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The Dorset Studio School Special Educational Needs and Disabilities
The Dorset Studio School Special Educational Needs and Disabilities Information Report 1 Contents Special Educational Needs staff and contact details Page 6 What kind of special needs does the Dorset Studio School make provision for? Page 7 What type of support do we have at Dorset Studio School? Page 9 How do we identify and assess special educational needs and disabilities? Page 10 How do we measure the progress being made by our students with SEND? How do we know that our support works? Page 12 How does the Studio School support students with SEND through transition? Page 13 How do we ensure that students with SEND are not treated less favourably? Page 14 What extra-curricular activities can a student with SEND access at Dorset Studio School? Page 15 2 What training do Dorset Studio School staff have to help them support students with SEND? Page 15 How is the curriculum adapted for students with SEND? Page 16 How are parents of students with SEND involved in the education of their child? Page 17 How are students with SEND involved in their own education? Page 18 How do we deal with complaints by a parent of a student with SEND or by a student with SEND? Page 18 How does the governing body involve other people in meeting the needs of students with SEND including support for their families? Page 19 What provision is there for students who are looked after by the authority and have SEND? Page 20 How is the learning environment adapted for students with SEND? Page 20 How does the Dorset Studio School prevent bullying? Page 21 How does the Dorset Studio School get more specialist help if students need it? Page 21 3 Who are the support services that can help parents with children who have SEN? Page 21 Dorset’s Local Offer Page 22 Post-16 Information Page 23 4 Introduction The Dorset Studio School is designed to equip young people with the skills, knowledge and experience they require to succeed in the land and environmental sectors. -
Texans Getting Academically Prepared (Tgap)
TEXANS GETTING ACADEMICALLY PREPARED (TGAP) Year Six Evaluation Report September 2004 – August 2005 March 2006 Prepared for Texas Education Agency By Texas Center for Educational Research Center for Public Policy at the University of Houston TEXANS GETTING ACADEMICALLY PREPARED (TGAP) Year Six Evaluation Report September 2004 – August 2005 March 2006 Prepared for Texas Education Agency Prepared By Texas Center for Educational Research Center for Public Policy at the University of Houston ©Texas Center for Educational Research Credits Texas Center for Educational Research Contributing Authors The Texas Center for Educational Research Texas Center for Educational Research (TCER) conducts and communicates nonpartisan Kelly Shapley, Ph.D. research on education issues to serve as an Keith Sturges, MAA independent resource for those who make, Daniel Sheehan, Ed.D. influence, or implement education policy in Texas. A 15-member board of trustees governs the Center for Public Policy research center, including appointments from the at the University of Houston Texas Association of School Boards, Texas Gregory R. Weiher Association of School Administrators, and State Christina Hughes Board of Education. Joseph Howard For additional information about TCER research, please contact: Prepared for Kelly S. Shapley, Director Texas Center for Educational Research Texas Education Agency 12007 Research Blvd. 1701 N. Congress Avenue P.O. Box 679002 Austin, Texas 78701-1494 Austin, Texas 78767-9002 Phone: 512-463-9734 Phone: 512-467-3632 or 800-580-8237 Fax: 512-467-3658 Research Funded by Reports are available on the TCER Web Site at www.tcer.org Texas Education Agency Texans Getting Academically Prepared (TGAP) Year Six Executive Summary..................................................................................................................... -
Special Educational Needs and Disability Information
STEPHENSON STUDIO SCHOOL SPECIAL EDUCATIONAL NEEDS AND DISABILITY INFORMATION What kinds of special educational needs does the school make provision for? Stephenson Studio School welcomes students with special educational needs as defined by the new SEND Code of Practice 2014. We expect students to access mainstream lessons and activities, with support, where necessary. Stephenson Studio School caters for a wide range of Special Educational Needs, Disabilities and medical needs. These include ASD, dyslexia, ADHD, physical difficulties such as hypermobility, diabetes and emotional difficulties. Working closely with parents and professionals we will always seek to teach every child so they can achieve his or her best. How does the school know if students need extra help and what should I do if I think that my child may have special educational needs? Progress and achievement is rigorously tracked and the data is used to identify both underachievement and lack of progress. We gather information from: KS2 teacher assessments including SATs results Primary Annual Reviews and transition meetings EHC Plan documentation Information from outside agencies including ADHD Solutions, Behaviour Support Service, Educational Psychology Service and the Autism Outreach Team Baseline Assessments in English, maths and science, including standardised literacy testing Where we have concerns about progress we will seek advice from other agencies as appropriate. When a child is transferring from a different setting a process is put in place to ensure successful transition. Within the school the progress of every child is carefully tracked and any concerns due to these assessments, or professional observations, will be raised with the parent by the Tutor, Personal Coach or SENDCO. -
Year Four Evaluation of Early Childhood Mental Health Consultation
Healthy Futures Year Four Evaluation of Early Childhood Mental Health Consultation BY THE DISTRICT OF COLUMBIA DEPARTMENT OF BEHAVIORAL HEALTH PREPARED BY: Anna E. Davis, BA Deborah F. Perry, PhD Georgetown University Center for Child and Human Development 3300 Whitehaven Street, NW, Suite 3300 Washington, DC 20007 SEPTEMBER 30, 2014 Acknowledgements e want to acknowledge the ongoing contributions of Dr. Meghan Sullivan, program evaluator at the DC Department of Behavioral Health, for managing all of the data Wfrom the consultants in the field. We also appreciate the support of members of the Project LAUNCH team from the DC Departments of Health and Behavioral Health—especially Barbara Parks and Vinetta Freeman. Finally, we are grateful for the excellent work of the four mental health consultants as well as Dr. Shana Bellow who provides them with clinical and reflective supervision. HEALTHY FUTURES: YEAR FOUR EVALUATION 1 Table of Contents Acknowledgements ....................................................................................................................................................................................1 Executive Summary ............................................................................................................................................................................5 Introduction ..............................................................................................................................................................................................7 The Evidence -
Early Years – Key Stage 4
Public Oral Health CURRIC ULUM TOOL KIT WWW... Early Years – Key Stage 4 Oral Health Promotion Team Derby City and Derbyshire County Public Contents • Introduction Page 2 • Oral Health messages Pages 3-5 • Oral Health links to the Early Years Foundation Stage Page 7 • Oral Health links to the National Curriculum: Key Stage 1 Page 9 • Oral Health links to the National Curriculum: Key Stage 2 Page 10 • Oral Health links to the National Curriculum: Key Stage 3 Page 11 • Oral Health links to the National Curriculum: Key Stage 4 Page 12 • Interactive Oral Health activities/ Downloadable resources: Early Years - Key Stage 4 Page 14 • Interactive Oral Health activities/ Downloadable resources: Special Educational Page 15 Needs and Disabilities and English as an Additional Language • Borrowing resources Page 16 • Purchasing Resources Page 17 • Apps available to download Page 18 1 Public Introduction Schools provide an important setting for promoting health which can easily be integrated into general health promotion, school curriculum and activities. Health promoting messages can be reinforced throughout the most influential stages of children’s lives, enabling them to develop lifelong sustainable attitudes, behaviours and skills. The health and wellbeing of school staff, families and community members can also be enhanced by programmes based in schools. Oral health is fundamental to general health and wellbeing. A healthy mouth enables an individual to speak, eat and socialize without experiencing active disease, discomfort or embarrassment. Poor oral health impacts on children’s confidence, language and personal, social and emotional development. Tackling poor oral health is a priority for Public Health England (PHE) under the national priority of ensuring that every child has the Best Start in Life. -
Opening a Studio School a Guide for Studio School Proposer Groups on the Pre-Opening Stage
Opening a studio school A guide for studio school proposer groups on the pre-opening stage August 2014 Contents Introduction 3 Section 1 - Who does what - roles and responsibilities? 5 Section 2 - Managing your project 10 Section 3 – Governance 12 Section 4 - Pupil recruitment and admissions 21 Section 5 - Statutory consultation 33 Section 6 - Staffing and education plans 36 Section 7 - Site and buildings 42 Section 8 – Finance 56 Section 9 - Procurement and additional support 63 Section 10 - Funding Agreement 67 Section 11 - The equality duty 71 Section 12 - Preparing to open 73 Section 13 - Once your school is open 80 Annex A - RSC regions and Local authorities 82 2 Introduction Congratulations! All your planning and preparation has paid off, and the Secretary of State for Education has agreed that your application to open a studio school should move to the next stage of the process – known as the ‘pre-opening’ stage. This is the stage between the approval of your application and the opening of the school. The setting up of a studio school is a challenging but ultimately very rewarding task and it will require significant commitment and time from sponsors and partners. Your original application set out your plans for establishing the studio school, from the education vision and the admission of pupils to the recruitment of staff and the curriculum. Now your application has been approved, you must begin work to implement these plans. The letter of approval you received from the Department for Education (DfE) sets out important conditions of approval. It is vital that you consider these conditions carefully in planning your priorities and what you need to focus on next. -
School Admissions in England: State-Funded Schools
BRIEFING PAPER Number 07147, 11 January 2016 School admissions in By Nerys Roberts England: state-funded mainstream schools PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Inside: 1. Background to school admissions in England and the legal framework 2. Applying for a school place in the normal round 3. How admission authorities rank applicants 4. Parents unhappy with offered school place 5. Statistics on school place offers for 2015/16 6. Schools Adjudicator report www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary Number 07147, 11 January 2016 2 Contents Summary 3 1. Background to school admissions in England and the legal framework 4 1.1 Admission authorities and statutory admissions framework 4 Application of school admissions codes to academies and free schools 4 1.2 Determining admission arrangements 5 2. Applying for a school place in the normal round 6 2.1 School starting age in England 7 Summer born children starting school 7 Deferring a reception place, or attending part-time initially 7 2.2 How far in advance do parents have to apply for a place? 8 2.3 Guidance for parents and carers on school admission process 8 2.4 Selecting schools: naming preferred schools on the application form 8 Myths about naming more than one school on the application form 9 Nominating schools in other local authority areas 9 2.5 When a child has two addresses because of shared care 9 2.6 Moving into the area after the application deadline 9 2.7 School places for children returning or arriving from abroad 9 2.8 Obtaining a school place dishonestly 10 3. -
(2018). Employability Skills in Studio Schools. Investigating the Use of The
Employability Skills in Studio Schools Investigating the use of the CREATE Framework October 2018 Dr James Robson, Ashmita Randhawa and Professor Ewart Keep SKOPE Research Centre, University of Oxford Table of Contents ACKNOWLEDGEMENTS ............................................................................................................ 3 EXECUTIVE SUMMARY ............................................................................................................. 4 1. INTRODUCTION .................................................................................................................... 8 2. METHODOLOGY ................................................................................................................. 10 Phase 1 ............................................................................................................................... 10 Document Analysis ......................................................................................................... 10 Semi-structured Interviews ............................................................................................ 12 Phase 2 ............................................................................................................................... 12 Phase 3 ............................................................................................................................... 13 Ethical Considerations ........................................................................................................ 15 3. FINDINGS ........................................................................................................................... -
Parent Handbook
Parent Handbook Willow Nest Studio, Inc. 592 16th Street, Brooklyn, NY 11218 P: 646-236-3116 Email: [email protected] www.willowneststudio.com Willow Nest Studio Introductory Information Willow Nest Studio, Inc is a NY State Licensed and insured Group Family Day Care Provider that operates in a studio space on the second floor of a Windsor Terrace dwelling. In September of 2015, the owner and founder of this childcare facility, Elisha Georgiou, obtained this license from the New York State Office of Children and Family Services while designing her home-based studio school. This license serves to allow Willow Nest Studio, Inc. to best provide playgroup services and arts enrichment classes to toddlers, preschool aged-children, and also school-aged children. Story Tree Playgroup is a drop-off, home-based preschool alternative program at the Willow Nest Studio space in Windsor Terrace Brooklyn. Elisha Georgiou is the founder, director, provider and head teacher at Story Tree Playgroup and the owner of Willow Nest Studio. In addition to holding a NY State license to provide child care in her residence, she also holds a Masters of Education from Teacher’s College, Columbia University. Story Tree Playgroup is a mixed-age environment admitting children between ages 2.5- 4.5. We suggest 3-4 days of enrollment per week, with a minimum of three hours per day and a maximum of six hours per day. Elisha is supported by one assistant when working with children more than 6 in number. All teachers are screened by the NYC Department of Health including fingerprinting and background check. -
Primary and Secondary Textbook Complexity in England
Research Brief Primary and Secondary Textbook Complexity in England Heather Koons, Ph.D., Director of Research Services; Laura Bush, Research Specialist; and Eleanor E. Sanford-Moore, Ph.D., Senior Vice President, Research and Development speak to the accessibility of the content. If year three pupils are ABSTRACT presented with reading materials at a level of complexity above their The study examined the text complexity of textbooks available for reading ability level, learning the material could be quite challenging. use in English maintained primary and secondary schools that Conversely, materials written significantly below a pupil’s ability level address select mandatory courses: English, mathematics, science, may foster boredom in the classroom and limit the pace of learning. history, geography and citizenship, for years one through 11, key A first step in understanding the relationship between pupils and stages 1 through 4. text is to understand the text complexity of the materials. This is the purpose of the current study. The research hypothesis was that text complexity varies within school year and key stage and that the median text complexity increases with school year/key stage. The results supported the hypothesis. MATERIALS However the findings highlight the fact that the greatest increase in The unit of analysis in this study was textbooks (N = 211) available complexity across the years and key stages occurs early on when for use in England’s primary and secondary schools. An effort was young readers are still developing their reading skills: between years made to obtain textbooks written specifically for the new 2015 one and two and between key stage 1 and 2. -
Dowling College, New York Studio School of Drawing, Painting & Sculpture and Glasgow Caledonian New York College
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: The Honorable the Members of the Board of Regents FROM: Elizabeth R. Berlin SUBJECT: Conferral of Degrees: Dowling College, New York Studio School of Drawing, Painting & Sculpture and Glasgow Caledonian New York College DATE: August 29, 2019 AUTHORIZATION(S): SUMMARY Issue for Decision (Consent Agenda) Should the Board of Regents confer degrees upon students successfully completing programs at Dowling College, New York Studio School of Drawing, Painting & Sculpture and Glasgow Caledonian New York College? Reason(s) for Consideration Required by State statute and State regulation. Proposed Handling This question will come before the full Board at its September 2019 meeting, where it will be voted on and action taken. Background Information Section 208 of the Education Law gives the Regents the authority to make awards in certain circumstances. By statute and regulation, institutions of higher education that have provisional charters do not have authority to award degrees. Until such time as a charter is made absolute, the Board of Regents awards degrees on behalf of provisionally chartered institutions. In the case of closed institutions of higher education, in order to hold students harmless, the Board of Regents awards degrees to eligible students who complete the requirements for their registered degree programs at other institutions, for specified periods of time. BR (CA) 2 Dowling College Dowling College, which was located at 150 Idle Hour Boulevard in Oakdale, New York, was granted an absolute charter by the Board of Regents on September 27, 1968. On August 31, 2016, Dowling College closed. -
Kindergarten Parent Guide
Kindergarten Guide www.adams12.org/kindergarten We are excited to welcome new kindergarten students and their families into our district community. The beginning of kindergarten is a major time of transition for both children and their families. The information provided here was compiled by parents for parents in the hopes that it will answer your questions and help you and your child feel prepared and excited to begin the school journey. It’s true! Kindergarten provides all students the first experience of their academic career. While there is still a strong emphasis on your student’s social-emotional development, the kindergarten experience in Adams 12 Five Star Schools provides every student with rigorous academic programs necessary to develop a strong foundation that will help them succeed as they progress through their elementary and secondary school career. HOW OLD DOES MY CHILD NEED TO BE TO START KINDERGARTEN? Your child must be 5 years old on or before Oct. 1 of the school year he/she will start school. If your child misses the cut-off date but is a highly advanced gifted student (at or above 98th percentile on nationally normed assessments as per Colorado Department of Education guidelines), you can apply for early entrance. For more GIFTED & information on early entrance, please visit www.adams12.org/kindergarten. TALENTED HOW DO I KNOW WHAT SCHOOL MY CHILD SHOULD ATTEND? The district has school boundaries based on geography. To find what elementary school your child should attend, SCHOOL please visit www.adams12.org/boundary-locator. BOUNDARY WHAT IF I WANT TO CHOOSE MY CHILD’S SCHOOL? You can check for information on the district’s website regarding which schools are open for Choice.