Postal address MC Box 5139 SCMC Nambour Phone (07) Fax (07)
|
|
- Melvyn Sparks
- 6 years ago
- Views:
Transcription
1 Nambour Special School Queensland State School Reporting 2014 School Annual Report Postal address MC Box 5139 SCMC Nambour 4560 Phone (07) Fax (07) Webpages Contact person Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website. Richard Fisher - Principal Principal s foreword Introduction Nambour Special School s Annual Report 2014 provides an overview of progress made towards goals identified by the Nambour Special School Community. The report presents relevant data to support school achievements towards its key priorities School progress towards its goals in 2014 In 2014, Nambour Special School re - established its vision as being ENGAGED LEARNERS, INDIVIDUALISED PATHWAYS, COMMUNITY PARTNERSHIPS The response to the vision in 2014, was an Annual Improvement Plan which identifies 5 Core Pillars to being a successful School. These were 1. Successful Learners 2. Great People 3. Staff Capacity 4. Engaged Partners 5. High Standards. The Nambour Special School Community has undertaken significant work in 2014, towards meeting these goals (see next page)
2 High Standards Engaged partners Staff Capacity Great People Successful Learners FOCUS AREA SCHOOL PRIORITIES ACTION OUTCOMES WHOLE SCHOOL CURRICULUM PLANNING Multi level whole school curriculum plan Develop STEP Program curriculum PEDAGOGICAL FRAMEWORK Embed whole school Pedagogy Wheel Implement DQ 2,3,4 across whole school LITERACY STRATEGY Embed whole school literacy plan MONITORING AND ASSESSMENT DEVELOPING PERFORMANCE FRAMEWORK Formalise NSS assessment processes Develop and implement assessment schedule Engage all teaching staff with new DPF process Develop Professional Learning Framework to meet need SAFE AND SUPPORTIVE ENVIRONMENT Implement new student management processes Train all staff in TEAM TEACH MENTAL HEALTH AND WELLBEING SYSTEM THAT PROMOTES PROGRESS Implement Kidsmatter initiative supporting MH&WB initiatives Development of Leadership opportunities for staff Introduction of Leadership DPF ICT PLAN ICT PD Focus ICT linked to Pedagogy wheel BYO IPAD (communication) process finalised PROFESSIONAL LEARNING COMMUNITIES STEP PROGRAM Cohorts empowered Collegial Sharing/moderation Collaborative learning community established STEP Program partnerships established STEP Program Curriculum reviewed and updated PARENT AND COMMUNITY ENGAGEMENT Formalised termly meetings/ engagement opportunity Establishment of strong pastoral focus COMMUNICATION USE OF DATA Quality information sharing sessions Improved communication through SMS/website/newsletter Data used to drive decision making SCHOOL AUDITS Targets set from School Audits Teaching and learning/discipline/financial FACILITIES School Masterplan completed Collaboration with wider community for facility lease/hire Not started Not started PROCESSES AND PROCEDURES Rigorous Annual Induction for all staff Future outlook Nambour Special School will continue to work towards key priorities in 2015 of:- SUCCESSFUL LEARNERS GREAT PEOPLE HIGH STANDARDS ENGAGED PARTNERS Use of data to inform planning and teaching decisions Improving student attendance Developing individualized Planning processes to meet individual need Implementation of appropriate Social and Emotional program Embed balanced Literacy Program Develop appropriate Numeracy Strategy Develop teacher skills, aligned to NSS Pedagogy Wheel Embed DPF process, aligned to AITSL standards Develop Leadership skills through Professional Learning communities Utilise data to make informed whole school decisions Create opportunities to work across NSS, across sectors and across Special Schools Support families transitioning into NSS
3 Our school at a glance School Profile Coeducational or single sex: Coeducational Year levels offered in 2014: Prep Year - Year 12 Total student enrolments for this school: Enrolment Continuity Total Girls Boys (Feb Nov) % % % Student counts are based on the Census (August) enrolment collection. Characteristics of the student body: Nambour Special School provides education for approximately 120 students (Prep -12), all who have an Intellectual Disability (ID) as verified by Education Queensland process. Many students have multiple impairments which could include ASD, Physical impairments, Hearing Impairments, Visual impairments and Autism. School Disciplinary Absences Count of Incidents Disciplinary Absences * Short Suspensions - 1 to 5 days Long Suspensions - 6 to 20 days Exclusions # Cancellations of Enrolment # Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside through an appeals process. * Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education (General Provisions) Act 2006, passed in late 2013, created a time series break. Curriculum offerings Our distinctive curriculum offerings ACARA units form the basis of Nambour Special School Curriculum in English, Maths, Science and History. The Nambour Special School curriculum draws content from the Queensland Curriculum Assessment and Reporting Framework (QCAR), with supplementary curriculum outcomes sourced from PIVATS and the Feila Curriculum, to meet the individual learning needs of all students. Specialised and disability-specific pedagogies such as TEACCH, Active Learning and Intensive
4 Interaction provide best-practice in engaging students, and result in increased learning outcomes. The Nambour Special School curriculum uses the Key Learning Areas of the QCAR framework English, Maths, Science, SOSE, The Arts, HPE and Technology to drive our curriculum focus. School-based units of work ensure a whole-school, scaffolded approach to learning, with continuity across the four school cohorts. Individual Student Support Plans (ISSPs) support access to the curriculum via goals devised through parent/carer, school and specialist partnerships. Nambour Special School embeds learning through student engagement in meaningful and individualised learning experiences, including community-based learning, to assist students in the transference and generalisation of skills, and to promote access to and inclusion in the wider community. All students attending Nambour Special School receive an Individual Curriculum Plan (ICP) Extra curricula activities Community Based Learning Riding for the Disabled SailAbility Community use of facilities (shops, post office, banks and recreational facilities) Travel Training TAFE Supported Work Experience Special Olympics School camps Active After school care How Information and Communication Technologies are used to assist learning Nambour Special School is committed to deliver a rigorous curriculum, aligned to the Australian Curriculum (ACARA), that meets the diverse needs of students who have a disability. Our vision is Engaged Learners, Individualised Pathways, Community Partnerships Nambour Special School aims to achieve the following goals which align with Education Queensland s Smart Classroom strategy ICT is integral to learning in all Learning environments ICT s will enhance student learning Staff and students will be provided with the opportunity to trial new technologies Staff will be connected with professional learning opportunities so they can create and employ meaningful and engaging strategies where ICT is integral to learning
5 Develop partnerships between school and school community to broaden learning opportunities and develop lifelong skills Commit to ongoing development of ICT curriculum integration Information and Communication Technologies (ICT s) are instrumental in ensuring that Nambour Special School delivers engaging curriculum. Nambour Special School ensures that the ICT needs of staff and students are met through focus on the following elearning drivers. 1. Working Digitally Nambour Special School staff are encouraged to use innovative elearning strategies to drive student improvement. 2. Effective processes and procedures Nambour Special School is committed to developing effective processes and supports that ensure elearning and digital devices are working efficiently and for the purpose of improving student outcomes. 3. Enabling learners - students are provided with a range of elearning opportunities that meet individual student need. 4. Developing Professionals Staff at Nambour Special School have clear guidelines, expectations and professional development opportunities regarding the delivery of quality teaching and learning in a contemporary learning environment Social Climate Nambour Special School covers a wide geographical area from Noosa in the North to Maroochydore in the South and the Hinterland to the West of the Sunshine Coast region. Nambour Special School supports a diverse cohort of students, all who are verified with an intellectually Disability (ID). Many students (80%+)who attend Nambour Special School have two or more impairments. Nambour Special School has many processes in place to support students with a disability progress academically and socially which are as follows School Wide Positive Behaviour Support systems to manage student behaviours and teach and acknowledge positive behaviours Nambour Special School achieved School of Excellence status for SWPBS in 2013 Student Welfare Team that supports students, staff and families Data collated for informed decision making Chaplain service, offering individual and group support services Community agency partnerships focussing on student social wellbeing and community participation Gold Pass Days for students who consistently make positive choices Responsible Behaviour Plan outlining school management and response to student behaviours Newsletter highlighting Thumbs Up and Student of the week winners Strong partnerships established with Regional student support teams All staff undergo rigorous student management training and refresher under TEAM TEACH umbrella
6 You Can Do It! Program embedded into Nambour Special School s curriculum, focusing on student Social and Emotional development. Parent, student and staff satisfaction with the school Performance measure Percentage of parent/caregivers who agree # that: their child is getting a good education at school (S2016) 100% 100% 92% this is a good school (S2035) 100% 97% 92% their child likes being at this school* (S2001) 100% 97% 92% their child feels safe at this school* (S2002) 100% 93% 92% their child's learning needs are being met at this school* (S2003) 100% 97% 92% their child is making good progress at this school* (S2004) 100% 97% 92% teachers at this school expect their child to do his or her best* (S2005) 100% 100% 92% teachers at this school provide their child with useful feedback about his or her school work* (S2006) 97% 100% 92% teachers at this school motivate their child to learn* (S2007) 100% 100% 92% teachers at this school treat students fairly* (S2008) 100% 97% 92% they can talk to their child's teachers about their concerns* (S2009) 100% 100% 92% this school works with them to support their child's learning* (S2010) 100% 100% 92% this school takes parents' opinions seriously* (S2011) 100% 100% 92% student behaviour is well managed at this school* (S2012) 100% 93% 91% this school looks for ways to improve* (S2013) 100% 100% 92% this school is well maintained* (S2014) 100% 100% 92% Performance measure Percentage of students who agree # that: they are getting a good education at school (S2048) 100% 100% they like being at their school* (S2036) 93% 93% they feel safe at their school* (S2037) 92% 86% their teachers motivate them to learn* (S2038) 100% 100% their teachers expect them to do their best* (S2039) 100% 100% their teachers provide them with useful feedback about their school work* (S2040) 100% 100% teachers treat students fairly at their school* (S2041) 100% 100% they can talk to their teachers about their concerns* (S2042) 100% 100% their school takes students' opinions seriously* (S2043) 100% 85% student behaviour is well managed at their school* (S2044) 100% 86% their school looks for ways to improve* (S2045) 100% 100%
7 Performance measure Percentage of students who agree # that: their school is well maintained* (S2046) 100% 100% their school gives them opportunities to do interesting things* (S2047) 100% 100% Performance measure Percentage of school staff who agree # that: they enjoy working at their school (S2069) 100% 100% they feel that their school is a safe place in which to work (S2070) 93% 95% they receive useful feedback about their work at their school (S2071) 91% 94% students are encouraged to do their best at their school (S2072) 96% 100% students are treated fairly at their school (S2073) 99% 100% student behaviour is well managed at their school (S2074) 96% 100% staff are well supported at their school (S2075) 93% 98% their school takes staff opinions seriously (S2076) 93% 98% their school looks for ways to improve (S2077) 100% 100% their school is well maintained (S2078) 97% 100% their school gives them opportunities to do interesting things (S2079) 96% 97% * Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in # Agree represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to a major redevelopment of the surveys (parent/caregiver and student in 2012; staff in 2013), comparisons with results from previous years are not recommended. DW = Data withheld to ensure confidentiality.
8 Involving parents in their child s education Parent Partnerships play a vital role in ensuring student needs are met and appropriate targets are set for students attending Nambour Special School. Parents are involved in their child s education in the following ways Daily communication between school and parent (communication book) Collaborative target setting through Individual Student Support Plan twice per year Academic Reporting twice per year Parent Forum once per term Volunteer program Community Forum Newsletters fortnightly Parent Information session Term 1 Transition Expo Term 3 Open Communication channels School website continually updated and renewed Strong P & C committee Collaborative links with Sunshine Coast Community Voluntary work strongly encouraged Parent focussed professional development sessions School focus on developing and maintaining strong relationships with families Whole School event organised (termly) for parent /carer involvement Reducing the school s environmental footprint The school aims to reduce its environmental footprint by investigating solar heating and water tanks to reduce the swimming pool running costs and implementing a series of efficiency measures to support the running of the whole school. Years Environmental footprint indicators Electricity kwh Water kl ,960 5, ,460 1, , The consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool by each school. The data provides an indication of the consumption trend in each of the utility categories which impact on the school s environmental footprint.
9 Our staff profile Staff composition, including Indigenous staff 2014 Workforce Composition Teaching Staff* Non-teaching Staff Indigenous Staff Headcounts <5 Full-time equivalents <5 Qualification of all teachers Highest level of attainment Number of Teaching Staff * Certificate Diploma 0 Advanced Diploma 1 Bachelor Degree 26 Graduate Diploma etc.** 8 Masters Doctorate Total 38 *Teaching staff includes School Leaders **Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate. Expenditure on and teacher participation in professional development The total funds expended on teacher professional development in 2014 were $22,500]. The major professional development initiatives are as follows: TEAM TEACH Training for ALL staff ICT (IPAD) development The proportion of the teaching staff involved in professional development activities during 2014 was 100%. Average staff attendance Staff attendance for permanent and temporary staff and school leaders. 95% 96% 94% Proportion of staff retained from the previous school year From the end of the previous school year, 96% of staff was retained by the school for the entire 2014 school year.
10 School income broken down by funding source School income broken down by funding source is available via the My School website at To access our income details, click on the My School link above. You will then be taken to the My School website with the following Find a school text box. Where it says Search by school name, type in the name of the school you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school s My School entry webpage. School financial information is available by selecting School finances in the menu box in the top left corner of the school s entry webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source. Performance of our students Key student outcomes Student attendance The overall attendance rate for the students at this school (shown as a percentage). 90% 90% 89% The overall attendance rate in 2014 for all Queensland Special schools was 89%. Student attendance distribution The proportions of students by attendance range. Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100% * % 20% 40% 60% 80% 100% Proportion of Students
11 *The method for calculating attendance changed in 2013 care should be taken when comparing data after 2012 to that of previous years. Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the DETE policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism. Full attendance is expected at Nambour Special School, however Administration staff are aware that student attendance is impacted by health and disability based issues. Nambour Special School s attendance procedures are as follows Rolls marked twice per day Families contacted if students absent for more than 2 days School processes aligned with Queensland Education Enrolment Policy Transport assistance to support students travelling to and from school Nambour Special School rewards students for positive behaviours through SWPBS awards and postcards home. Students whose attendance is 95%+ receive a certificate at the end of each semester. National Assessment Program Literacy and Numeracy (NAPLAN) results our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9. Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following Find a school text box. Where it says Search by school name, type in the name of the school whose NAPLAN results you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data. If you are unable to access the internet, please contact the school for a paper copy of our school s NAPLAN results.
12 Achievement Closing the Gap Apparent retention rates Year 10 to Year Year 12 student enrolment as a percentage of the Year 10 student cohort. Outcomes for our Year 12 cohorts Number of students receiving a Senior Statement Number of students awarded a Queensland Certificate of Individual Achievement Number of students receiving an Overall Position (OP) Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT). Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT). Number of students awarded an Australian Qualification Framework Certificate II or above. Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year Number of students awarded an International Baccalaureate Diploma (IBD) Percentage of OP/IBD eligible students with OP 1-15 or an IBD. Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification. 0% 0% 11% Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer. As at 19 February The above values exclude VISA students. Vocational Educational Training qualification (VET) Number of students completing qualifications under Australian Qualification Framework (AQF) Years Certificate I Certificate II Certificate III or above As at 19 February The above values exclude VISA students. In 2014, Nambour Special School partnered with Sunshine Coast TAFE. Student accessed CERT I in Horticulture and CERT II in Retail. In 2015, Nambour Special School will deliver CERT I in Hospitality Post-school destination information At the time of publishing this School Annual Report, the results of the 2014 post-school destinations survey, Next Step Student Destination Report (2013 Year 12 cohort) for the school were not available. Information about these post-school destinations of our students will be uploaded to the school s website in September.
13
Postal address c/- Post Office Palm Island Phone (07) Fax (07)
Bwgcolman Community School Queensland State School Reporting 2015 School Annual Report Postal address c/- Post Office Palm Island 4816 Phone (07) 4770 0333 Fax (07) 4770 0300 Email Webpages Contact person
More informationValkyrie State School ANNUAL REPORT. Inspiring minds. Creating opportunities. Shaping Queensland s future.
Valkyrie State School ANNUAL REPORT 2016 Queensland State School Reporting Inspiring minds. Creating opportunities. Shaping Queensland s future. Every student succeeding. State Schools Strategy 2016-2020
More informationBrisbane Central State School Queensland State School Reporting 2013 School Annual Report
T DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Brisbane Central State School Queensland State School Reporting 2013 School Annual Report YPEOVER TO INSERT SCHOOL NAME Postal address Rogers Street Spring
More informationQUEENSLAND SCHOOL REPORTING Downlands College Annual School Report 2016
Principal s Foreword QUEENSLAND SCHOOL REPORTING Downlands College Annual School Report 2016 Introduction This report outlines only the fundamental outcomes for Downlands College in 2016. It includes enrolments,
More informationA N N UA L SCHOOL R E POR T I NG 2
A N N UA L SCHOOL R E POR T I NG 2 011 C AT H O L I C E D U C AT I O N, A RCH D I OCE S E O F B R I S B A N E School Name St Patrick's College Postal address 2-12 Church Street, GYMPIE 4570 Phone (07)
More informationTownsville Grammar School Annual Reporting for year ending 2016
Townsville Grammar School Annual Reporting for year ending 06 INFORMATION ABOUT THE SCHOOL Townsville Grammar School s combined enrolments of the Annandale campus (Pre-Prep - Year 6), North Shore campus
More information2016 School Performance Information
2016 School Performance Information Under the Australian Government funding requirements and in line with the schools Assistance Act 2008, La Salle College is required to publish specific information via
More information2015 Annual Report to the School Community
2015 Annual Report to the School Community Narre Warren South P-12 College School Number: 8839 Name of School Principal: Rob Duncan Name of School Council President: Greg Bailey Date of Endorsement: 23/03/2016
More informationAurora College Annual Report
Aurora College Annual Report 2015 8912 Introduction The Annual Report for 2015 is provided to the community of Aurora College as an account of the school s operations and achievements throughout the year.
More informationANNUAL SCHOOL REPORT SEDA COLLEGE SUITE 1, REDFERN ST., REDFERN, NSW 2016
2016 ANNUAL SCHOOL REPORT SEDA COLLEGE SUITE 1, 134-138 REDFERN ST., REDFERN, NSW 2016 Contents Statement from the Principal... 2 SEDA College Context... 2 Student outcomes in standardised national literacy
More informationLord Howe Island Central School Annual Report
Lord Howe Island Central School Annual Report 2015 1921 Introduction The Annual Report for 2015 is provided to the community of Lord Howe Island Central School as an account of the school s operations
More informationBomaderry High School Annual Report
Bomaderry High School Annual Report 215 8448 Introduction The Annual Report for 215 is provided to the community of Bomaderry High School as an account of the school s operations and achievements throughout
More informationAnnual School Report 2016 School Year
Annual Report 2016 Year St John s Primary Mullumbimby 11 Murwillumbah Road PO Box 358, Mullumbimby NSW 2482 (02) 6684 2386 (02) 6684 3097 www.mbyplism.catholic.edu.au About this report. St John s Catholic
More informationSpecial 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 informationAnnual School Report 2014 [school code] 1682
Cronulla Public School Annual School Report 2014 [school code] 1682 Principal s message This report gives information about the programs and performance of Cronulla Public School. It has been written for
More informationTotal 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 informationAustralia s tertiary education sector
Australia s tertiary education sector TOM KARMEL NHI NGUYEN NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH Paper presented to the Centre for the Economics of Education and Training 7 th National Conference
More informationRecognition of Prior Learning (RPL) Policy
Recognition of Prior Learning (RPL) Policy Scope This policy is applicable to Kaplan Business School Pty Ltd, (KBS) and applies to individuals enrolled in KBS courses. Purpose Recognition of Prior Learning
More information2016 Annual Report to the School Community
2016 Annual Report to the School Community Toorak Primary School School Number: 3016 Name of School Principal: Name of School Council President: Date of Endorsement: Julie Manallack Michelle Osborne All
More informationDrs 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 informationQualification Guidance
Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this
More informationHARPER 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 informationCarinya School Annual Report
Carinya School Annual Report 2016 5703 Page 1 of 13 Carinya School 5703 (2016) Introduction The Annual Report for 2016 is provided to the community of Carinya School as an account of the school's operations
More informationDiploma of Sustainability
Provided by VOCATIONAL Diploma of Sustainability About this course Be a leader in the area of sustainability and be influencers in both government, large corporations and small business across all industry
More informationPUPIL 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 informationBSc (Hons) Banking Practice and Management (Full-time programmes of study)
BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL
More informationClassroom 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 information2016 Annual Report 1
2016 Annual Report 1 Messages from the Principal and School Board Chair. 3 School Context, Vision Statement, Purpose, Beliefs, Priority Areas and Enrolment Trends 4 School Performance and Student Achievement.
More informationFoundation 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 informationPAPILLON 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 informationWilloughby Girls High School Annual Report
Willoughby Girls High School Annual Report 2015 8159 Introduction The Annual Report for 2015 is provided to the community of Willoughby Girls High School as an account of the school s operations and achievements
More informationPUPIL 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 informationCONFERENCE PAPER NCVER. What has been happening to vocational education and training diplomas and advanced diplomas? TOM KARMEL
CONFERENCE PAPER NCVER What has been happening to vocational education and training diplomas and advanced diplomas? TOM KARMEL NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH Paper presented to the National
More informationVOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009
Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications
More informationWoodhouse 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 informationSEN 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 informationGuidance 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 informationJob Description: PYP Co-ordinator
Job Description: PYP Co-ordinator Nexus International School, Singapore Purchased by Taylor s Education Group in July 2011, NISS currently meets the educational needs of almost 600 students from approximately
More informationBusiness. 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 informationNewcastle 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 informatione-portfolios in Australian education and training 2008 National Symposium Report
e-portfolios in Australian education and training 2008 National Symposium Report Contents Understanding e-portfolios: Education.au National Symposium 2 Summary of key issues 2 e-portfolios 2 e-portfolio
More informationINSTRUCTION MANUAL. Survey of Formal Education
INSTRUCTION MANUAL Survey of Formal Education Montreal, January 2016 1 CONTENT Page Introduction... 4 Section 1. Coverage of the survey... 5 A. Formal initial education... 6 B. Formal adult education...
More informationEvaluation 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 informationDIOCESE 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 informationDocument 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 informationAUTHORITATIVE 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 informationKENT COLLEGE INDEPENDENT DAY AND BOARDING SCHOOL FOR GIRLS 3-18 KENT COLLEGE PEMBURY. Assistant Housemistress September 2017 or January 2018
KENT COLLEGE INDEPENDENT DAY AND BOARDING SCHOOL FOR GIRLS 3-18 KENT COLLEGE PEMBURY Assistant Housemistress September 2017 or January 2018 Background Founded in Folkestone in 1886, Kent College is an
More informationFACULTY OF ARTS & EDUCATION
FACULTY OF ARTS & EDUCATION GUIDE TO PROFESSIONAL EXPERIENCE PLACEMENT EPT326: EARLY CHILDHOOD PROFESSIONAL PRACTICE This Guide applies to students completing EPT326 within the course Bachelor of Education
More informationIndicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students.
Domain 1- The Learner and Learning 1a: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across
More informationReviewed 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 informationWoodlands 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 informationRecognition of Prior Learning (RPL) Procedure - Higher Education
Recognition of Prior Learning (RPL) Procedure - Higher Education Version: 6.4 Effective Date: 5 August 2016 Procedure Code: PR-030 Related Policy Code: ACA-001 Related Policy Name: Educational Pathways
More informationPROJECT DESCRIPTION SLAM
PROJECT DESCRIPTION SLAM STUDENT LEADERSHIP ADVANCEMENT MOBILITY 1 Introduction The SLAM project, or Student Leadership Advancement Mobility project, started as collaboration between ENAS (European Network
More informationBachelor of International Hospitality Management, BA IHM. Course curriculum National and Institutional Part
Bachelor of International Hospitality Management, BA IHM Course curriculum 2016-2018 August 2016 0 INDHOLD 1. curriculum framework... 4 1.1. Objective of the study programme... 4 1.2. Title and duration...
More informationMater Dei College Curriculum Handbook. Years 11 & 12
Mater Dei College 2018 Curriculum Handbook Years 11 & 12 INTRODUCTION Our College The mission of Mater Dei College is to prepare our students for life in a global community. We draw our inspiration to
More informationSection B: Educational Impact Statement 2017
Section B: Educational Impact Statement 2017 Instructions for completion: This form has a dual purpose. It is used along with evidence of disability documentation to help determine eligibility for applicants
More informationThis 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 informationQualification 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 informationDiary 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 informationReal Estate Agents Authority Guide to Continuing Education. June 2016
Real Estate Agents Authority Guide to Continuing Education June 2016 Contents Section 1: Continuing education explained 3 1.1 Verifiable continuing education... 4 1.2 Non-verifiable continuing education...
More informationArchdiocese 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 informationYour Guide to. Whole-School REFORM PIVOT PLAN. Strengthening Schools, Families & Communities
Your Guide to Whole-School REFORM PIVOT PLAN Strengthening Schools, Families & Communities Why a Pivot Plan? In order to tailor our model of Whole-School Reform to recent changes seen at the federal level
More informationWestern Australia s General Practice Workforce Analysis Update
Western Australia s General Practice Workforce Analysis Update NOVEMBER 2015 PUBLISHED MAY 2016 Rural Health West This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no
More informationHead 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 informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title Digital Architecture 5 UCAS/Programme Code 5112 6 Programme
More informationQuality 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 informationUniversity 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 informationThe International Baccalaureate Diploma Programme at Carey
The International Baccalaureate Diploma Programme at Carey Contents ONNECT What is the IB? 2 How is the IB course structured? 3 The IB Learner Profile 4-5 What subjects does Carey offer? 6 The IB Diploma
More informationCabramatta Public School Annual Report
Cabramatta Public School Annual Report 215 1472 Introduction The Annual Report for 215 is provided to the community of Cabramatta Public School as an account of the school s operations and achievements
More informationProgramme 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 informationPROPOSED 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 informationCurriculum 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 informationChatswood Public School Annual School Report 2015
Chatswood Public School Annual School Report 2015 7409 Introduction The Annual Report for 2015 is provided to the community of Chatswood Public School as an account of the school s operations
More informationProfessional 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 informationROLE DESCRIPTION. Name of Employee. Team Leader ICT Projects Date appointed to this position 2017 Date under review Name of reviewer
ROLE DESCRIPTION Position Title ICT Trainer Name of Employee Grade PO Reports to Team Leader ICT Projects Date appointed to this position 2017 Date under review Name of reviewer Purpose: This position
More informationPearson BTEC Level 3 Award in Education and Training
Pearson BTEC Level 3 Award in Education and Training Specification BTEC Specialist qualification First teaching September 2013 Issue 3 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications
More informationASSISTANT 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 informationAnnual School Report 2016 School Year Mt St Patrick College Murwillumbah
Annual Report 2016 Year Mt St Patrick College Murwillumbah Main Street Murwillumbah PO Box 105 Murwillumbah NSW 2484 Phone: 66722340 Fax: 66723893 mspcmbah@lism.catholic.edu.au About this report Mount
More informationApproval 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 informationSEND 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 informationSt Matthew s RC High School
St Matthew s RC High School Teacher of Mathematics with TLR Application Pack - 1 - Appointment of Teacher of Mathematics The Governors are keen to invite applications from successful and enthusiastic qualified
More informationSchool Inspection in Hesse/Germany
Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework
More informationA LIBRARY STRATEGY FOR SUTTON 2015 TO 2019
A LIBRARY STRATEGY FOR SUTTON 2015 TO 2019 Page 15 Agenda Item 4 INTRODUCTION AND SUMMARY Library services provided in the London Borough of Sutton have been at the forefront of innovative and customer
More informationReport of External Evaluation and Review
Report of External Evaluation and Review Ashton Warner Nanny Academy Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report: 15 August 2014 Contents
More information5 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 informationLIBRARY AND RECORDS AND ARCHIVES SERVICES STRATEGIC PLAN 2016 to 2020
LIBRARY AND RECORDS AND ARCHIVES SERVICES STRATEGIC PLAN 2016 to 2020 THE UNIVERSITY CONTEXT In 2016 there are three key drivers that are influencing the University s strategic planning: 1. The strategy
More informationPlans 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 informationOFFICE SUPPORT SPECIALIST Technical Diploma
OFFICE SUPPORT SPECIALIST Technical Diploma Program Code: 31-106-8 our graduates INDEMAND 2017/2018 mstc.edu administrative professional career pathway OFFICE SUPPORT SPECIALIST CUSTOMER RELATIONSHIP PROFESSIONAL
More informationMassachusetts Department of Elementary and Secondary Education. Title I Comparability
Massachusetts Department of Elementary and Secondary Education Title I Comparability 2009-2010 Title I provides federal financial assistance to school districts to provide supplemental educational services
More informationResearch 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 informationProgramme Specification
Programme Specification Awarding Body/Institution Teaching Institution Queen Mary, University of London Queen Mary, University of London Name of Final Award and Programme Title MSc Accounting and Finance
More informationMater Dei College Curriculum Handbook. Years 11 & 12
Mater Dei College 2017 Curriculum Handbook Years 11 & 12 INTRODUCTION Our College The mission of Mater Dei College is to prepare our students for life in a global community. We draw our inspiration to
More informationChiltern Training Ltd.
Chiltern Training Ltd. Information Breakfast Session Agenda: Breakfast and Networking. Welcome Chiltern Training Courses Information Presentation. Evaluation and Networking. Chiltern Training Ltd Independent
More informationSELF-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 informationResearch Training Program Stipend (Domestic) [RTPSD] 2017 Rules
Research Training Program Stipend (Domestic) [RTPSD] 1. BACKGROUND RTPSD scholarships are awarded to students of exceptional research potential undertaking a Higher Degree by Research (HDR). RTPSDs are
More informationBoarding Resident Girls Boarding
154 Stephen Street Toowoomba Qld 4350 T 07 4688 2700 F 07 4688 2799 employment@concordia.qld.edu.au www.concordia.qld.edu.au Information for persons enquiring about the advertised position of: Boarding
More informationUniversity of Plymouth. Community Engagement Strategy
University of Plymouth Community Engagement Strategy 2009 2012 The University is at the top spot in the national People and Planet green university league table. The Active in Communities project has run
More informationMASTER 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 informationInitial 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 informationMandatory Review of Social Skills Qualifications. Consultation document for Approval to List
Mandatory Review of Social Skills Qualifications Consultation document for Approval to List February 2015 Prepared by: National Qualifications Services on behalf of the Social Skills Governance Group 1
More information