Transport Accessibility to Local Services: a Journey Time Tool
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Temple Primary School Smedley Lane, Cheetham, Manchester, M8 8SA
School report Temple Primary School Smedley Lane, Cheetham, Manchester, M8 8SA Inspection dates 9–10 July 2013 Previous inspection: Outstanding 1 Overall effectiveness This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Outstanding 1 Leadership and management Outstanding 1 Summary of key findings for parents and pupils This is a good school. Pupils make good progress from starting Disabled pupils, those who have special points that are well below average. Pupils’ educational needs and those who are achievement is good and is particularly strong supported by the pupil premium make progress in English, because of the successful focus on equal to that of their peers. developing their speaking, reading and Leaders, managers and the governing body writing skills. have a relentless and successful focus on Pupils’ behaviour is excellent. Their very good providing the best possible opportunities for all conduct and manners are maintained both in pupils. lessons and around the school. They are Highly successful leaders and the very effective happy, confident and very keen to learn. governing body continually review the school’s Teaching is good over time and some is performance and ensure that anything that outstanding. Teachers ensure that pupils gain could be better is quickly identified and acted not only good academic skills, but develop upon. Consequently, the quality of teaching is their spiritual, moral, social and cultural improving and pupils’ achievement is rising. understanding equally well. It is not yet an outstanding school because Not all teaching is as good as the best yet. -
The National Audit Office, the Public Accounts Committee and the Risk Landscape in UK Public Policy Discussion Paper [Or Working Paper, Etc.]
Patrick Dunleavy, Christopher Gilson, Simon Bastow and Jane Tinkler The National Audit Office, the Public Accounts Committee and the risk landscape in UK Public Policy Discussion paper [or working paper, etc.] Original citation: Dunleavy, Patrick, Christopher Gilson, Simon Bastow and Jane Tinkler (2009): The National Audit Office, the Public Accounts Committee and the risk landscape in UK public policy. URN 09/1423. The Risk and Regulation Advisory Council, London, UK. This version available at: http://eprints.lse.ac.uk/25785/ Originally available from LSE Public Policy Group Available in LSE Research Online: November 2009 © 2009 the authors LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. The National Audit Office, the Public Accounts Committee and the Risk Landscape in UK Public Policy Patrick Dunleavy, Christopher Gilson, Simon Bastow and Jane Tinkler October 2009 The Risk and Regulation Advisory Council This report was produced in July 2009 for the Risk and Regulation Advisory Council. The Risk and Regulation Advisory Council is an independent advisory group which aims to improve the understanding of public risk and how to respond to it. -
Future Access Pricing in the Water Sector a Discussion Paper
Water today, water tomorrow Future access pricing in the water sector A discussion paper www.ofwat.gov.uk Future access pricing in the water sector 2 Water today, water tomorrow About this document This document introduces some of the terminology, concepts and issues we will need to consider in developing a new charging rules framework for access pricing for the water sector in England and Wales. It describes: • what access pricing is and why it matters; • some of the key issues we will need to consider around access pricing; • which costs could be considered in setting access prices; and • the lessons that we can learn from other sectors. The UK Government’s Water Bill, published in June 2013, will extend the role of competition in the sector in England. This will mean new companies will have access to the systems and services provided by monopoly water and sewerage and water only companies. The Water Bill also requires us to prepare rules that monopoly companies will need to follow in setting the prices they will charge for providing access. Contents 1. Why does access pricing matter? 4 2. What are the main issues? 8 3. Which costs should we consider? 12 4. What lessons can we learn from other sectors? 15 5. Next steps 26 6. Further information 27 3 Future access pricing in the water sector 1. Why does access pricing matter? Most people in England and And in June 2013, the UK Together these reforms will Wales receive their water Government published draft encourage: services from one of 19 licensed legislation (the Water Bill) to regional monopoly companies achieve this vision. -
Item 7 App 2 Ofsted Inspection of LSCB
Appendix 2 Peterborough City Council Inspection of services for children in need of help and protection, children looked after and care leavers and Review of the effectiveness of the Local Safeguarding Children 1 Board 1 Ofsted produces this report under its power to combine reports in accordance with section 152 of the Education and Inspections Act 2006. This report includes the report of the inspection of local authority functions carried out under section 136 of the Education and Inspection Act 2006 and the report of the review of the Local Safeguarding Children Board carried out under the Local Safeguarding Children Boards (Review) Regulations 2013. 101 Appendix 2 The Local Safeguarding Children Board (LSCB) The Local Safeguarding Children Board is good An LSCB that is good coordinates the activity of statutory partners and monitors the effectiveness of local arrangements. Multi-agency training in the protection and care of children is effective and evaluated regularly for impact. The LSCB provides robust and rigorous evaluation and analysis of local performance that identifies areas for improvement and influences the planning and delivery of high-quality services. Executive summary The LSCB has played a key role in engaging partner agencies in the safeguarding agenda. It has monitored the work of agencies and provided both robust challenge and leadership in some important areas where services provided have not been good enough or have needed further development. It has been effective in coordinating responses to the considerable challenges presented by child sexual exploitation but although the LSCB monitors numbers of children at risk of child sexual exploitation, it has not consistently monitored the usage of risk assessment tools or the quality of assessments completed. -
Home Office Preparedness for COVID-19 (Coronavirus): Management of the Borders: Government Response to the Committee’S Fifth Report
House of Commons Home Affairs Committee Home Office preparedness for COVID-19 (coronavirus): management of the borders: Government Response to the Committee’s Fifth Report Sixth Special Report of Session 2019–21 Ordered by the House of Commons to be printed 11 November 2020 HC 974 Published on 13 November 2020 by authority of the House of Commons Home Affairs Committee The Home Affairs Committee is appointed by the House of Commons to examine the expenditure, administration, and policy of the Home Office and its associated public bodies. Current membership Yvette Cooper MP (Labour, Normanton, Pontefract and Castleford) Chair Diane Abbott MP (Labour, Hackney North and Stoke Newington) Dehenna Davison MP (Conservative, Bishop Auckland) Ruth Edwards MP (Conservative, Rushcliffe) Laura Farris MP (Conservative, Newbury) Simon Fell MP (Conservative, Barrow and Furness) Andrew Gwynne MP (Labour, Denton and Reddish) Adam Holloway MP (Conservative, Gravesham) Dame Diana Johnson MP (Labour, Kingston upon Hull North) Tim Loughton MP (Conservative, East Worthing and Shoreham) Stuart C McDonald MP (Scottish National Party, Cumbernauld, Kilsyth and Kirkintilloch East) Powers The Committee is one of the departmental select committees, the powers of which are set out in House of Commons Standing Orders, principally in SO No 152. These are available on the internet via www.parliament.uk. Publications © Parliamentary Copyright House of Commons 2020. This publication may be reproduced under the terms of the Open Parliament Licence, which is published at www.parliament.uk/site-information/copyright-parliament/. Committee reports are published on the Committee’s website at www.parliament.uk/homeaffairscom and in print by Order of the House. -
Earlscliffe (Sussex Summer Schools Ltd)
Boarding report Earlscliffe (Sussex Summer Schools Ltd) 29 Shorncliffe Road, FOLKESTONE, Kent, CT20 2NB Inspection dates 23/01/2015 Overall effectiveness Good 2 Outcomes for boarders Outstanding 1 Quality of boarding provision and care Good 2 Boarders’ safety Good 2 Leadership and management of boarding Good 2 Summary of key findings The boarding provision is good because ● The boarding provision is an integral feature of the school. It has a positive impact on the quality of boarders’ lives and their opportunities for the future. The boarding provision clearly enhances boarders’ development, educationally, socially and culturally. In particular, the cultural diversity of the school promotes acceptance, tolerance and celebrates individuality. These themes are embedded in the school’s ethos. ● All staff have boarders’ safety at the heart of their practice. This is supported by clear policies and procedures which are understood by staff and consistently applied in practice. ● Boarders have very good relationships with staff, based on mutual respect and trust. Boarding facilities are well organised and run. They provide boarders with a comfortable, safe environment in which to thrive, develop and reach their full potential. ● The staff are very committed to the boarders. They strive to provide them with a high standard of individualised care. The school’s leaders are very involved in its day to day life. They have a clear understanding of the school’s strengths and areas for development and are committed to driving towards excellence. ● Feedback from boarders and parents is very positive. Boarders feel safe and secure at the school. Parents praised the staff for their commitment to the boarders and the high standard of the communication from the school. -
Home to School Travel and Transport Guidance Statutory Guidance for Local Authorities
Home to school travel and transport guidance Statutory guidance for local authorities July 2014 Contents Summary 5 Review date 5 What legislation (including statutory instruments) does this guidance refer to? 5 Who is this guidance for? 5 Main points 6 Local authorities’ statutory duties 6 Part 1 - Statutory duties 7 1.1 Sustainable school travel 7 Assessing the travel and transport needs of children and young people 7 Audit of infrastructure to support sustainable school travel 8 Strategy to develop infrastructure to support travel needs of pupils 8 Promoting sustainable travel and transport to and from school 9 Publication of Sustainable Modes of Travel Strategy 9 1.2 Provision of travel arrangements 9 1.3 Provision of travel arrangements: Eligible children 10 Statutory walking distances eligibility 10 Special educational needs, a disability or mobility problems eligibility 10 Unsafe route eligibility 11 Extended rights eligibility 11 Accompaniment 11 Assessing route safety 12 Measurement of routes 12 Timing of assessment of eligibility 12 Qualifying school 13 Travel arrangements made by the local authority or other bodies/persons 13 Suitability of arrangements 14 Part 2 - Discretionary Arrangements 16 Travel arrangements for other children 16 Religion or belief 16 Part 3 - Transport Considerations 18 2 Safeguarding requirements 18 Training and Equalities 18 Bus safety considerations 18 Poor behaviour on school buses/other modes of transport 19 Partnership 19 Part 4 – Policy Changes 20 Publication of general arrangements and policies -
Reforming the Green Book to Achieve Better Outcomes from Infrastructure Investment: ICE Discussion Paper
Reforming the Green Book to achieve better outcomes from infrastructure investment: ICE discussion paper Executive summary If infrastructure is to play a key role in ‘levelling up’ the UK and creating better outcomes for society and the environment, it stands to reason that the appraisal and evaluation processes used to assess projects and programmes should be positioned to enable this to happen. The UK, through HM Treasury’s Green Book, is widely viewed as having among the most mature frameworks for assessing, appraising and prioritising infrastructure investment.1 However, concerns over unequal investment levels throughout the country have resulted in the government conducting a review of the Green Book, potentially leading to a re- evaluation of the methodology and guidance that determines what gets built where, who benefits and how they benefit. With £600 billion earmarked for spend on infrastructure by the end of the decade,2 the infrastructure sector is well placed to leverage investment to create additional social and environmental value and help rebuild local economies affected by Covid-19. As outlined in ICE’s report Covid-19 and the New Normal for Infrastructure Systems, society will expect to get more from infrastructure to support societal resilience and ensure the whole-life benefits of infrastructure investment are spread as widely as possible.3 This shift will drive a requirement for infrastructure to be recognised as a system, rather than as a collection of projects. The same report found strong support for the economic recovery from Covid-19 being a green one and for projects, programmes and investments across the infrastructure sector to be evaluated and prioritised on this basis. -
Llwybr Newydd a New Wales Transport Strategy
Llwybr Newydd The Wales Transport Strategy 2021 Contents From the Ministers 3 5. Holding ourselves and our partners to account 47 Introduction 5 5.1 Transport performance 1. Vision 11 board 48 5.2 A new evaluation 2. Our priorities 13 framework 48 3. Well-being ambitions 22 5.3 Modal shift 48 Good for people and 5.4 Well-being measures 49 communities 23 5.5 Data on modes and sectors 50 Good for the environment 27 6. The five ways of Good for the economy working 48 and places in Wales 31 6.1 Involvement 52 Good for culture and the Welsh language 34 6.2 Collaboration 52 6.3 Prevention 52 4. How we will deliver 38 6.4 Integration 52 4.1 Investing responsibly 40 6.5 Long-term 52 4.2 Delivery and action plans 41 4.3 Cross-cutting delivery 7. Mini-plans 53 pathways 42 7.1 Active travel 56 4.4 Working in partnership 45 7.2 Bus 60 4.5 Updating our policies 7.3 Rail 64 and governance 46 7.4 Roads, streets and parking 68 4.6 Skills and capacity 46 7.5 Third sector 72 7.6 Taxis and private hire vehicles (PHV) 76 7.7 Freight and logistics 80 7.8 Ports and maritime 84 7.9 Aviation 88 Llwybr Newydd - The Wales Transport Strategy 2021 2 But we won’t achieve that level of physical and digital connectivity change unless we take people with to support access to more local Croeso us, listening to users and involving services, more home and remote from the Ministers people in designing a transport working. -
Home to School Travel and Transport for Children of Compulsory School Age Statutory Guidance for Local Authorities Consultation Draft
Home to school travel and transport for children of compulsory school age Statutory guidance for local authorities Consultation draft July 2019 Contents Summary 4 About this guidance 4 Review date 4 What legislation does this guidance refer to? 4 Who is this guidance for? 4 Main points 5 Part 1: local authorities’ statutory duty in relation to eligible children 6 Categories of eligible children 7 Ways in which free home to school travel may be provided 10 What is a suitable school? 11 Qualifying schools 12 Free home to school travel to schools which are not qualifying schools 14 Children registered at more than one qualifying school 14 Assessing eligibility 15 Measurement of routes 15 Children with special educational needs, a disability or mobility problems 15 Route safety 15 Accompaniment 16 Other benefits or allowances 16 Part 2: local authorities’ discretionary power 18 Examples of ways in which local authorities might use their discretionary power 18 Part 3: suitability of transport arrangements 20 Journey times 20 Children with special educational needs, a disability or mobility problems 20 Children with medical needs 21 Safeguarding 21 Training 22 Poor behaviour on school transport 23 Part 4: local home to school travel policies 24 2 Elements of an effective travel policy 24 Policy changes 25 Part 5: appeals 27 Stage one: review by a senior officer 27 Stage two: review by an independent appeal panel 28 Flowchart of the suggested appeals process 30 Part 6: sustainable school travel 31 Sustainable Modes of Travel Strategy 31 Further -
A Short Guide to the Department for Transport July 2015 Overview Rail Roads Local Transport Aviation, Maritime and Other
A Short Guide to the Department for Transport July 2015 Overview Rail Roads Local transport Aviation, maritime and other | About this guide This Short Guide summarises what the | Contact details Department for Transport (DfT) does, how much it costs, recent and planned changes and what to look out for across its main business areas and services. If you would like to know more about the NAO’s work on the Department for Transport, please contact: Rebecca Sheeran Director, Value for Money [email protected] 020 7798 7815 Matt Kay Director, Financial Audit [email protected] 020 7798 7916 If you are interested in the NAO’s work and support The National Audit Office scrutinises public spending for Parliament and for Parliament more widely, please contact: is independent of government. The Comptroller and Auditor General (C&AG), Sir Amyas Morse KCB, is an Officer of the House of Commons Adrian Jenner and leads the NAO, which employs some 810 people. The C&AG certifies the accounts of all government departments and many other Director of Parliamentary Relations public sector bodies. He has statutory authority to examine and report [email protected] to Parliament on whether departments and the bodies they fund have 020 7798 7461 used their resources efficiently, effectively, and with economy. Our studies evaluate the value for money of public spending, nationally and locally. Our recommendations and reports on good practice For full iPad interactivity, please view this PDF help government improve public services, and our work led to Interactive in iBooks or GoodReader audited savings of £1.15 billion in 2014. -
Education Inequalities in Northern Ireland
Education Inequalities in Northern Ireland Final report to the Equality Commission for Northern Ireland March 2015 Prepared by: Dr Stephanie Burns Prof Ruth Leitch Prof Joanne Hughes School of Education Queen’s University Belfast Table of Contents Executive Summary ........................................................................................................................ 7 Chapter 1. Introduction............................................................................................................... 20 Aims and Objectives ................................................................................................................................................ 20 Achieving the Aims and Objectives ................................................................................................................... 21 Methods ........................................................................................................................................................................ 23 Quantitative data .................................................................................................................................................. 23 Qualitative data ..................................................................................................................................................... 23 Literature review ................................................................................................................................................. 23 Stakeholder consultation .................................................................................................................................