Mindsight Surrey Children s Mental Health and wellbeing: Next Steps. Communication brief for our stakeholders. Surrey CCGs.

Size: px
Start display at page:

Download "Mindsight Surrey Children s Mental Health and wellbeing: Next Steps. Communication brief for our stakeholders. Surrey CCGs."

Transcription

1 Mindsight Surrey Children s Mental Health and wellbeing: Next Steps Surrey CCGs Communication brief for our stakeholders October 2018

2 Foreword In early 2018 a number of concerns were raised about some of the Mindsight Surrey CAMHS services by young people, parents, schools, GPs and CAMHS staff. The Surrey Clinical Commissioning Groups, Surrey County Council and Surrey and Borders Partnership NHS Foundation Trust would like to apologise to the children, young people and families who experienced distress due to the unacceptable waiting times and the lack of a routine service. We came together as a system and responded to the immediate concerns by implementing an Interim Plan that prioritised assessments for children who have been experiencing unacceptably long wait times. We also jointly commissioned an independent review of Mindsight Surrey CAMHS to identify areas that would help us improve the service going forward. We are committed to working in full partnership with primary care, schools, children and young people and parents to transform our children s mental health services. The Government s Green paper highlights the important role of schools and we will be engaging with all our stakeholders including GPs, schools, children and young people to shape a new strategy for Surrey. 2 ATTAIN

3 Contents In this document you will find: Context of the Independent Review Executive summary of the Review and its findings The Independent Review what did we want to know? What strengths of Mindsight Surrey were identified? A summary of the findings for the KLOEs A summary of the learning so far and recommendations A outline of what next for CAMHS in Surrey 3 ATTAIN

4 The independent review The review took place between June and August 2018 and is the learning so far. We are committed to understanding and working with schools; children and young people to inform the development of a new model. The review focused on six key lines of enquiry The review included analysis of data and input from around 200 people The review report set out a series of findings and recommendations for the future 4 ATTAIN

5 Executive Summary: What are the key messages from the Independent Review? There is a universal commitment to delivering high quality CAMHS services to children and young people in Surrey and to working in full partnership to develop a new model The Mindsight Surrey model is innovative, a number of the services are high performing and clinical interventions are perceived as high quality. There are some areas of excellence for example, Haven and Eating Disorder Service The vision for Mindsight Surrey is not being wholly delivered, nor is it deliverable in the current context. Challenges faced by the service include: multi-agency relationships are not working to provide consistent early help to children and young people (especially schools and GPs) Demand across the system for early help is rising the CAMHS service is not sufficiently robust the complexity of commissioning structures for CAMHS front-line teams are under pressure with significant vacancies Demand on the service has been 53% higher than predicted, however, the number of referrals is only marginally higher than the national average. Funding is slightly above national average when benchmarked against other CAMHS services in England although slightly below the top 21 performing services. Arguably, services should be able to be configured to deliver demand currently experienced by the service. Core funding represents 80% of total CAMHS funding, circa 20% of CAMHS funding is transformation funds Recommendations for the transformation of CAMHS are significant as many of the challenges faced by the service require structural and cultural change neither of which is quick or easy In the short-term, the review proposes a focus on building a more robust system for early intervention, supporting referrers and adapting elements of the CAMHS service In the long-term, the review proposes aligning agencies to simplify the system, reduce complexity, co-design a model of care that promotes ownership, accountability and early intervention, community development and family engagement Outlined on the following slides are the more detailed findings of the review. There is a lack of historic data relating to CAMHS in Surrey. Data capture and quality is improving, but still requires significant improvement. The lack of data has inevitably impacted our ability to answer all of the questions we would have liked to answer as a part of this review. 5 ATTAIN

6 The independent review what did we want to know? The following services were in scope of review: The Targeted CAMHS contract (formerly known as Tier 2) is managed by Surrey County Council) on behalf of the Surrey CCGs The Specialist CAMHS contract (formerly known as Tier 3) is managed by NHS Guildford and Waverley CCG on behalf of the Surrey CCGs The six key lines of enquiry (KLOEs) of this review are: 1. Is what we commissioned being delivered? Is the commissioned service deliverable in the current context? 2. What are the key reasons for increased demand in the Mindsight Surrey CAMHS service? 3. Why is there a variation in the Behavioural Emotional Neurodevelopmental (BEN) and CAMHS Community Teams waits? 4. How could we intervene earlier? 5. How effective are our pathways in meeting the health and wellbeing needs of children and young people? 6. What are your recommendations for all of the above questions in order to deliver a safe and sustainable service within the resources available? Footnote: Benchmarking data should be used as a guideline only due to the nature of variation across systems and 9,200 referrals is the approximate number left from 12,500 referrals when multiple service users and non-referrals are removed 6 ATTAIN

7 What strengths of Mindsight Surrey were identified? Universal commitment to delivering high quality services to children and young people in Surrey Relationships, leadership and service management that are evolving and improving across the system Services are high quality at point of delivery A number of high quality services which meet access and quality targets (e.g. Hope and Extended Hope and Eating Disorder Service) Locality working is building local teams around the needs of individual populations and linking local partners Concept of Single Point of Access and BEN pathway Committed workforce, with supportive delivery team culture working across professional and organisation boundaries to deliver services to children and young people Improving relationships and integration between SABP and its partners in Mindsight Surrey Services are being designed, where possible, with service users, families and carers 7 ATTAIN

8 KLOE 1: Is what we commissioned being delivered? The vision for Mindsight Surrey is not being wholly delivered All services that were commissioned are being delivered, with activity being marginally above Plan 53% more referrals that convert to treatment pathways were received by the service than commissioned The number of referrals is only marginally higher than the national average. See response to KLOE 2 for more detail What was commissioned? Targeted CAMHS services Specialist CAMHS services What is being delivered? All services commissioned are being delivered, but not all at the scale required (e.g. PMHT) and with significant waits for some services. All services commissioned are being delivered. 6,500 referrals per annum Over 9,000 referrals are being accepted per annum No wrong door and system navigation System leadership and multi-agency partnerships Consistent timely provision of high quality and safe services Focus on early intervention Working with children and young people and their families to co-design and review services Delivered by Mindsight Surrey CAMHS by Beacon Not working to unite the system and deliver early help and intervention Timely access to services is mixed, quality and safety are being compromised by long waits for particular services Agencies and partners are not consistently working together to provide early help. Primary Mental Health Teams are significantly under-resourced A number of the services are actively co-designing with children and young people 8 ATTAIN

9 KLOE 1: Is the commissioned service deliverable in the current context? It is our view that the commissioned service is not deliverable in the current context and that longerterm transformation is required. The major challenges are outlined opposite. Lack of a vision for a coherent system of services that support the emotional wellbeing and mental health of children and young people Lack of commitment from different agencies to take responsibility for the emotional wellbeing of children and young people and invest in early help and interventions Complex and fragmented commissioning structure Lack of coherent system governance that unites everyone to deliver a whole system approach to meeting the emotional and wellbeing needs of children and young people Mindsight Surrey CAMHS is not working together as a group of partners as well as it needs to, including evidence of a fragmented approach to the planning and management of the service and a lack of consistent and demonstrable clinical leadership Persistent workforce vacancy rate in Mindsight Surrey CAMHS that is presenting day-to-day challenges, impacting the motivation of staff and preventing a positive change to the service 9 ATTAIN

10 KLOE 2: What are the key reasons for increased demand in the Mindsight Surrey CAMHS service? Reported referrals for 17/18 included a large number of referrals that did not convert to a pathway (circa 2,500). There were also a number of duplicate records that have been removed for the purposes of this analysis. Demand projected by the commissioners and provider was too low with 53% more referrals converting to pathway than anticipated in 17/18. What are the key reasons for the increase in demand? The key reasons for the increase in demand for Mindsight Surrey CAMHS are: National uplift in awareness of children and young people s mental health Availability of a single point of access and no wrong door policy for referrers Early underperformance of the single point of access (subsequently improving) However, at 9,200 in total, the number of referrals converting to pathway tracks only marginally higher than the national average. 10 ATTAIN

11 KLOE 3: Why is there a variation in the Behavioural Emotional Neurodevelopmental (BEN) and CAMHS Community Teams waits? Activity for BEN continues to grow month on month with a year on year increase of 130%. Waiting times exceed both the national average and those reported by third sector organisations. Children, young people, their families and carers, clinical teams and provider partners experience the confusion being experienced by the service and therefore feel stressed. It is difficult to identify the root causes for the high demand and long waiting lists as there is little data or national benchmarks. Complexity in presentation it isn t always clear what the child or young person needs and it takes a lot of time and resource to accurately assess children in this pathway There is a lack of clear multi-agency and multi-provider partner pathways or clinical leadership (especially for ADHD), and therefore confusion amongst referrers Early intervention for these children and young people is impacted by services around BEN The teams that works across both BEN and CAMHS Community Teams do so without appropriate job planning or management Lack of opportunity for multi-agency, multi-provider partner and multi-disciplinary assessments and shared learning among professionals Data on activity and the service is not adequately captured and therefore isn t available to support the active management of the service 11 ATTAIN

12 KLOE 4: How could we intervene earlier? There is universal commitment to early intervention and a lot of opportunity to mobilise early help for children and young people in Surrey. More can be done. Early intervention in Surrey could be enhanced by: Investment in primary mental health team resource both in filling vacancies, but also in the size of the team. There are only nine PMHT workers covering c400 schools this is significantly less than the team of 21 pre April 2016 Building resilient families - working with parents and carers and siblings Building communities that support emotional wellbeing and early intervention Building communities where all are welcome, respected and valued Strengthening formal and informal and county-wide and neighbourhood relationships with agencies (e.g. primary care and schools) to forge a true wholesystems approach to early intervention Uniting the universal services to support emotional wellbeing in children and young people Full utilisation of Mindsight Surrey CAMHS provider partners 12 ATTAIN

13 KLOE 5: How effective are our pathways in meeting the health and wellbeing needs of children and young people? Mindsight Surrey is implementing a new approach to understanding their impact and outcomes. At present, however, there is a lack of significant quantifiable evidence to support an analytical answer to this question. Feedback from service users suggests service high quality when accessed. Life transforming services High impact service, when people are seen The challenges aren t about capability Good services, once seen Direct quotes from service users and service user representative groups Children and families pick up on stress levels of staff 13 ATTAIN

14 The summary conclusions from the review KLOE 1-5 The summary and wider findings of the review were: Commissioning of CAMHS is fragmented and not aligned to wider services that support children Projected demand by commissioners and the provider partnership was low (53% more referrals than anticipated were received in 17/18). The demand that has transpired almost matches national benchmarks for demand by 100,000 population The service is strong in parts, but under significant pressures in others Mindsight Surrey (including One Stop) was configured to manage too few referrals, especially for BEN Evidence that early performance of the triaging function was poor, but also evidence that current performance is beginning to address these historic issues There are long waits and high case loads and a focus on assessment and not treatment especially in BEN and CAMHS Community Teams (the latter having an impact on the broader service e.g. the Hope service) Evidence of slow mobilisation and communication of the Mindsight Surrey service model, lack of clear pathways, poor integration with wider agencies and provider partners (although the latter is slowly improving), lack of operational data and non-medical clinical leadership have contributed to the underperformance of the service and the high waits and case loads Funding is slightly above national average when benchmarked against other CAMHS services in England although slightly below the top 21 performing services. Arguably, services should be able to be configured to deliver demand currently experienced by the service Core funding represents 80% of total CAMHS funding, circa 20% of CAMHS funding is transformation funds Workforce issues are significantly exacerbating operational issues Data is historically and remains poor, SystmOne doesn t support the capturing of the information required to manage the service 14 ATTAIN

15 KLOE 6: What are your recommendations for all of the above questions in order to deliver a safe and sustainable service within the resources available? (Summary) The recommendations from the Independent Review fell into two categories short and long-term. Short-term now until the end of the current CAMHS contract term Continuation with delivery of Interim Plan for remainder of the 16 weeks (up to 21 st September 2018) Ongoing and rigorous evaluation of Interim Plan impact (including any routine referral and treatment waits, impact on vulnerable families and urgent and crisis presentations and capacity challenges for provider partners) Development of an agreed Interim Plan (perhaps called something different!) up to the end of current CAMHS contract to include: those elements of the Interim Plan that are having an impact * additional elements, as proposed in this report *excluding the refusal of routine referrals Mid to long-term Our recommendations for the transformation of CAMHS are significant. Many of the challenges will require structural and cultural change neither of which are quick or easy to achieve. The recommendations in this report are designed to address both of these elements We have not made a recommendation on timescales for implementation of the longer-term transformation because we are keen to avoid cutting across conversations that are taking place on this within the system. We suggest, however, that an extension to the CAMHS contract of at least a year is required (i.e. above core three years) to allow sufficient time for design, planning and mobilisation of a new service The capability required to deliver the transformation is significant and varied and should be drawn from national resources, and from across the local system to ensure a system-response and to develop a sustainable de-medicalised, whole-system, early intervention model If the system has the capacity to absorb the changes, some of the longer-term recommendations can be moved into the short-medium term 15 ATTAIN

16 KLOE 6: What are your recommendations for all of the above questions in order to deliver a safe and sustainable service within the resources available? The Independent Review proposed a series of recommendations regarding STRATEGY, building on the momentum of the Interim Plan to make the service safe in the immediate term and to harness the commitment of all those involved in the mid to long term. Shorter-term Mid to long-term Strategic context Clear and visible leadership and communication of findings of review and next steps System operational group / governance for integrated delivery to include SABP and provider partners and commissioners to actively manage and evolve the service Targeted communication and workshops with schools, primary care and stakeholders (e.g. CYA) to build relationships and understanding of CAMHS service and to listen to challenges, needs and feedback Strategic context Continued focus on aligning services that impact children and young people Continued co-design of an Emotional Wellbeing & Mental Health Strategy across health, social care and wider agencies Aligned and simplified commissioning, contracting and governance arrangements for children and young people and CAMHS Further development of an aligned lead provider model for integrated service delivery Review of governance of design and delivery of services to children and young people and establishment of a governance structure that unites the agencies involved in the care of children and young people 16 ATTAIN

17 KLOE 6: What are your recommendations for all of the above questions in order to deliver a safe and sustainable service within the resources available? The Independent Review proposed a series of recommendations regarding CAMHS SERVICE, building on the momentum of the Interim Plan to make the service safe in the immediate term and to harness the commitment of all those involved in the mid to long term. Shorter-term Mid to long-term CAMHS service CAMHS service Mindsight Surrey should further embed a clear management routine for the close and reactive management of services day-to-day and monitor performance Refresh risk strategy and risk plan for managing children on waiting lists for assessment AND treatment, and high case loads Detailed and speedy review and evaluation of any waits accumulating in any part of the system including treatment or assessment, impact on vulnerable families and crisis, urgent and routine presentations Improve integration with One Stop (consider re-co-location) Clear clinical leadership of and access criteria for all pathways (especially ADHD) Re-establish primary care medicines line to provide advice and guidance Sharpen, confirm and socialise psychiatry duty rota (under development) Scale up implementation of Shared Care across the wider Surrey geography Co-design of a whole system, de-medicalised model that promotes ownership, accountability and early intervention, community development, navigation and case management and parental and family engagement and: a children s services-wide single point of access clear leadership of pathways early intervention Specific recommendations on: A children s services-wide triage service not just CAMHS BEN pathways with clear leadership, increased management time, a clear pathway, whole system model involving all provider partners and agencies and children and young people and their families in care provision Bolstered PMHT provision Early intervention Universal implementation of shared care across Surrey Dynamic provider management and leadership and strong partnerships 17 ATTAIN

18 KLOE 6: What are your recommendations for all of the above questions in order to deliver a safe and sustainable service within the resources available? The Independent Review proposed a series of recommendations regarding RESOURCES, building on the momentum of the Interim Plan to make the service safe in the immediate term and to harness the commitment of all those involved in the mid to long term. Shorter-term Mid to long-term Resources Continue to improve data collection and reporting Job planning and SystmOne and CYP IAPT training for staff Prioritised PMHT recruitment Job planning Review of KPI and contract management regime between commissioners and providers to consolidate (in the short-term) and focus on the key indicators of performance, quality and safety Identifying champions and resources to ensure the delivery of CAMHS transformation Resources Agreement of a resource envelope for CYP care that will enable the delivery of the vision / model particularly focusing on the sustainability of transformation monies as it represents 21% of current spend Improved data collection protocols Workforce cultural change and de-medicalised leadership and delivery to drive up recruitment and retention; leveraging variety of skills and capabilities from wide ranging workforce, breaking down organisational and professional boundaries The capability required to deliver the transformation is significant and varied and should be drawn from national resources, and from across the local system 18 ATTAIN

19 What next for CAMHS in Surrey?

20 Process chart with four phases Improve outcomes for children and young people by improving the service tly own the plan and delivery Join Listen to, understand, engage and communicate with all stakeholders, particularly children and young people Build a culture of evaluation, reflection, learning and evolution local provision of services early help and prevention flexible and consistent access (through primary care and schools (state, private, home and no schooling) clear thresholds to and pathways for access (e.g. routine, urgent and crisis) appropriate referrals, assessment and intervention working with parents, carers and families joint ownership of the plan and its delivery strengthening the system in its widest sense (e.g. with adult services and wider children s services) sharing accountability for risk and success across the system fostering and use shared language actively care for our workforce understanding each other s pressures continued openness putting the voice of children and young people at the heart of co-designing, evaluation and assuring services clear and consistent and accessible communications with all stakeholders (particularly for vulnerable young people) on evaluation and the provision and analysis of good data including service user outcomes, quantifiable metrics and impact (e.g. on vulnerable families) 20 ATTAIN

21 How will we work together as a community? We are committed to building on existing relationships to work together as a community to improve outcomes for children and young people and to co-design the service of the future. Surrey & Borders Partnership Trust Surrey County Council, social care and schools Mindsight Surrey partners Health commissioners, GPs and wider health services Families and carers Children and young people 21 ATTAIN

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

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

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...

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

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

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding

More information

IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL?

IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL? IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL? EVALUATION OF THE IMPROVING QUALITY TOGETHER (IQT) NATIONAL LEARNING PROGRAMME Report for 1000 Lives Improvement Service, Public Health Wales Mark Llewellyn,

More information

RCPCH MMC Cohort Study (Part 4) March 2016

RCPCH MMC Cohort Study (Part 4) March 2016 RCPCH MMC Cohort Study (Part 4) March 2016 Acknowledgements Dr Simon Clark, Officer for Workforce Planning, RCPCH Dr Carol Ewing, Vice President Health Services, RCPCH Dr Daniel Lumsden, Former Chair,

More information

Services for Children and Young People

Services for Children and Young People Services for Children and Young People Learning Difficulties and Disabilities Team TITLE: Services for Young People s Preparing for Adulthood Strategy for Young People with High Needs (14-25) PUBLICATION

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

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

PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION

PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION Paston Sixth Form College and City College Norwich Vision for the future of outstanding Post-16 Education in North East Norfolk Date of Issue: 22 September

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

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

I set out below my response to the Report s individual recommendations.

I set out below my response to the Report s individual recommendations. Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set

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

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

Initial teacher training in vocational subjects

Initial teacher training in vocational subjects Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it

More information

How we look into complaints What happens when we investigate

How we look into complaints What happens when we investigate How we look into complaints What happens when we investigate We make final decisions about complaints that have not been resolved by the NHS in England, UK government departments and some other UK public

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

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

HARPER ADAMS UNIVERSITY Programme Specification

HARPER ADAMS UNIVERSITY Programme Specification HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:

More information

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 1 Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 Context for the development and purpose of the framework The Learning and Development Committees for Newcastle Safeguarding

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

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

Envision Success FY2014-FY2017 Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals

Envision Success FY2014-FY2017 Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals Institutional Priority: Improve the front door experience Identify metrics appropriate to

More information

ASSISTANT DIRECTOR OF SCHOOLS (K 12)

ASSISTANT DIRECTOR OF SCHOOLS (K 12) Employee Services P 4979 1230 F 4979 1369 POSITION DESCRIPTION ASSISTANT DIRECTOR OF SCHOOLS (K 12) REF NO: 7081 POSITION DESCRIPTION REPORTS TO Director of Schools PURPOSE The Assistant Director of Schools

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

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

BILD Physical Intervention Training Accreditation Scheme

BILD Physical Intervention Training Accreditation Scheme BILD Physical Intervention Training Accreditation Scheme The BILD Physical Intervention Training Accreditation Scheme (PITAS) has long been seen as an indicator of quality and good practice for those providing

More information

Post-16 transport to education and training. Statutory guidance for local authorities

Post-16 transport to education and training. Statutory guidance for local authorities Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty

More information

Volunteer State Community College Strategic Plan,

Volunteer State Community College Strategic Plan, Volunteer State Community College Strategic Plan, 2005-2010 Mission: Volunteer State Community College is a public, comprehensive community college offering associate degrees, certificates, continuing

More information

DICE - Final Report. Project Information Project Acronym DICE Project Title

DICE - Final Report. Project Information Project Acronym DICE Project Title DICE - Final Report Project Information Project Acronym DICE Project Title Digital Communication Enhancement Start Date November 2011 End Date July 2012 Lead Institution London School of Economics and

More information

Team Dispersal. Some shaping ideas

Team Dispersal. Some shaping ideas Team Dispersal Some shaping ideas The storyline is how distributed teams can be a liability or an asset or anything in between. It isn t simply a case of neutralizing the down side Nick Clare, January

More information

Freshman On-Track Toolkit

Freshman On-Track Toolkit The Network for College Success Freshman On-Track Toolkit 2nd Edition: July 2017 I Table of Contents About the Network for College Success NCS Core Values and Beliefs About the Toolkit Toolkit Organization

More information

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties 158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of committee -- Report to Interim Joint Committee on

More information

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 A report for Research Councils UK March 2016 FULL REPORT Report author: Ruth Townsley, Independent Researcher Summary

More information

Consent for Further Education Colleges to Invest in Companies September 2011

Consent for Further Education Colleges to Invest in Companies September 2011 Consent for Further Education Colleges to Invest in Companies September 2011 Of interest to college principals and finance directors as well as staff within the Skills Funding Agency. Summary This guidance

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

STUDENT AND ACADEMIC SERVICES

STUDENT AND ACADEMIC SERVICES STUDENT AND ACADEMIC SERVICES Admissions Division International Admissions Administrator (3 posts available) Full Time, Fixed Term for 12 months Grade D: 21,220-25,298 per annum De Montfort University

More information

A Framework for Safe and Successful Schools

A Framework for Safe and Successful Schools A Framework for Safe and Successful Schools Kelly M. Vaillancourt, Ph.D, NCSP Sally A. Baas, Ed.D Click to edit subtitle style Click to edit subtitle style Click to edit subtitle style Click to edit subtitle

More information

to Club Development Guide.

to Club Development Guide. Club Development Guide Welcome to the Welsh Triathlon Introduction to Club Development Guide. With the continued growth and popularity of Triathlon we wish to support your club and volunteers to ensure

More information

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

More information

Primary Award Title: BSc (Hons) Applied Paramedic Science PROGRAMME SPECIFICATION

Primary Award Title: BSc (Hons) Applied Paramedic Science PROGRAMME SPECIFICATION CORPORTE ND CDEMIC SERVICES Part 1: Basic Data warding Institution Teaching Institution Delivery Location Faculty responsible for programme Department responsible for programme Modular Scheme Title Professional

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

CORE CURRICULUM FOR REIKI

CORE CURRICULUM FOR REIKI CORE CURRICULUM FOR REIKI Published July 2017 by The Complementary and Natural Healthcare Council (CNHC) copyright CNHC Contents Introduction... page 3 Overall aims of the course... page 3 Learning outcomes

More information

Drs Rachel Patrick, Emily Gray, Nikki Moodie School of Education, School of Global, Urban and Social Studies, College of Design and Social Context

Drs Rachel Patrick, Emily Gray, Nikki Moodie School of Education, School of Global, Urban and Social Studies, College of Design and Social Context Learning and Teaching Investment Fund final report Building Capacity Through Partnerships: Embedding Aboriginal and Torres Strait Islander cultures, histories and perspectives at the School, College and

More information

Applications from foundation doctors to specialty training. Reporting tool user guide. Contents. last updated July 2016

Applications from foundation doctors to specialty training. Reporting tool user guide. Contents. last updated July 2016 Applications from foundation doctors to specialty training Reporting tool user guide last updated July 2016 Contents Overview... 2 Purpose of the reports... 2 The reports can be found on the GMC website:...

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

GREAT Britain: Film Brief

GREAT Britain: Film Brief GREAT Britain: Film Brief Prepared by Rachel Newton, British Council, 26th April 2012. Overview and aims As part of the UK government s GREAT campaign, Education UK has received funding to promote the

More information

An APEL Framework for the East of England

An APEL Framework for the East of England T H E L I F E L O N G L E A R N I N G N E T W O R K F O R T H E E A S T O F E N G L A N D An APEL Framework for the East of England Developing core principles and best practice Part of the Regional Credit

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

NCFE - Level 3 Award in Education and Training

NCFE - Level 3 Award in Education and Training NCFE - Level 3 Award in Education and Training Assignment Brief Assignment - Group A Roles, Responsibilities and Relationships in Education and Training 1 Roles, Responsibilities and Relationships in Education

More information

Foundation Certificate in Higher Education

Foundation Certificate in Higher Education Programme Specification Foundation Certificate in Higher Education Certificate of Credit in English for Academic Purposes Certificate of Credit in Study Skills for Higher Educaiton Certificate of Credit

More information

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review.

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review. University of Essex Access Agreement 2011-12 The University of Essex Access Agreement has been updated in October 2010 to include new tuition fee and bursary provision for 2011 entry and account for the

More information

Dean s Performance and Quality Review Hertfordshire Partnership University NHS Foundation Trust June 2013

Dean s Performance and Quality Review Hertfordshire Partnership University NHS Foundation Trust June 2013 Dean s Performance and Quality Review Hertfordshire Partnership University NHS Foundation Trust June 2013 This report summarises the findings and recommendations of the Multi-Professional Dean s Performance

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000 Dakar Framework for Action Education for All: Meeting our Collective Commitments Text adopted by the World Education Forum Dakar, Senegal, 26-28 April 2000 Dakar Framework for Action Education for All:

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

University of Essex Access Agreement

University of Essex Access Agreement University of Essex Access Agreement Updated in August 2009 to include new tuition fee and bursary provision for 2010 entry 1. Context The University of Essex is academically a strong institution, with

More information

Assessment. the international training and education center on hiv. Continued on page 4

Assessment. the international training and education center on hiv. Continued on page 4 the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework

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

Final Teach For America Interim Certification Program

Final Teach For America Interim Certification Program Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA

More information

Student Counselling Service

Student Counselling Service Student Counselling Service Annual Report 2010-2011 Third Floor, Main Library Building, Edinburgh EH8 9LJ Tel: 0131 650 4170 Email Student.Counselling@ed.ac.uk www.ed.ac.uk/schools-departments/student-counselling/home

More information

Pharmaceutical Medicine

Pharmaceutical Medicine Specialty specific guidance on documents to be supplied in evidence for an application for entry onto the Specialist Register with a Certificate of Eligibility for Specialist Registration (CESR) Pharmaceutical

More information

MINUTES OF THE GOVERNING BOARD OF SIR WILLIAM RAMSAY SCHOOL HELD AT THE SCHOOL ON WEDNESDAY 23 FEBRUARY 2017 AT 7.00 P.M.

MINUTES OF THE GOVERNING BOARD OF SIR WILLIAM RAMSAY SCHOOL HELD AT THE SCHOOL ON WEDNESDAY 23 FEBRUARY 2017 AT 7.00 P.M. SPRING TERM 2017 MINUTES OF THE GOVERNING BOARD OF SIR WILLIAM RAMSAY SCHOOL HELD AT THE SCHOOL ON WEDNESDAY 23 FEBRUARY 2017 AT 7.00 P.M. PRESENT: Mr Chris Carter (Acting Head) Prof James Knowles Mr Kieran

More information

Alcohol and Other Drug Education Programmes GUIDE FOR SCHOOLS

Alcohol and Other Drug Education Programmes GUIDE FOR SCHOOLS Alcohol and Other Drug Education Programmes GUIDE FOR SCHOOLS DECEMBER 2014 Published in 2014 by the Ministry of Education Enquiries should be made to the Curriculum Teaching and Learning Group Ministry

More information

VISION: We are a Community of Learning in which our ākonga encounter Christ and excel in their learning.

VISION: We are a Community of Learning in which our ākonga encounter Christ and excel in their learning. VISION: We are a Community of Learning in which our ākonga encounter Christ and excel in their learning. "Catholic education is above all a question of communicating Christ, of helping to form Christ in

More information

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review.

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review. University of Essex Access Agreement 2011-12 The University of Essex Access Agreement has been updated in October 2010 to include new tuition fee and bursary provision for 2011 entry and account for the

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

DOCTOR OF PHILOSOPHY BOARD PhD PROGRAM REVIEW PROTOCOL

DOCTOR OF PHILOSOPHY BOARD PhD PROGRAM REVIEW PROTOCOL DOCTOR OF PHILOSOPHY BOARD PhD PROGRAM REVIEW PROTOCOL Overview of the Doctor of Philosophy Board The Doctor of Philosophy Board (DPB) is a standing committee of the Johns Hopkins University that reports

More information

Children and Young People

Children and Young People Children and Young People Adn28 Percentage of empty places within the schools of the county 28 26 25 Improve - - - CSP3 Percentage of the progress made by families following the intervention of the Team

More information

Evidence into Practice: An International Perspective. CMHO Conference, Toronto, November 2008

Evidence into Practice: An International Perspective. CMHO Conference, Toronto, November 2008 Evidence into Practice: An International Perspective CMHO Conference, Toronto, November 2008 Child and Youth Mental Health Information Network Partners Child and Youth Mental Health Information Network

More information

Addressing TB in the Mines: A Multi- Sector Approach in Practice

Addressing TB in the Mines: A Multi- Sector Approach in Practice Addressing TB in the Mines: A Multi- Sector Approach in Practice Regional Dialogue: Portability of Social Benefits for Mineworkers in Southern Africa Tom Mogeni, World Bank, 27 March 2015 What do we know

More information

GRANT WOOD ELEMENTARY School Improvement Plan

GRANT WOOD ELEMENTARY School Improvement Plan GRANT WOOD ELEMENTARY 2014-15 School Improvement Plan Building Leadership Team Cindy Stock and Nicole Shaw, BLT Co-Chairs Lisa Johnson, Kindergarten Liz Altemeier, First Grade Megan Goldensoph, Third Grade

More information

Standards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS

Standards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS Standards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS World Headquarters 11520 West 119th Street Overland Park, KS 66213 USA USA Belgium Perú acbsp.org info@acbsp.org

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

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

A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners

A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners About Our Approach At Pivot Learning Partners (PLP), we help school districts build the systems, structures, and processes

More information

For Portfolio, Programme, Project, Risk and Service Management. Integrating Six Sigma and PRINCE Mike Ward, Outperfom

For Portfolio, Programme, Project, Risk and Service Management. Integrating Six Sigma and PRINCE Mike Ward, Outperfom For Portfolio, Programme, Project, Risk and Service Management Integrating Six Sigma and PRINCE2 2009 Mike Ward, Outperfom White Paper July 2009 2 Integrating Six Sigma and PRINCE2 2009 Abstract A number

More information

Early Warning System Implementation Guide

Early Warning System Implementation Guide Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System

More information

DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS

DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS St. Boniface Catholic College Boniface Lane Plymouth Devon PL5 3AG URN 113558 Head Teacher: Mr Frank Ashcroft Chair of Governors:

More information

Research Update. Educational Migration and Non-return in Northern Ireland May 2008

Research Update. Educational Migration and Non-return in Northern Ireland May 2008 Research Update Educational Migration and Non-return in Northern Ireland May 2008 The Equality Commission for Northern Ireland (hereafter the Commission ) in 2007 contracted the Employment Research Institute

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

INFORMATION PACKAGE FOR PRINCIPAL SAINTS CATHOLIC COLLEGE JAMES COOK UNIVERSITY

INFORMATION PACKAGE FOR PRINCIPAL SAINTS CATHOLIC COLLEGE JAMES COOK UNIVERSITY INFORMATION PACKAGE FOR PRINCIPAL SAINTS CATHOLIC COLLEGE JAMES COOK UNIVERSITY Saints Residential College is situated on James Cook University s Townsville campus. The college offers a vibrant home-away-from-home

More information

WORK OF LEADERS GROUP REPORT

WORK OF LEADERS GROUP REPORT WORK OF LEADERS GROUP REPORT ASSESSMENT TO ACTION. Sample Report (9 People) Thursday, February 0, 016 This report is provided by: Your Company 13 Main Street Smithtown, MN 531 www.yourcompany.com INTRODUCTION

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

SELF-ASSESSMENT EXTREMISM & RADICALISATION SELF-ASSESSMENT AND RISK ASSESSMENT

SELF-ASSESSMENT EXTREMISM & RADICALISATION SELF-ASSESSMENT AND RISK ASSESSMENT SELF-ASSESSENT 1. Clear leadership and accountable structures are in place an visible throughout the organisation There is an identified strategic PREVENT lead within each school The strategic lead understands

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

Adapting for the future: a plan for improving the flexibility of UK postgraduate medical training

Adapting for the future: a plan for improving the flexibility of UK postgraduate medical training Adapting for the future: a plan for improving the flexibility of UK postgraduate medical training Contents Foreword 02 Executive summary 04 Context 05 How the review was commissioned 05 Our vision for

More information

QIs 3.4, 4.4. Student Support. discussions. staff team. Reports in place. participating in. self evaluation procedures. All students.

QIs 3.4, 4.4. Student Support. discussions. staff team. Reports in place. participating in. self evaluation procedures. All students. Priority Statement: FURTHER DEVELOPMENT IN ASSESSMENT AND REPORTING SERVICE IMPROVEMENT PLAN PRIORITY 4.1,5.2 Objective Task By When By Whom Resources To further develop our procedures for reporting to

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

Expanded Learning Time Expectations for Implementation

Expanded Learning Time Expectations for Implementation I. ELT Design is Driven by Focused School-wide Priorities The school s ELT design (schedule, staff, instructional approaches, assessment systems, budget) is driven by no more than three school-wide priorities,

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

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

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Twenty-first Century Professionals Category: Qualifications and Evaluations Policy ID Number: TCP-C-006 Policy Title:

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

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

Danielle Dodge and Paula Barnick first

Danielle Dodge and Paula Barnick first Co-Teaching ELLs: Riding a Tandem Bike Content-area teachers and ESL teachers can address the needs of English language learners with a collaborative instructional cycle that starts with co-planning. Andrea

More information

THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02

THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 Undergraduate programmes Three-year course Fashion Styling & Creative Direction 02 Brief descriptive summary Over the past 80 years Istituto

More information