The 5-Year Service, Workforce and Financial Strategic Framework
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Legal & Policy Briefing
LEGAL & POLICY BRIEFING Access to Healthcare for Migrants in Wales AUTHOR: JONATHAN PRICE PUBLISHED: February 2016 http://www.wrc.wales/migration-information LEGAL & POLICY BRIEFING: Access to Healthcare for Migrants in Wales TABLE OF CONTENTS Introduction .............................................................................................3 How this briefing is structured ..................................................................3 The NHS in Wales .....................................................................................3 Primary care .............................................................................................3 Secondary care .........................................................................................4 Immigration Health Surcharge ..................................................................8 Further resources ................................................................................... 10 Acknowledgments .................................................................................. 10 HTTP://WWW.WRC.WALES/MIGRATION-INFORMATION PAGE 2 LEGAL & POLICY BRIEFING: Access to Healthcare for Migrants in Wales Introduction This briefing provides a general overview of migrants’ entitlement to NHS healthcare services in Wales. A broad range of migrant groups are considered here, including mobile EU citizens, asylum seekers, refugees and third country nationals, including those with irregular immigration status. Information on access to both primary and secondary healthcare services -
If You're Looking for Girl Power, You'll Find It at Moreton Hall
If you’re looking for girl power, you’ll find it at Moreton Hall A69377 Moretonian Magazine 2107_AW.pdf Page 1 of 94 Email: [email protected] Moreton Hall, Weston Rhyn, Telephone: (+44) 01691 773671 Oswestry, Shropshire Web: www.moretonhall.org SY11 3EW A69377 Moretonian Magazine 2107_AW.pdf Page 2 of 94 Contents 4 News Highlights 38 STEM 7 Special Awards Winners of 2017 40 Art Gallery 9 A day in the life of Jonathan Forster 44 A journalist covering under reported stories across Africa 10 Silver Service 46 Moreton’s Unsung Heroes 11 Carolyn Tilley 48 Duke of Edinburgh 12 Head Prefects’ Speeches 50 Creative Writing 14 Leavers’ Ball 2017 The Journey 17 Face2Face War 18 Little Shop of Horrors 52 Enrichment outside the classroom 19 Aladdin 54 Catering For The Masses 20 The Community Theatre 57 Classics 22 Performing Arts with Beth Clacher 58 Moreton Photography 24 Annual Investec Business Lunch 59 Sport 26 Moreton Enterprises 65 Moreton First 28 Enrichment Section News Highlights Bronwen The 3 R’s Jenner The Art Gallery 32 To My Remove Self Expressive Arts Sport 34 Careers at Moreton Hall 77 The Old Moretonian 36 Spoken English The Moretonian 2017 A69377 Moretonian Magazine 2107_AW.pdf Page 3 of 94 News Highlights Senior Mathematicians are Top 2% of the UK Moreton Hall’s team finished in the top 2% of the UK at the National Final of the Senior Team Maths Challenge in London, on 7th January. The team, comprised of Phoebe Jackson (U6), Pauline Ji (U6), Vinna Sun (L6) and Georgie Lang (L6) excelled. -
Year Five and Six Parents' Curriculum Meeting
St Joan of Arc RC Primary Year Two and Three Parents’ Curriculum Meeting F R I D A Y 4 TH OCTOBER Aims of the meeting Give you a better understanding of your child’s learning this term Share our aims Help parents/carers to feel empowered to support their children Give you the opportunity to ask questions Introductions Miss Newman– Year 2 and 3 lead. Behaviour lead Supporting classroom teachers Developing good classroom practice Monitoring pupil progress Part of the English and PE teams Homework - Reading At least 10-20 minutes daily in Year Two, and at least 20 minutes daily in Year Three. Signed reading record (comments are really helpful) Discussion about the text Sounding out and applying phonic knowledge Reading around the word Checking for understanding Predicting Inference and deduction Intonation and expression Comprehension cards Reading Records National Curriculum statements at front Signed off by teacher during guided reading Comment in book only if child not meet the statement in the lesson Ideas for home reading in the middle Homework - Reading Roy had waited a long time but nothing was happening. Then suddenly the line jerked. In his excitement he tripped over my bag and fell head first into the water. a. What was Roy doing before he fell? b. Why did he become excited? Homework - Reading By the time we reached the small village the sun was going down. After so long on the road we were glad to be able to take off our boots and rub our sore feet. a. What time of the day was it? b. -
Newly Qualified Social Workers in Scotland: a Five-Year Longitudinal Study
Newly qualified social workers in Scotland: A five-year longitudinal study Interim Report: December 2017 Scott Grant, Trish McCulloch, Martin Kettle, Lynn Sheridan, Stephen Webb December 2017 Funded by the Scottish Social Services Council 1 Contents Acknowledgements .................................................................... 4 Project Team ............................................................................ 5 Glossary ................................................................................... 6 Executive summary ................................................................. 7 Introduction ............................................................................. 10 (i) Overarching aim ............................................................... 10 (ii) Objectives ....................................................................... 10 (iii) Themes .......................................................................... 10 Method ................................................................................... 11 (i) Literature review .............................................................. 11 (ii) Online survey .................................................................. 11 (iii) Individual interviews ........................................................ 12 (iv) Focus groups .................................................................. 13 (v) Ethnography .................................................................... 14 Findings ................................................................................. -
(SSOG): Year Five Report
Nevada System of Higher Education Silver State Opportunity Grant (SSOG) Year 5 Report January 29, 2021 THE NEVADA SYSTEM OF HIGHER EDUCATION Board of Regents Dr. Mark W. Doubrava, Chair Mrs. Carol Del Carlo, Vice Chair Mr. Joseph C. Arrascada Mr. Patrick J. Boylan Mr. Byron Brooks Dr. Patrick R. Carter Ms. Amy J. Carvalho Dr. Jason Geddes Mrs. Cathy McAdoo Mr. Donald Sylvantee McMichael Sr. Mr. John T. Moran Ms. Laura E. Perkins Dr. Lois Tarkanian Officers of the Nevada System of Higher Education Dr. Melody Rose, Chancellor Dr. Keith Whitfield, President Mr. Brian Sandoval, President University of Nevada, Las Vegas University of Nevada, Reno Mr. Bart J. Patterson, President Dr. Federico Zaragoza, President Nevada State College College of Southern Nevada Ms. Joyce M. Helens, President Dr. Karin M. Hilgersom, President Great Basin College Truckee Meadows Community College Dr. Vincent R. Solis, President Dr. Kumud Acharya, President Western Nevada College Desert Research Institute 2 The Silver State Opportunity Grant Program Contents EXECUTIVE SUMMARY .................................................................................................................................................. 4 BACKGROUND ................................................................................................................................................................. 6 ELIGIBILITY ........................................................................................................................................................................ -
Our Health, Our Health Service Green Paper
Number: WG25325 Welsh Government Green Paper Our Health, Our Health Service Date of issue: 6 July 2015 Action required: Responses by 20 November 2015 Digital ISBN 978 1 4734 3673 2 © Crown Copyright 2015 Overview Data protection This consultation is to promote discussion and How the views and information you give gather views to help inform the potential for us will be used future legislation in the Fifth Assembly with Any response you send us will be seen in full regards to improving quality and governance by Welsh Government staff dealing with the in the NHS in Wales. issues which this consultation is about. It may also be seen by other Welsh Government staff How to respond to help them plan future consultations. Please respond by answering the questions at The Welsh Government intends to publish a the back of this document and sending it to: summary of the responses to this document. We may also publish responses in full. [email protected] Normally, the name and address (or part of Or by post to: the address) of the person or organisation who sent the response are published with Matthew Tester the response. This helps to show that the Healthcare Quality Division consultation was carried out properly. If you Department of Health and Social Services do not want your name or address published, Welsh Government please tell us this in writing when you send Cathays Park your response. We will then blank them out. Cardiff CF10 3NQ Names or addresses we blank out might still get published later, though we do not think this would happen very often. -
Glasllwch Primary School Sex & Relationships Education (SRE) Policy
Glasllwch Primary School – SRE Policy Glasllwch Primary School Sex & Relationships Education (SRE) Policy This policy is a EAS Template Policy This policy is Statutory Key references WG Circular 019 / 2020 Staff Area / Subject Leader Chris Jackson Link Governor Stephen Morris Key Personnel in Policy Head Teacher, AENCo Training / Accreditation N/A Published / located GovernorWeb / School, HT office Aims of Policy: • To outline the functioning of the curriculum in school. Previous review date March 2017 Review date May 2019 Next review date May 2021 Reviewed by Policy committee Page 1 of 9 Glasllwch Primary School – SRE Policy Sex and Relationships Education (SRE) Policy SRE Sex and Relationships Education involves the delivery of lessons that aim to prepare all pupils for the opportunities, responsibilities and experiences of adult life, taking note of their moral spiritual, cultural, mental and physical development at school and in the world. Introduction This policy has been developed in line with guidance from the Welsh Assembly Government Circular No. 019/2010 (Sex and Relationships Education in Schools). Several other documents were also used to support the writing of this policy, including: ➢ The Sexual Health and Wellbeing in Wales Action Plan, 2010–2015 ➢ Education Act 1996 ➢ The requirements of the Personal and social education framework for 7 to 19-year-olds. ➢ AoLE for Health and Wellbeing Glasllwch Primary School actively participates in the Welsh Network of Healthy Schools Scheme (WNHSS). The WNHSS National Quality Award provides schools with a framework for the development of personal development and relationships. The Sexual Health and Wellbeing action plan for Wales 2010 - 2015 highlights the importance of school based SRE and the role that it plays in a child’s sexual health development and behaviour. -
The Annual Report of Her Majesty's Chief Inspector of Education and Training 2018-2019
Estyn Annual Report The Annual Report of Her Majesty's Chief Inspector of Education and Training in Wales 2018-2019 2 Contents 2-3 Contents Guide to the report 4-8 Foreword This year’s report is the 27th consecutive annual report published in Wales since the 9-65 Key themes in education reform Education (Schools) Act 1992 required its production. 10-12 Developing the curriculum The report consists of: 13-20 Developing skills The Chief inspector’s foreword 21-29 A high-quality education profession Section 1: A thematic section focusing on key themes in 30-33 Inspirational leaders education reform 33-43 Excellence, equality and wellbeing Section 2: Individual sector reports about inspection findings 44-51 Supporting a self-improving system in 2018-2019 52-65 Post-16 education and training Annex 1 provides an overview of the inspection framework and notes about the words, phrases and data used in the report. 66-156 Sector summaries Annex 2 provides a commentary 66-74 Non-school settings for children under five on the recently issued PISA 75-86 Primary schools findings for 2018. 87-98 Secondary schools Annex 3 sets out a series of charts showing Estyn’s inspection 99-103 Maintained all-age schools outcomes for 2018-2019. 104-107 Maintained special schools Annex 4 contains links to the documents referenced in the 108-112 Independent special schools report. 113-116 Independent mainstream schools 117-120 Independent specialist colleges 121-124 Pupil referral units 125-130 Local government education services 131-137 Further education 138-142 Work-based learning 143-145 Adult learning 146-149 Initial teacher education 150-151 Welsh for Adults 152-153 Careers 154-156 Learning in the justice sector 3 Contents 157-166 Annex 1: Overview 167-174 Annex 2: PISA 2018 findings 175-180 Annex 3: Inspection outcomes 2018-2019 181-190 Annex 3: List of references 4 Foreword Major reform Looking back over the last three years, the most striking features of the Welsh education system have been a set of fundamental reforms and the preparations made for those reforms. -
FIVE-YEAR PLAN (A Resource for Class Officers)
CREATING A FIVE-YEAR PLAN (A Resource for Class Officers) WHAT? • Include goals and action steps on everything from communications to events • Take into account class traditions • Culminates with your next Reunion WHY? • Class leaders should plan for what they should be doing in years other than the one leading up to Reunion • Creating a Five-year Plan will increase class participation in events and giving • Having an active schedule of class activities, especially in non-reunion years, broadens the base of alumnae volunteers WHO? • Class officers create and execute the Five-year Plan, with the support and suggestions of other class volunteers • Class officers are assisted as needed by the Classes and Reunion Committee, Alumnae Association staff, and the Office of Advancement (Head Class Agents) • Class officers will work to recruit additional class volunteers as necessary WHEN? • Class officers will hold a class officer meeting at least once a year in a manner acceptable to all officers (e.g. in person, by conference call, online chats) • During Reunion Year (Year Five of the Plan), class officers should plan to hold more frequent meetings WHERE? • The Five-year Plan process begins at the New Class Officer Training Workshop, held for new officers on campus in the fall during Year One of the Cycle • The Alumnae Association and the Classes and Reunion Committee can assist class officers by discussing your ideas and the initiatives your class wants to pursue during in-person meetings on campus or by holding teleconferences Pages 2-9 below are a sample Five-year Plan. A blank version of the plan is provided on pages 11-22. -
Bundle Public Board 29 March 2018
Bundle Public Board 29 March 2018 2.6 Report of the Chief Executive / Adroddiad y Prif Weithredwr Presenter: Steve Moore Report of the Chief Executive March 2018 App A - Register of Sealings March 2018 Board App B - Consultation Report March 2018 App C - Zero Based Review of HDdUHB 2.6 Report of the Chief Executive / Adroddiad y Prif Weithredwr 1 Report of the Chief Executive March 2018 CYFARFOD BWRDD PRIFYSGOL IECHYD UNIVERSITY HEALTH BOARD MEETING DYDDIAD Y CYFARFOD: 29 March 2018 DATE OF MEETING: TEITL YR ADRODDIAD: Chief Executive’s Report TITLE OF REPORT: CYFARWYDDWR ARWEINIOL: Steve Moore, Chief Executive LEAD DIRECTOR: SWYDDOG ADRODD: Sian-Marie James, Head of Corporate Office REPORTING OFFICER: Pwrpas yr Adroddiad (dewiswch fel yn addas) Purpose of the Report (select as appropriate) Ar Gyfer Penderfyniad/For Decision ADRODDIAD SCAA SBAR REPORT Sefyllfa / Situation The purpose of this Report is to: • Update the Board on relevant matters undertaken as Chief Executive of Hywel Dda University Health Board (the UHB) since the previous Board meeting held on 25 January 2018; and • Provide an overview of the current key issues, both at a local and national level, within NHS Wales. Cefndir / Background This Report provides the opportunity to present items to the Board to demonstrate areas of work that are being progressed and achievements that are being made, which may not be subject to prior consideration by a Committee of the Board, or may not be directly reported to the Board through Board reports. Asesiad / Assessment 1. Register of Sealings The UHB’s Common Seal has been applied to legal documents and a record of the sealing of these documents has been entered into the Register kept for this purpose. -
Five-Year Analysis of Implementation and Effects in Five Maryland Schools
CORE KNOWLEDGE CURRICULUM Five-Year Analysis of Implementation and Effects in Five Maryland Schools Martha Abele Mac Iver Sam Stringfield Barbara McHugh Johns Hopkins University Report No. 50 December 2000 This report was published by the Center for Research on the Education of Students Placed At Risk (CRESPAR), a national research and development center supported by a grant (No. R-117-40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Education. The conduct of much of the research in this report was supported by The Abell Foundation of Baltimore, Maryland. The content or opinions expressed herein are those of the authors, and do not necessarily reflect the views of the Department of Education, any other agency of the U.S. Government, or other funders. An on-line version of this report is available at our web site: www.csos.jhu.edu. THE CENTER Every child has the capacity to succeed in school and in life. Yet far too many children, especially those from poor and minority families, are placed at risk by school practices that are based on a sorting paradigm in which some students receive high-expectations instruction while the rest are relegated to lower quality education and lower quality futures. The sorting perspective must be replaced by a “talent development” model that asserts that all children are capable of succeeding in a rich and demanding curriculum with appropriate assistance and support. The mission of the Center for Research on the Education of Students Placed At Risk (CRESPAR) is to conduct the research, development, evaluation, and dissemination needed to transform schooling for students placed at risk. -
Teenage Booster Immunisation Statistics Scotland
Information Services Division Teenage Booster Immunisation Statistics Scotland Uptake for School Year 2017/18 Publication date 27 November 2018 An Official Statistics publication for Scotland Information Services Division This is an Official Statistics Publication The Official Statistics (Scotland) Order 2008 authorises NHS National Services Scotland (the legal name being the Common Services Agency for the Scottish Health Service) to produce official statistics. All official statistics should comply with the UK Statistics Authority’s Code of Practice which promotes the production and dissemination of official statistics that inform decision making. They can be formally assessed by the UK Statistics Authority’s regulatory arm for National Statistics status. Find out more about the Code of Practice at: https://www.statisticsauthority.gov.uk/osr/code-of-practice/ Find out more about official statistics at: https://www.statisticsauthority.gov.uk/national-statistician/producers-of-official-statistics/ 1 Information Services Division Contents Introduction .............................................................................................................................. 3 Main Points .............................................................................................................................. 4 Results and Commentary ......................................................................................................... 5 Uptake rates for pupils in S3 ...............................................................................................