DOCSLIB.ORG

The Dean Academy 2019-2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Dean Academy 2019-2020 ProspectusThe Dean Academy 2019-2020 A mixed School for students aged 11-16 PART OF ATHLESTAN TRUST Message from the CEO Strategic aims Welcome to the Athelstan Trust. The 1. Raising education standards for all Athelstan Trust was formed in March 2015 schools within the Trust. and from September 2015 it consists of three 2. Delivering an excellent, secondary schools in Wiltshire and comprehensive education for all Gloucestershire; Malmesbury School, The children in the schools within the Dean Academy and Bradon Forest School. Trust. The Trust was formed in order to improve the quality of education for all students in Trust 3. Developing and valuing all the Schools and we believe that by working staff within the Trust. together, learning from each other and 4. Ensuring the financial security of sharing what we do best we can ensure that the Trust and all the schools within all students in our school receive an excellent it. education. All the schools in the Athelstan Trust have their own distinctive character, however, we all share a determination to raise standards for our students. You can find out more about the Athelstan Trust by following the links on the school website. Tim Gilson “Caring, collaborative Chief Executive Officer of the Athelstan Trust and excellent” Trust structure The Athelstan Trust 4 Trustees The Board of Directors And Tim Gilson CEO The Dean Academy Malmesbury School Bradon Forest Local Governing Body Local Governing Body Local Governing Body WELCOME I am pleased to welcome you to The Dean Academy. The Dean Academy is on an exciting journey of improvement, with large strides made in the last 4 years under the direction of the Athelstan Trust. In November 2017, the school’s leadership and management was rated as ‘Good’ by Ofsted, and we continue to move the school forward. Our drive for improvement will ensure that all students leave the school with the best possible outcomes, having had the opportunities to thrive in a range of areas. We offer a broad and rich curriculum, which is backed up by a wide range of extra -curricular activities. We ensure that students are able to make informed decisions about their futures, by offering tailored information, advice and guidance about further education and careers. The Dean Academy is a school committed to core values of respect and responsibility. We aim to work together to build and maintain a community within the school. As a school community, it is our view that all young people have the right to learn in a calm environment. We want our students to have a resilient approach to their learning and to develop their responsibility and self-respect. We want our students to respect their school, the staff and the environment, as well as each other so that positive relationships are maintained. Restorative Practice is at the heart of what Tom Beveridge we do – we believe that a school can only be successful when it is a true community. Headteacher The support of the local community and families has played a big part in the improvements we have made to date. This continued support is vitally important to our success and I look forward to meeting and working with you. CURRICULUM At The Dean Academy, we offer students an innovative, broad and balanced curriculum which meets the needs of individuals whilst creating the best conditions for all our students to excel and to succeed to the best of their ability. We have a highly qualified and committed team of specialist teachers and support staff who work together to develop our students as life-long learners. Students in Years 7 to 9 study the following subjects: Art Humanities (History, Geography, RE) English Modern Foreign Languages Mathematics Performing Arts (Music, Drama) Science Physical Education Technology Personal, Social, Health & Citizenship Education ICT CHALLENGE Students are currently taught in a combination of sets and mixed ability groups. Students may be moved between groups in any subject. Some students will have the opportunity to study a second foreign language. Parents/carers will always be informed so that we can continue to work together to ensure our students make the most of their opportunities. In Years 10 and 11 we offer our students further opportunities. In addition to the statutory subjects of English, Maths, Science, PE, RE and PSHCE, students also have a choice of 20 optional subjects which are organised into learning pathways to enable students to make choices which best suit their needs. The range of subjects available covers both traditional academic subjects including separate Sciences (Chemistry, Physics, Biology) and more vocational areas including Engineering and Construction which may be partly studied off-site. REWARDS Our rewards system ensures that students are able to accrue points for a wide range of achievements; academic, dramatic and sporting as well as many other things such as charity work and community involvement. Out of school activities are also recognised and students are able to accrue points not just for their College but also for personal reward. RESTORATIVE PRACTICE At The Dean Academy, we have high done something wrong they will be offered expectations of our students. We encourage all opportunities to put things right and change their young people to try their best to achieve their behaviour so it does not happen again. If this does not goals. They should understand that it is the happen, sanctions will still be put in place. responsibility of staff, students, parents, By using the Restorative Approach it allows ALL parties governors, and the community as a whole to to have their say AND be listened to. uphold and maintain our school values. For occasions when this is proving not to be the When our students find themselves in conflict or upset case, we use restorative approaches to help all we will ask them: key stakeholders understand the impact of their • What happened? (Story Telling) actions and how to put it right. We believe that • Who has been affected by this? (Impact) by using Restorative Practice we are giving students the skills to independently make better • What needs to happen now? (Solution Focus) and more informed choices in the future. Most situations can be dealt with by working through Building, maintaining and repairing relationships these questions. The aim here is that everyone has a are the fundamental aims of the Restorative voice and the outcome is fair for everyone. If Practice Framework and underpin the somebody is upset, we aim to help them feel better. If Restorative process. someone has done something wrong, we expect them to take responsibility for their actions and fix the • Building – The key to successful classroom situation. management is the forging of positive relationships with students and teachers. We have, to date, trained over 40 Student Ambassadors to help run these conversations amongst • Maintaining – Providing students with their peers, as well providing full training for all staff to effective feedback to ensure a positive be able to facilitate such discussions. Our aim is to and productive working relationship. continue training students each term to support others, • Repairing – Using elements of the but also to feel confident in themselves to use Restorative Practice Framework to support practical listening and questioning skills which they will the student and teacher to repair harm or find useful for the rest of their lives. conflict should it arise. At The Dean Academy, we believe restorative If a student or member of staff in our school has approaches encourage us all to think about how our been negatively affected by someone’s behaviour affects others. It helps us to develop behaviour, we will try our very best to make sure respect, responsibility, truth telling and reflection as well they feel that it has been put right for them and as lifelong skills to develop and maintain strong that it will not happen again. If a student has relationships in the future. BEYOND THE CLASSROOM We are building opportunities for all students placement for one or two days a week. from Years 7 to 11 to engage in a careers With our extensive programme of learning outside the programme in order to help them make the classroom, encompassing everything from visits linked right choices when the time comes. In Year 10 to curriculum areas to trips which encourage all students participate in work experience for confidence and independence, we believe that our at least one week and are involved in other curriculum offers a wide range of opportunities for careers events in school. All students are every student. There are also opportunities for offered careers guidance and some students learning through extra-curricular activities such as are given the opportunity for a regular work Duke of Edinburgh, school clubs, workshops etc. COURSE INFORMATION SHEETS Church Road, Lydney, Gloucestershire, GL15 5DZ T: 01594 843202 F: 01594 842025 E: info@thedeanacademy.org www.thedeanacademy.org .
Load more

Recommended publications
  • Players Playing More Often”
    Season 2017-18 Issue 2 Gloucestershire GLOUCESTERSHIRE RUGBY FOOTBALL RUGBY NEWS UNION “More Players Playing More Often” WILL AGPS HELP? – SEE PAGE 3 Sponsored by Wadworth 6X COUNTY OFFICE NOTICES ARE AVAILABLE AT www.gloucestershirerfu.co.uk/county_office_notices NEW MARKETING & SPONSORSHIP SECTOR HEAD Having always supported England in their World Cups, Internationals Inside: and 6 Nation games, I became more involved in local rugby when Special Feature AGPs 3 my son started playing 6 years ago. Now referred to as “an active Women & Girls 4/5 member” of St Mary’s Old Boys RFC, I was honoured to be named Representative Rugby Clubman of the Year 2016. 6 Initiating O2 Touch at the club, I recruited operators and School Iniative 7 ambassadors as well as 153 players in the first summer, with 50+ University News 8/9 playing at some sessions. Our first tournament was great fun and Special Feature I was awarded RFU O2 Touch Operator of the Year 2017 - two awards for a non-player is something I’m very proud of! – More Players, Playing More Often 10 I enjoy helping Tony Fielding on the GRFU Communications Geoff Twentyman - Guest Writer 11 Committee, gathering news stories and helping to promote activity Mini and Youth within the Bristol Combination. Having gained sponsorship and 12/13 grants for SMOB RFC, as well as helping with fundraising and Insurance 14/15 promoting local sponsors, I now also support the Bristol Referees Referees 16/17 Society. Club News In my new role of GRFU Marketing & Sponsorship Sector Head, 18/19 I’m looking forward to establishing further relationships to benefit Sponsors 20 GRFU and the new companies I hope to bring on board as partners.
    [Show full text]
  • GLOUCESTERSHIRE January 2014 GLOUCESTERSHIRE
    GLOUCESTERSHIRE January 2014 GLOUCESTERSHIRE 1. SPEECH AND LANGUAGE THERAPY SERVICE(s) Gloucestershire Care 0300 421 8937 www.glos-care.nhs.uk/our-services/childrens-specific-services/childrens-speech-and-language-therapy-service The Independent Living Centre, Village Road, Services NHS Trust Cheltenham, Gloucestershire GL51 0BY 2. GOUCHESTERSHIRE COUNTY COUNCIL 01452 425000 www.gloucestershire.gov.uk Shire Hall, Westgate Street, Gloucester GL1 2TG customerservices@gloucestershire.gov.uk • SPECIAL EDUCATIONAL NEEDS SEN Support Team www.gloucestershire.gov.uk/sen Shire Hall, Westgate Street, Gloucester GL1 2TP specialedsupport@gloucestershire.gov.uk The Communication and Interaction Team C&I Team www.gloucestershire.gov.uk/schoolsnet/article/114037/Communication-and-Interaction-Team (Advisory Teaching Service) Cheltenham 01242 525456 cheltenham.ats@gloucestershire.gov.uk Forest of Dean 01594 823102 forest.ats@gloucestershire.gov.uk Gloucester 01452 426955 gloucester.ats@gloucestershire.gov.uk Stroud 01453 872430 stroud.ats@gloucestershire.gov.uk • EDUCATIONAL PSYCHOLOGY The Educational Psychology Service www.gloucestershire.gov.uk/article/108322/Educational-Psychology Principal Educational Psychologist: Dr Deborah Shepherd 01452 425455 Cheltenham 01452 328160 Cotswolds 01452 328101 Forest of Dean 01452 328048 Gloucester 01452 328004 Stroud 01452 328131 3. SCHOOLS with specialist Speech and Language provision The following primary schools have Communication & Interaction Centres: Christ Church C of E Primary School 01242 523392 www.christchurchschool-chelt.co.uk
    [Show full text]
  • Secondary School and Academy Admissions
    Secondary School and Academy Admissions INFORMATION BOOKLET 2021/2022 For children born between 1st September 2009 and 31st August 2010 Page 1 Schools Information Admission number and previous applications This is the total number of pupils that the school can admit into Year 7. We have also included the total number of pupils in the school so you can gauge its size. You’ll see how oversubscribed a school is by how many parents had named a school as one of their five preferences on their application form and how many of these had placed it as their first preference. Catchment area Some comprehensive schools have a catchment area consisting of parishes, district or county boundaries. Some schools will give priority for admission to those children living within their catchment area. If you live in Gloucestershire and are over 3 miles from your child’s catchment school they may be entitled to school transport provided by the Local Authority. Oversubscription criteria If a school receives more preferences than places available, the admission authority will place all children in the order in which they could be considered for a place. This will strictly follow the priority order of their oversubscription criteria. Please follow the below link to find the statistics for how many pupils were allocated under the admissions criteria for each school - https://www.gloucestershire.gov.uk/education-and-learning/school-admissions-scheme-criteria- and-protocol/allocation-day-statistics-for-gloucestershire-schools/. We can’t guarantee your child will be offered one of their preferred schools, but they will have a stronger chance if they meet higher priorities in the criteria.
    [Show full text]
  • Secondary Allocation Day 2021 V3.Xlsx
    Year 7 2021 intake allocation day statistics - Secondary allocation day 1st March 2021 Please note: *N/A - The distance factor is only applied when schools are oversubscribed, these schools were not oversubscribed and therefore distance was not a consideration of admission. **The distance provided is based on the allocation address as at allocation day. Where a school is not oversubscribed, the distance given may include details of places offered for pupils hoping to move. Large distances have been suppressed for data protection purposes, distances greater that 20 miles have been replaced with >20 to protect possible identification of individuals. Total Furthest Total Number of Published Number Last Total Number School allocated on distance Preferences Including School Name Admission allocated on Allocation Over Subscribed? of 1st DfE no. allocation allocated 1st, 2nd, 3rd, 4th and Number distance only Criterion Preferences day (miles) 5th+ Preferences 4032 Archway School 215 214 100 N/A 280 109 5408 Balcarras School 194 194 8 1.47 Distance Over Subscribed 602 204 4012 Barnwood Park School 180 180 107 0.97 Distance Over Subscribed 678 238 5418 Cheltenham Bournside School & Sixth Form Centre 300 300 97 N/A 620 225 5414 Chipping Campden School 225 225 46 5.62 Distance Over Subscribed 353 219 5412 Chosen Hill School 228 228 138 9.50 Distance Over Subscribed 737 115 5420 Cirencester Deer Park School 209 209 96 10.67 Distance Over Subscribed 576 182 5419 Cirencester Kingshill School 196 196 64 N/A 303 166 4024 Cleeve School 310 310 94 N/A
    [Show full text]
  • Athelstan Trust Lead Practitioner for English L11-L15 (£52,643- £57,986) from September 2020 Or Sooner
    Athelstan Trust Lead Practitioner for English L11-L15 (£52,643- £57,986) From September 2020 or sooner We are looking to recruit an outstanding teacher to work as a Trust Lead Practitioner for English. Your support to our leaders and teachers will be vital in ensuring that all our schools achieve the same successes. Joining a school improvement team led by the CEO, you will use your passion, subject knowledge and expertise in English to drive forward the quality of teaching and learning. This is an exciting role that requires flexibility, a team spirit, and a willingness to learn and it will suit individuals who want to take a step-up and work at a more strategic level in English across a range of schools. The successful candidate will: • be an outstanding teacher with a proven track record of securing sustained excellent outcomes • have up-to-date knowledge of subject curricula and assessment requirements • be proficient in teaching English, preferably to A Level • have proven experience of identifying and implementing effective strategies for improving attainment in English in challenging schools at KS3 and KS4 • have a highly effective style that is both consultative and influential • be able to demonstrate resilience, motivation and commitment to driving up standards of achievement • be able to work across a group of schools and show significant impact in developing capacity and improving outcomes for young people The Athelstan Trust is a Multi-Academy Trust formed in 2015 currently consisting of three secondary Schools (Malmesbury School, Bradon Forest School and The Dean Academy) in Wiltshire and Gloucestershire with another approved to join in April 2020.
    [Show full text]
  • The Dean Academy Church Road, Lydney, Gloucestershire GL15 5DZ
    School report The Dean Academy Church Road, Lydney, Gloucestershire GL15 5DZ Inspection dates 22–23 November 2017 Overall effectiveness Requires improvement Effectiveness of leadership and management Good Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for pupils Requires improvement Overall effectiveness at previous inspection Inadequate Summary of key findings for parents and pupils This is a school that requires improvement Pupils’ progress, measured across 8 GCSEs, is Teaching does not routinely challenge the most improving rapidly but is not consistently strong able pupils in key stage 4. As a result, they do in many subjects. not attain the highest grades they are capable of. Disadvantaged pupils achieved well below other pupils nationally in 2017. The progress of Teachers do not consistently identify pupils’ disadvantaged pupils currently in the school is misconceptions and so some gaps in pupils’ improving but is not yet good. knowledge and understanding remain. Boys typically make less progress than girls. Where teaching is less effective, pupils are not Many boys’ literacy skills are weak and this interested by the work set for them. This leads holds back their learning. to low-level disruption by a minority of pupils and hinders their progress. Teaching has improved significantly since the school became subject to special measures, but it is not yet consistently good because some weaker features remain. For example, some teachers are not yet adept at questioning pupils in ways that help pupils to extend their learning. The school has the following strengths The headteacher has been successful in Middle leaders are taking responsibility for changing the culture of the school.
    [Show full text]
  • People Achieveto
    ® inspiring young people achieveto Annual Review 2014-2015 Including the Annual Report and Financial Statements THE DUKE OF EDINBURGH’S AWARD Contents Overview .................................................................... 3 Thank you to all our supporters .................................. 4 Our Licensed Organisation partners ............................ 6 Chairman’s Report .................................................... 10 Our strategic objectives ............................................ 12 Supporting DofE delivery .......................................... 13 Extending the reach .................................................. 13 Driving achievement ................................................. 13 Fuelling growth ......................................................... 15 Financial performance .............................................. 16 Funding the DofE ...................................................... 18 Trustees’ commitment .............................................. 19 Thank you ................................................................ 19 Independent Auditors’ Report ................................... 20 Statutory accounts ................................................... 22 Appendices .............................................................. 42 Trustees .................................................................... 49 The Trustees present their report and the financial statements of the Royal Charter Corporation for the year ended 31 March 2015. In preparing this report the
    [Show full text]
  • 'Outstanding but Declining'
    HOW SCHOOLS ARE BREAKING THE APPRENTICESHIPS MOULD A digital newspaper determined to get past the bluster and explain the facts. Pages 20-21 ‘Longer Why private school The new teaching inspections can heads shouldn’t advert is like remove stress’ get gongs Indiana Jones P11 P23 P26 SCHOOLSWEEK.CO.UK | @SCHOOLSWEEK FRIDAY, JAN 10, 2020 | EDITION 199 Is the era of rising CEO pay finally over? Page 7 ‘Outstanding but declining’ - Ofsted’s new ‘sub-grades’ Reports give ‘declining’ or ‘improving’ caveats top billing in short inspections Head: new warning tags are ‘psychological punch’ that ‘overshadow’ grades Union wants review of ‘contradictory’ phrase; Ofsted say it’s clearer for parents INVESTIGATES JAMES CARR | @JAMESCARR_93 Page 5 WWW.HTRT-THINKTANK.CO.UK FRIDAY 7 FEB 2020 | WESTMINSTER, LONDON @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020 Meet the news team John Dickens Laura McInerney JL Dutaut EDITOR CONTRIBUTING EDITOR COMMISSIONING EDITOR @JOHNDICKENSSW @MISS_MCINERNEY @DUTAUT JOHN.DICKENS@SCHOOLSWEEK.CO.UK LAURA.MCINERNEY@SCHOOLSWEEK.CO.UK JEAN-LOUISDUTAUT@LSECT.COM Freddie Whittaker Pippa Allen-Kinross James Carr CHIEF REPORTER SENIOR REPORTER SENIOR REPORTER @FCDWHITTAKER @PIPPA_AK @JAMESCARR_93 FREDDIE.WHITTAKER@SCHOOLSWEEK.CO.UK PIPPA.ALLENKINROSS@SCHOOLSWEEK.CO.UK JAMES.CARR@LSECT.COM THE TEAM Designer: Simon Kay Nicky Phillips Shane Mann Sales team leader: Bridget Stockdale HEAD DESIGNER MANAGING DIRECTOR Sales executive: Clare Halliday PA to managing director: Victoria Boyle @SHANERMANN@GELVETICA @SHANERMANN SHANE.MANN@LSECT.COMNICKY.PHILLIPS@FEWEEK.CO.UK
    [Show full text]
  • The Athelstan Trust
    The Athelstan Trust Freedom of Information Guide to information available from schools within The Athelstan Trust under the model publication scheme This is the Publication Scheme for information available under the Freedom of Information Act 2000 Date of Approved Date of Next Website Review by Approval Review March 2019 Board 4/4/19 MarchDate 20 22 Yes The local governing body of each school is responsible for maintenance of this scheme. 1. Introduction: what a publication scheme is and why it has been developed One of the aims of the Freedom of Information Act 2000 (which is referred to as FOIA in the rest of this document) is that authorities should be clear and proactive about the information they will make public. To do this the Trust must produce a publication scheme, setting out: The classes of information which we publish or intend to publish; The manner in which the information will be published; and Whether the information is available free of charge or on payment. The scheme covers information already published and information which is to be published in the future. All information in our publication scheme is either available for you on our school websites to download and print off or available in paper form. Some information which we hold may not be made public, for example personal information. This publication scheme conforms to the model scheme for schools approved by the Information Commissioner. 2. Aims and Objectives Vision Statement: “Caring, Collaborative and Excellent”. A charitable company limited by guarantee, registered in England & Wales, as The Athelstan Trust, Company No: 7699625 The Athelstan Trust Freedom of Information The Trust aims to: Raise educational standards for all schools within the Trust.
    [Show full text]
  • Athelstan Trust Parents' Report 2020
    The Athelstan Trust Mid-Year Report to Parents March 2020 Caring, Collaborative and Excellent SIR WILLIAM ROMNEY’S SCHOOL POISED TO JOIN THE TRUST The Athelstan Trust is a successful, collaborative family of schools that each have their own individual identity and culture according to the communities within which they are located. We are delighted that the Governing Body at Sir William Romney’s School in Tetbury recently voted to join us. There is a strong mutual benefit both for the schools already in the Trust but also to Sir William Romney’s which is a good school with strong outcomes, an excellent reputation as a caring, inclusive school and close proximity to Malmesbury and Bradon Forest. There is already a history of working together through the Avon Teaching School Alliance, the ‘Gaining Ground Project’ and Model United Nations days. There has been a process of legal and financial due diligence and staff from all schools within the Trust have been collaborating with staff at Sir William Romney’s to identify ways to work together, share resources and learn from each other. ‘Sir William Romney’s continues to grow in numbers and we are very proud of students’ achievements not only in GCSE exams but across all aspects of our curriculum. Staff, governors and leaders across Sir William Romney’s are extremely positive about the prospect of joining The Athelstan Trust as it will further enrich the opportunities we can offer students in and outside of the classroom.’ Jon Bell, Headteacher We strongly believe that we are better together Welcome to the Athelstan Trust’s mid-year report to parents.
    [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 contextualdata@manchester.ac.uk. For full information on contextual data and how it is used please refer to our website www.manchester.ac.uk/contextualdata or contact contextualdata@manchester.ac.uk. 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]
  • Academy Name LA Area Parliamentary Constituency St
    Academy Name LA area Parliamentary Constituency St Joseph's Catholic Primary School Hampshire Aldershot Aldridge School - A Science College Walsall Aldridge-Brownhills Shire Oak Academy Walsall Aldridge-Brownhills Altrincham College of Arts Trafford Altrincham and Sale West Altrincham Grammar School for Boys Trafford Altrincham and Sale West Ashton-on-Mersey School Trafford Altrincham and Sale West Elmridge Primary School Trafford Altrincham and Sale West Loreto Grammar School Trafford Altrincham and Sale West Heanor Gate Science College Derbyshire Amber Valley Kirkby College Nottinghamshire Ashfield Homewood School and Sixth Form Centre Kent Ashford The Norton Knatchbull School Kent Ashford Towers School and Sixth Form Centre Kent Ashford Fairfield High School for Girls Tameside Ashton-under-Lyne Aylesbury High School Buckinghamshire Aylesbury Sir Henry Floyd Grammar School Buckinghamshire Aylesbury Dashwood Primary Academy Oxfordshire Banbury Royston Parkside Primary School Barnsley Barnsley Central All Saints Academy Darfield Barnsley Barnsley East Oakhill Primary School Barnsley Barnsley East Upperwood Academy Barnsley Barnsley East The Billericay School Essex Basildon and Billericay Dove House School Hampshire Basingstoke The Costello School Hampshire Basingstoke Hayesfield Girls School Bath and North East Somerset Bath Oldfield School Bath and North East Somerset Bath Ralph Allen School Bath and North East Somerset Bath Batley Girls' High School - Visual Arts College Kirklees Batley and Spen Batley Grammar School Kirklees Batley
    [Show full text]