DOCSLIB.ORG

Secondary School GCSE (And Equivalent)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Secondary School GCSE (And Equivalent) Secondary School GCSE (and equivalent) Performance Tables 2010 Lancashire 888 Introduction These Tables give information on the achieve- school’s control (such as gender, mobility The Tables also include a new symbol against ment and attainment of pupils in second- and levels of deprivation) that have been those schools where the absence rates were ary schools, and how they compare with oth- observed to impact on pupils results afected by severe weather conditions. er schools in their local authority (LA) area and ■ A bar chart which shows how A- E This boolet is one of a set of 1, covering each in England as a whole There are two England (and euivalent) including English and LA area in England All secondary schools in the averages based on all schools and on the maths results for pupils at the end of in area are listed in alphabetical order, including maintained sector only including CTs and each school has changed each year since Academies. ■ LA maintained schools ■ Overall, persistent and unauthorised ■ Academies In addition to giving bacground information absence rates at ■ City Technology olleges on each school, the Tables present ■ Independent schools and ■ Attainment in Es (and euivalent The information in these Tables only pro- ■ pecial schools (for pupils with special ualiications) of pupils who were at the vides part of the picture of each school’s and educational needs reuiring special end of ey tage () in the 1 its pupils’ achievements. Schools change from teaching and facilities) school year; year to year and their future results may dif- ■ The percentage of pupils who have met the fer from those achieved by current pupils. The new English accalaureate reuirements Tables should be considered alongside oth- (reported for the irst time this year) er important sources of information such as ■ Percentage of pupils at the end of who Ofsted reports and school prospectuses. Ofsted have made at least epected progress in school inspection reports can be obtained from English and separately in maths www.ofsted.gov.uk or direct from the school ■ Percentage of pupils achieving A- grade on request. Maintained schools, Academies Es in both English and maths and City Technology Colleges must provide ■ Contextual Value Added scores including parents with prospectuses on request. English and maths bonuses (CVA) which For the irst time in the Performance Tables, measure the progress made by pupils from accredited International Es (iEs) and the end of ey tage () to the end of their legacy ualiications are included in the using their test and eam results VA igures as euivalent to Es and have been taes into account the varying starting counted towards the English and Mathematics points of each pupil’s test results, and indicators. also adusts for factors which are outside a 1 About These Tables General Choosing a school Expected levels of secondary These Tables provide the eam results for sec- If you are considering local secondary schools school performance ondary school pupils who are at the end of for your child, you will ind helpful information The government assesses mainstream main- In the maority of schools, those pupils in Year in the Tables about the performance of schools tained secondary schools’ performance against 11 in the 1 school year are at the end in your area owever, the Tables provide deined “loor standards” Considered against of For each local authority (LA), schools only part of the picture of each school’s over- these, a school would be seen as “underper- are listed alphabetically, with special schools all achievements and cannot provide a predic- forming” if its ey tage results are shown separately at the end of each list. tion of future performance You can get a better ■ less than 35% of pupils at the end of Key overall impression of a school by also reading If your child already attends a school listed in Stage 4 (KS4) achieving 5 or more GCSEs school prospectuses, reports of recent Ofsted the Tables, you may be interested to see how its A*-C (or equivalents) including English and inspections and by visiting schools and taling results compare with other schools in the area, maths GCSE; and to teachers and with the LA and national averages You can ■ below average % of pupils at the end of also see, at a glance, how each school’s results The ey Stage Performance Tables give more KS4 making expected progress in English have changed over the past four years. than one measure of a school’s performance (national median for 2010 = 72%); and These measures can be considered alongside ■ below average % of pupils at the end of You may want to discuss the results with teach- each other when evaluating the performance KS4 making expected progress in maths ers at your child’s school – how do they feel of a school ”ow to read the Tables” and the (national median for 2010 = 65%) the school is performing, and what plans do following sections describe what is published they have to improve levels of achievement for each school and eplains how to interpret How can you support the work of the school the information and what conclusions can be What more can you do to help your own child drawn from the information given do better? You will ind more information on how the The Performance Tables website now enables measures in the Tables are calculated the you to sort schools in ran order under each ational Curriculum the ational Qualiications performance indicator to search for types of Framework adustments to number of pupils school download underlying data and access on roll and pecial Educational eeds in the school by school spend data for -1, show- ‘More nformation’ section of this boolet ing how much individual schools spend on things such as teaching staf, catering and T. 2 Pupils and Qualiications Reported in the Tables Reporting at the end of KS4 Education are not reported in the Performance use as a means of measuring school perform- All performance data published in the Tables are Tables Information on all accredited ualiica- ance It allows the reporting of diferent types based on the achievements of pupils at the end tions approved by the Secretary of State can be of ualiications on an euitable basis It is not of KS4. Results for 15 year olds who are not at the found at the Ofual website at httpregister. designed to allow udgements to be made end of KS4 are no longer published in the Tables. ofqualgovu about the value of diferent ualiications The Performance Tables show a year on year QCDA assigned each ualiication a threshold iGCSEs comparison of the proportion of pupils attain- contribution igure epressed as a percentage n order to better capture the attainment of pupils ing A - Es (or euivalent) includ- as well as a point score in the ndependent sector accredited interna- ing English maths Es for all pupils at the tional GCSEs (iGCSE) have been included in the ■ ive GCSEs at A*-C (and equivalent) end of their programme of study In most Performance Tables for the irst time. Only iGCS- contribute 100% to the level 2 (i.e. 5 A*- schools this will cover all pupils in Year 11 class- Es that were not accredited at the beginning of grade or equivalent) threshold; and es ut, although most pupils at the end of the period of study but have since been accred- ■ ive GCSEs at A*-G (and equivalent) are aged 1 at the start of the school year, ited are included. This means that Cambridge contribute 100% to the level 1 (i.e. 5 A* - in some schools there are younger and old- nternational Certiicates (CiCs) and their leg- grade or equivalent) threshold. er pupils in this year group, as diferent pupils acy Cambridge nternational Examinations progress at diferent rates. iGCSEs are included in the performance meas- Using this formula, a E A- is eual to one ures. Other iGCSEs which had not been accred- ifth, or of the level threshold In the Which qualiications are reported ited at the time of publication are not includ- same way, all ualiications included in the These Tables report achievements in all ual- ed. Many of these “missing” iGCSE results are in Tables have been assigned a percentage contri- iications approved for pupils of compulso- Mathematics and individual science subjects bution to the level 1 and thresholds. ry school age Entry Level Qualiications Level and this continues to impact on some of the 1 and Level ualiications eg Es i- Eamples of ualiications and their thresh- indicators published in the Performance Tables Es Vocationally Related Qualiications s old contribution and points allocation can be for ndependent schools and Functional Skills A Levels Advanced Free found in the ‘oint scores for tests and eami- Standing Mathematics raded Eams and the nations’ publication on the website at Counting a ider range of qualiications Asset Language Level ualiications taen wwweducationgovuperformancetales From , the Tables have reported a wide early are also counted range of ualiications QCDA assigned points Qualiications that have not been through to all ualiications approved for use pre aged a formal process of accreditation and are 1 on a scale euivalent to Es The point not approved by the Secretary of State for scoring system used by QCDA is designed for 3 How to read the Tables or more grades A (or euialent including nglish and maths S School Street Name Village/Tow City/County Postcode Tel The percentage of pupils at the end of Key Stage ho have achieed the diferent leels of See the ‘Abbreiations and their meanings’ section The number of pupils attainment as speciied in the ‘esults for Pupils at the end of Key Stage ’ section of this booklet.
Load more

Recommended publications
  • 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
    [Show full text]
  • Actuarial Valuation Report
    HEALTH WEALTH CAREER ACTUARIAL VALUATION REPORT LANCASHIRE COUNTY PENSION FUND AS AT 31 MARCH 2016 ACTUARIAL VALUATION A S A T 31 MARCH 2016 LANCASHIRE COUNTY PENSION FUND CONTENTS 1. Introduction 1 2. Funding Strategy – Key Elements 2 3. Key results of the funding assessment 3 · Solvency funding position 3 · Primary contribution rate 4 · Correcting the shortfall – secondary contribution rate 4 4. Experience since last valuation 5 · Summary of key inter-valuation experience 5 · Reasons for the change in funding position since the last actuarial valuation 6 5. Cashflows, risks and alternative funding positions 7 · Benefit cashflows 7 · Projected funding position at next actuarial valuation 8 · Material risks faced by the Fund 8 · Sensitivity of funding position to changes in key assumptions 8 · Minimum risk funding position 9 APPENDICES A. Assumptions 11 · How the benefits are valued 11 · Financial assumptions used to calculate the funding target 12 · Demographic assumptions used 12 · Assumptions used to calculate the primary contribution rate 15 B. Summary membership data 17 C. Assets 18 D. Scheme benefits 19 E. Summary of income and expenditure 20 F. Analysis of membership experience 21 G. Rates and adjustments certificate issued in accordance with Regulation 62 22 · Primary contribution rate 22 · Secondary contribution rate 22 · Contribution amounts payable 22 · Further adjustments 22 · Regulation 62(8) 23 H. Schedule to the rates and adjustments certificate dated 31 March 2017 24 I. Glossary 44 MERCER ii ACTUARIAL VALUATION A S A T 31 MARCH 2016 LANCASHIRE COUNTY PENSION FUND 1 INTRODUCTION This report is addressed to the Administering Authority of the Lancashire County Pension Fund (“the Administering Authority”) and is provided to meet the requirements of Regulation 62 of the Local Government Scheme Regulations 2013 (as amended) (“the Regulations”).
    [Show full text]
  • Newsletter April 09.Pub
    Spring 2009 At the end of March Wayne Marland retired, and although we all wish him well, it was an event which was greeted with much sadness by everyone who worked with him. Wayne has worked for Lancashire for 23 years, coming to the advisory service from Edge Hill, where he lectured in Education for 8 years, after working as a teacher in Manchester. He has always been a staunch advocate for race equality, bringing to the debate a profound knowledge and understanding of the issues that made him the Race Equality touchstone for teachers, advisers and partners alike, and the lynchpin for policy and practice in Lancashire. Always suspicious of fashions and trends in education, Wayne's grasp of the historical, social, psychological and educational contexts for racism and inequality has allowed him to develop and support strategies and initiatives that affect real change, often ahead of national policy. Anyone who has been lucky enough to hear him speak at conferences and courses will know that he can be inspirational, challenging assumptions and attitudes and cutting through to the core purpose of education for a just society. His knowledge, commitment, passion and integrity will be greatly missed as will his sense of humour and his mischievous tendency to subversion. It has been a pleasure and a privilege to work with him and we wish him a long and happy retirement. Guided Talk what is it and why should we do it? Children learning English as an additional language need opportunities to hear language modelled and to have opportunities to rehearse language across the different curriculum areas before they are asked to write.
    [Show full text]
  • KS4 CURRICULUM GUIDE February 2020
    KS4 CURRICULUM GUIDE February 2020 HEADTEACHER’S MESSAGE The subjects and courses our students “The choices you make now, the choose to study from Year 9 onwards can people you surround yourself with, have a profound impact on their life after Lathom. It they all have the potential to affect is important that students choose subjects which your life, even who you are, forever”. they find enjoyable whilst making sure that their Sarah Dessen study time is academically demanding and gives them the best possible chance to progress into higher education and the world of work. Studying “It’s not hard to make decisions a broad range of subjects is essential so that when you know what your values students benefit from a rich curriculum, have greater are options open to them for further study and career Roy Disney choices and are well prepared for adult life. This KS4 Curriculum Guide is written to provide you with information and guidance to support you in making informed choices about the subjects you choose to study in Key Stage 4. In addition, our Options Events are organised to give you the opportunity to speak to subject teachers, college tutors and careers advisers to help you with this very important decision. This is a crucial point in your secondary education and if you have any questions at all about your options please ask any member of staff at school and we will be more than happy to help. Aim high! Mrs J M Galbraith Headteacher “THE SECRET OF EDUCATION LIES IN RESPECTING THE PUPIL.” RALPH WALDO EMERSON THE ENGLISH BACCALAUREATE (EBACC) The English Baccalaureate will be mentioned several times during the options process and it is worth explaining exactly what it is before going any further.
    [Show full text]
  • St Michael's Church, Kirkham
    Contents St Michael’s Church ........................................................................................................................................................... 2 The Parish and Wider Community .................................................................................................................................... 3 The Church Community..................................................................................................................................................... 6 The Church Buildings and Grounds ................................................................................................................................ 10 The Church Finances ....................................................................................................................................................... 13 Schools ............................................................................................................................................................................. 15 Our Links to the Wider Community ................................................................................................................................ 17 Our Vision ........................................................................................................................................................................ 21 What We Offer ...............................................................................................................................................................
    [Show full text]
  • Recommendations of the Schools Block Working Group
    LANCASHIRE SCHOOLS FORUM Date of meeting 4 July 2019 Item No 6 Title: Recommendations of the Schools Block Working Group Appendices A, B and C refer Executive Summary On 20 June 2019, the Schools Block Working Group considered a number of reports, including: 2020/21 De-Delegation Proposals Trade Union Facilities Time Agreement Schools Budget Outturn Report 2018/19 School Balances and Clawback 2018/19 Schools Forum Annual report 2018/19 High Needs Block Provision Task and Finish Group Notional SEN Proposals 2020/21 Teachers’ Pension Scheme (TPS) from September 2019 PE and sport premium funding for 2019/20 Schools Financial Value Standard (SFVS) 2018/19 and 2019/20 Invoices 'on approval' for on-line resources Recommendations The Forum is asked to: a) Note the report from the Schools Block Working Group held on 20 June 2019; b) Ratify the Group's recommendations. Background On 20 June 2019, the Schools Block Working Group considered a number of reports. A summary of the key issues and recommendations arising from the Working Group's considerations of the items are provided in this report. 1. 2020/21 De-Delegation Proposals The school funding framework continues to allow service de-delegations in 2020/21. Continuing De-delegations In 2019/20, the Forum formally approved 3 service de-delegations, relating to: o Staff costs – Public Duties/Suspensions; o Museum Service - Primary Schools Only; o Support for Schools in Financial Difficulty. For 2020/21, the LA is again proposing to consult on the continuation of these services as de-delegations, with arrangements and costs expected to be broadly in line with those in 2019/20.
    [Show full text]
  • Lancashire Rfu U17s Squad Announcement
    LANCASHIRE RFU U17S SQUAD ANNOUNCEMENT Following a successful but challenging Development Day at Trafford MV on Sunday 2nd February, the following players have been selected to represent Lancashire U17’s for the upcoming county programme, congratulations to everyone who has been selected. FIXTURES: • Lancashire vs. Yorkshire, Sunday 1st March 2020, Keighley RUFC, BD20 6DT, KO 2:00pm. • Lancashire vs. Cheshire, Sunday 5th April, venue and KO time TBC. • Lancashire vs. Cumbria, Sunday 26th April, Vale of Lune RUFC, KO 2:00pm. The 1st squad training session will be held on Friday 28th February 2020 at Trafford MV RFCC, from 6:00pm to 9:00pm. If any players are unavailable for this session please inform Gavin Butterworth, Lancashire U17s Team Manager, [email protected] as soon as possible, thanks. Name Club School/College Karol Niemyjska Preston Grasshoppers RUFC Hutton Grammar Joss Parker Wigan RUFC Runshaw College Lewis Crossley- Cummings Rochdale RUFC Burnley College Tallis Keeler Eccles RFC Pendleton College Tom Crompton Southport RUFC Monmouth School Fraser Johnson Firwood Waterloo RFC Myerscough College Tom Baybutt-Scull Firwood Waterloo RFC Merchant Taylors School Charlie Farrar Firwood Waterloo RFC Merchant Taylors School Tommy Dutton Orrell RUFC N/A Louis Gray Macclesfield RUFC Myerscough College Max Dempsey Macclesfield RUFC Myerscough College Billy Sherridan Wigan RUFC Wigan and Leigh College Joe Warwick Fleetwood RUFC Rossall School Luke Brocklehurst Fleetwood RUFC N/A Rory McKirdy N/A Kirkham Grammar School Max Pendergest
    [Show full text]
  • Highlights Easter 2018.Pages
    Issue 10 Easter 2018 HASLINGDEN HIGHLIGHTS A message from our Headteacher, Mr Jackson The GCSE and A Level performance tables taken place this term. Please continue to follow were published earlier this term and these events in the press, on our website and confirmed the excellent GCSE results achieved also via our Facebook page and Twitter feed. by our Year 11 last summer. Students sat new GCSEs in English and maths and the On a practical note I have received a number proportion of students who achieved a of emails about the procedure for informing ‘standard’ pass (the new Grade 4 or above) parents about a school closure. The current and a ‘good’ pass (Grade 5 or above) in both system is that, should I feel the school cannot English & maths were both well above national open safely, I try to inform parents via text and averages. email; put the closure on the school website and notify Radio Lancashire. I endeavour to Our current Year 11 are working extremely make the decision as early as possible, liaising hard as they face new, revised GCSE with the site managers who live locally and examinations in most of their subjects. We had usually trying to arrive at school myself before 1838 student attendances at revision or 6.30am. If the school does close I try to make coursework sessions over the last 13 days of the decision before 7am giving parents as this term (an average of 141 per day!), a much notice as possible. I also liaise with the phenomenal effort by staff and students alike.
    [Show full text]
  • Rossendale Burnley Pendle Playing Pitch
    ROSSENDALE, PENDLE & BURNLEY STRATEGY & ACTION PLAN 2016 - 2026 Integrity, Innovation, Inspiration 1-2 Frecheville Court off Knowsley Street Bury BL9 0UF T 0161 764 7040 F 0161 764 7490 E [email protected] www.kkp.co.uk ROSSENDALE, PENDLE & BURNLEY STRATEGY & ACTION PLAN CONTENTS LIST OF ABBREVIATIONS .............................................................................................. 1 PART 1: INTRODUCTION ................................................................................................ 2 PART 2: VISION ............................................................................................................... 9 PART 3: OBJECTIVES ................................................................................................... 10 PART 4: SPORT SPECIFIC ISSUES SCENARIOS AND RECOMMENDATIONS .......... 11 PART 5: STRATEGIC RECOMMENDATIONS ............................................................... 22 PART 6: ACTION PLAN ................................................................................................. 37 APPENDIX ONE: STRATEGIC CONTEXT ..................................................................... 77 APPENDIX TWO: FUNDING PLAN ................................................................................ 85 APPENDIX THREE: GLOSSARY ................................................................................... 89 ROSSENDALE, PENDLE & BURNLEY STRATEGY & ACTION PLAN LIST OF ABBREVIATIONS AGP Artificial Grass Pitch 3G Third Generation turf (artificial turf) NGB National Governing Body
    [Show full text]
  • Use of Contextual Data at the University of Warwick Please Use
    Use of contextual data at the University of Warwick Please use the table below to check whether your school meets the eligibility criteria for a contextual offer. For more information about our contextual offer please visit our website or contact the Undergraduate Admissions Team. School Name School Postcode School Performance Free School Meals 'Y' indicates a school which meets the 'Y' indicates a school which meets the Free School Meal criteria. Schools are listed in alphabetical order. school performance citeria. 'N/A' indicates a school for which the data is not available. 6th Form at Swakeleys UB10 0EJ N Y Abbey College, Ramsey PE26 1DG Y N Abbey Court Community Special School ME2 3SP N Y Abbey Grange Church of England Academy LS16 5EA Y N Abbey Hill School and Performing Arts College ST2 8LG Y Y Abbey Hill School and Technology College, Stockton TS19 8BU Y Y Abbey School, Faversham ME13 8RZ Y Y Abbeyfield School, Northampton NN4 8BU Y Y Abbeywood Community School BS34 8SF Y N Abbot Beyne School and Arts College, Burton Upon Trent DE15 0JL Y Y Abbot's Lea School, Liverpool L25 6EE Y Y Abbotsfield School UB10 0EX Y N Abbotsfield School, Uxbridge UB10 0EX Y N School Name School Postcode School Performance Free School Meals Abbs Cross School and Arts College RM12 4YQ Y N Abbs Cross School, Hornchurch RM12 4YB Y N Abingdon And Witney College OX14 1GG Y NA Abraham Darby Academy TF7 5HX Y Y Abraham Guest Academy WN5 0DQ Y Y Abraham Moss High School, Manchester M8 5UF Y Y Academy 360 SR4 9BA Y Y Accrington Academy BB5 4FF Y Y Acklam Grange
    [Show full text]
  • Results 2017
    www.stmarysblackburn.ac.uk BE THE BEST RESULTS 2017 BE A PART OF IT BE THE BEST www.stmarysblackburn.ac.uk St Marys College has scored an EXCELLENT 99% pass rate at A Level and a 100% pass rate for Vocational qualifications. SUCCESS AT ST MARY’S Students at St Mary’s College A Level and Vocational results. are again celebrating excellent Significant numbers of our results. Our class of 2017 have students have achieved either a continued to achieve outstanding triple Distinction* or three or more grades. A Levels at A* or A and will now progress to some of the country’s Our A Level cohort scored a superb top universities. For those not 99% pass rate, alongside our wishing to attend university, I am Vocational courses that gained a delighted that so many of our perfect 100%. students have secured excellent employment or apprenticeship 71% of A Levels were passed opportunities. I would like to with high grades whilst 77% of high grades were achieved in the pass on my congratulations Vocational subjects, setting a new to all our students and their high at this threshold. families and wish them well for the future. I would also like to Most importantly perhaps, thank our dedicated staff for their students have secured places at commitment to and support of universities of their first choice, our students”. including some of the most prestigious in the country. St Mary’s has continued its improvements of recent years Commenting on this year’s and is looking forward to further success, Jenny Singleton, Interim enhancing life’s opportunities Principal, said, “I am absolutely for a new set of students in the delighted with St Mary’s forthcoming academic year.
    [Show full text]
  • Open PDF 715KB
    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.
    [Show full text]