zilongwang/ReadingBank huggingface dataset:
9. The student government reported that 82% of 12th students prefer a white rose for the senior class flower. The poll has a margin of error of ±8%. Estimate the number of seniors who were polled. 10. In a random survey of 1,000 high school students, 65% said that math is their
4.4, and the mode was 4. A graph shows that the distribution of the data is highly skewed to the left. A store manager wants to calculate the probability that a customer will purchase at least 4 items. Which statement is true?
Section II Total Number of Cases Requiring School Nurse Involvement, Intervention, or Follow-Up 1. CARDIOVASCULAR/BLOOD DISORDERS PreKindergarten Kindergarten to 4th Grade 5th to 8th Grade 9th Grade to 12th Grade Heart Problems 74 555 368 332 Hemophilia/Coagulation Disorders 9 66 71 67 Hepatitis 0 4 3 4 Hypertension 13 81 210 264 Immunosuppressed 15 51 40 37 Cardiovascular/Blood Disorders 16 105 102 87 2. CENTRAL NERVOUS SYSTEM/NEUROLOGICAL PreKindergarten Kindergarten to 4th Grade 5th Grade to 8th Grade 9th Grade to 12th Grade Cerebral Palsy 54 174 109 162 Epilepsy/Seizures 149 723 554 499 Brain/Spinal Cord Trauma/Infection 5 71 38 30 Hydrocephalic/Microcephalic 28 57 33 48 Migraine/Severe Headache 9 875 894 937 Central Nervous System/Neurological Disorders 28 86 90 53 3. DERMATOLOGICAL PreKindergarten Kindergarten to 4th 5th Grade to 8th Grade 9th Grade to 12th Grade Severe Burns 2 12 18 6 3 62 78 90 Other Dermatological Disorders 65 1054 726 175 4. ENDOCRINE PreKindergarten Kindergarten to 4th 5th Grade to 9th Grade to
13. CANCER PreKindergarten Kindergarten to 4th Grade 5th Grade to 8th Grade 9th Grade to 12th Grade Cancer-Malignant (Current Diagnosis / Need School Health Services) 4 31 17 20 Cancer-Nonmalignant (Current Diagnosis / Need for School Health Services) 0 8 7 9
3. MEDICATIONS: PreKindergarten Kindergarten to 4th Grade 5th to 8th Grade 9th Grade to 12th Grade School Personnel Trained Contracted Licensed Provider Trained Long-Term Medication Administration 81 1849 1161 526 1844 71 Emergency Medication Administration 158 2328 1534 843 2296 100 4. Kindergarten to 4th Grade 5th Grade to 8th Grade 9th Grade to 12th Grade School Personnel Trained Contracted Licensed Provider Trained Administration of Rectal Diazepam 64 203 94 52 928 85 Phrenic Nerve Stimulator 4 5 3 4 18 13 Seizure Management 100 493 354 329 2411 96 Vagus Nerve Stimulator 1 9 11 20 173 19 5. RESPIRATORY: PreKindergarten Kindergarten to 4th Grade 5th to 8th Grade 9th Grade to 12th Grade School Personnel Trained Contracted Licensed Provider Trained Anaphylactic Reaction 111 1145 746 462 2654 87 Epinephrine (EPI-PEN) 98 989 556 305 2494 86 Inhalation Therapy by Machine 41 199 55 25 449 27 Manual Resuscitator 1 2 1 1 8 4 Mechanical Ventilator 0 0 0 1 6 0 Metered Dose Inhaler (MDI) Therapy 118 2516 1994 1203 2060 82 Oral Suctioning 3 7 4 4 25 7 Oxygen Administration 1 2 3 3 20 6 Peak Flow Meter 0 17 15 4 32 5 Postural Drainage and Percussion 0 2 2 0 8 1
Emergency Care and Cleaning of Tracheostomy Tube and Stoma 5 6 2 1 11 5 Emergency Replacement of Tracheostomy Tube 3 5 2 1 9 4 Tracheostomy Suctioning - Sterile Technique 6 6 2 2 12 6 6. URINARY: PreKindergarten Kindergarten to 4th Grade 5th Grade to 8th Grade 9th Grade to 12th Grade School Personnel Trained Contracted Licensed Provider Trained Catheterization 1 17 11 9 79 13 Self Catheterization 0 11 11 14 49 16 Sterile Catheterization 0 8 2 2 27 3 CredÃ©s Method 0 0 0 0 7 1
Operations: First Aid, CPR, Medical Establish medical triage with staff trained in first aid, CPR; provide/oversee care given to the injured; distribute supplies (latex gloves, bandages, etc.); request additional supplies from Logistics; document activities Operations: Crisis Intervention and Response Provide and access psychological aid services for those in need (working with “Operations: Medical”); access local/regional providers for ongoing crisis counseling for students, staff, parents; document activities Operations: Food, water, sanitation Coordinate the rationed distribution of food and water (prolonged emergencies); establish secondary toilet facilities in the event of water or plumbing failure; request needed supplies from Logistics; document activities Logistics: Communications Establish/oversee communications center and activities during an emergency radio, battery-powered radio, written updates, etc.); develop an automated notification system for after-hours communication; document activities Logistics: Supplies Responsible to establish and maintain “Emergency Team Toolbox” (fresh batteries, etc.); coordinate access to and distribution of supplies during an emergency; monitor inventory of supplies and equipment; document activities Administration and Finance: Documentation Responsible for overall documentation and record keeping activities; when possible, photograph or videotape damage to property; develop a system to monitor and expenses and financial losses; secure all records Cover Page for School-Centered Plan Each school is responsible for creating and updating its Emergency Operations Plan on a yearly basis. This cover page should accompany the school’s completed plan according to the guidelines established by the District Support Team. The school principal needs to sign this cover prior to submitting the plan to the central office. Skills Inventory (for Emergency Operations Planning) Staff: As part of the development of our Emergency Operations Plan, and in accordance with district policy, please complete the following survey and return to the administration office. The information provided will be used to help design and update our Emergency Operations Plan in order to be fully prepared for an emergency situation should one arise. NAME: ROOM I. Emergency Response: Please check any of the following areas in which you have training or expertise: First aid Search and rescue Counseling/mental health Please check and list special skills or resources you feel would be an asset in an emergency situation. Explain items checked:
Emergency Team “Toolbox” Each school’s Emergency Response Team should consider developing a “toolbox” to have available for use during an emergency situation. Items in the toolbox should not be used for anything other than emergency preparedness training activities. A member of the Emergency Response Team should be assigned to keep the toolbox updated (change batteries, update phone numbers, etc.). The toolbox should be portable and readily accessible for use in an emergency.
2009/10 National School Program Round 1 - $200 $200 2009/10 Science and Language Centres for 21st Century Secondary Schools This Commonwealth program involves construction of new science or language centres which support specialist education. This specific project involves construction of a Language Learning centre - $1,970 $1,970 2016/17 upgrade and Modernisation Each school will be supported by the Department to make sure that the building works are in line with the needs of the school community and that they fit in with the school's vision for the future. When this scoping is complete, an architect will be appointed to undertake detailed designs and drawings $7,000 $7,000 $11,363 $2,170 $13,533 Oberon High School (8210) 2001/02 Modernisation for ICT Refurbishment of facilities to provide students with access to computers in specially designed $208 - $208 2005/06 Leading Schools Capital 05/06 Builds the capacity of secondary schools to provide specialist program to students, which may include science & technology, arts, $220 - $220
languages, sport, design and music. 2007/08 Modernisation 07/08 (closed) $1,783 - $1,783 2009/10 National School Program Round 1 - $200 $200 2016/17 upgrade and Modernisation Each school will be supported by the Department to make sure that the building works are in line with the needs of the school community and that they fit in with the school's vision for the future. When this scoping is complete, an architect will be appointed to undertake detailed designs and drawings $2,500 $2,500 $4,711 $200 $4,911
Assessment Strategies: Uses informal and formal assessment strategies; provides feedback in constructive ways; assesses performance without making judgments about his/her character; uses information gained from assessment to plan and modify assignments. 1 2 3 4 5 Example/description: Professionalism: Attends all field experiences (or communicates with appropriate personnel regarding extenuating circumstances that prevents attendance); arrives on time; is prepared to participate; dresses professionally; observes confidentiality; adheres to school and profession’s code of conduct. 1 2 3 4 5 Example/description: Do you know of any reason why this candidate would not make strong ethical and professional judgments? Yes No Additional information: Please feel free to attach a letter of recommendation expanding upon the candidate’s qualities and characteristics related to eligibility for the Eastern Washington University Ed.S. in School Psychology Respecialization Program. Your Name (Typed or Printed) Occupation, Positions, or Signature Institution or Business Date Address Street/Apartment City Zip Return Completed Application by 1, 2015 to . You may also mail to: Attn: Ed.S. in School Psychology Respecialization Program Admissions Committee Department of Psychology 135 Martin Hall Eastern Washington University Cheney, WA 99004
Oak Bank School Chris Shearn Referral Process N/A Michelle Farish Leighton Buzzard HC 01525 751119 Weatherfield Special School Beverly Daniels Weds 11.30 – 12.30 Michelle Farish Queensborough House, Dunstable 01582 707627 Central Bedfordshire UTC Helen Tyrrell/Jo Mallams 13.00 - 13.40 Julia Byron-Mohammed Houghton Regis 01582 707649 / 01582 512600 The Academy of Central Bedfordshire Kerry Du Fraisse Monday 12.00 – 13.00 Kerry Du Fraisse Kempston Clinic 01234 311391 kdufraisse@nhs.net Holywell Academy Gill Bassindale Weds 13.05 – 14.00 Melanie Hayes Kempston Clinic 01234 310392
12. Laptop and ICT Equipment Loans Any member of who borrows or uses a school laptop, computer or any other ICT equipment must adhere to all aspects of this e-Safety Policy. This must be the case wherever the laptop, computer or other such device is being used as it remains the property of Street Lane Primary School at all times. Staff must undertake to take proper care of the equipment whilst in their possession and will abide by the requirements of the school’s insurance policy with regard to protecting the equipment from loss or damage. They must also agree that, should the equipment be lost or damaged due to exposure to a non-insured risk, they will replace or arrange for the repair of the equipment at their own expense. Staff must sign the ‘Staff Laptop and Computer Loans Agreement before taking the equipment away from the school premises.
Consultation 15.1 Not applicable. Financial Implications 16.1 The School Funding Formula is contained within the Dedicated Schools Grant Legal Implications 17.1 The Schools Forums (England) Regulations 2012 govern the constitution and conduct of meetings of the Forum. The Schools Finance (England) Regulations 2012 determine those matters on which the Local Authority must or may consult the Schools Forum and those in respect of which the Schools Forum can make decisions. These Regulations make provision for the financial arrangements of local authorities in relation to the funding of maintained schools and providers of prescribed early years provision in England, for the financial year 2013/14. Other Implications Risk Management - None Contractual Issues - None Staffing Issues – None Customer Impact – None Safeguarding Children- None Health Issues - None Crime and Disorder Issues – None Property / Asset Issues – None Background Papers Used in the Preparation of the Report: None. List of appendices: Appendix A – High needs block Appendix B – Centrally retained Services Appendix C – Details of ARP places 2016-17
L29 84,957 85,807 L30 86,886 87,755 L31 88,853 89,742 L32 90,874 91,783 L33 92,951 93,881 L34 95,067 96,018 L35 97,247 98,219 L36 99,469 100,464 L37 101,765 102,783 L38 104,094 105,135 L39 106,451 107,516 L40 108,930 110,019 L41 111,469 112,584 L42 114,069 115,210 L43 115,582 116,738 Ranges for Head Teachers in band A – (Currently covering inner London) Range of Spine Points Salary Range Sept 2016 Projected Sept 2017 (+1%) £pa £pa 1 L6 - L18 51,476 – 65,978 51,991 - 66,638 2 L8 - L21 53,709 – 70,448 54,246 - 71,152 3 L11 - L24 57,344 – 75,264 57,917 - 76,017 4 L14 - L27 61,084 - 80,439 61,695 - 81,243 5 L18 - L31 66,638 - 87,973 67,304 - 88,853 6 L21 - L35 71,153 - 96,284 71,865 - 97,247 7 L24 - L39 71,153 - 105,397 71,865 - 106,451 8 L28 - L43 83,079 - 115,582 83,910 - 116,738 Scale for qualified teachers in band A – (Currently covering inner London) Point September 2016 pay Projected September 2017 (+1%) Main pay scale £pa £pa 1 28,098 28,379
2 29563 29859 3 31103 4 32724 5 35242 6 38241 38623 Upper pay scale 1 43,184 43,616 2 45,306 45,759 3 46,829 47,297 Unqualified Teachers September 2016 Projected September 2017 (+1%) £pa £pa Minimum 20,701 20,908 Maximum 30,270 30,573 Leading Practitioners September 2016 Projected September 2017 (+1%) £pa £pa Minimum 46,350 46,814 Maximum 66,638 67,304 Additional payments for Classroom Teachers September 2016 Projected September 2017 (+1%) £pa £pa Teaching and Learning Responsibility Payment (TLR 3) Minimum 523 528 Maximum 2,603 2,629 Teaching and Learning
Appendix A Indicative minimum funding levels for 2015-15 Allowable Factor DfE Indicative amount £ NELC current amount £ per 2014-15 formula Basic per pupil entitlement: Primary AWPU 2,845 3,213 Basic per pupil entitlement: Secondary AWPU KS3 3,951 NELC chose one secondary AWPU value only (KS4) per pupil entitlement: Secondary AWPU KS4 4,529 4,565 Deprivation – FSM eligibility - Primary 893 Following discussions with the Schools Forum Formula Funding Working Party the decision was made not to use this factor as a measure of deprivation. Deprivation – FSM eligibility - Secondary 1,080 Following discussions with the Schools Forum Formula Funding Working Party the decision was made not to use this factor as a measure of deprivation. Deprivation – IDACI 1 Primary 237 142 Deprivation – IDACI 2 Primary 290 296 Deprivation – IDACI 3 Primary 387 450 Deprivation – IDACI 4 Primary 453 604 Deprivation – 5 Primary 511 759 Deprivation – IDACI 6 Primary 741 913 Deprivation – IDACI 1 Secondary 321 154 Deprivation – IDACI 2 Secondary 243 308 Deprivation – IDACI 3 Secondary 530 462
Cabinet Report Template Signing-off Sheet Title of Report: School Improvement Partnership Full Business Case Name of Meeting: Cabinet Date of Meeting: 20th June 2017 This Report is currently listed on the Forward Plan: (Yes / No) Name of consultee: Clearance given: (Yes / No) Required Consultees on Draft Report (these must be consulted or an explanation given i.e. not relevant) Cabinet Member(s): Cllr Carpenter Ward Members (for Ward related issues) Departmental Finance (via ) Katherine Heffernan/ Daksha Chauhan Corporate Risk Manager (via ) N/A Corporate Procurement (via ) N/A HR (via ) Siobhan Davies Yes Legal Practice (via ) Assaf Chaudry Yes Corporate Policy (via ) Sal Asghar Yes Community Safety (via ) Matthew Cole Property/Asset Management (via ) N/A Children’s Safeguarding (via ) N/A Director of Public Health (via ) N/A Other Consultees (including external bodies): (To be completed as appropriate)
Younger children may say that their tummy hurts 1.1 School Asthma Healthcare Plan The School Asthma Healthcare Plan (Appendix 1) is adapted from Managing Medicines in Schools and Early Years Settings (DfES, 2005). The plan is used to record important details about individual children’s needs, their triggers, signs and symptoms and any medication they may need. 1.2 Asthma Medication 1.2.1 Preventer inhalers Most children with a diagnosis of asthma require inhalers called preventers that are taken every day, in order to control asthma and prevent asthma symptoms. They are not used to treat an asthma attack. Preventers are expected to be administered at home, outside of normal school hours. Preventer inhalers are usually brown but can be orange, green or purple. See picture below 1.2.2 Reliever Inhalers
Student−teacher ratio 5 1.42 Outcomes Emotional engagement 1 297 9.1 Cognitive engagement 606 4.25 Note: The total sample size was n = 14 251. Results Separating the impact of student and school characteristics on engagement A so-called ‘null model’ (that is, a random intercept model without any predictors) allows for separating the variation in emotional and cognitive engagement outcomes that can be attributed to schools from the variation that can be attributed to individual student characteristics. Results from the null model (appendix C) indicate that 95.7% and 92.5% of the variation across emotional and cognitive engagement, respectively, can be attributed to individual student background characteristics (figure 1). This suggests that school characteristics generally matter very little with respect to influencing the engagement of 15-year-olds over and above individual characteristics. It is possible, however, that for students at the margins who are at risk of dropping out the otherwise modest influence of school factors could be important in tipping the balance. Figure 1 Per cent variation accounted for by student versus school-level characteristics Student-level results Demographic characteristics
School leadership Continuous (std) 0.026 0.028 0.93 0.354 Teacher quality Continuous (std) 0.073 0.032 2.26 0.024 Teacher participation in school decisions Continuous (std) -0.010 0.027 -0.36 0.718 School climate Disciplinary climate Continuous (std) 0.051 0.039 1.30 0.192 Negative impact of teacher behaviour on school climate Continuous (std) -0.044 0.038 -1.16 0.245 Negative impact of student behaviour on school climate Continuous (std) 0.033 0.045 0.73 0.465 Level of extracurricular activities Continuous (std) -0.021 0.029 -0.72 0.469
Physical signs of harm that are repeated or appear non-accidental Changes in eating / sleeping habits Increased isolation from friends or family, becoming socially withdrawn Changes in activity and mood Lowering of academic achievement Talking or joking about self-harm or suicide Abusing drugs or alcohol Expressing feelings of failure, uselessness or loss of hope Changes in clothing – e.g. long sleeves in warm weather Secretive behaviour Skipping PE or getting changed secretively Lateness to, or absence from school Repeated physical pain or nausea with no evident cause An increase in lateness or absenteeism 10.0 Targeted support We recognise some children and young people are at greater risk of experiencing poorer mental health. For example, those who are in care, young carers, those who have had previous access to CAMHS, those living with parents/carers with a mental illness and those living in households experiencing domestic violence. We work closely with school nurses and their teams in supporting the emotional and mental health needs of school-aged children and are equipped to work at community, family and individual levels. Their skills cover identifying issues early, determining potential risks and providing early intervention to prevent issues escalating. We ensure timely and effective identification of students who would benefit from targeted support and ensure appropriate referral to support services by: Providing specific help for those children most at risk (or already showing signs) of social, emotional, and behavioural problems; Working closely with Liverpool City Council Children’s Services, Liverpool CAMHS and other agencies services to follow various protocols including assessment and referral; Identifying and assessing in line with the Early Help Assessment Tool (EHAT), children who are showing early signs of anxiety, emotional distress, or behavioural problems;
1.13 School Fund Current financial year + 6 years Destroy 1.14 Emergency Planning/Business Continuity Plan Until superseded Destroy Legislation and Guidance from DE, ELB, ESA, CCMS etc Ref Record Minimum Retention Period Action Retention 2.1 Education (NI) Order Until superseded Destroy 2.2 Circulars, Guidance, Bulletins from DE, ELB etc Until superseded Destroy 2.3 Correspondence re: Statistical Returns to DE, ELB etc Current financial year + 6 years Destroy 2.4 DE Reports, Inspections Until superseded Destroy 3. Pupils Ref Record Minimum Retention Period Action Retention 3.1 Pupil Admission Data 3.1a Applications for enrolment 3 years after enrolment Destroy 3.1b Transfer applications (Transfer Forms) 3 years after enrolment Destroy 3.2 Pupil Attendance Information/Registers Date of Register + 10 years to PRONI for Permanent Preservation 3.3 Pupil Education Records - School/Progress Reports etc pupil is 23 years old Destroy 3.4 Pupil Education Records - School/Progress Reports etc (Special Educational Needs) Pupil is 26 years old Destroy
It would be unwise to try and apply a national funding formula to growth as this funding must be provided to schools and academies in real time and be responsive to local needs/LA statutory responsibilities and it would be too expensive to try and capture such information nationally. Ideally the DfE should fund LAs for growth rather than LAs taking a top slice from schools DSG. One way the DfE could do this by using the data underpinning the LA basic need capital allocations, which includes estimates of planned growth. An alternative method would be to compare Oct census data between two years and fund LAs on that increase, although this method would be time lagged and therefore not ideal. Building block D: geographic costs The area cost adjustment is explained on pages 37 to 39 of the consultation. Do you agree that we should include an area cost adjustment? Yes No Which methodology for the area cost adjustment do you support? general labour market methodology hybrid methodology Please provide any further comments: The hybrid methodology seems the fairest method. The general labour market methodology over funds the additional teacher costs in high cost areas (e.g. London) and is at odds with the DfE principle of fair national funding. Factors not included in the formula you agree that we should target support for looked-after children and those who have left care via adoption, special guardianship or a care arrangements order through the pupil premium plus, rather than include a looked-after children factor in the national funding formula? Our proposal for funding these children is on pages 39 to 41 of the consultation. Yes No Please provide any further comments: Whilst we support the proposal to target support for looked-after children and those who have left care via adoption, special guardianship or a care arrangements order through the pupil premium plus, this is on the basis that the current amount of DSG being spent nationally on LACs is removed and transferred into the PP plus. We would not want to see any reduction in the
(standard expectation for all schools) (builds upon bronze) (builds upon bronze and silver) 1. There is an assigned music co-ordinator who can access CPD opportunities 2. Children actively engage with music, movement and dance through play 3. There is a school music policy that is inclusive of all children 4. Reasonable adjustments are made to ensure that music making activities are accessible and enjoyable for all children 5. Music activities are assessed using an appropriate framework 6. Some additional external projects may happen in school 7. There are performance opportunities in/out of school In addition: 1. There is an assigned music co-ordinator who actively engages with the local Music Education Hub 2. Every child is sustained in meaningful musical activities 3. Singing and dance is encouraged through all activities and is used as a tool to aid language development, self-confidence, communication and positive relationships 4. The School engages with the Music Hub and school CPD opportunities 5. There are performance opportunities in/out of school 6. are external projects which will help support music and the arts 7. is an assigned Governor with responsibility for Music (Arts) In addition: 1. Music is embedded in the whole school 2. The School is actively involved with the local Music Education Hub and helps drive change 3. The School engages in and/or leads CPD opportunities in/out of school and supports other schools 4. There are regular performance opportunities in/out of school 5. All additional external projects are linked across the school 6. All musical activities have clear outcomes with tangible evidence of their impact across the breadth of the EYFS curriculum 7. Music making across the school is of a high quality with informal monitoring systems in place to support good practice 8. It is evident that music plays an important role in the life and ethos of the school Primary Bronze (standard expectation for all schools) Silver (builds upon bronze) Gold (builds upon bronze and silver)
17. Your Signature I certify that to the best of my knowledge the details provided on this form and all other supporting papers are true and correct. Furthermore, I understand that if I have provided false or misleading information in response to any questions on this form or have failed to disclose information, this will result in the termination of any contract of employment entered into, or the withdrawal of any offer of employment. I also hereby give my explicit consent to the processing of data contained or referred to on this form, in accordance with the Data Protection Act 1998 and any subsequent legislation. Signature of Applicant: Date: N.B. If you application is submitted electronically you will be asked to sign this form if invited to interview. Opportunities and Recruitment Bridgnorth Area Schools’ Trust uses Shropshire Council for HR services and ask candidates to note the following: Equal Opportunities Policy *Our vision is to improve significantly the quality of life for people by working together, which is at the heart of everything we do. Shropshire Council is committed to this vision. *We will strive for the highest possible public service and professional standards, and will be accountable to people for everything we do. *We believe that equal opportunity is about treating people fairly, openly and honestly and recognising that people all have different needs, cultures, experiences and expectations. *It is the policy of Shropshire Council to ensure that no person, whether a job applicant, employee, service user or third party receives any less favourable treatment because of his or her gender, marital status, family status, lifestyle, age, ethnicity, religion, sexual orientation, disability, political affiliation, trade union membership or any other condition or requirement which cannot be shown to be justifiable. We take positive steps to promote Equality & Diversity in employment such as our Lesbian, Gay & Bisexual network and the Employees Disability Network. Equality Act 2010 The Equality Act 2010 places a general duty on the Council to promote equality. This means that in everything we do, we need to: *Eliminate unlawful discrimination, harassment and victimisation. *Advance equality of opportunity. *Foster good relations between different people. Policy Statement for Applicants with Disabilities
mobile phone Acceptable Use Policy. Parent name (print): Parent signature: Date: Student name (print): Mobile phone number: _______________________________ Mobile’s IMEI number: _______________________________ Student signature: Date: If you have comments or suggestions, please contact [School representative contact information].
w/c 26 Feb 18 Semi Finals Semi Finals Semi Finals Semi Finals Tues 13 Mar 18 Final Final Wed 14 Mar 18 Final Final U15 ROUND DATES DATE U15 CUP (256) U15 PLATE (128) U15 VASE (256) U15 BOWL (128) Wed 27 Sept 17 Round 1 Round 1 Wed 11 Oct 17 Round 2 Round 1 Round 2 Round 1 Wed 15 Nov 17 Round 3 Round 2 Round 3 Round 2 Wed 29 Nov 17 Round 4 Round 3 Round 4 Round 3 Wed 17 Jan 18 Round 5 4 Round 5 Round 4 Wed 31 Jan 18 Quarter Finals Quarter Finals Quarter Finals Quarter Finals w/e 3 & 4 Mar 18 Semi Finals Semi Finals Semi Finals Semi Finals Tues 13 Mar 18 Final Final Wed 14 Mar 18 Final All rounds to be played in specified weeks. Flexibility within week as stated but not beyond week ending (Sunday). Semi-Finals & Finals subject to change.
Education and Qualifications This section deals with school education/further. Please include the dates when you started and finished each level of education. (Sight of original certificates would be required if you are successful). Periods of Study. Please indicate Full/Part Time Degrees or certificates obtained of Awards Name of Schools/ College/ University Attended From To Details/subject/grades If you need more space, please attach additional sheets and tick this box
Jolyon Roberts confirmed that Dave Winters was successful and wished to thank Dave and Theresa for standing and assured Theresa that Early Years would be represented. 3. Dedicated Schools Grant School Funding Formula Orlagh Guarnori presented this paper. The Schools Forum is asked to note the 2018/19 Dedicated Schools Grant (DSG) allocations and to note that a more detailed paper of the funding formula and allocation values will be provided at the next meeting in March 2018. Following the DfE announcement to Fairer Funding proposals, 2 consultations followed setting out the intentions for funding going forward. Schools Forum had approved various local factors that included continued use of free school meals, IDACI, LAC factors etc. The next 2 years, Schools forum can apply their own factors to DSG. The allocation for DSG 2018/19 was issued on 19 December 2017. Table 1 shows an increase in the Schools Block of £2.1m (before recoupment). Table 2 and 3 show the Schools Block allocations. Early Years block has a small increase of £1.6m. This will change following the 2018 census. The Schools Block has also seen a significant increase as a result of the creation of the new Central Services Schools Block £6.8m which is made up of 2 parts –refer to 2.4. Appendix A shows a further breakdown for the Central Services expenditure in 2017/18 and 2018/19. Overall DSG allocation has increased by £10.03m. The main breakdown in 2 shows real movement and increase. Table 3 gives a breakdown of the deductions from Schools Block. The Schools Block will see a flat cash overall increase of 4%, £238.4 which will generate into individual schools budgets. Croydon will see an average increase of 2.3%. Orlagh Guarnori is working on the individual school budgets through the APT. The LA had made late changes to the tool. The APT tool was due for submission on the 19 January 2018. Jolyon Roberts said it was flat cash improvement but that over time schools are worse off. He said the worry in the Fairer Funding formula some boroughs could have been reduced but at the moment this is not happening. It is fairer but not fair. Dave Winters informed the Forum that there was credible data available on the website. He also questioned what the £3m Prudential Borrowing costs were for. OG
Appendix 1: Summary of Options Option Potential number of pupils to be seen Staffing model Cost Comments Current situation Visiting about 30% of pupils once, but not annually No staff Current budget which is £62,000 Minimal service offer. Approximately 80 visits in 2015/16 Option 1 1,150 1 EHE Co-ordinator 2 EHE Administrators 6 EHE Consultants £319,000 Allows up to 2 visits per family, per year Extra administrators needed to handle increased number of telephone and email contacts Minimum of 6 FTE consultants required Option 2 Current levels + 60 (known to Social Care) 1 EHE co-ordinator £112,000 More intense support possible for CIN Up to visits per year and associated report writing Focus on the vulnerable known to social care, although not those just below thresholds More able to respond to parents who request extra support Option 3 Current levels + 220 (as per Option 2 + SEN/FSM) 1 EHE Co-ordinator 1 full time EHE Consultant 0.6 FTE EHE Consultants £146,000 Full time teacher consultant better than using more casual consultants Better liaison with SEN will be possible Two to three visits per year should be possible Focus on vulnerable extended as more pupils targeted.
depending upon the other priorities identified by schools and PVIs that they wish the team to be focused upon the threshold for support being provided is increased. Likely increase in the number of RI and Inadequate Ofsted judgements judged vulnerable deteriorate. Fewer children enter children in KS 1 ready for learning. Reduced ARE at end of KS1 and effectiveness. Fewer schools may attend and quality of provision and consistency may deteriorate and more PVIs and schools judged RI/Inadequate. Increased pressure on demand of HIAS joined up nature of current work will cease and may lead to ineffective multi agency working and areas of work being missed or duplicated Model D All statutory duties will be met LA funded will provide the very basic minimum support often remotely or directing to other sources of support. Increased pressure on the capacity of HIAS to undertake the work of EYAS in YR R classes. Likely rise in the number of PVI/schools judged RI or Inadequate PVIs and schools will have to source this directly themselves if they have the to do so and can find suitable quality support. Likely rise in the number of PVIs/schools judged RI or Inadequate PVIs and schools will have to source training on the open market. Outcomes for all children and vulnerable children in particular are likely to stagnate and/or deteriorate Schools and setting will have to organise their own network meetings, sourcing venues, and organising attendance, agendas, content, development work etc. These may not happen in some areas. Key developments in EYFS may be missed leading to poorer practice and provision. PVIs and schools will have to source this directly themselves if they have the money to do so and can find suitable quality support. Likely rise in the number of PVIs/schools judged RI or inadequate Will not happen.
SCHOOL SITE LIST OF STUDENTS WITH MEDICAL CONDITIONS Please keep this form in the School Health Binder CONFIDENTIAL School:__________________________________________ School Year:_____________________ Student Name Medical Condition Medication Needed @ School Care Plan Comments Last First Grade Rm Allergy (type) Asthma Diabetes Seizures (type) Other (indicate condition) Medication Form(s) Medications On Site (name of medication(s)) May Self Administer Current
Oxfordshire County Music Service Music Order Form 2018/19 Please scan and email your order form by 4/6/2018 to: music.service@oxfordshire.gov.uk or post to: Oxfordshire County Music Service Centre for Music Bayswater Road Oxford OX3 9FF Name of School School phone number Music Co-ordinator name (for 2018/19) Music Co-ordinator email (for 2018/19) Music Co-ordinator phone number Name of preferred contact at school Email of preferred contact at school Email to be used for internal recharge Academy Account/IBC No (for invoicing) Headteacher name (for 2018/19) Please use the form to order a First Access programme, Play On or any other school-bought music provision such as curriculum teaching, Schools’ Concert, Massed Choir events, orchestra, choir or other ensembles. Do not use this form for parent-bought lessons. If you are interested in other provision or would like guidance on completing the form, please speak to your Area Manager or contact us at or 01865 816990. Area Manager details: West: Stewart Attwood, Central & Abingdon: Jessica Gray East: Chuck Lloyd North:
The Service will contact you to discuss. Keystage One Music Festival (Brochure Page 13) Venues: One in each north, south and central area Dates: 7, 8, 9 May 2019 – venue for each day to be confirmed Price: £3 per pupil Early indication of intent and locality preference only (N.B. this is not a sign up) Date Summer Term 2019 Approximate number of children Centre of County venue North of county venue South of county venue Remember to keep a record of your order on your tally sheet on the last page.. Key Stage One Stringbabies® Programme in Schools (Brochure Page 13) Please tick box to express interest only. The Music Service will contact you to discuss. JamPod Academy (Brochure Page 14) These sessions are delivered in termly blocks for one hour per weekly session. We also offer one-off JamPod sessions. Term Cost Tick all that apply Autumn 2018 (13 £815.10 Spring 2019 (12 £752.40 Summer 2019 (9 £564.30 One off request session £62.70 per hour session Remember to keep a record of your order on your tally sheet on the last page..
HR SAP transaction Folder Tile Icon Sub-tile Icon Sub-tile/Tips Tips PPMDT – Managers Desktop team overview Schools Reports HR Organisational structure Runs on today’s date unless changed PPMDT report - Attendance and absence (PT64) Schools Reports HR Attendance & absence Click double arrow at end of row to expand PPMDT report - CRB/DBS Schools Reports HR DBS report PPMDT – Transfer out Schools Staffing forms Staff transfers PA30 Schools Staffing forms Maintain HR data Use to: Enter absences View personnel records etc ZURL_HRFORMS - Form list Schools Staffing forms Form list ZURL_HRFORMS - Organisational change form Schools Staffing forms Organisational management Use to: Create position Change position Remove vacant position ZURL_HRFORMS - Starter form Schools Staffing forms Manage starter ZURL_HRFORMS - Leaver form Schools Staffing Manage leaver ZURL_HRFORMS – Employee change form and PA42 – TRANSFER IN HR Organisation Request employee record change Help available at: Use to: Create or change a payment or deduction Change of working hours/pattern Extension of contract Cost centre distribution
Primary purposes of collecting information about students and their families Our school collects information about students and their families when necessary to: educate students support students’ social and emotional wellbeing, and health fulfil legal requirements, including to: take reasonable steps to reduce the risk of reasonably foreseeable harm to students, staff and visitors (duty of care) make reasonable adjustments for students with disabilities (antidiscrimination law) provide a safe and secure workplace (occupational health and safety law) enable our school to: communicate with parents about students’ schooling matters and celebrate the efforts and achievements of students maintain the good order and management of our school enable the Department to: ensure the effective management, resourcing and administration of our school fulfil statutory functions and duties plan, fund, monitor, regulate and evaluate the Department’s policies, services and functions comply with reporting requirements investigate incidents in schools and/or respond to any legal claims against the Department, including any of its schools. Primary purposes of collecting information about others Our school collects information staff, volunteers and job applicants: to assess applicants’ suitability for employment or volunteering to administer employment or volunteer placement for insurance purposes, including public liability and WorkCover to fulfil various legal obligations, including employment and contractual obligations, occupational health and safety law and to investigate incidents to respond to legal claims against our school/the Department. Our school uses or discloses information consistent with Victorian privacy law, as follows: for a primary purpose – as defined above for a related secondary purpose that is reasonably to be expected – for example, to enable the school council to fulfil its objectives, functions and powers with notice and/or consent – including consent provided on enrolment and other forms when necessary to lessen or prevent a serious threat to: a person’s life, health, safety or welfare the public’s health, safety or welfare when required or authorised by law – including as a result of our duty of care, anti-discrimination law, occupational health and safety law, reporting obligations to agencies such as Department of Health and Human Services and complying with tribunal or court orders, subpoenas or Victoria Police warrants to investigate or report unlawful activity, or when reasonably necessary for a specified law enforcement purpose, including the prevention or investigation of a criminal offence or seriously improper conduct, by or on behalf of a law enforcement agency for Department research or school statistics purposes
Note: For further information on incident reporting see guidance note Pupil Accident Reporting on young Southampton Specified Injury Specified injuries only occurs to employees who have suffered the following injuries: Fractures, other than to fingers, thumbs and Toes Amputation of an arm, hand, finger, thumb, leg, foot or toe Any injury likely to lead to permanent loss of sight or reduction insight in one or both eyes Any crush injury to the head or torso, causing damage to the brain or internal organs Any burn injury (including scalding) which covers more than 10% of the whole body’s total surface area or causes significant damage to the eyes, respiratory system or other vital organs Any degree of scalping requiring hospital treatment Any loss of consciousness caused by head injury or asphyxia Any injury arising from working in an enclosed space The Health and Safety Management System (HSMS) Headteacher will have access to the Health and Safety Management System they will be able to review/edit any incident reported by staff and download incident/accident reports. Open HSMS webpage and log in. Once you have logged in you will be presented with this screen. From here you can review and view any incident reported by your staff
Type the suggested book details in the Suggestion form section and the details of the person suggesting the book in the Your details section. Submit. The suggestion details are submitted. 10 Printing your school’s Challenge summary The school’s Challenge summary can be printed from the Coordinator homepage. A printable page of the Challenge summary is displayed in another browser Window. If the browser is Javascript-enabled, a printer dialog is displayed. Otherwise, on the browser’s print menu to display the printer dialog. Choose your printing options and print 11 Viewing and printing favourite books The Coordinator homepage includes a section which displays the top 5 favourite books in the school. Coordinators are also able to view the full list of favourite books in the school on another page accessible through the section’s header link. Favourite books in your school on the Coordinator homepage. The Favourite in your school page is displayed. To print the list, click the printer icon on top of the list. A printable page of the favourite books list is displayed in another browser Window. If the browser is Javascript-enabled, a printer dialog is displayed. Otherwise, click on the browser’s print menu to display the printer dialog. Choose your printing options and print 12 Viewing and printing star rated books The Coordinator homepage includes a section which displays the top 5 star rated books in the school. Coordinators are also able to view the full list of star rated books in the school on another page accessible through the section’s header link. Star rated books in your school on the Coordinator homepage. The Star books in your school page is displayed. To print the list, click the printer icon on top of the list. A printable page of the star rated books list is displayed in another browser window. If the browser is Javascript-enabled, a printer dialog is displayed. Otherwise, click on the browser’s print menu to display the printer dialog. Choose your printing options and print 13 Logging out Coordinators must log out of the application to ensure their login credentials are cleared from the browser session. Log out on the Coordinator homepage. Or, Close the browser window. 14 Creating additional EduWeb accounts Non-government school Principals or their delegates can create additional EduWeb accounts for the use of teachers in their schools. The following information is needed to complete the account creation process: School EduWeb user name and password Surname, given name, middle initial and email address for all staff/users to be created.
APPLICATION FORM CONFIDENTIAL The accompanying guidance notes provide advice on how to fill in this form. Please type or write clearly using black ink. Please return to : Post applied for: Closing date: 1. Personal details Title: (Mr, Mrs, Miss, Ms, Other) Last name: First name(s): Known as: Address: Post code: Address: How would you like us to contact you? Email: Post: Preferred telephone no. Mobile phone no. National Insurance no. Email address: (please print clearly) Are you eligible to work in the UK/EEA Yes: No: Do you need a work permit or sponsorship certificate work in the ? Yes: No: Do you require further leave to remain? Yes: No: If yes, please clarify your status (If your application is successful you will be to provide documentary evidence of your entitlement to work in the before you commence employment.) Present or most recent employment (Please start with your most recent/current employment. If you do not have an employment history please leave blank). Name of Employer: Address: Post code: Telephone no: Position held : Date started: Until: Leaving date or notice required: Salary: Grade if known: Full-time: Part-time: Hours: Permanent: Temporary: Brief Description of Duties: Reason for leaving if no longer employed:
Please insert details Job Title: Job No: School: Application for employment Please complete the form and provide your written evidence as to how you meet the requirements of the job either on the questionnaire if one has been provided or on separate sheets of paper. Personal Details Title (select as appropriate): Dr Mr Mrs Miss Ms Other (please specify) Surname(s): First name(s): Previous surname(s): Address: Post Code: Email Address: Telephone: Work: Home: Mobile: Where did you find out about this job? National Insurance No*: Date of Birth*: DFE No (Teachers Only): GTC Registered (Teachers Only): Yes: No: NQT (Teachers Only) : Yes: No: Date of Satisfactory Completion of Induction: Induction Assessments Completed : 0: 1: 2: 3: If you are related to any councillor or employee of Kirklees Council or a member of a Kirklees school governing body in the case of jobs in schools, please give details. If none, please tick the box Name: Job title: Relationship to you (aunt, brother, partner etc): If the job requires you to have a driving licence please tick which type of licence you hold: Full HGV PSV None * This information is required to ensure correct identification of candidates References– remember to ask your referees for permission before you give their name. One Reference must be from your current employer or your most recent employer