Schools' Job Bulletin
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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 -
19 November ‘19 December ‘19 January ‘20 February ‘20 March ‘20 April ‘20 May ‘20 June ‘20 July ‘20
Calendar 2019-20 SEPTEMBER ‘19 OCTOBER ‘19 NOVEMBER ‘19 DECEMBER ‘19 JANUARY ‘20 FEBRUARY ‘20 MARCH ‘20 APRIL ‘20 MAY ‘20 JUNE ‘20 JULY ‘20 Trafford School Games S 1 T 1 F 1 S 1 W 1 S 1 S 1 W 1 F 1 Tri-Golf Y5/6 Flixton Girls School M 1 W 1 10-11:45am and 1-2:45pm Cross Country South Trafford Trafford Athletics Event Y4 Y4-6 Boys and Girls Y3/4 Quick Sticks Hockey M 2 W 2 S 2 M 2 T 2 S 2 M 2 T 2 S 2 T 2 T 2 Venue tbc Time tbc Crossford Bridge First Race 10am Timperley Sports Club 4-6pm Sale & Partington Small & Trafford’s Got Talent Dance Cheer 5 a-day Challenge week North Trafford Y2 Multi Skills Large School Football Leagues T 3 TERM STARTS S 3 & Gym Showcase GH Carnell F 3 M 3 Festival Urmston LC 1-3pm F 3 S 3 W 3 F 3 4-5:30pm Skittleball T 3 T 3 Altrincham Large School T 3 Altrincham Large School Flixton Girls School 4-5:30pm Sale & Partington Y5/6 High 5 Boys Football League Girls Football League Netball League Fixtures W 4 Timperley Sports Club 4-5:30pm M 4 Timperley Sports Club 4-5:30pm S 4 Skittleball S 4 M 4 T 4 S 4 T 4 Flixton Girls School 4-5:30pm Trafford School Games W 4 Sports Hall Athletics Final Altrincham LC 1:30-3:30pm F 4 Trafford School Games W 4 Y5/6 Basketball League 1 Skittleball T 5 S 5 North Trafford Y2 Multi Skills S 5 T 5 F 5 S 5 Manor Academy 3:45-5:45pm W 5 Stretford 4-5:30pm Cross Country T 5 Festival Stretford LC 1-3pm S 5 Y4-6 Boys and Girls CPD 2 Teach Active: Maths and English 9am-12noon Venue tbc T 5 Trafford School Games Sale & Partington Small & Large John Leigh Park First Race 10am Dodgeball School -
Stretford High School Great Stone Road, Stretford, Manchester, Lancashire, M32 0XA
School report Stretford High School Great Stone Road, Stretford, Manchester, Lancashire, M32 0XA Inspection dates 8–9 May 2013 Previous inspection: Outstanding 1 Overall effectiveness This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2 Summary of key findings for parents and pupils This is a good school. After the previous inspection in 2008, Teaching is usually good with some that is achievement dipped significantly. It has outstanding. Most teachers have good subject recovered strongly in recent years and knowledge and use questioning well to make students now achieve well. students think deeply about what they are Attainment has improved in recent years and learning. is now average and rising. Students behave well in lessons and around The majority of students make the progress the school. They are polite and friendly to each expected of them. The proportion doing other and to the adults working with them. better than this has grown over the last three Most students have positive attitudes to years and now compares favourably to learning. national figures. Students feel very safe in school. Students who are known to be eligible for the Leaders and managers, including the governing pupil premium and students who are disabled body, have a clear view of the school’s or with special educational needs also make strengths and where it could do better. They good progress and achieve well because of drive the school purposefully forward. the highly effective care, guidance and support that the school provides for them. -
Excellence in English What We Can Learn from 12 Outstanding Schools
Excellence in English What we can learn from 12 outstanding schools One of the most pressing issues in English facing a large number of schools today is how to improve from being good to outstanding. The aim of this report is to improve practice in English across all schools and particularly to help them become outstanding. The report provides 12 case studies of schools which are successful in helping their pupils to make outstanding progress in English. Published: May 2011 Reference no: 100229 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected]. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected]. -
(2002-2014) on Pupil Sorting and Social Segregation: a Greater Manchester Case Study
WP24 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Working Paper 24 August 2017 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Stephanie Thomson and Ruth Lupton 1 WP24 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Acknowledgements This project is part of the Social Policy in a Cold Climate programme funded by the Joseph Rowntree Foundation, the Nuffield Foundation, and Trust for London. The views expressed are those of the authors and not necessarily those of the funders. We would like to thank Somayeh Taheri for her help with the maps in this paper. We would also like to thank John Hills, Anne West, and Robert Walker who read earlier versions for their helpful comments. Finally, sincere thanks to Cheryl Conner for her help with the production of the paper. Any errors that remain are, of course, ours. Authors Stephanie Thomson, is a Departmental Lecturer in Comparative Social Policy at the University of Oxford. Ruth Lupton, is Professor of Education at the University of Manchester and Visiting Professor at The Centre for Analyis of Social Exclusion, The London School of Economics and Political Science. 2 WP24 The Effects of English School System Reforms (2002-2014) on Pupil Sorting and Social Segregation: A Greater Manchester Case Study Contents List of figures ..................................................................................................................................... 3 List of tables ...................................................................................................................................... 3 1. Introduction ................................................................................................................................ 5 2. Changes to School Systems in the four areas .......................................................................... -
HEI/SCITT Contact Details
HEI/SCITT contact details Email Address Provider Name [email protected] 2Schools Consortium [email protected] AA Teamworks West Yorkshire SCITT [email protected] Alban Federation [email protected] Alliance for Learning SCITT [email protected] Altius Alliance [email protected] Anton Andover Alliance [email protected] ARK Teacher Training [email protected] Arthur Terry National Teaching School Alliance [email protected] Ashton on Mersey School SCITT [email protected] Associated Merseyside Partnership SCITT [email protected] Astra SCITT [email protected] Barr Beacon SCITT [email protected] Bath Spa University [email protected] Billericay Educational Consortium [email protected] Birmingham City University [email protected] Bishop Grosseteste University [email protected] BLT SCITT [email protected] Bluecoat SCITT Alliance Nottingham [email protected] Bournemouth Poole & Dorset Secondary Training Partnership [email protected] Bourton Meadow Initial Teacher Training Centre [email protected] Bradford Birth to 19 SCITT [email protected] Bradford College [email protected] Bromley Schools’ Collegiate [email protected] Brunel University [email protected] Buckingham Partnership [email protected] Buile Hill Visual Arts College SCITT [email protected] Cabot Learning Federation -
Full Report (PDF 2
Geraldine Travers Report on Sabbatical 1 March to 24 May 2010 The purpose of my sabbatical was to look at examples of good practice in schools particularly focussing on leadership, literacy and raising achievement. Some of the nine schools I visited provided useful insights into all three foci whereas others were specific to one particular focus. Friday March 5, 2010 Keda Cowling and ‘Toe by Toe’ Baildon Yorkshire Toe by Toe is a programme designed by Keda Cowling to assist the dyslexic, as well as students who experience difficulties in learning to read for a variety of reasons. It has gained an international reputation and I was interested to find out about how it works and the philosophy behind it. Keda was born in 1926 and was a bright child at school however the prevailing economic circumstances of the time meant that she was unable to continue her secondary education and began working in a nearby textile mill. During the war she was put to work in a munitions factory. When the war ended opportunities opened up and Keda completed her education and enrolled in a teachers college. Her early life experiences gave her a great affinity for the underdog. Keda's husband built a house for the family in Baildon next door to school and as Keda was unable to drive it seemed to her to be a good idea to teach at the next-door school. The school had a vacancy for a teacher of second years, which Keda accepted although she had never taught this age group before. -
Ofsted Publication
Transforming religious education Religious education in schools 2006 ̶ 09 This report evaluates the strengths and weaknesses of religious education (RE) in primary and secondary schools and discusses the key issues at the heart of RE teaching today. It is based principally on evidence from visits to 94 primary and 89 secondary schools in England between 2006 and 2009. The sample of schools represented a cross-section, including voluntary controlled schools, but did not include voluntary aided schools, for which there are separate inspection arrangements. The report builds on the findings of an earlier report, Making sense of religion. Age group: 4–18 Published: June 2010 Reference no: 090215 The Office for Standards in Education, Children’s Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected]. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. -
Secondary School Directory
Secondary School Directory September 2021 TRAFFORD SCHOOLS DIRECTORY SCHOOL: Altrincham College HEADTEACHER: Ms K Earle ADDRESS: Green Lane Timperley Altrincham WA15 8QW TELEPHONE: 0161 980 7173 EMAIL: [email protected] WEBSITE: www.altrinchamcollege.com SCHOOL’S CO-ORDINATES: 378541, 387514 (used to calculate the distance to school) GENDER: Mixed CATEGORY: Academy AGE RANGE: 11-18 TYPE: Secondary 2022 ADMISSION NUMBER: 175 2021 APPLICATIONS: 821 SEPTEMBER 2021 EXPECTED NUMBER ON ROLL: 970 SCHOOL: Altrincham Grammar School for Boys HEADTEACHER: Mr G Wright ADDRESS: Marlborough Road Bowdon Altrincham WA14 2RS TELEPHONE: 0161 928 0858 EMAIL: [email protected] WEBSITE: www.agsb.co.uk SCHOOL’S CO-ORDINATES: 376730, 386682 (used to calculate the distance to school) GENDER: Boys CATEGORY: Academy AGE RANGE: 11-18 TYPE: Secondary Grammar 2022 ADMISSION NUMBER: 202 2021 APPLICATIONS: 875 SEPTEMBER 2021 EXPECTED NUMBER ON ROLL: 1300 27 SCHOOL: Altrincham Grammar School for Girls HEADTEACHER: Ms S Gill ADDRESS: Cavendish Road Bowdon Altrincham WA14 2NL TELEPHONE: 0161 912 5912 EMAIL: [email protected] WEBSITE: www.aggs.trafford.sch.uk SHOOL’S CO-ORDINATES: 376119, 387212 (used to calculate the distance to school) GENDER: Girls CATEGORY: Academy AGE RANGE: 11-18 TYPE: Secondary Grammar 2022 ADMISSION NUMBER: 204 2021 APPLICATIONS: 908 SEPTEMBER 2021 EXPECTED NUMBER ON ROLL: 1350 SCHOOL: Ashton-on-Mersey School HEADTEACHER: Mr L McConaghie ADDRESS: Cecil Avenue Sale Cheshire M33 5BP TELEPHONE: 0161 973 1179 EMAIL: [email protected] -
Applying for Secondary School Places
Applying for School Places 2021 Secondary School Information for Parents This booklet contains information on the transfer from primary to secondary school, all school admissions policies, in-year transfers, travel assistance and other relevant policies. September 2021 Contents 2 Other Languages 3 Introduction 4 How to Contact Trafford School Admissions 5 Timetable for Secondary School Transfer Process 6 How to Apply for Year 7 Secondary School Places 8 Allocation of Places 10 Your Home Address 10 Your Right to Appeal 10 Review of Allocations 11 Waiting Lists 11 Information about OFSTED Inspections/League Tables 12 School Open Days/Evenings 12 Admission to Trafford Grammar Schools 12 In Year Transfers 2021 Academic Year 12 Fair Access Protocol 13 Travel Assistance 16 Other Relevant Policies 18 2021 Co-ordinated Admissions Scheme 23 Co-ordinated Admissions Timetable 24 Types (categories) of Schools 26 2020 Admissions Round Application Outcomes (1 March 2020) 27 Trafford Schools Directory 37 Admission Policy Documents 151 University Technical Colleges and Studio Schools 2 INTRODUCTION The transfer from primary to secondary school is an important milestone in the life of your child. For most children, the transfer to secondary school will be a straightforward process and the information provided in this booklet will help you make your decision. Some parents, where personal circumstances are different, might need more complex and detailed advice. I hope that the information in this booklet will help in even the most difficult of circumstances. In any event, the School Admissions Team is always available to give help and realistic advice. Trafford Local Authority (LA) is responsible for processing applications for transfer to secondary school, for all its residents, for any state funded secondary school, including academy schools and free schools. -
Review of Governance Interim Report – Lostock Hall Academy School, Lancashire
Review of Governance Interim Report – Lostock Hall Academy School, Lancashire Reviewer name Karina Carter, National Leader of Governance School Name of contact Margaret Scrivens Role Chair of Governors Name of school Lostock Hall Academy Contact details Sharon Hurst, Clerk to the Governing Body, [email protected] 01772 646101 Main issues raised by Ofsted The issues highlighted refer to the Governance of the Academy. In addition to requesting a Review of Governance, with a specific focus on the use of pupil premium, the report also stated: School leaders and governors have been complacent and have let the decline in achievement go on for too long. Governors have been slow to tackle the underlying causes of poor performance, such as weak teaching. Until recently the school did not have a clear idea of just how poorly students were doing because systems to check on students’ progress were inadequate. Governors have not challenged the school quickly enough to remove the large gaps in achievement that exist across the school. The Governing Body has not acted sufficiently swiftly to make sure that the funds the school received were targeted at improving achievement for this group of students. Governors bring considerable expertise from the outside world, and show loyalty and commitment to the school. They have developed much more confidence in holding the school to account and have a good grasp of where the strengths and weaknesses are. The very recently reorganised senior leadership team has begun to tackle the barriers to success with urgency and vigour. This team…has a clear line of sight on what needs to be done to improve this school. -
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