Assessment, Recording & Reporting. Policy Statement and Guidelines

Size: px
Start display at page:

Download "Assessment, Recording & Reporting. Policy Statement and Guidelines"

Transcription

1 Assessment, Recording & Reporting Policy tatement and Guidelines Policy Date: ummer 2015

2 Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment Reform Group (2002).assessment should provide the basis of informed teaching, helping pupils to overcome their difficulties and ensuring that teaching builds on what has been learned. It is also the means by which pupils understand what they have achieved and what they need to work on. (Ofsted 2003)

3 Contents 1. Philosophy 2. Principles 3. Purposes 4. Guidelines 5. What assessment do we carry out in our school? 6. Curriculum planning and assessment 7. nsuring accuracy and consistency of teachers assessment 8. Curricular Target setting 9. Records, evidence and tracking 10. Reporting 11. Transfer and transition 12. Monitoring 13. xamples

4 1. Philosophy We believe that assessment is at the heart of effective teaching and learning. When it has an effect on planning and informs teachers and learners it raises standards. In our assessment procedures we recognise the individuality of all children, taking a positive view and recognising that praise and success are great motivators in the learning process. The school is committed to providing equality and diversity by ensuring that these are addressed in all school policies and their monitoring. We are committed to: High expectations of all pupils Raising the attainment of all pupils Regular monitoring of performance Additional targets for underachieving pupils, pupils with nglish as an Additional Language, pupils with pecial ducational Needs and able and gifted pupils Celebrating all forms of achievement in and outside school 2. Principles Assessment is not a singular activity; it is about measurement of performance at a given point in time and over time. It is a means of obtaining information that can be used to promote future learning. Assessment, recording and reporting should: Advance the learning process Offer all pupils an opportunity to show what they know, understand and can do Help pupils to understand what they can do and their next steps so that they know how to improve and become independent learners mbrace and reflect the academic, social, emotional and moral development of learners Be based on a considered view of what learning should be assessed in each subject or area of experience Help motivate pupils and enhance esteem Relate to shared learning objectives nable teachers to plan more effectively Help parents/carers to be involved in their children s progress Provide schools with information to evaluate work and set appropriate targets 3. Purposes Assessment FOR Learning [formative assessment] helps to identify the next steps needed to make progress. It takes account of pupils strengths as well as areas for development. Diagnostic assessment enables learning difficulties to be scrutinised and classified so that appropriate support and strategies can be provided. Assessment OF learning [summative assessment] is associated more with judgements based on National Curriculum attainment, marks and ranks and with public accountability.

5 valuative assessment is the means by which some schoolwork can be measured and reported on, allowing teachers to evaluate the effectiveness of teaching and learning methods. ffective assessment, recording and reporting will: nhance the learning of our pupils because: Assessment actively involves the pupils in their learning through discussion, provision of information about progress and ensuring pupils are aware of the purposes of teaching Assessment motivates the pupils through success/achievement Assessment highlights strengths and areas for development together with strategies to manage them Assessment provides reliable and credible information to support continuity and progression in the learning process Assessment provides valid information to assist with setting individual pupil targets Aid teachers in evaluating their teaching because: Assessment indicates strengths and areas for development in the teaching programme (content) Assessment indicates the next steps in the teaching programme Assessment indicates strengths and areas for development in teaching styles and strategies (method and process) Assessment identifies pupils who require support, extension or consolidation Provide information for: Pupils taff Parents/Carers Assisting transfer to the next class and the next school Guidance and/or referral to outside agencies Local Authority, OfTD and Df Portswood Teaching chool Alliance Guidelines for assessment

6 1. Types of assessment Assessment FOR Learning should: Be part of the effective planning of teaching and learning Consider how pupils learn Be recognised as central to classroom practice Be regarded as a key professional skill for teachers Be sensitive and constructive because pupils learn better when they feel safe and secure Take account of the importance of learner motivation Promote commitment to learning objectives/intentions and a shared understanding of the success criteria by which they are assessed nsure learners receive constructive guidance about how to improve and are given the opportunity to do so Develop learners capacity for self assessment so that they can become reflective and self-managing Involve pupils actively in their learning and the assessment process Recognise the full range of achievements of all learners Assessment OF learning should: Provide information to support teaching and learning Provide summative judgements about what has been learned at a specific point in time Provide information to track progress and measure past performance Be reflective of national and local pupil performance trends Inform the target setting process Be sensitive and constructive because any assessment has an emotional impact how what pupils can do without support Provide clear information which can be used to evaluate teaching and learning Be used to inform future teaching and learning Form part of the cycle of teacher appraisal Be supported by an a moderation process at school, cross school and local level nd-of-key-stage assessment should: Fulfil the current statutory requirements and follow DF/ QCA/NAA guidance nsure that everyone, including parents and carers, understand the importance of Teacher Assessment in Reception and Year 2, phonic screening in Year 1 and the different and complementary nature of Teacher Assessment and national tests in Year 6 Draw on the whole range of on-going assessment information, records and evidence when making end-of-key-stage Teacher Assessments Be based on teachers having a clear understanding of the performance descriptors and assessment criteria and how to apply them in making end-of-key-stage Teacher Assessments Be based on teachers making summative judgements which are consistent with a shared understanding of standards developed amongst colleagues through agreement trialling and, where appropriate, external moderation Be supported by standardisation work using national performance indicators.

7 Be based on teachers recognising the importance of summative assessment in all areas of learning and giving feedback to pupils on the outcomes of such assessment If appropriate, allow access arrangements for individual pupils nsure that teachers use the information from end-of-key-stage assessment formatively and evaluatively to monitor progress towards targets 2. What assessment do we carry out in our school? tatutory Assessments Baseline assessment on entry YR Year 1 phonics screening test Year 2 Teacher Assessments (administration of tests and tasks to support) Year 6 tatutory Tests and Teacher Assessment Recommended assessments - On-entry assessment Within the first seven weeks of starting school, we assess using the revised Foundation tage Profile as an on-entry assessment, focussing and recording information on: The prime areas of learning: Personal, ocial and motional Development; Communication and language; Physical Development The specific areas of learning: Literacy; Mathematics; Understanding the world; xpressive arts and design We use evidence from pre-school settings, parents and children as a starting point for school records. This enables targets to be set and the curriculum to be planned effectively. YF Optional assessments Other standardised and commercial tests as deemed appropriate by the enior team, enco, AL leader, Able and gifted leader Teacher Assessments Assessment is a continual process and is an integral part of normal teaching and learning activities in the classroom. Therefore planned opportunities for assessment are incorporated in both medium and short term curriculum planning. xamples of teacher assessments that we use are: Discussions with an individual or group of children Observation of a specific task upervision of a group involved in recording their observations, where specific knowledge is required to fulfil criteria e.g. written work/ computation/ drawings etc. Listening as pupils report their findings and ideas e.g. in a plenary session ach pupil is assessed in relation to criteria linked to statements from the arly Learning Goals, key learning objectives from the Primary National Curriculum vidence required for this assessment process is a selection of the following and core pieces of work are placed in the class/group assessment file:

8 Assessment records will be kept for Writing, Reading and Mathematics Work in pupils books may be photocopied and placed in the file where appropriate amples of work that are produced specifically for an assessment Records of observations/discussions etc may be recorded and placed in the file.

9 Frequency of Assessment Pupils progress is monitored against specific learning objectives and success criteria as identified in the daily lesson plans; personal and social skills are continually observed. ummative assessment takes place at specified times either following a unit of work, when the teacher decides that it would be appropriate or as a part of the moderation cycle

10 Year Planner of Assessment Ongoing assessment practice Formative assessment informs teaching and learning Close liaison with NCO Agreement trials and moderation to develop consistency in assessment judgements Targets at individual/class level fed into whole school target setting process Use of whole school, agreed set of attainment information about each pupil to track individual progress Monitoring of procedures and practices including scrutiny of work Reporting procedures and parent consultations A U T U M N P R I N G Assess children on-entry using the Foundation tage Profile nsure new staff are familiar with school policy on assessment Provide clear guidance on role of the subject leader Timetable (staff meetings, Key tage meetings, INT, PPA time to plan moderation of work or assessment issues) Order Key tage 1 and 2 test/task papers Foundation tage Profile training et individual pupil targets, moderate and aggregate to compile whole chool Targets tart of Key tage 1 and 2 administration training courses Assessment and Reporting Arrangements arrive in school Use QCA Implications for Teaching and Learning leaflets to inform planning Use own analysis of K1/K2 ATs papers, the implications for teaching across the school Moderation of pupils work Class teachers to complete end of term assessment to track pupil progress; review whole school progress and plan support Key tage 1 and 2 administration training courses tart to administer Key tage 1 tests/tasks Moderation of pupils work F O U N D A T I O N T A G P R O F I L K Y T A G 1 T A C H R A M N T T T A N D T A K ubmit application for access arrangements

11 U M M R LA moderation process Year 1 Phonics creening Moderation of pupils work Key tage 2 National Tests Optional QCA Year 3, 4, 5 tests Finalise Foundation tage Profile, Year 2 and Year 6 teacher assessments Analysis of tests, data and implications for teaching Common transfer file Teachers meet to discuss transition; including Key tage 2 to Key tage 3 transition meetings 3. Curriculum Planning and Assessment The success of the learning process is measured by regular and ongoing assessment. Provision for assessment is built into planning, and adjustments to plans are made as a result of assessment. Long term planning: Provides the curriculum overview, ensuring coverage of all arly Learning Goals and Primary National Curriculum Programmes of tudy objectives as appropriate nsures progression and continuity within each subject May recognise cross-curricular links Medium term planning (half termly): Identifies curriculum targets/learning objectives/ learning intentions Includes learning activities, (with possible differentiation) resources and assessment criteria or activities Allows for the identification and monitoring of progress toward end of key stage attainment. Plans are adjusted as appropriate as a result of ongoing assessment. hort term planning Is adjusted in the light of ongoing assessment hows learning objectives for lessons, expressed in ways that can be shared with learners, allowing success criteria to be developed with them where appropriate or recorded by the teacher to be shared when not hows differentiated activities to reflect the needs of all pupils including vulnerable groups.

12 Notes how learning is to be assessed; using a variety of strategies. Includes any key questions and key vocabulary Where appropriate will take a cross-curricular approach Will be evaluated and amended based on the outcomes of on-going teacher assessment. 4. nsuring Accuracy and Consistency of Teacher Assessment Our moderation process: nsures that discussions are held between teachers to decide what constitutes evidence of attainment Are held termly as a whole staff Includes moderation by the schools enior Leadership Team Aims to use cross school moderation on a termly basis Uses National and Local Authority exemplification materials to assist this process when felt to be appropriate, this should include standardisation activity. 5. Curricular Target etting Targets are set at both numerical and curricular level. Targets will be set based on pupil progress and personal learning. Targets are discussed by pupils and teachers to ensure that children understand and have ownership of them Pupils should be actively involved in setting and monitoring their own targets for progress Personal, social and emotional achievements, organisational skills, self-discipline and attitudes are considered alongside the academic achievements of each individual pupil Non-negotiable targets may be used to support learning. Targets are set for different groups: Individual Pupil Targets can be social/behavioural or academic (based on diagnostic, summative and formative assessment). They could form the basis of a child s ND support. Group Target etting Cohort Target etting based on analysis of summative and evaluative assessment chool Target etting based on all the above 6. Records, vidence and Tracking Not everything that is assessed is formally recorded. However, it is important that recording of achievement is based on a wide range of evidence, e.g. from: Listening Observation Questioning electing examples of pupils work Marking pecific tasks/tests

13

14 We keep manageable records To record pupils achievement and progress and ensure that the curriculum guarantees continuity and progression through the school To provide teachers with information which enables plans, schemes of work, the allocation of resources and teaching methods to be evaluated and modified where appropriate To provide information when pupils move to a different class, phase of schooling or move to another school To provide feedback to pupils and a basis for discussion about their strengths and areas for development and how they can improve To provide evidence which will be used as a basis for discussion with parents/ carers about the attainment and achievement of their children To provide information to contribute to school self-evaluation and discussion with governors, the Local Authority and others about the attainment of groups of pupils and the cohort as a whole. xamples of records It is encouraged that short term planning include names/initials or groups who achieve beyond or below expectations Reading records Individual home-school reading diaries Pupil assessment records for Writing, Reading and Mathematics Assessment criteria grids e.g. for speaking and listening or writing, highlighted to show achievements of a group or individual Records of attainment at entry and at the end of the Foundation tage Records of attainment in end of Key tage and other tests, including analysis by assessment focus/ area Records of individual progress in specific subjects or areas of the curriculum, e.g. in teachers own records Post-its, or electronic records of observational evidence, particularly in the Foundation tage, are attached to plans, stuck into record books or used to compile more formal records. Pupils books are marked against objectives and success criteria. These show progress and attainment to be discussed with pupils and parents. The last book of the year will be sent to the next teacher at the end of the academic year. We do not retain past test papers or pupils books from previous years unless there is a specific reason e.g. useful evidence for pupils with N, ensuring standards are maintained/improved. Key stage 2 AT papers will be retained. Pupil progress grids (see later) Assessment Files These are used to support teacher assessment and provide evidence of a pupil s level at a specific time and are kept for Reading, Writing and Mathematics. Primary National Curriculum assessment guidelines will be used One piece of work may show indications of specific attainment but it will not, on its own, be enough to ascribe a judgment to a child. A school portfolio of agreed pieces of pupils work moderated in agreement trials held between teachers and updated regularly. Work is annotated with agreed judgements and kept centrally.

15 Tracking We track pupils' progress so we can monitor that all children are making progress from their starting points, celebrate achievement and intervene to support and challenge where necessary as soon as difficulties become apparent. The system is evaluated to ensure that it is manageable, clear and easy to understand. It is capable of being used effectively by teachers to inform planning for the class, groups and individuals. Progress from a pupil's starting point is tracked at the end of a year and monitored termly. We use Baseline assessments, Foundation tage Profile, National Curriculum requirements, performance descriptors and P scales for pupils who are working below national expectation. Tracking is integrated with end of year and end of Key tage targets. This makes it easier to: - ensure that targets are informed by pupils' current attainment and past progress - monitor progress towards targets nd of Key tage 1 targets are informed by the Foundation tage Profile and Year 1 Teacher Assessments nd of Key tage 2 targets are informed byperformance/progress from K1; school targets are aggregated from pupil targets We do not use tests to set targets, because some pupils perform less well on tests than in everyday teacher assessment and some are not working at the level of the tests. Consistent use of teacher assessment throughout the school helps to establish and track progress towards targets which are appropriately challenging Tracking is carried out separately for reading, writing, and speaking/listening, since children s performance varies between different attainment targets. In Mathematics performance is tracked based on ability in all attainment target areas of Mathematics. 7. Reporting The education of the pupils in the school is a partnership between pupils, teachers and parents or carers. To support this, regular opportunities, both formal and informal, are provided for the reviewing of the child s progress and attainment with parents/carers. It is important to recognise that written reports are only part of this process. Our formal reporting takes the following forms: Termly consultations evenings where parents/ carers are offered a time for personal discussion with the teacher An annual written report that provides narrative comments giving clear information, personal to the child, about the pupil s progress. The report comments on general progress, behaviour and attitudes, and progress and activities of the curriculum. It outlines the child s strengths and the areas they need to develop. Where summative assessment outcomes are used, there are clear explanations of what they mean.

16 An end of year attainment report Reports meet statutory requirements. These are: Reports At the end of the Foundation tage: Parents must be offered a reasonable opportunity to discuss achievement and progress with their child s teacher For all children in year 1 and above Brief commentary on curriculum achievement in foundation subjects, nglish and Mathematics studied as part of the school curriculum. These should highlight strengths and development needs. General progress Arrangements for parents to discuss the report A summary of the child s attendance record number of possible attendances and % of unauthorised absences Individual pupil phonics screening test results At the end of Year 2 and 6: the child s test results (year 6) the child s teacher assessment results, the school s results national results (from the previous academic year national results do not become available until the Autumn term) At consultation sessions and/or in annual reports, targets are set which are realistic, monitored and reviewed. The main report is sent out in the pring term A report with the pupil s achievements/attainments is sent out in the summer term Parents of pupils at the end of Reception are provided with a written summary of progress and offered a meeting at the end of the ummer Term to discuss the outcomes of assessment with the child s teacher. 8. Transfer and Transition We have manageable systems and procedures to ensure that as far as possible, there is timely transfer of information between teachers within the school and between schools. When a pupil leaves, we fulfil statutory requirements to send information to the receiving school within 15 school days using the electronic common transfer file (CTF); we also send on the child s educational record as legally required. If a pupil arrives at this school without records, we take steps to chase up the information. We also work hard to support pupils in making successful transition from class to class within this school. Therefore we ensure that teachers: Have opportunities to talk through the records together before the pupils transfer Have clear understanding of colleagues judgements based on secure moderation procedures hare information about pupils progress as they move from one class to the next or to a new school in order to support continuity of learning for all pupils Make good use of the information received at cohort, class and subject level as well as to help determine the provision for groups and individuals upport vulnerable pupils in moving to an unfamiliar context

17 9. Monitoring For assessment in a subject, the key monitoring questions are: How effective are teachers assessments in: Informing planning? Identifying additional support required. Diagnosing pupils strengths and needs and helping them to improve? Monitoring pupils progress? How are the quality and consistency of judgements assured? What strategies are used? The following processes provide evidence for monitoring: Monitoring of nglish and Maths planning and teachers evaluations of planning, are monitored phase leaders and reported upon to the enior Leadership Team (LT) Monitoring of other subjects on a half termly basis by subject leaders/curriculum leads. valuation of children s work and marking, e.g. the work of three children of different abilities per class across the school Observation of teaching, which may have a specific focus, e.g. differentiation Pupil Interviews Displays of work by pupils ubject assemblies by year/ class group, whereby teachers and pupils celebrate work that has been undertaken in class In core subjects, analysis of tracking and progress against targets for individuals, groups (e.g. boys, girls, able gifted and talented pupils, those with N, minority ethnic pupils), and classes. At the end of Key tage 2, progress is evaluated through value added analysis Moderation activities Consistency of standards is developed by using shared evidence of attainment in one or more of the following ways: Work sampling by all subject leaders as well as twice yearly position statements by subject leaders One of our school aims is for every pupil to achieve the highest standards. By assessing, monitoring and evaluating the work we do as an integral part of planning and delivering the curriculum, we are ensuring that we achieve this aim. However, the assessment process must not detract from valuable teaching time. If assessment is seen as an integral part of teaching, and assessment information is used effectively, pupils will experience a learning environment in which they are able to succeed.

18 Date of Policy: pring 2013 Review Date: pring 2015 xample Questions Year group. Yes Mostly ometimes No 1 Do you get the chance to discuss things in class? 2 Are you encouraged to say what you think in lessons? 3 Do you get help when you are stuck? 4 Do you have to work hard? 5 Do teachers show you how to make your work better? 6 Are you trusted to do things on your own? 7 Is homework set regularly? Does your school help you with school work when you go back to school after being ill or on holiday? Does your school try to make your lessons interesting by using different ways of teaching? Does your school give you the chance to say what you think about lessons? 11 Do you find the work you are set can be quite difficult? 12 By the end of the lesson, do you know what you should have learned? 13 Is it OK to say when you don't understand something? 14 Do pupils help each other to solve problems? 15 If you do your best, are you praised for it? 16 Are good marks ever given out when someone hasn't done a good piece of work? 17 Do you pay attention in class? Is there a system that allows you to record and monitor your own progress? Do all the people in your class look after and help each other? At the end of a lesson do you usually feel that you have learnt something new?

Thameside Primary School Rationale for Assessment against the National Curriculum

Thameside Primary School Rationale for Assessment against the National Curriculum Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.

More information

Somerset Progressive School Planning, Assessment, Recording & Celebration Policy

Somerset Progressive School Planning, Assessment, Recording & Celebration Policy Policy Number: Originator: Neil Gage,/ Jason Goddard Issue Number: Authoriser: Jason Goddard Issue Date: 01/04/2017 Service Type: Education Next Review Due: 01/04/2018 Policy Location: Keys PCE 1: Aim

More information

Classroom Teacher Primary Setting Job Description

Classroom Teacher Primary Setting Job Description Classroom Teacher Primary Setting Job Description Christian Ethos To work with the Headteacher and colleagues to create, inspire and embody the Christian ethos and culture of this Church Academy, securing

More information

Special Educational Needs Policy (including Disability)

Special Educational Needs Policy (including Disability) Special Educational Needs Policy (including Disability) To be reviewed annually Chair of Governors, Lyn Schlich Signed January 2017 East Preston Infant School SPECIAL EDUCATION NEEDS [SEN] POLICY CONTENTS

More information

Approval Authority: Approval Date: September Support for Children and Young People

Approval Authority: Approval Date: September Support for Children and Young People Document Title: Pupil Premium Policy Purpose: To set out the principles of the Pupil Premium Award, how it is received and how it has been spent in the last year and to evaluate the impact Summary: The

More information

Special Educational Needs and Disability (SEND) Policy

Special Educational Needs and Disability (SEND) Policy Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and

More information

Archdiocese of Birmingham

Archdiocese of Birmingham Archdiocese of Birmingham Section 48 Inspection SS MARY AND JOHN CATHOLIC PRIMARY SCHOOL Part of the Bishop Cleary Catholic Multi-Academy Company Caledonia Rd, Wolverhampton WV2 1HZ Inspection date 19

More information

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field. 1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it

More information

Pentyrch Primary School Ysgol Gynradd Pentyrch

Pentyrch Primary School Ysgol Gynradd Pentyrch Pentyrch Primary School Ysgol Gynradd Pentyrch Learning and Growing Together Dysgu a Thyfa Gyda n Gilydd Special Educational Needs Policy Updated: March 2017 2016 2017 1 SPECIAL EDUCATIONAL NEEDS POLICY

More information

Special Educational Needs & Disabilities (SEND) Policy

Special Educational Needs & Disabilities (SEND) Policy Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016

More information

BENTLEY ST PAUL S C OF E PRIMARY SCHOOL POLICY FOR I.C.T. Growing together in faith, love and trust, we will succeed. Date of Policy: 2013

BENTLEY ST PAUL S C OF E PRIMARY SCHOOL POLICY FOR I.C.T. Growing together in faith, love and trust, we will succeed. Date of Policy: 2013 BENTLEY ST PAUL S C OF E PRIMARY SCHOOL POLICY FOR I.C.T Growing together in faith, love and trust, we will succeed. Date of Policy: 2013 Date of Review: 2015 Date Ratified by FGB: Purpose: Through teaching

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

PUPIL PREMIUM REVIEW

PUPIL PREMIUM REVIEW PUPIL PREMIUM REVIEW 2015-2016 Pupil Premium Review 2015/2016 Ambition The school aims to provide pupils with a consistently good quality of provision for all pupils. We aim to maximise the progress of

More information

Charlton Kings Infants School

Charlton Kings Infants School Charlton Kings Infants School PE Policy Written by: Laura Jarvis Last reviewed: September 2016 CONTENTS No Title Page 1 Subject Definition 3 2 Statutory and non-statutory requirements 3 3 The school focus

More information

Bramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke

Bramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke Bramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke Adopted: January 2017 Review date: Spring 18 Contents: 1 Introduction: New legislation,

More information

Inspection dates Overall effectiveness Good Summary of key findings for parents and pupils This is a good school

Inspection dates Overall effectiveness Good Summary of key findings for parents and pupils This is a good school School report Odessa Infant School Wellington Road, Forest Gate, London E7 9BY Inspection dates 25 26 May 2016 Overall effectiveness Effectiveness of leadership and management Quality of teaching, learning

More information

PUPIL PREMIUM POLICY

PUPIL PREMIUM POLICY PUPIL PREMIUM POLICY 2017-2018 Reviewed September 2017 1 CONTENTS 1. OUR ACADEMY 2. THE PUPIL PREMIUM 3. PURPOSE OF THE PUPIL PREMIUM POLICY 4. HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL

More information

Providing Feedback to Learners. A useful aide memoire for mentors

Providing Feedback to Learners. A useful aide memoire for mentors Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and

More information

School Experience Reflective Portfolio

School Experience Reflective Portfolio School Experience Reflective Portfolio Primary PGCE Name Year of Entry Organisation of the Reflective Portfolio You will continue to make contributions to the RP throughout all 3 School Experiences. Set

More information

Diary Dates Half Term First Day Back Friday 4th April

Diary Dates Half Term First Day Back Friday 4th April 1 Larwood Lowdown VOLUME: TWO NEWSLETTER DATE: FEBUARY 2014 ISSUE: THREE Diary Dates Half Term Monday 17th Feb - Friday 21st Feb First Day Back Monday 24th Feb pupils return at the usual time. Friday 4th

More information

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference. Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,

More information

SEN INFORMATION REPORT

SEN INFORMATION REPORT SEN INFORMATION REPORT Kinds of special educational needs Hinchingbrooke is an Academy school. We have the provision to meet the needs of students with moderate learning difficulties, dyslexia and dyspraxia,

More information

Special Educational Needs and Disability (SEND) Policy. November 2016

Special Educational Needs and Disability (SEND) Policy. November 2016 Special Educational Needs and Disability (SEND) Policy November 2016 This Policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (January 2015) and has been written with

More information

Knowle DGE Learning Centre. PSHE Policy

Knowle DGE Learning Centre. PSHE Policy Knowle DGE Learning Centre PSHE Policy Knowle DGE Learning Centre PSHE POLICY Our Mission Staff and Governors of the Learning Centre believe that young people at Knowle DGE will DISCOVER new learning opportunities

More information

Total amount of PPG expected for the year ,960. Objectives of spending PPG: In addition to the key principles, Oakdale Junior School:

Total amount of PPG expected for the year ,960. Objectives of spending PPG: In addition to the key principles, Oakdale Junior School: Total amount of PPG expected for the year 2015-16 138,960 Objectives of spending PPG: In addition to the key principles, Oakdale Junior School: Aims for all pupils to make at expected progress between

More information

Woodlands Primary School. Policy for the Education of Children in Care

Woodlands Primary School. Policy for the Education of Children in Care Woodlands Primary School Policy for the Education of Children in Care Written by Rita Tarrant-Blick Ratified by Governors Summer 2017 Date for Review Summer 2020 Signed Chair of Governors Signed Headteacher

More information

SEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate.

SEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate. SEN SUPPORT ACTION PLAN -18 Page 1 of 13 Read Schools to include all settings where appropriate. The AIM of this action plan is that SEN children achieve their best possible outcomes. Target: to narrow

More information

VTCT Level 3 Award in Education and Training

VTCT Level 3 Award in Education and Training VTCT Level 3 Award in Education and Training Operational start date: 1st April 2014 Credit value: 12 Total Qualification Time (TQT): 120 Guided learning hours (GLH): 48 Qualification number: 601/2758/2

More information

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Bewdley Primary School is committed to safeguarding and promoting the welfare of children and young people and expects

More information

St Michael s Catholic Primary School

St Michael s Catholic Primary School St Michael s Catholic Primary School Inspection report Unique Reference Number 10477 Local Authority Wolverhampton Inspection number 77076 Inspection dates 19 20 September 2011 Reporting inspector Sharona

More information

St Philip Howard Catholic School

St Philip Howard Catholic School School report St Philip Howard Catholic School St Mary's Road, Glossop, SK13 8DR Inspection dates 4 November 1 December 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection:

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

Head of Music Job Description. TLR 2c

Head of Music Job Description. TLR 2c Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained

More information

Ferry Lane Primary School

Ferry Lane Primary School Ferry Lane Primary School Pupil Premium Grant Expenditure Financial Year 2014-15 What is the Pupil Premium Grant? The Pupil Premium is a government grant, introduced in April 2011, that targets extra money

More information

Archdiocese of Birmingham

Archdiocese of Birmingham Archdiocese of Birmingham INSPECTION REPORT THE GIFFARD CATHOLIC PRIMARY SCHOOL WOLVERHAMPTON Inspection dates 25 th -26 th June 2013 Reporting Inspector Paul Nutt Inspection carried out under Section

More information

SEND INFORMATION REPORT

SEND INFORMATION REPORT SEND INFORMATION REPORT The application of this policy and procedure ensures that no employee receives less favourable treatment on grounds of sex, trans-gender status, sexual orientation, religion or

More information

MATHS Required September 2017/January 2018

MATHS Required September 2017/January 2018 St Martin s School Hanging Hill Lane Hutton Brentwood ssex CM13 2HG Tel: 01277 238300 NOR: 1768 including 369 A-Level students Headteacher: Mike O Sullivan MATHS Required September 2017/January 2018 Main

More information

Putnoe Primary School

Putnoe Primary School School report Putnoe Primary School Church Lane, Bedford, MK41 0DH Inspection dates 20 21 May 2015 Overall effectiveness Previous inspection: Outstanding 1 This inspection: Good 2 Leadership and management

More information

Teacher of Art & Design (Maternity Cover)

Teacher of Art & Design (Maternity Cover) Teacher of Art & Design (Maternity Cover) Closing date: Monday 27th November 2017 Application Pack Click for Website Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website:

More information

Feedback, Marking and Presentation Policy

Feedback, Marking and Presentation Policy Feedback, Marking and Presentation Policy This policy was developed as part of a consultation process involving pupils, staff, parents and Governors of the school. In development of this policy reference

More information

Special Educational Needs School Information Report

Special Educational Needs School Information Report Special Educational Needs School Information Report At Holy Trinity Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

Plans for Pupil Premium Spending

Plans for Pupil Premium Spending Plans for Pupil Premium Spending September 2016 August 2017 Impact of Pupil Premium September 2015 August 2016 Mission Statement All Saints Multi Academy Trust, Birmingham God s Love in Action Our children

More information

Quality assurance of Authority-registered subjects and short courses

Quality assurance of Authority-registered subjects and short courses Quality assurance of Authority-registered subjects and short courses 170133 The State of Queensland () 2017 PO Box 307 Spring Hill QLD 4004 Australia 154 Melbourne Street, South Brisbane Phone: (07) 3864

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

We seek to be: A vibrant, excellent place of learning at the heart of our Christian community.

We seek to be: A vibrant, excellent place of learning at the heart of our Christian community. Homework Policy Our Vision (What we seek to be) We seek to be: A vibrant, excellent place of learning at the heart of our Christian community. Our Mission (What we seek to do) We are committed to providing

More information

We endorse the aims and objectives of the primary curriculum for SPHE: To promote the personal development and well-being of the child

We endorse the aims and objectives of the primary curriculum for SPHE: To promote the personal development and well-being of the child for Holy Family N.S., Newport Holy Family N.S. aims to provide a comprehensive SPHE programme to all children in the school. It is recognised that parents play a huge part in the delivery of such a programme

More information

Whole School Literacy Policy 2017/18

Whole School Literacy Policy 2017/18 Whole School Literacy Policy 2017/18 A central aim of teaching and learning is to develop students ability to use language effectively, in order to think, explore, organise and communicate meaning. Improved

More information

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of

More information

Short inspection of Maria Fidelis Roman Catholic Convent School FCJ

Short inspection of Maria Fidelis Roman Catholic Convent School FCJ Ofsted Piccadilly Gate Store Street Manchester M1 2WD T 0300 123 4234 www.gov.uk/ofsted 23 December 2016 Mrs Helen Gill Headteacher Maria Fidelis Roman Catholic Convent School FCJ 34 Phoenix Road London

More information

THE QUEEN S SCHOOL Whole School Pay Policy

THE QUEEN S SCHOOL Whole School Pay Policy The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

More information

Idsall External Examinations Policy

Idsall External Examinations Policy Idsall External Examinations Policy Sponsorship & Review 1 Sponsor Mr D Crichton, Deputy Headteacher 2 Written and Approved October 2014 3 Next Review Date October 2016 This policy should be read in conjunction

More information

29 th April Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS

29 th April Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS 29 th April 2016 Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS Assessment Date: 19 th & 20 th April 2016 Summary Bursted Wood Primary School is very

More information

Holy Family Catholic Primary School SPELLING POLICY

Holy Family Catholic Primary School SPELLING POLICY Holy Family Catholic Primary School SPELLING POLICY 1. The aim of the spelling policy at Holy Family Catholic Primary School is to ensure that the children are encouraged to develop spelling accuracy in

More information

Alma Primary School. School report. Summary of key findings for parents and pupils. Inspection dates March 2015

Alma Primary School. School report. Summary of key findings for parents and pupils. Inspection dates March 2015 School report Alma Primary School Alma Road, Enfield, EN3 4UQ Inspection dates 11 12 March 2015 Overall effectiveness Previous inspection: Requires improvement 3 This inspection: Good 2 Leadership and

More information

Special Educational Needs and Disabilities

Special Educational Needs and Disabilities Special Educational Needs and Disabilities Guru Nanak Sikh Academy- Secondary Phase Welcome to Guru Nanak Sikh Academy (GNSA) Special Educational Needs and Disabilities (SEND) information report page.

More information

Code of Practice for. Disabilities. (eyfs & KS1.2)

Code of Practice for. Disabilities. (eyfs & KS1.2) La Scuola Italiana a Londra Code of Practice for Special Educational Needs and Learning Difficulties and Disabilities (eyfs & KS1.2) Last Reviewed December 2015 Date of next review December 2016 La Scuola

More information

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire

More information

Newlands Girls School

Newlands Girls School School report Newlands Girls School Farm Road, Maidenhead, Berkshire, SL6 5JB Inspection dates 02-03 October 2012 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement of

More information

Oasis Academy Coulsdon

Oasis Academy Coulsdon School report Oasis Academy Coulsdon Homefield Road, Old Coulsdon, Croydon, CR5 1ES Inspection dates 4-5 March 2015 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Leadership

More information

Teacher of English. MPS/UPS Information for Applicants

Teacher of English. MPS/UPS Information for Applicants Teacher of English MPS/UPS Information for Applicants Start date : Easter or September 2018 Weavers Academy Striving for success, focusing on learning Dear Applicant Thank you for showing an interest in

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

FARLINGAYE HIGH SCHOOL

FARLINGAYE HIGH SCHOOL FARLINGAYE HIGH SCHOOL Maths, Computing & Arts Specialist School Teacher of English INFORMATION FOR APPLICANTS FULL TIME TEACHER OF ENGLISH (MPR) The English Faculty The English Faculty at Farlingaye High

More information

Evaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016

Evaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016 Evaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016 Overview of the school Number of pupils and pupil premium grant (PPG) received Total number of pupils on roll 689 Total

More information

THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING CURRICULUM FOR BASIC EDUCATION STANDARD I AND II

THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING CURRICULUM FOR BASIC EDUCATION STANDARD I AND II THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING CURRICULUM FOR BASIC EDUCATION STANDARD I AND II 2016 Ministry of Education, Science,Technology and Vocational

More information

MASTER S COURSES FASHION START-UP

MASTER S COURSES FASHION START-UP MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving

More information

Assessment Pack HABC Level 3 Award in Education and Training (QCF)

Assessment Pack HABC Level 3 Award in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration

More information

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist PAPILLON HOUSE SCHOOL Making a difference for children with autism Job Description Post Title: Speech and Language Therapist Band / Grade: Band 6 equivalent Hours: Full time / Part time Location: Papillon

More information

Head of Maths Application Pack

Head of Maths Application Pack Head of Maths Application Pack Application Forms Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website: www.furzeplatt.com Tel: 01628 625308 Fax: 01628 782257 Head of Maths

More information

Eastbury Primary School

Eastbury Primary School Eastbury Primary School Dawson Avenue, Barking, IG11 9QQ Inspection dates 26 27 September 2012 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Requires improvement 3 Achievement

More information

St. Martin s Marking and Feedback Policy

St. Martin s Marking and Feedback Policy St. Martin s Marking and Feedback Policy The School s Approach to Marking and Feedback At St. Martin s School we believe that feedback, in both written and verbal form, is an integral part of the learning

More information

Special Education Needs & Disability (SEND) Policy

Special Education Needs & Disability (SEND) Policy Document No. PP8 Issue No. 12 Issue Date: 2017-06-27 Renewal Date: 2018-06-27 Originator: Chris Bailey Responsibility: Assistant Principal 1. Introduction Special Education Needs & Disability (SEND) Policy

More information

Primary School Experience Generic Handbook

Primary School Experience Generic Handbook Primary School Experience Generic Handbook 2012-2013 This document can also be downloaded from our website: www.chi.ac.uk/partnership School Experience Contact Numbers: [1] Academic Staff Head of School

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

Digital Media Literacy

Digital Media Literacy Digital Media Literacy Draft specification for Junior Cycle Short Course For Consultation October 2013 2 Draft short course: Digital Media Literacy Contents Introduction To Junior Cycle 5 Rationale 6 Aim

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

QUEEN ELIZABETH S SCHOOL

QUEEN ELIZABETH S SCHOOL QUEEN ELIZABETH S SCHOOL Admissions Criteria and Information a Guide for Parents September 2017 Admissions Queen Elizabeth s School Queen s Road, Barnet, Hertfordshire, EN5 4DQ Telephone Number 020 8441

More information

STUDENT ASSESSMENT, EVALUATION AND PROMOTION

STUDENT ASSESSMENT, EVALUATION AND PROMOTION 300-37 Administrative Procedure 360 STUDENT ASSESSMENT, EVALUATION AND PROMOTION Background Maintaining a comprehensive system of student assessment and evaluation is an integral component of the teaching-learning

More information

Oasis Academy South Bank

Oasis Academy South Bank School report Oasis Academy South Bank 75 Westminster Bridge Road, London, SE1 7HS Inspection dates 24 25 June 2015 Overall effectiveness Previous inspection: Not previously inspected This inspection:

More information

Job Description Head of Religious, Moral and Philosophical Studies (RMPS)

Job Description Head of Religious, Moral and Philosophical Studies (RMPS) Job Description Head of Religious, Moral and Philosophical Studies (RMPS) George Watson s College wishes to appoint a Head of Religious, Moral and Philosophical Studies (RMPS) from January 2018. The post

More information

Principles, theories and practices of learning and development

Principles, theories and practices of learning and development Principles, theories and practices of learning and development UV40800 D/502/9542 Learner name: VRQ Learner number: VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary

More information

Cottesmore St Mary Catholic Primary School Pupil premium strategy

Cottesmore St Mary Catholic Primary School Pupil premium strategy 1. Summary information School Cottesmore St Mary Catholic Primary School Pupil premium strategy 2017-2018 Cottesmore St Mary Catholic Primary School Academic Year 2017/18 Total PP budget 57,920 Date of

More information

Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 All Staff in NAS schools, NAS IT Dept Head of Operations - Education

Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 All Staff in NAS schools, NAS IT Dept Head of Operations - Education Schools E-Safety Policy Document Title Schools E-Safety Policy Reference Number Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 Distribution All Staff in NAS schools, NAS IT Dept Owner

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:

More information

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification

More information

Professional Experience - Mentor Information

Professional Experience - Mentor Information Professional Experience - Mentor Information EDU40006 Ready to Teach Early Childhood: Practicum 5E Required days: 20 days full time. Any missed days must be made up. Required setting: Preschool Early Childhood

More information

You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014

You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014 You said we did Report on improvements being made to Children s and Adolescent Mental Health Services December 2014 Bracknell and Ascot Clinical Commissioning Group Newbury and Community Clinical Commissioning

More information

Irtiqa a Programme: Guide for the inspection of schools in The Emirate of Abu Dhabi

Irtiqa a Programme: Guide for the inspection of schools in The Emirate of Abu Dhabi Irtiqa a Programme: Guide for the inspection of schools in The Emirate of Abu Dhabi August 2015 Table of Contents Page Irtiqa a programme vision, mission, core values and objectives 4 1. Why are schools

More information

The Curriculum in Primary Schools

The Curriculum in Primary Schools The Curriculum in Primary Schools Seminar on findings from Curriculum Implementation Evaluation, DES Inspectorate Primary Curriculum Review, Phase 1, NCCA May 11 th 2005 Planning the curriculum whole school

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

Associate Professor of Electrical Power Systems Engineering (CAE17/06RA) School of Creative Arts and Engineering / Engineering

Associate Professor of Electrical Power Systems Engineering (CAE17/06RA) School of Creative Arts and Engineering / Engineering Job Description General Details Job title: School/Department Normal Workbase: Tenure: Hours/FT: Grade/Salary: Associate Professor of lectrical Power Systems ngineering (CA17/06RA) School of Creative Arts

More information

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers Dyslexia and Dyscalculia Screeners Digital Guidance and Information for Teachers Digital Tests from GL Assessment For fully comprehensive information about using digital tests from GL Assessment, please

More information

Guidance on the University Health and Safety Management System

Guidance on the University Health and Safety Management System Newcastle University Safety Office 1 Kensington Terrace Newcastle upon Tyne NE1 7RU Tel 0191 222 6274 University Safety Policy Guidance Guidance on the University Health and Safety Management System Document

More information

Horizon Community College SEND Policy. Amended: June 2017 Ratified: July 2017

Horizon Community College SEND Policy. Amended: June 2017 Ratified: July 2017 Horizon Community College SEND Policy Amended: June 2017 Ratified: July 2017 1 SEND POLICY C O N T E N T S Section 1 Mission Statement 3 Section 2 Objectives 4 Section 3 Identifying Special Educational

More information

Summary: Impact Statement

Summary: Impact Statement Summary: Impact Statement 2015-16 The following table summarises the attainment and progress gaps over the past two years by the new national performance measures. National data is not yet available and

More information

Woodhouse Primary School Sports Spending

Woodhouse Primary School Sports Spending Woodhouse Primary School Sports Spending 2016-17 PE and Sports Grant 2016-2017 The government is providing additional funding of 150 million per annum to improve provision of physical education (PE) and

More information

Milton Keynes Schools Speech and Language Therapy Service. Central and North West London NHS Foundation Trust. Additional support for schools

Milton Keynes Schools Speech and Language Therapy Service. Central and North West London NHS Foundation Trust. Additional support for schools 1 Milton Keynes Schools Speech and Language Therapy Service Central and North West London NHS Foundation Trust Additional support for schools 2 Overview Many schools are now reporting an increase in the

More information

INDEPENDENT SCHOOLS INSPECTORATE

INDEPENDENT SCHOOLS INSPECTORATE INDEPENDENT SCHOOLS INSPECTORATE BRITISH SCHOOLS OVERSEAS INSPECTION REPORT ON NORD ANGLIA INTERNATIONAL SCHOOL HONG KONG Independent Schools Inspectorate Effective from January 2011 INDEPENDENT SCHOOLS

More information

TEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta

TEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta Standards of Teaching Practice TEACHING QUALITY: SKILLS BASED ON: Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives Directive 4.2.1 - Teaching Quality Standard Applicable

More information