zilongwang/ReadingBank huggingface dataset:
GENERIC PERSON SPECIFICATION – SCHOOL ADMINISTRATOR LEVEL 2 ESSENTIAL DESIRABLE Criteria No. ATTRIBUTE Stage Identified Criteria No. ATTRIBUTE Stage Identified Education E1 NVQ 2 in Administration, Business Studies or equivalent AF,C E2 GCSE English and Mathematics Grade A* – C or equivalent AF,C E3 Word Processing / Typing Qualification (i.e. RSA) AF,C AF, C Experience & Knowledge E4 E5 E6 E7 E8 E9 IT Literate, capable of using MS Word for typing to produce accurate letters, forms and tables to deadlines and using Excel to create spreadsheets Experience of collecting, counting and recording Knowledge of monitoring, recording and submitting HR matters successfully Experience of taking minutes and of weekly staff meetings Experience / knowledge of managing the administration of lettings of the school Experience of collating and uploading information to social media sites AF,R,I AF, R, I AF, R, I AF, R, I AF, R, I AF, R, I D1 D2 D3 Experience of working within a school office environment Awareness of child protection issues Knowledge and / or experience of looking after unwell pupils and liaising with parents/staff. AF,R,I AF, I AF
E10 E11 At least 1 years previous Administrative experience which includes undertaking financial administration procedures. Experience in maintaining and updating manual and computerized records/management information systems AF,R,I AF, R, I I D4 D5 D6 Experience of using Agresso for creating purchase orders and processing invoices. Experience of using school packages such as Parent Pay and Teachers 2 Parents Previous experience working with SIMS and produce varied reports AF, I AF, I AF, I E12 Experience of face to face and telephone reception duties AF,R,I E13 Knowledge of Data Protection requirements and understanding of confidentiality AF,R,I Skills E14 Ability to relate well to children and adults AF,R,I E15 Ability to work successfully as part of a team AF,R,I E16 Ability to communicate both orally and in writing to a wide of audiences AF,R,I E17 Ability to maintain accurate records AF,R,I E18 Capable of confidently using Agresso to process invoices and purchase orders AF,R,I
Menu-Week #1 Monday A.M. –Rice Krispies, fruit, & milk P.M. – Rice cakes, fruit & milk Tuesday A.M. –English muffins, fruit, & milk P.M. – Cookies, fruit & milk Wednesday A.M. - Yogurt, Cheerio’s, & fruit P.M. – Veggies w/dip, crackers & water Thursday A.M. –Whole-wheat toast/w Cinnamon, fruit, & milk P.M. –Pudding, animal crackers, fruit & water Friday A.M. –Applesauce, graham wafers & milk P.M. –Cheese, crackers & water
Menu-Week #2 Monday A.M. – Shreddies, fruit & milk P.M. – Rice cakes, fruit & milk Tuesday A.M. –English muffins, fruit, & milk P.M. – Cookies, fruit & milk Wednesday A.M. - Yogurt, multi-grain Cheerio’s, & fruit P.M. – Veggies w/dip, crackers & water Thursday A.M. – Whole-wheat toast/w cinnamon, fruit, & milk P.M. – Nachos, sour cream, salsa & water Friday A.M. - Applesauce, graham wafers, & milk P.M. –Cheese, crackers & water Menu-Week #3
Specialist Children’s Services SPEECH AND LANGUAGE THERAPY REFERRAL GUIDANCE FORM Reception – 19 years old (for preschool children please attend a drop-in clinic) Secondary School (11 to 19 years old) Should be able to: Tick all areas of difficulty Next steps Understanding spoken language Can follow complex directions. Understands common, simple ‘sayings’ in context. Understands factual information. Still finds it harder to understand inferred information: Starting to understand sarcasm when exaggerated: Cannot follow instructions, e.g. Get the new iPad that’s on the second shelf of the I.T cupboard. If concerned about one or more of these areas refer to Speech and language Therapy by completing referral form. Recommended universal provision Using visual support alongside verbal instructions, Chunk complex instructions into stages. Simplify language (point out and explain use of idioms and metaphorical language in your speech). and give the child time to respond Discuss ‘why / because’ scenarios in real life situations. Recommended resources Language For Thinking, Brannigan and Parsons, Speechmark Pubs. Vocabulary Enrichment Programme, Victoria Joffe Speechmark publication ELKAN, Speech and Language Support for 11 to 16s. Let’s Focus on Communication in Secondary Schools DVD, HDFT and NYCC Let’s Focus on Communication in Secondary Schools Resource Pack, HDFT and NYCC Comic strip conversation ‘Don’t take it so literally’ pack Cannot understand simple idioms e.g. ‘I couldn’t keep a straight face’. Cannot infer/ implied information. E.g. What is said: Getting noisy in here... What is implied: You need to be quiet Cannot respond to questions involving inference and/or prediction e.g. "What will happen if .........?" Does not understand sarcasm. E.g. ‘You’re such a talented singer...’ Using spoken language Links sentences using a range of more difficult joining words. Tells interesting, entertaining and use joining words to link sentences and ideas. For example, ‘Even though…’. ‘Because…’, ‘So…’, ‘Also…’, ‘Before…’. Is unable to tell original narrative and does not keep the listener engaged throughout the
document provided on infoCDS. Your document will reference each of your clients in terms of the questions posed within the WEEK 5 (April 30th – May 4th) – Midterm Week No Group Meeting this Week Meet with supervisor for midterm IPPE Before sessions Review Clinic Lesson Plans – incorporate supervisor feedback During sessions Give Client Registration Forms for next term to the client/family After sessions Complete SOAP notes (due 24 hours following your session) Complete Lesson (due 24 hours prior to your sessions.) WEEK 6 – (May 7th – 11th) Before sessions Review session agendas – incorporate supervisor feedback After sessions Complete SOAP notes (due 24 hours following your session) Complete session agendas (due 24 hours prior to your session) Spring Client Registration Forms due by Friday. Please put in Frank’s box. WEEK 7 (May 14th – 18th) Before sessions Review session agendas – incorporate supervisor feedback After sessions Complete SOAP notes (due 24 hours following your session) Complete lesson plans (due 24 hours prior to your session) Send e-mail to Frank with your current accumulated school-age clinical hours for the term. This provides me an idea if you are meeting your expected clinical hours for the term. WEEK 8 (May 21st – 25th) Before sessions Review session agendas – incorporate supervisor feedback sessions Complete SOAP notes (due 24 hours following your session) Complete lesson plans (due 24 hours prior to your sessions) Self-reflection #2 Due (Email to Frank by Friday) Begin collecting and summarizing data for your Final ITP/Progress Summary
Scholarship Presentation Award Manager Endorsement (for Staff) This form must be completed by the manager of the staff applicant (those who are faculty only do not need to have this form filled out). Applicant Information (Please print or type) Name Manager Information (Please print or type) Name Phone and email address Department Is Staff member exempt? If no, did staff take vacation time? If yes, did staff have manager approval and make up the missing work time? Was the staff member presenting as a part of their job?
Identified /risk/strength/vulnerability Data source Capacity to safeguard – whose capacity is being undermined by this issue and by who? Gaps in knowledge/queries Peer Group/s Identified /risk/strength/vulnerability Data source Capacity to safeguard – whose capacity is being undermined by this issue and by who? Gaps in knowledge/queries School/s
Sample - Meeting Minutes (Sample for a School Based Booster Club) YOUR BOOSTER CLUB NAME Meeting Date: Meeting Location: PRESENT: List names present at meeting I. CALL TO ORDER The meeting was called to order by (name of person) at 9:37AM. II. APPROVAL OF THE MINUTES (Name) moved to approve the minutes of the (month/date) meeting. The motion was seconded. The minutes were accepted as presented. III. ADMINISTRATIVE REPORT A. Acknowledgements List name of person and the acknowledgements they gave. IV. OFFICER‚'S REPORT A. Treasurer's Report Year end financial statements were distributed and reviewed. B. Grants If any discuss status V. COMMITTEE REPORTS A. Name of each committee Information discussed and shared for each VI. OLD BUSINESS
Performance measures Key performance measure 1: Number of young people participating in school-based performance event Definition Number of 12 to 25 year olds who participated in school-based performance event activities. Aim/objective This measure provides information on the number of young people who participate in school-based performance event and, as such, provides an indicator of the participation rates of the target group. Target Set according to sponsorship agreement for provider. Type of count Cumulative Counting rule Count the number of young people who participate in the school-based performance event. Monitoring frequency Annual Data source(s) collection School-based performance event annual report submitted directly to the Office for Youth. Definition of terms Young people are those aged 12 to 25 years old. Data collection information Data collections comprise data management systems and data sets. Data collection name Data management system Data set Reporting School-based performance event Submission of annual report Submission of performance event annual report Annual To receive this publication in an accessible format, email <sacomms@dhhs.vic.gov.au> Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne. © State of Victoria, Department of Health and Human Services, 1 July 2018. the term ‘Aboriginal’ is used it refers to both Aboriginal and Torres Strait Islander people. Indigenous is retained when it is part of the title of a report, program or quotation. ISSN 2207-8347 (online) Available on the department’s
SLO Report Student Services Report Student Liaison Officer Support Services Rep’ B5, B7, B8 Quality Monitoring and Review School Quality Standing Panel Report: Programme Evaluation Report progress : incl. 2016-17 Programme Plan updates, status of 2016-17 Quality Portals, External Examiner reports, student surveys results (including NSS, PTES and PRES), validation and ISR progress AGC Standards, Enhancement and the Learner Experience B4, B11 Research, Enterprise and Employer Engagement School Research and Enterprise Report(s) KTPs Industry Advisory Report(s) Research Co-ordinator Employability/Enterprise Champion SECTION C: MATTERS FOR INFORMATION All University Committee Minutes and Other Documents Relevant items in Most recent Senate Minutes Most recent Education Committee Minutes Most recent Programmes Committee Minutes Board of Studies for Research Degrees Minutes Research and Knowledge Exchange Committee Minutes Other relevant University documents - including Appeals and Complaints Reports Chair AGCs/Teaching Professors Chair Research Co-ordinator SECTION D: ANY OTHER BUSINESS SECTION E: FUTURE MEETINGS January 2018
Appendix 4 Schedule 1 Schools with student board members—Act, s 41 (2) (f) Part 1.1 Schools Column 1 Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Column 2 School Alfred Deakin High School Amaroo School Belconnen High School Mountain School Calwell High School Campbell High School Canberra High School Caroline Chisholm School Gold Creek School Harrison School Kingsford Smith School Lanyon High School Lyneham High School Melba Copland Secondary School Melrose High School Namadgi School Stromlo High School Telopea Park School The Woden School University of Canberra High School Kaleen Wanniassa School Part Column 1 Item 1 2 3 4 5 6 7 8 Column 2 School Canberra College Dickson College Erindale College Gungahlin College Hawker College Lake Tuggeranong College Narrabundah College
Essay Question (Required) As part of the application, you are required to compose and submit an essay. The essay should be no more than one page, typed with a font size no smaller than 12 point, and double-spaced on 8 ½ X 11” size paper. Include your name on the top right-hand corner of the essay. Pick one of the four values of innovation, accountability, integrity and commitment to community and describe how you see this value in action at your local cooperative. (Applicant Signature) (Date) Applicant Appraisal (Required) To the applicant: This section is required and must be completed in the format provided. If incomplete, your application will not be evaluated. The section is to be completed by a high school or college counselor or advisor, an instructor, or a work supervisor who knows you well. To the adult appraiser: You have been asked to provide information in support of this application. Please give immediate and serious attention to the following statements. When complete, please return to the applicant. If you prefer, photocopy this section and return to applicant in a sealed envelope. A letter of recommendation does not replace this section. The applicant’s choice of a educational program is: Extremely Appropriate Very Appropriate Moderately Appropriate Inappropriate The applicant’s achievements reflect his/her ability: Extremely Well Very Well Moderately Well Not Well The applicant’s ability to set realistic and attainable goals is: Excellent Good Fair Poor The quality of the applicants commitment to school and/or community is: Excellent Good Fair Poor The applicant is able to seek, find, and use learning resources: Extremely Well Very Well Moderately Well Not Well The applicant demonstrates curiosity and initiative: Extremely Well Very Well Moderately Well Not Well The applicant demonstrates good problem-solving skills, follows through, and completes Extremely Well Very Well Moderately Well Not Well The applicant’s respect for self and other is: Excellent Good Fair Poor Comments: Appraiser’s Name: Title: Organization: Phone No.: (Appraiser Signature) (Date)
General Details Name of School – Mhuire Gan Smál Address – New Inn, Cashel, Co. Tipperary. Telephone Number/Fax – (052) 7462122 Email: Web Address: www.newinngirlsschool.ie Denomination – Catholic Chairperson of School – Fr. Michael Kennedy P.P. 5 class teachers including Principal Teacher Learning Support Teacher Visiting Resource Teacher Classes taught: Junior Infants – 6th Class Mixed classes until 1st class, after which it is girls only. School opening time: 9-30 a.m. School closing time: 2-10 p.m. for infants 3-10 p.m. 1st class on The Board of Management will only take responsibility for children during school hours and 10 minutes before opening time and 10 minutes after closing time. At all other times children are the responsibility of their parents. Members of the Board of Management. Chairperson: Fr. Michael Kennedy P.P Principal: Fiona Ryan Bishop’s Nominee: Mary O’ Connor Teacher’s Rep: Teresa Harrington Parent’s Rep: Paul Perry Parent’s Rep: Deirdre O’ Connor Community Rep: Philly Fahey Community Rep: Michael (Taylor) Ryan
21 22 23 24 25 26 27 28 29 30 31 1 2 Groundhog Day 3 Feb 2018 4 Super Bowl 5 6 7 8 9 10 11 12 13 14 Valentine's Day 15 16 17 18 19 Presidents Day 20 21 22 23 24 25 26 27 28 1 2 3 Mar 2018 4 5 6 7 8 Int'l. Women's Day 9 10 11 Daylight Saving Begins 12 13 14 15 16 17 Saint Patrick's Day 18 19 20 Spring Begins (Northern Hemisphere) 21 22 23 24 World Tuberculosis Day 25 26 27 28 29 30 Good Friday 31 Apr 2018 1 Easter 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Tax Day (Taxes Due) 17 18 19 20 21 22 Earth Day 23 24 25 Professionals 26 27 Arbor Day 28 29 30 1 2 3 4 5 Cinco De Mayo May 2018 6 7 8 9 10 11 12 13 Mother's Day 14 15 16 17 18 19 Armed Forces Day 20 21 22 23 24 25 26 27 28 Memorial Day 29 30 31 1 2 Jun 2018 3 4 5 6 7 8 9 10 11 12 13 14 Flag Day 15 16
August 27 New Teacher Workshop 28-29 Professional Days for Teachers and Staff 30 Orientation for New Students and Classroom Visitation ( 9-11am ) 31 Teacher Workday 8 - Noon September 3 Labor Day – School Closed 4 day of school 13 Back to School Night at 7pm 28 Professional Day – School Closed October 19 Grand-friends’ day – Noon Dismissal ** 25 End of Quarter 1 - 38 Days 26 Professional Day - School Closed November 8 Parent Teacher Conferences 1-4pm – Noon Dismissal ** 9 No School - Parent Teacher Conferences 8am-3pm 20 Thanksgiving Holiday – Noon Dismissal 21-23 Thanksgiving Holiday – School Closed December 19 Christmas Program - Noon Dismissal ** 1 Christmas Vacation – School Closed January 2 Students Return 18 Professional Day 12:30-3:00 p.m. Noon Dismissal ** End of Quarter 2 – 46 Days 21 Martin Luther King, Jr. Day – School Closed February 15 School Closed 18 Presidents Day - School Closed March 21 End of Quarter 3 - 42 Days 22 Professional Day - School Closed * April 15-22 Easter Vacation - School closed 23 School reopens May 22 Blue Angels – Noon Dismissal** 24 Professional Day - School Closed * 27 Memorial Day - School Closed June 3 Field Day - Noon Dismissal** 4 End of Quarter 4 - 44 Days Last Day for Students - 170 Days Dismissal 10:30am - No Extended Day 5 Last day for Teachers - 180 Teacher Days
First day of school for students – August 29, 2018 Sept 2019 Last day of school for students – June 14, 2019 Extended Session – July 1 – August 16 First student day of 2019 school year – September 4, 2019 Saco School Office Phone – 294-4949 / Saco School Fax 294-4940 Belfast School Office Phone – 930-2900 / Belfast School Fax 930-2920 School in session Monday-Thursday 8:00-2:30; Friday 8:00-12:00 (Noon) No School for Students and Staff: Staff Workshop Days (No School for Students): Total Student Days: 183 Total Teacher Days: 187 1st Term 46 Days – Ends 11/2 2nd Term 44 Days – Ends 1/18 3rd Term 44 Days – Ends 3/29 4th Term 49 Days- Ends 6/14 5th Term 31 Days – Ends 8/15
2018-2019 School Calendar with US Holidays for use as an Academic planner. Courtesy of School Holidays & Notes Labor Day Columbus Day Veterans' Day Thanksgiving Day Christmas New Year's Day Martin Luther King Presidents Day Good Friday Easter Memorial Day Sep 3, 2018 Oct 8, 2018 Nov 11, 2018 Nov 22, 2018 Dec 25, 2018 Jan 1, 2019 Jan 21, 2019 Feb 18, 2019 Apr 19, 2019 Apr 21, 2019 May 27, 2019 Additional Month Sun Mon Tue Wed Thu Fri Sat Aug 2018 19 20 21 22 23 24 25 26 27 28 29 30 31 1 Sep 2018 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 Oct 2018 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 Nov 2018 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 Dec 2018 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 Jan 2019 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 Feb 2019 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 1 2 Mar 2019 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 Apr 2019 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 May 2019 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 Jun 2019 2 3 4 5 6 7 8 Created with WinCalendar.
2017-2018 School Calendar with US Holidays Calendar shows weekdays only and is ideal for use as an Academic planner. Courtesy of School Holidays & Notes Labor Day Columbus Day Veterans' Day Thanksgiving Day Christmas New Year's Day Martin Luther King Presidents Day Good Friday Memorial Day Sep 3, 2018 Oct 8, 2018 Nov 11, 2018 Nov 22, 2018 Dec 25, 2018 Jan 1, 2019 Jan 21, 2019 Feb 18, 2019 Apr 19, 2019 May 27, 2019 Additional Notes: Month Mon Tue Wed Thu Fri Aug 2018 20 21 22 23 24 27 28 29 30 31 Sep 2018 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 Oct 2018 1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31 1 2 Nov 2018 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30 Dec 2018 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31 1 2 3 4 Jan 2019 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31 1 Feb 2019 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 1 Mar 2019 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29 Apr 2019 1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 1 2 3 May 2019 6 7 8 9 10 13 14 15 16 17 20 21 22 23 24 27 28 29 30 31 Jun 2019 3 4 5 6 7 Created with WinCalendar. ,
2. Deputy Head Teacher- Miss Charmaine Evans 3. Premises Manager- Mr Orlando Tonge 4. School Business Manager – Mrs Victoria Osbourne Tel: 0207 837 5597 Email: office@copenhagen.islington.sch.uk Date of Completion: 11 September 2014 2.2 Index 2.1 Title page 2.2 2.3 Stage 1 TERM TIME DURING SCHOOL HOURS 2.4 Stage 1 OUTSIDE TERM TIME OR OUTSIDE OF SCHOOL HOURS 2.5 Stage 2 – After the immediate actions have been completed 2.6 Stage 3 Ongoing Actions Appendices 1 Emergency Team contact details 2 Services and suppliers and contact details 3 Points to note for media interviews 4 Emergency Procedures / decisions log 5 Message form 2.3 Stage 1 TERM TIME DURING SCHOOL HOURS Activation of this emergency plan (Notification of an emergency may come from LBI, the emergency services, a member of staff or the public.) This plan can be activated by the following named persons Headteacher (Name)……Miss Harsha Patel or nominee (name)……….Miss Charmaine Evans or nominee (name)……….Mrs Victoria Osbourne Immediate Actions: Deal with the immediate emergency Call the emergency services Ensure the safety of everyone on the premises
Appendix 1 Copenhagen Primary School Emergency Team Plan School Emergency Contact details Job Title Name of staff Work Tel Work Fax Home Tel Mobile Contact Islington Council 24 hour contact Tel No 020 7527 2000 Head teacher Miss Harsha Patel 0207 837 5597 0207 837 4894 020 7386 9574 07940 502333 Deputy Head Miss Charmaine Evans 0207 837 5597 0207 837 4894 07947832590 07947832590 Chair of Interim Executive Board Mr Steve Belk School Business Manager Mrs Victoria Osbourne 0207 837 5597 0207 837 4894 0208371 8652 07747086550 School Premises Manager Mr Orlando Tonge 0207 837 5597 0207 837 4894 07956446094 Surname Forename Telephone Number Mobile Work Email Bint Sean 07570464638 07570464638 Norman Sally 07719335080 07719335080 Rodrigues Rodrigo Eke Britta 07957-075-642 07957-075-642 Owens Kelly 07849708003 07849708003 Tittle Charlotte 07939203518 07939203518 Bright Jacqueline 07873-329-733 07873-329-733 Sarpong Vivian 07722283047 07722283047
Previous employment (most recent and exact dates) Employer (if employed by an LEA, give LEA and school/college Post Scale Full or Part-time (give hrs) Dates Reason for leaving From To M Y M Y Continue on separate sheet if necessary. EDUCATION AND TRAINING (Post 16 education and training (including teacher training)) Dates Full or Part-time Name of Educational Establishment Qualification gained of degree e.g. Hons II (ii) Date of award From To
Setting Equality Objectives Action Plan Equality Objectives Protected Characteristic R A G General Duty Responsibility Measurable success Indicator Timing Review date 1. Ensure equality of outcome for all pupils at each KS irrespective of gender Gender Advance equality of opportunity SLT All staff No significant difference in outcomes for Monitor at pupils progress meetings once a term July 2017 To promote cultural development through a rich of experiences both in school and beyond Race Eliminate unlawful discrimination Advance equality of opportunity Head, SLT, All staff Curriculum Display + Resources Visits/ Visitors Investigate feasibility of an international school e.g international school, global school, fair trade On going Nov 2017 Anticipate the of incoming pupils Disability / SEN Advance equality of opportunity Head, INCO, Reception teacher, All staff, pupils successfully accessing school, settled and making progress Disabled access to side of building established Summer term 2017 July 2017 To improve attendance and punctuality of vulnerable groups All Advance equality of opportunity Head, Mary Powell Governors AO officer Children’s attendance/punctuality will improve Termly AO visits Nov 2017
To further develop stakeholder awareness of equality issues – staff, govs, parents, pupils All Eliminate unlawful discrimination Advance equality of opportunity Named gov, Head, INCO, All staff, pupils and parents Questionnaires, Talk Circles, Pupil voice, Parent Chat, Gov Meetings, Staff meetings Teachers analysis of data / tracking/ targeting FGB meetings July 2017
Toilet # C1. Toilet Type 1: Flush/ pour flush 2: Pit latrine with slab 3: Pit latrine w/o slab / Open pit 4: Ventilated Improved Pit (VIP) 5: Composting/ EcoSan toilet 6: Bucket 7: Hanging toilet/ latrine 88: Other: ___________________ C2. User 1: For girls ONLY 2: For boys ONLY 3: For boys or girls 4: For female teachers or ONLY 5: For male teachers or staff ONLY 6: For female or male teachers or staff (not students) 7: For use by anyone in the school (students/ teachers, male/female) 99: Don’t know C3. Functionality 1: Functional 2: Partially Functional 3: Not Functional 99: Don’t Know C4. Cleanliness 1: Clean 2: Somewhat Clean 3: Not Clean 99: Don’t Know C5. Lighting 1: Light 2: Somewhat Light 3: Dark 99: Don’t Know *C6. Locks Inside 1: Yes, functional 2: Yes, not functional 3. No 99: Don’t Know *C7. Outside Locks 1: Yes, functional 2. Yes, not functional 3. No. 99: Don’t know *C8. Can student access the toilet without assistance? 1: Yes 2: No 3: Don’t know C9. Dustbin inside? 1: Yes 2: No 99: Don’t Know *C10. Anal Cleansing materials 1: Yes 2: No 99: Don’t Know C11. Access for Disabled 1: Yes 2: No 99: Don’t Know Notes 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Wetlands were once considered wasted a hindrance to urban development and crop production. In Minnesota, an estimated 11 million acres of wetlands have been or filled over the last hundred years, leaving about 10 million acres. Wetlands are vital to the health of our environment. While this represents a 50 percent loss statewide, some areas of Minnesota have lost more than 90 percent of their original wetlands. Wetlands reduce flooding by slowing excess water runoff during times of heavy rainfall. Wetlands improve quality by filtering sediments, nutrients and toxic substances out of water before it washes into rivers and lakes. Wetlands provide habitat for many fish, wildlife and plants, some of which can only survive in wetlands. Wetlands provide opportunities for recreation such as canoeing, hunting, hiking, fishing, and birding. Wetlands commercial uses like growing wild rice or cranberries and trapping animals. Wetlands are important outdoor science and art classrooms and laboratories. A growing awareness of benefits has led to many laws regulating wetland draining and filling, as well as the discharge of pollutants into wetlands. Type Objectives: Utilize this unique feature to promote the importance of wetlands and their importance towards water quality and wildlife habitat. Recommended Activities to Achieve Cover Type Objective: Remove and chemically the stumps buckthorn and other invasive species Plant tamarack trees in clusters throughout area. Wildlife viewing could be improved by installing nesting boxes in the appropriate areas Create trail to access site from school Additional Instruction and Information Woodland Stewardship Book References: Chapter Page Ch. 6 Managing Important Forest Types-Tamarack 85 Ch. 13 Recreational Trail Design 147 PROPERTY-WIDE/MISCELLANEOUS PROJECTS Walking Trails Project Objective: 1. Maintain existing walking trails to provide educational and recreational access to the property. 2. Expand trail network, as appropriate, to reach other cover type areas, meet student population numbers and accessibility requirements. Recommended Activities to Achieve Cover Type Objective: Reinforce and improve walking trails where erosion is occurring on steep slopes.
The media volunteers were lucky enough to interview the Sports Stars Kristian Thomas and Jenna Downing. Olympic Gymnast Kristian said “Seeing any done at elite level is very inspiring but that is not necessarily what sport is all about, it’s about taking part, enjoying it, being fit, healthy and active. You can build so many different characteristics from trying different sports, it’s all about giving it ago, trying as many different sports as possible because there will be a least one sport that you love. I always thought gymnastics was cool, being able to walk on your hands, being able to do a back flip for my football goal celebration, I was doing things that no one else could do and I liked the fact that this made me unique.” The Sport Stars also kindly spent time signing photos and taking photos and selfies with the volunteers. Former World Champion Inline Skater Jenna said “I want to inspire people; I want to show them what is out there and show them that there are not just the usual mainstream sports. I now take a car full of skates around the country getting as many children on skates as I can just to give them the opportunity to try something different! For me, growing up in a male dominated sport it was really quite tough to prove myself as a girl, people telling me that I wasn't good enough and this is not for girls. So I felt that I had to work harder to gain the respect that I have got today; I am so proud that I never gave up.” As the competitions came to an end, everyone gathered back around the stage to hear the long awaited results. Cheers of excitement and celebration were heard from those receiving their medals, as well as everyone else; every participant was praised for their hard work. SASSOT’s Director Jude Taylor said “This year’s Stoke and Staffordshire Youth Games proved to be another outstanding celebration of sport for the whole county. Walking around, it was evident that participants in all the sports had fully embraced the School Games values of passion, belief, respect, honesty, determination and teamwork. A special mention should also go to our young volunteers who worked so tirelessly to deliver the event on a very hot day.” All results from the event can be accessed For More information on the event please contact Camilla Denham-White Youth Sport & Events Officer Tel: 01785 619694 Mobile: 07772 223059 Email:
APPENDIX 1 NOMINATION FOR AN AUTHORITY GOVERNOR – SKILLS Knowledge, experience, skills and behaviours Level of knowledge or skills/behaviour: rate on scale of 1 (none) to 5 (extensive) Do remember to think about all the situations in which you may have developed/used these skills 1 2 3 4 5 Strategic Leadership Commitment to improving education and welfare for all pupils Understanding of current national education policy and the local education context Experience of charity law and governance Experience of being a governor in another school Experience of chairing a governing body/committee Experience of strategic planning Commitment to the school’s vision and ethos Ability to question and challenge, working as part of a team to identify viable options through collective decision making Ability to work in a professional manner, avoiding conflicts, acting with transparency and integrity Confidence in identifying when to seek independent/professional advice Experience in stakeholder engagement including communicating with and taking account of the views of parents and pupils Experience in promoting community cohesion Experience of school sector risk management Accountability Understanding of the importance of high quality data and experience data to interpret/evaluate performance Awareness/knowledge of the curriculum, school assessment and progress/attainment Experience of working with leaders to establish expectations for improvement and outcomes Experience of agreeing the and format of information and data needed to hold leaders to account Experience of providing challenge to leaders on strategies for monitoring and improving behaviour and safety Understanding of the governing body’s duties in relation to safeguarding including Prevent Understanding of special educational and disability (SEND) Financial management expertise – funding allocation, budget monitoring and financial self-evaluation/efficiency Experience in basing funding decisions on organisational priorities and ability to interpret financial data & question financial performance against strategic priorities
All schools in East Renfrewshire have comprehensive Pupil Support systems in place and we work closely with our partners in Social Work, Health and the Police. The school operates a multi-agency Joint Support Team to ensure that the best possible supports are available to pupils when they need them. The Child Protection Co-ordinator for the school is Suzanne Martin (HT). If you wish any further information or a copy of the school policy, please contact the school office. If you wish to discuss this important matter further, please make an appointment to see Suzanne Martin. If you are worried or know a child who could be at risk of abuse or neglect please speak to the Child Protection Coordinator or to a member of staff at one of the following numbers: Barrhead Social Work 0141 577 8300 Strathclyde Police Family 0141 532 4900 Office: Protection Unit: Clarkston Social Work 0141 577 4000 Standby Social Work Out 0800 811 505 Office: of Hours For more information go Important Addresses Director of Education - Mhairi Shaw Director of Education East Renfrewshire Council 211 Main Street Barrhead G78 1XB Telephone 0141 577 3404 Community Education Officer - Community Facilities Section East Renfrewshire Council Eastwood Park Giffnock G46 6UG Telephone 0141 577 3099 Clothing Grants/Free Meals - Customer First Telephone 0141 577 3001 Local Councillors - Alan Lafferty (Busby, Clarkston and Eaglesham) Alastair Carmichael Stewart Miller Located at - East Renfrewshire Council Eastwood Park Giffnock G46 6UG Telephone 0141 577 3000 For general enquiries: East Renfrewshire Council web address: Mediation: Psychological Services: School Holidays Scotxed: https//www.scotxed.net/default/aspx Twitter – East Renfrewshire:
Associated Establishments Cumnock Academy, Ayr Road Cumnock Mr. Angus McVake 01290 421228 Barshare Primary, Dalgleish Ave., Cumnock Mrs. Angela Hastings 422212 Greenmill Primary, Barrhill Road, Cumnock To be appointed 01290 421352 Logan Primary, Logangate Terrace, Logan Mrs. Annette McKinlay 421916 Netherthird Primary, Craigens Road, Cumnock Mrs. Kath Crombie 01290 421980 Hillside School, Dalgleish Ave. Cumnock Ms. Debbie Skeoch 423429 New Cumnock Early Years Early Years Childhood Centre Afton Bridgend, New Cumnock Mrs. Maria Clark McKay 01290 338593 Contact/Complaints Should you wish to comment on or make a complaint about any aspect of provision made by the establishment, you should contact the establishment in the first instance. Our aim is to resolve as many complaints as possible at the first point of contact.
NORTH AYRSHIRE COUNCIL Education and Youth Employment School Holiday & In-Service Arrangements: 2018/2019 Term Break Dates of Attendance Cumulative Holiday Total Cumulative Working Days Term 1 Term 2 Teachers (Inservice) Teachers (Inservice) Pupils return Teachers (Inservice) Close Pupils return Local Holiday Local Holiday Close Thurs Fri Mon Mon Fri Mon Fri Mon Fri 16 Aug 2018 17 Aug 2018 20 Aug 2018 24 Sept 2018 12 Oct 2018 22 Oct 2018 16 Nov 2018 19 Nov 2018 21 Dec 2018 5 7 85 Term 3 Mid Term Re-open Local Holiday Local Holiday Teachers (Inservice) Pupils return Close Mon Fri Mon Tues Weds Fri 7 Jan 2019 8 Feb 2019 11Feb 2019 12 Feb 2019 13 Feb 2019 29 Mar 2019 17 19 143 Term 4 May Day Re-open Close Teachers/ Pupils Return Teachers (Inservice) Close Mon Thurs Tues Mon Mon 15 Apr 2019 18 2019 23 April 2019 6 May 2019 27 May 2019 2 July 2019 29 31 32 67 195 Session 2019/20 Pupils return Mon 19 Aug 2019 attendance will be 190 days after deducting 5 in-service days. Section 2: School Procedures School Security
For a few children and young people their needs are so complex that professionals from two or more agencies need to work together over a significant length of time to enable the child to benefit from school education. The authority approach to staged intervention has been updated to ensure it is line with the CYP (2014) and ASL (2004) (amended 2009) Acts. The aim is to ensure children and young people get the right support at the right time. a child or young person has additional support needs, extra planning is required every time there is a move to a new class, new school or college. How far ahead this transition planning needs to start depends on the particular type of needs but for most children and young people with Additional Support Needs transition planning should start at least one year before the date of the planned move. Detailed advice on transition planning is provided in the Supporting Children’s Learning Code of Practice, which can be accessed at the following link: Dispute Resolution Procedures If you feel that things are not done properly to support your child then the Council has a range of ways to work with you to resolve any issues. You can ask at any time for a copy of the booklet called ‘Resolving Disagreements’. This booklet will give you ways to make sure your concerns are listened to and addressed. Further Support The following organisations are able to provide advice, further information and support to parents of children and young people with ASN. Enquire: Scottish Advice and Information Service for Additional Support for Learning Website: Helpline: 0345 123 2303 Email: Scottish Independent Advocacy Alliance Website: Telephone: 0131 260 5380 Email: Scottish Law Centre Website: http://www.sclc.org.uk/ Telephone: 0131 667 6333 Email: Getting It for Every Child – Ensuring their Wellbeing
Legislation……………………………......page 6 Education(Scotland) Act 1980 Parental Involvement Act 2006 Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002 Children and Young People (Scotland) Act 2014 Public Services Reform ( Scotland) Act 2010 Educational (Additional Support for Learning) (Scotland) Act 2004 and 2009 Standards in Scotland’s Schools etc. Act 2000 Family Law (Scotland) Act 2006 Policy……………………………............page 11 Pre-birth to three: positive outcomes for Scotland children and families Building the Ambition Curriculum for Excellence: Learning and teaching, assessment and reporting Parental involvement Attendance and absence Class size policy (primary) Clothing and clothing grants/dress code Comments, suggestions and complaints Online School Payments Data protection Social Networking and Social Media Placing requests Deferred entry to primary school/additional year of early leaning and childcare Early entry to primary school Early Learning and Childcare Admissions Policy Emergencies Enrolments and changes to pupil records Equalities Establishment inspections Excursions Looked after and accommodated young people Medical and health care Parental involvement Personal belonging claims Recruitment of staff School meals service/free school meal entitlement Transition Transport Improving Health and Wellbeing…....page 37 Spiritual, social, moral and cultural values Anti-bullying Oral health
relatives. Only written requests detailing the destination, the duration and the provision that will be made for their continuing education will be granted. The pupil will then be noted as an authorised absentee in the register. With no explanation from the parent, the absence is unauthorised. Class size policy In law, the present maximum number of children in classes in P1 is 25; P2 & P3 is 30; P4-P7 is 33. The exception to this is a composite class, which has a maximum size of 25. The Council allocates its staffing to primary schools to ensure that the maximum class sizes outlined above can be adhered to at all times. Your child may be placed in a composite class during primary education. Primary schools have children at seven year stages, P1 to P7. Composite classes occur where children from two or more year stages are grouped together eg P2/3 or, in the case of some small schools, P1/2/3. An information leaflet on composite classes is available online at: Early Childhood Centres are registered with the Care Inspectorate for a maximum number of children in specific age ranges. This will vary from centre to centre. Clothing Childhood Centres Children have the best fun when they are creative and activity-based work. We shall always try to make sure they wear aprons but accidents happen so please dress your child in suitable clothing. Please also make sure that your child has suitable outdoor clothing as outdoor learning takes place on a regular basis.
Solstice Day School Student/Parent/Guardian Handbook 2018-2019 7/18/2018 Table of Contents Mission Statement ………………………………………………………………….…… 3 Staff List ………………………………………………………………………………….. 3 Comprehensive Clinical Program ……………………………………………………… 4 Parent/Guardian Involvement ……………………………………………………........ 4 Rights of 18 Year Old Students ……………………………………………...........….. 4 Grading …………………………………………………………………..………………. 5
High Self-esteem reported Have been bullied in the last 12 months East Sussex 42% 17% Hastings 36% 19% Quite/Very unhappy with life at the moment happy with life at the moment East Sussex 16% 69% Hastings 16% 68% % GIRLS said they don't get enough sleep to stay alert & concentrate on school work % BOYS said they don't get enough sleep to stay alert & concentrate on school work East Sussex 26% 19% Hastings 26% 20% % looked after someone in their family on at least one day in the previous week who had an illness or disability. East Sussex 20% Hastings 23% Significantly higher than the East Sussex average No significant difference to the East Sussex average Significantly lower than the East Sussex average Smoking and Addictive Behaviours
School holiday timetable Monday 30th June – Sunday 15th July Monday Tuesday Wednesday Thursday Friday Saturday Sunday 6 - 7.15am Iyengar Yoga Lee 8 - 9.15am General Yoga Lucy REST 9.30-10.30 Gentle Yoga Simone 9.30 - 11am Yoga Jo 9.30 -11.15am Iyengar Yoga Experienced Lee 6 - 7.15pm Iyengar Yoga General Lee *Booking required for Iyengar Beginners Course 7.30 - 8.45pm General Yoga Milly / Simone 7.30 - 8.45pm Iyengar Yoga Beginners 8 week course Lee 7.30 - 8.45pm Back To Basics Lucy
COUNCIL: EDUCATION DEPARTMENT SCHOOL HOLIDAY ARRANGEMENTS 2017/2018 TERM DATES OF ATTENDANCE First Teachers return In-Service In-Service Pupils return Last day of school September Weekend September Weekend Re-open Last day of school In-Service Re-open Last day of school Monday 14 August 2017 Monday 14 August 2017 Tuesday 15 August 2017 Wednesday 16 August 2017 Thursday 21 September 2017 Friday 22 September 2017 Monday 25 September 2017 Tuesday 26 September 2017 Thursday 12 October 2017 Friday 13 October 2017 Monday 23 October 2017 Wednesday 20 December 2017 Second Re-open Last day of school In-Service Mid Term Mid Term Re-open Last day of school Thursday 4 January 2018 Thursday 8 February 2018 Friday 9 February 2018 Monday 12 February 2018 Tuesday 13 February 2018 Wednesday 14 February 2018 Thursday 29 2018 Third Re-open Last day of school May Day Re-open Last day of school May Weekend May Weekend In-Service Re-open Last day of school Monday 16 April 2018 Friday 4 May 2018 Monday 7 May 2018 Tuesday 8 May 2018 Thursday 24 May 2018 Friday 25 May 2018 Monday 28 May 2018 Tuesday 29 May 2018 Wednesday 30 May 2018 Wednesday 27 June 2018 Good Friday 30th March 2018 Easter Monday 2nd April 2018
effectiveness of intervention SDQ’s used to track effectiveness of SEMH interventions and provisions. Assess, Plan, Do, Review cycle will be fully embedded across the school. Summer 3.4 Ensure interventions are readily available for all four of the SEND Code of Practice Interventions to be purchased for cognition and learning, communication and interaction, social, emotional and mental health and physical and sensory. Children to be allocated appropriate interventions dependent on gaps in learning or emotional development. Teacher’s and TA’s to know and understand interventions are available. Interventions will be individual to a child’s individual needs. AH Cost of interventions Autumn Term Autumn Spring Summer 3.5 Devise a graduated response for the four areas of the SEND Code of Practice A consistent approach to tackling SEND and underperformance via a tailored avenue of support. Purchase of SENISS SLA. Purchase of Seedlings SLA. Purchase of sensory equipment. Signposting and referring to a wide range of agencies. A succinct progression through the support available both internally and externally. AH SLA cost for SENISS, Seedlings and EP time. £10,000 Spring term Autumn Spring Summer Monitoring and Evaluation methods Monitoring of intervention Learning walks and intervention observations Tracking of intervention data using Edukey Software school data tracking Headlines of evaluation
5.5 training including: behaviour management techniques, Developmental relational Trauma and C Poms Staff training on behaviour via the EP service. Staff training for developmental relational trauma (attachment.) Logging of all behaviour incidents on CPOMS which enables SLT to triangulate events with safeguarding, attendance and SEND. will have a comprehensive knowledge of why children mis-behave. Negative behaviour will be seen as communication and teachers will be able to unpick behaviour and understand why it occurred. The school will move from a reactive approach to behaviour to preemptive to support the holistic development of the children. SLT Behaviour training cost Developmental relational trauma training cost Summer term Autumn Spring Summer 5.6 The role of learning mentor to be adapted to meet the widening needs of the most vulnerable children Job description has been updated. Timetable expanded to reach more children. Resources purchased for new provisions. Re-design of intervention space to allow for therapeutic interventions. Learning mentor will be accountable to AH Learning mentor will more children and provide tailored support dependent on SDQ scores. Children will have access to a holistic environment and support package. AH and Learning Mentor NA Autumn Term Autumn Spring Summer Monitoring and Evaluation methods Assistant Head / Inclusion Manager to monitor Learning Mentor Monitoring cycle Pupil voice Headlines of evaluation Plan for focused priority 6
Staff leading on this priority – including partners Resources and staff development No. Quality Indicator Priority 4 Tasks to achieve priority Timescale and checkpoints Evidence of Impact > (data, observation, views) Staff leading on this priority – including partners Resources and staff development
Sexual orientation Please tick Bi-sexual Gay Man Gay Woman Heterosexual Prefer not to say Gender Please tick Female Male Transgender Prefer not to say Personal relationship Please tick Single Living together Married Civil Partnership Prefer not to say Religion or belief Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Jewish Muslim Sikh Any other religion (Write in) Prefer not to say Disability Do you consider that you have a disability? Please tick Yes - Please complete the grid below No Prefer not to say My disability is: Physical Impairment Sensory Impairment Mental Health Condition Learning Disability/ Difficulty Long standing illness Other Prefer not to say
124 MRS. MADHURI ASWAL LAB ASST. 21.09.1972 17.03.2011 TRAINED CONFIRMED 125 MRS. DEBARATI SEN COUNSELLOR 28.05.1973 14.03.2007 TRAINED CONFIRMED 126 MS. SALILA GARG SPECIAL EDUCATOR 17.05.1982 01.07.2014 TRAINED PROBATION 13. DETAILS OF SALARY BEING PAID TO THE TEACHING STAFF S.NO SCALE OF PAY PAY % DA HRA EPF 1 PGT 4800 80% 30% AS APPLICABLE 2 TGT 4600 80% 30% AS APPLICABLE 3 PRT 4200 80% 30% AS APPLICABLE 14 MODE OF PAYMENT OF SALARY Name of Bank through which salary is drawing The South Indian Bank , Sec – 27 Noida Through single Cheque transfer advice YES Individual Cheque NA CASH NA 15 LIBRARY FACILITIES Size of library in Sq. Ft 50 x 50 No. of Periodicals 2 No. of Dailies 3 No. of reference books class wise 5000 No. of magazines 18 Others 12974 16. Name of the Grievance/ redressal officer with E-mail, Ph. No, Fax No. Fr. J A Carvalho, , 0120-2476500 0120-2400095