodation for 26 homeless men and women. 1984 In order to provide a better standard of accommodation, the night shelter was closed and replaced with five rented properties to offer emergency, medium and long-term accommodation. 1986 Successful fundraising enabled us to purchase our first property. 1987 In order to provide higher standards of support, the provision of services was handed over to a fully paid team of seven. 1988 We employed our first qualified Women’s Worker in response to significant increases in homelessness amongst women. 1989 We employed our first qualified Youth Worker. 1990 Our first property was opened dedicated to providing emergency and short-term accommodation to single women and women with children. 1994 Increases in the level of mental ill-health amongst our users results in fundraising to employ our first qualified Mental Health Nurse. 1998 We were awarded the largest ever National Lottery social sector grant in the West Midlands. This allowed us to start providing Floating Support and Outreach services working with people in their own accommodation or living in temporary accommodation without support. 2001 Further fundraising efforts enabled us to acquire new offices in Far Gosford Street from which we also offer advice services for women.
    [Show full text]
  • List of Eligible Schools for Website 2019.Xlsx
    England LEA/Establishment Code School/College Name Town 873/4603 Abbey College, Ramsey Ramsey 860/4500 Abbot Beyne School Burton‐on‐Trent 888/6905 Accrington Academy Accrington 202/4285 Acland Burghley School London 307/6081 Acorn House College Southall 931/8004 Activate Learning Oxford 307/4035 Acton High School London 309/8000 Ada National College for Digital Skills London 919/4029 Adeyfield School Hemel Hempstead 935/4043 Alde Valley School Leiston 888/4030 Alder Grange School Rossendale 830/4089 Aldercar High School Nottingham 891/4117 Alderman White School Nottingham 335/5405 Aldridge School ‐ A Science College Walsall 307/6905 Alec Reed Academy Northolt 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 301/4703 All Saints Catholic School and Technology College Dagenham 879/6905 All Saints Church of England Academy Plymouth 383/4040 Allerton Grange School Leeds 304/5405 Alperton Community School Wembley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/4061 Appleton Academy Bradford 341/4796 Archbishop Beck Catholic Sports College Liverpool 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 306/4600 Archbishop Tenison's CofE High School Croydon 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 851/6905 Ark Charter Academy Southsea 304/4001 Ark Elvin Academy
    [Show full text]
  • ADMISSIONS POLICY September 2021
    ADMISSIONS POLICY September 2021 1 Finham Park School is an Academy and the Academy Trust of the School is the admission authority. The admission arrangements comply with the Fair Access protocol as detailed in the Admissions Code. For September 2021 Finham Park School’s Published Admission Number (PAN) for Year 7 is 270. If there are more requests for the school than there are places available within the school’s admission number, places will be allocated in accordance with the following criteria and in the order shown below: 1. Children who, at the time of admission, are in care of a local authority or are provided with accommodation by the authority (looked after children). Also children who were previously looked after but ceased to be so because they were adopted, or became subject to child arrangements order or a special guardianship order. A looked-after child is defined in Section 22 of the Children Act 1989. 2. Children who live inside or outside the catchment area served by the school, who have a brother or sister attending the school, provided that the sibling is in year 7-10 and will continue to attend Finham Park School the following year. 3. The Children of all staff who have been continuously employed by the school for a period of at least two years for the purpose of working in the school as follows: All full-time teaching staff All full-time support staff – defined as those on 37 week and above contract All part time teaching staff with a 45% and above timetable All part time support staff who work at least 15 hours per week for 37 weeks or more The two-year qualification period may be waived if a post is hard to fill.
    [Show full text]