Admissions to Secondary Schools 2019
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A Showstopping Performance of the Producers Read the Full Story on Page 8 Seniors
www.kingschester.co.uk All the latest news from The King’s School, Chester | Spring 2015 The King’s School, colouring their lives forever. Learn more inside... A showstopping performance of The Producers Read the full story on page 8 Seniors A performance to be proud of King’s was crowned the top performing The GCSE results also improved after At GCSE, the decision to no longer include independent school in Chester, following corrections with 47% A*, 77% A*/A grades IGCSEs in the Government’s figures meant the publication of The Sunday Times with King’s girls achieving 52% A*, 78% that King’s score, along with most other Parent Power table for GCSE and A Level A*/A and 97% A*/B grades. academic independent schools, was very results last term. low with 14% achieving five A*-C GCSEs Government League table including Maths and English. Should IGCSEs For the second year running, King’s was In January, the Government League tables be included, the result would be 100%. placed in the top 80 independent schools were released. King’s was the highest in the country. In 2014, it was placed performing School in the Chester area with For further guidance on these performance 5th in the North West and was placed 2nd an A-average point score per A Level entry. tables, visit: for co-educational schools. www.kingschester.co.uk/academicresults The late corrections in examination papers • 100% achieving three A Levels further boosted King’s examination results. • 53% achieving AAB or higher in at The final results for A Level are now 65% least three facilitating subjects A*/A and 87% A*/B with girls at King’s (King’s offers all facilitating subjects) scoring 89% A*/B. -
Secondary School Admissions
Secondary School Admissions September 2020 If your child was born between 1 September 2008 and 31 August 2009, then they will be due to start secondary school in September 2020. Key dates • w/c Mon 2 Sept, 2019 Your child’s primary school will hand out letters from us, which invite you to apply for a place and applications open • Thu 31 Oct, 2019 Application close date • Sun 1 March, 2020 An email or letter will be sent to you on Monday 2nd March as this is the 1st working day after offer day. How do I apply? • Apply online at www.stockton.gov.uk/schooladmissions (if you do not have access to the internet at home, you can access the website at any library). please make sure you tick to receive your allocation by email. • The letter will also contain a telephone number that you can ring to request a paper application form, if necessary. All forms (online or paper) must be received by the School Admissions team by 31 October 2019 – any forms received after this date will be classed as ‘late’ applications and we will only be able to consider them after we have considered all of the applications received before the closing date. • You must complete an application form in order to gain a secondary school place for your child – do not assume that at place will be allocated automatically. We do advise you to use your 4 preferences. Choosing a Secondary School – Hints & Tips • Visit schools open evenings, taking place in the autumn term • Look at each school’s website and prospectus • Review performance tables and Ofsted reports - www.gov.uk/school-performance-tables -
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LBP0018 Written evidence submitted by The Northern Powerhouse Education Consortium Education Select Committee Left behind white pupils from disadvantaged backgrounds Inquiry SUBMISSION FROM THE NORTHERN POWERHOUSE EDUCATION CONSORTIUM Introduction and summary of recommendations Northern Powerhouse Education Consortium are a group of organisations with focus on education and disadvantage campaigning in the North of England, including SHINE, Northern Powerhouse Partnership (NPP) and Tutor Trust. This is a joint submission to the inquiry, acting together as ‘The Northern Powerhouse Education Consortium’. We make the case that ethnicity is a major factor in the long term disadvantage gap, in particular white working class girls and boys. These issues are highly concentrated in left behind towns and the most deprived communities across the North of England. In the submission, we recommend strong actions for Government in particular: o New smart Opportunity Areas across the North of England. o An Emergency Pupil Premium distribution arrangement for 2020-21, including reform to better tackle long-term disadvantage. o A Catch-up Premium for the return to school. o Support to Northern Universities to provide additional temporary capacity for tutoring, including a key role for recent graduates and students to take part in accredited training. About the Organisations in our consortium SHINE (Support and Help IN Education) are a charity based in Leeds that help to raise the attainment of disadvantaged children across the Northern Powerhouse. Trustees include Lord Jim O’Neill, also a co-founder of SHINE, and Raksha Pattni. The Northern Powerhouse Partnership’s Education Committee works as part of the Northern Powerhouse Partnership (NPP) focusing on the Education and Skills agenda in the North of England. -
School Prospectus
“Mighty oaks from tiny acorns grow” PRESTON PRIMARY PROSPECTUS 2020-2021 PRESTON PRIMARY 2020-2021 Dear Parent, Welcome to our school. If your child is about to join us and you are experiencing our school for the first time, we welcome you warmly as parents and look forward to a happy and successful partnership over the coming years. If you already have a child at our school, we are pleased to renew the link. We hope you find the information in this brochure both helpful and informative. However, no document or brochure can fully describe every aspect of our school, so if there is anything you are unsure about please don’t hesitate to ask either myself or one of the staff, and we will do our best to help you. Preston Primary School is a relatively small school. As teachers, we view this as one of the great strengths of our school because we know every child and are able to cater for their needs, both in and out of the classroom. We endeavour to make time to listen and offer advice and help to both children and parents alike. We view the happiness and security of a child as of paramount importance to their long term intellectual and social development. We encourage a happy, relaxed yet purposeful atmosphere within school, based on mutual respect, care and thought for each individual within our “school family”. Confidence in a good school comes from knowing and understanding what is happening within it. We hope that by regular contact with school through educational and social functions, parent/teacher consultation meetings, regular newsletters, open days and by visiting, that you will soon come to know all the members of the school team. -
Stockton on Tees Town Centres Uses Study 2016 This Document Is Formatted for Double Sided Printing
Stockton on Tees Town Centres Uses Study 2016 This document is formatted for double sided printing. © Nathaniel Lichfield & Partners Ltd 2016. Trading as Nathaniel Lichfield & Partners. All Rights Reserved. Registered Office: 14 Regent's Wharf All Saints Street London N1 9RL All plans within this document produced by NLP are based upon Ordnance Survey mapping with the permission of Her Majesty’s Stationery Office. © Crown Copyright reserved. Licence number AL50684A Stockton Town Centre Use Needs Study : Final Study Report Contents 1.0 Introduction 1 Scope of Report...............................................................................................1 Report Structure...............................................................................................1 2.0 Existing Retail and Leisure Hierarchy 2 Policy Requirements ........................................................................................2 Overview of Existing Centres ...........................................................................2 Review of Existing Centres ..............................................................................5 Other Existing Provision.................................................................................23 Committed and Proposed Developments.......................................................26 Summary .......................................................................................................27 3.0 Retail Need 29 Trends in Town Centres and Retailing ...........................................................29 -
J U L Y 2013 CONYERS SCHOOL
J u l y 2013 ONYERS CHOOL C S Name: Dear Parents, Students and Friends, Reminder: Students return after the summer holidays on Tuesday 3 September 8.55 a.m. As the school year draws to a close it is an opportunity to thank every one of you for providing the support necessary to ensure that our young people thrive. Particular thanks are extended to those teachers and members of the support staff who are moving to pastures new. Their contributions are formally recognised in this newsletter and I am sure you will all join me in wishing them well. As we move forward into next year I am pleased to be able to tell you we have a full staff team for September and know you will join me in welcoming new teachers into the Conyers community. I am delighted to introduce our Head Boy and Head Girl and their deputies. Congratulations to Head Boy Toby Chapman, Head Girl Elinor Baird and their deputies Zara Retallick and Jonathan Breeze. Selection for these posts is robust with a presentation, student vote and interview ensuring we have the right candidates in post. I am sure you will be seeing more of them as the year progresses. We have also been selected to be the feature of a CBBC documentary focusing on the transfer from Primary to Secondary School, and filming is already underway in primary schools and will continue at Conyers in September. We are delighted to have been chosen for the programme which will be screened next summer. There will be 15 half hour programmes made, each focusing on a different story as part of the transition process. -
How Schools Are Integrating New Migrant Pupils and Their Families
HOW SCHOOLS ARE INTEGRATING NEW MIGRANT PUPILS AND THEIR FAMILIES Chiara Manzoni and Heather Rolfe March 2019 About the National Institute of Economic and Social Research The National Institute of Economic and Social Research is Britain's longest established independent research institute, founded in 1938. The vision of our founders was to carry out research to improve understanding of the economic and social forces that affect people’s lives, and the ways in which policy can bring about change. Eighty years later, this remains central to NIESR’s ethos. We continue to apply our expertise in both quantitative and qualitative methods and our understanding of economic and social issues to current debates and to influence policy. The Institute is independent of all party political interests. National Institute of Economic and Social Research 2 Dean Trench St London SW1P 3HE T: +44 (0)20 7222 7665 E: [email protected] niesr.ac.uk Registered charity no. 306083 This report was first published in March 2019 © National Institute of Economic and Social Research 2019 CONTENTS ACKNOWLEDGEMENTS ........................................................................................................................... i EXECUTIVE SUMMARY ............................................................................................................................ ii 1. INTRODUCTION ................................................................................................................................... 1 1.1 Objectives .................................................................................................................................... -
24 | Secondary Profiles 2020-2021 Personal Information: Name
Personal Information: Name Dominic Joynes Main Subject Physical Second Subject Science Education My academic qualifications: School/College University Our Lady and St Bede’s (2009 – 2014) Durham University (2016 – 2019) GCSE: Maths (C), English (C), Science (CC), Physical Education BA (Hons): Sport and Exercise and Physical Activity Sciences (2:2) (B), Fine Art (B), Religious Education (B), Product Design (C), Geography (C) North East Partnership SCITT (2019 – 2020) Stockton Sixth Form College (2014 – 2016) PGCE and QTS: Secondary Physical Education (Pending) Level 3: Extended Diploma in Sport and Exercise Sciences (D*D*D*) The experience I have had in schools: PGCE Placements Kepier School, Sunderland (September - December (2019) Nunthorpe Academy, Middlesbrough (January - June 2020) Undergraduate Placements Durham University, Team Durham, Mental Health Placement, supported with gym based and practical activities (October 2018 - April 2019) Other Placements and / or Egglescliffe School and Sixth Form College, Stockton (2-week placement, 2016) Employment in Schools Sports coach in local primary schools, taking after school clubs in a range of sports and covering lunch time clubs and primary PE lessons (2016 - 2019) The strengths I have within my main subject area: Sporting Strengths NGB/Other Coaching Awards Teaching Strengths • Football - I currently play in the northern • Sports Leaders UK Level 2 Award in • I am confident teaching across all league. I have captained my school and Community Sports Leadership (QFC) (2016) areas of the -
Tees Valley: Opportunity Unlimited (Independent Report)
TEES VALLEY: OPPORTUNITY UNLIMITED An independent report. The Rt Hon the Lord Heseltine of Thenford CH June 2016 TEES VALLEY: OPPORTUNITY UNLIMITED An independent report The Rt Hon the Lord Heseltine of Thenford CH June 2016 © Queen’s Printer and Controller of Her Majesty’s Stationery Office, 2016 Copyright in the typographical arrangement rests with the Crown. You may re-use 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 http://www.nationalarchives. gov.uk/doc/open-government-licence/version/3/ or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or e-mail: [email protected]. This document/publication is also available on our website at www.gov.uk/dclg Any enquiries regarding this document/publication should be sent to us at: Department for Communities and Local Government Fry Building 2 Marsham Street London SW1P 4DF Telephone: 030 3444 0000 For all our latest news and updates follow us on Twitter: https://twitter.com/CommunitiesUK June 2016 ISBN: 978-1-4098-4829-5 2 | Page Contents Introduction ............................................................................................................................................ 4 Key Report Recommendations .......................................................................................................... 5 CHAPTER 1: Overview of Tees Valley ........................................................................................... -
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 -
Children Services School Organisation Plan 2017
CHILDREN SERVICES SCHOOL ORGANISATION PLAN 2017 Contents Page Section 1: Introduction and purpose of this plan 3 Section 2: School Place Planning in Stockton-On-Tees Making major changes to school organisation 6 Forecasting Primary and Secondary pupil numbers 7 Pupil numbers in primary schools 7 Pupil numbers in secondary schools 7 Academies 7-9 Schools in Stockton-On-Tees 10 A diverse range of maintained schools 11 Demand across the borough 12 Strategy for school investment in Stockton-On-Tees 13 Section 3: Information on demand Methodology 15 Housing 15 Planning area & borough level pupil projections 16-22 o Billingham & Wolviston Planning area 16 o North Stockton Planning area 17 o Central Stockton Planning area 18 o Thornaby Planning area 19 o Ingleby Barwick Planning area 20 o Eaglescliffe & Yarm Planning area 21 o Borough level 22 Section 1: Introduction and purpose of this plan Although the statutory requirement to publish an annual School Organisation Plan (SOP) was abolished in 2004, Stockton-On-Tees Borough Council (the Council) has continued to publish an updated plan to inform schools, parents and the general public. The SOP gives information about the number, types and sizes of schools maintained by the Council, Academies and Free Schools. The Council does however have a statutory duty to ensure that there are enough school places in the borough to meet demand. The Council must therefore plan, organise and commission places for all state-funded schools in Stockton so that high standards are maintained, diverse school communities created and fluctuating pupil numbers are managed efficiently. The demand for school places changes over time - this document is considered to be ‘live’ and, as such, is updated every two years. -
Use of Contextual Data at the University of Warwick
Use of contextual data at the University of Warwick The data below will give you an indication of whether your school meets the eligibility criteria for the contextual offer at the University of Warwick. School Name Town / City Postcode School Exam Performance Free School Meals 'Y' indicates a school with below 'Y' indcicates a school with above Schools are listed on alphabetical order. Click on the arrow to filter by school Click on the arrow to filter by the national average performance the average entitlement/ eligibility name. Town / City. at KS5. for Free School Meals. 16-19 Abingdon - OX14 1RF N NA 3 Dimensions South Somerset TA20 3AJ NA NA 6th Form at Swakeleys Hillingdon UB10 0EJ N Y AALPS College North Lincolnshire DN15 0BJ NA NA Abbey College, Cambridge - CB1 2JB N NA Abbey College, Ramsey Huntingdonshire PE26 1DG Y N Abbey Court Community Special School Medway ME2 3SP NA Y Abbey Grange Church of England Academy Leeds LS16 5EA Y N Abbey Hill School and Performing Arts College Stoke-on-Trent ST2 8LG NA Y Abbey Hill School and Technology College, Stockton Stockton-on-Tees TS19 8BU NA Y Abbey School, Faversham Swale ME13 8RZ Y Y Abbeyfield School, Chippenham Wiltshire SN15 3XB N N Abbeyfield School, Northampton Northampton NN4 8BU Y Y Abbeywood Community School South Gloucestershire BS34 8SF Y N Abbot Beyne School and Arts College, Burton Upon Trent East Staffordshire DE15 0JL N Y Abbot's Lea School, Liverpool Liverpool L25 6EE NA Y Abbotsfield School Hillingdon UB10 0EX Y N Abbs Cross School and Arts College Havering RM12 4YQ N