zilongwang/ReadingBank huggingface dataset:
BN Healthcare is fully aware of the level of rigour expected from clients. A care that recognises and upholds dignity and respect. A care that comply with profession ethics, good practice and Care Act. We recognise and appreciate the prerequisite that our workers must deliver exceptional care with passion. Our client will require our worker to demonstrate that they can: Preserve the comfort and quality of life for each individual under your care committee to providing a person-centred service Support choice and independence in the residents Daily tasks - include supporting with washing and dressing, providing nutritional support, personal care and assisting with activities as and when required Be flexible, reliable and have a sense of warmth towards every life you are privileged to meet You may be required to be involved in care planning and assisting with the administration of medicine You must have up to date DBS Have a right to work NVQ level 2 in health and social care Evidence of mandatory training You must live within the area, preferably in Guilford Have Vehicle or means of travel Willing to work in different nursing homes Please email us at: Telephone: 07387428743/07958752336/02036454047/02036127183
Person Specification - Community Support Worker Essential Desirable Assessed by Qualifications/ Education Basic literacy & numeracy skills. Level 2 or 3 QCF award in Health & Social Care – Children or Adults, or willingness to commence award within the timescales set by the Trust Makaton Emergency First Aid Application/ Interview Work Experience Ability to undertake the full range of tasks, in a well planned way that respects & values the Tenants as individuals. Experience of working with or within statutory or voluntary agencies within a community setting. Application/ Interview Experience of working with people with disabilities and an awareness of their rights and needs. Awareness of community based projects/activities for Tenants. Application/ Interview Multi-disciplinary approach to meeting clinical, physical and emotional needs. Application/ Interview Skills and abilities Flexibility to respond to the needs of the project and Tenants. To assist with risk assessments the residential and community settings Interview Good communication and interpersonal skills Knowledge of the issues that Tenants with disabilities deal with on a day to day basis. Interview Good organisational and time management skills. I.T. Skills Application/ Interview Essential Desirable Assessed by
Skills and abilities Ability and resilience to work with behaviour, which may challenge, in a caring and consistent manner, including the maintenance of appropriate boundaries for behaviour. Interview/ Application Ability to work individually on shift using your own initiative and as part of a team, maintaining & encouraging, open and honest communication. Interview/ Application Knowledge Knowledge of the issues affecting disabled people Knowledge of the Domiciliary Minimum Standards, the Inspection process and Supported Tenancy Model Interview/ Application Knowledge of the Social Model of Disability and LDAF Interview/ Application Other Commitment to continuing personal and professional development. A clean driving licence held for twelve months Interview/ Application An enthusiastic, reliable and outgoing person with a level of maturity and skills and interests which can be utilised to engage with Tenants. Interview Additional information
Surname or family name All previous surnames All forenames Title Current Address Postcode Resident at this address since Home telephone number Mobile telephone number Date of birth Email address National Insurance Number Do you have a current full driving licence? Yes No Have you ever been subject to a child protection investigation by your employer or the General Teaching Council or Independent Safeguarding Authority? Yes No If YES please state separately under confidential cover the circumstances and the outcome including any orders or conditions. This will not be opened unless you are invited to interview. Do you require sponsorship (previously a work permit)? Yes No If YES please provide details separately 16. Are you related to or have a close personal relationship with any pupil, employee, or governor? Yes No If YES give details separately under confidential cover. This will not be opened unless you are invited to interview. 17. Are there any special arrangements which we can make for you if you are called for an interview and/or work based assessment? Yes No If Yes please specify, (e.g. ground floor venue, sign language, interpreter, audiotape etc). 11. DATA PROTECTION ACT 1998 The information collected on this form will be used in compliance with the Data Protection Act 1998. By supplying information, you are giving your consent to the information being processed for all employment purposes as defined in the Data Protection Act 1998. The information may be disclosed, as appropriate, to the governors, to Occupational Health, to the Teachers Pensions Agency, to the Department for Education, to ,
Asian or Asian British AIND Indian APKN Pakistani ABAN Bangladeshi CHNE Chinese AOTH Other Asian background Black or Black British BCRB Caribbean BAFR African BOTH Other Black background Other ethnic group OOTH Arab Write in: Prefer not to say REFU Religion Please tick Disability Do you consider that you have a disability? Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Hindu Jewish Muslim Sikh Any other religion write in Prefer not to say Yes Please complete the grid below No Prefer not to say My disability is: Please tick Physical Impairment Sensory Impairment Mental Health Condition Learning Disability/ Difficulty Long standing illness Other Prefer not to say Sexual Orientation Please tick Bi-sexual Gay Lesbian Heterosexual Other Prefer not to say Personal Relationship Please tick Single Living together Married Civil Partnership Prefer not to say Gender Please tick Female Male Transgender Prefer not to say
THIS FORM SHOULD BE RETURNED IN AN ENVELOPE MARKED ‘APPLICATION FORM’ TO: Noel-Baker Academy, Derwent Campus, Bracknell Drive, Alvaston, Derby DE24 0BR To help us reduce our costs, we do not automatically acknowledge receipt of application forms or write to unsuccessful applicants. IF YOU HAVE HEARD NOTHING WITHIN 2 WEEKS OF THE CLOSING DATE, PLEASE ASSUME THAT YOUR APPLICATION HAS BEEN UNSUCCESSFUL. Previous employment (most recent first and including any temporary, unpaid or voluntary work experience). The reason for leaving must be stated in every case. From (mth/yr) To (mth/yr) Employer’s name and address Job title Reason for leaving (start date) (end date) (employer's name and address) (job title) (reason for leaving) (start date) (end date) (employer's name and address) (job title) (reason for leaving) (start date) (end date) (employer's name and address) (job title) (reason for leaving) (start date) (end date) (employer's name and address) (job title) (reason for leaving) (start date) (end date) (employer's name and address) (job title) (reason for leaving) (start date) (end date) (employer's name and address) (job title) (reason for leaving) Education – Proof of qualifications may be required at interview. From (mth/yr) To (mth/yr) Secondary school/ College/University attended (inc. part-time) Qualifications gained or pending (please state subject and level) Grade (start date) (end date) (school/college/university) (qualification, subject and level) (grade) (start date) (end date) (school/college/university) (qualification, subject and level) (grade) (start date) (end date) (school/college/university) (qualification, subject and level) (grade) (start date) (end date) (school/college/university) (qualification, subject and level) (grade) (start date) (end date) (school/college/university) (qualification, subject and level) (grade) Membership of professional bodies – Proof of membership may be required.
2nd grade 6 composition notebooks (NOT Spirals), wide-ruled 2 pocket folders with brads 2 pocket folders without brads 2 boxes of 24 count crayons 2 boxes of washable markers 2 packages of colored pencils 60 #2 Pencils (not mechanical) – Ticonderoga brand preferred 1 pencil bag with metal zipper 1 pair of student scissors 1 12-inch standard ruler 4 big pink erasers 6 or more glue sticks 1 bottle glue 3 large boxes of tissues 2 bottles of hand sanitizer 2 tubs of Clorox wipes 1 box quart size Ziploc bags (boys bring) 1 box gallon size Ziploc bags (girls bring) ------------------------------------------------- The following has been requested for FLES (Spanish) by Mrs. Granados: * 1 RED folder (2nd grade has been assigned red folders) * 1 composition notebook *1 pair of scissors All grade levels will share pencils, crayons and scissors. So, names of students are not necessary on the supplies. ------------------------------------------------------------------ * PLEASE NOTE: Supplies may need to be replenished throughout the school year so if you find a great deal, stock up! Also, please do not write your child’s name on these materials. We’re going to collect, store, and share family-style! 3rd grade *Please label the following items with your child’s name. *1 - 1 inch 3-ring binders *1 set of dividers for the binder
Support Groups: Topic Name WI/RR Day/Time Location Other Amputation/ Limb Loss UM Community Amputee Network (U-CAN) (for amputees and family members) First Tuesday of each month, 5:30—7:30 pm UM Orthotics & Prosthetics Center 2850 S. Industrial Hwy., Suite 400 Ann Arbor, MI 48104 For more information, call Shauna Mote, 734-975-7449 Arrhythmia ICD Connection (Adult Group) – ICD - implantable cardioverter defibrillator This group has been providing support & education since 1988. Register Meet 4 times/year (September, December, March and June). UMHS Campus University Hospital (March & September) Towsley Center (December) Island Park (June – picnic) Annual newsletter for patients Register to attend by calling Roxanne Smith – Arrhythmia Young ICD Connection (for children, teen, and young adult ICD recipients & their families) This conference has been since 1996. Register October (annual conference - all day event) Ann Arbor During event, have some small group sessions for children, teens, men, women, parents, and spouse/significant other. Contact person is Contact person is Roxanne Smith (734) 232-4177. See also Facebook group “Young ICD Connection” Arrhythmia ICD Patient Ambassador Program (ICD recipient matched to new ICD recipient) Register N/A N/A Call Roxanne Smith – Heart Heart Transplant & VAD Walk-In First Friday of each month University Hospital, For information please
Transplant/ Ventricular Assist Device (Pre- & Post-Treatment) for transplant and VAD patients, and their families (exceptions noted: July 8th & September 9th). 10:00am – 12:00 noon Second Floor, 2C224 contact: Ruth Halben at or Jennifer Reinstein-Campbell at or Erin Spangler, phone 734-615-7625. Ventricular Assist Device (VAD) VAD Patient & Family Support Group Adult Heart Transplant & Center for Circulatory Support Walk-In For information please contact: Ruth Halben at or Erin Spangler, phone 734-615-7625 Adapted from (Cancer Center) Control # 488 Last reviewed: March 2012
Contact Channels and Details Guidance Note: Update, amend or add to the standard text in the table as required. Type Details Information Client contact Phone Email Self Service Portal (SSP) 020 7882 8888 its-helpdesk@qmul.ac.uk https://helpdesk.qmul.ac.uk/ Call submission: 24/7 Manned Mon-Fri 8:00 - 18:00 plus NorMAN out-of-hours service Email submission: 24/7 SSP Submission: 24/7 Internal escalations to 2nd and 3rd line support Referrals from the Service Desk via LANDesk ticket Support Hours: Mon-Fri 8:00 - 18:00 SSP Submission: 24/7 External escalations Phone Email Usually contacted by 2nd or 3rd line support teams Functional Escalation Levels Guidance Note: Update, amend or add to the standard text in the table as required.
Table of Contents Introduction - Preparing for Census Day 3 Before running the school census 6 Support on running the school census 8 Create and Validate your census Return 15 Resolving “Errors” and “Queries” 16 Double checking your data 19 Authorising your Census return 20 Uploading your Census file to COLLECT and ERICA 21 Appendix A – How to do a “Dry Run” 22 Appendix B – Bulk Update 23
Right click anywhere in the window in the white space to display the context menu, left click the Paste option and you should see the html file in the window. Alternatively, use the Edit/upload option to browse for the relevant file. Close ERICA. The Process is now complete. Thank you Next School Census: Thursday 6th Oct 2016 Appendix A How to do a “Dry Run” In order to do a Dry Run of the census you must have at least Capita Sims.net version 7.168. If you require version update, please visit http://ictservices.nottscc.gov.uk/news/support. Select “Routines – Statutory Returns – School Census” to display the Census browser. Ensure the Term field is “Summer 2016”. Click the “New” button to display the Census Return Details. To distinguish your dry run from the actual return, key the name “Dry Run” in the Description field. In panel one click the “Calculate all Details” button. Click the “Create & Validate” button to validate your data. When the validation routine is complete, the “Validation Errors Summary” will display any Red “Errors” or Black “Queries”. Try to resolve as many errors/queries as you can, they will stay on your list until you click the “Create & Validate” button again. Do not be concerned if you get a large number of errors, most can be fixed using the Bulk Update function – Appendix B. Other ways of ensuring your data is correct is to check the “Summary Report” and the “Detail Reports” dropdown which will show exactly which data is being collected. Once a detail report is open you can right click and choose Export to Microsoft Excel, this will enable you to manipulate or sort the data as you wish. Appendix B “Bulk Update” Function There may be data which needs to be added/amended for many pupils but to go into each pupil record would be very time consuming. This can be done more effectively by using the Bulk Update routine. You can use Bulk Update for the following fields: First Language Ethnicity SEN Status SEN Need Mode of Travel Service Children G & T Subject
You can also use the Bulk Update routine as an easy and quick way to identify which pupils have missing data (these notes explain how to find pupils who do not have an Ethnicity). Select “Routines - Pupil (or Student) - Bulk Update” Click the “Search” button and only pupils without an Ethnicity will be displayed Now you can just left click in the correct Ethnicity column for each individual pupil, and a tick will appear in the box for that pupil. You can also right click on a column header and choose “check all” which will put a tick in all boxes in that column. Click on Save when finished.
Competences – Support Officer Competency Definition Level Oral communication Communicates in a way that is unambiguous using appropriate terminology and non-verbal communication, providing accurate data that influences and informs the recipient. Level A - Takes responsibility for effective communication utilizing correct language that the listener/s understands. Written communication Expresses ideas clearly in a well structured manner, using correct grammar and appropriate terminology. Uses a variety of media. Level A - Writes error free written documents. Sensitivity Shows awareness of the diversity of those they work with and for and is aware of their own influence both. Recognises the impact of own behaviour on others. Level B - Recognises, understands and responds to feelings and needs of others, even when they may be very different to their own. Coaching and motivating Directing and guiding others in the performance of their tasks. Establishing a spirit of working together to set and achieve goals. Level A - Gives supervision and feedback to others when they ask for it or when there is another immediate reason for doing so. Team working/ working with others Contribute actively on issues/solutions even when the issue is not the responsibility of the individual. Level A - Work with others internally and externally to deliver solutions/results. Customer focus Understand customer needs and requirements and act accordingly. Ensuring high level of service delivery to deliver customer satisfaction. Level A - Able to engage fully with audience to provide the required service expected Results Orientation Actively focused on achieving results and objectives. Level A - Works purposefully to achieve objectives and tasks on time and as agreed.
SUPPORT STAFF APPLICATION FORM Please use black pen when completing this form Application for the post of Advertised at school Applicants details Last name First name Any other last names Title Address Postcode Day time contact no. Evening / Mobile no Email address Education and qualifications Secondary / further education Establishment (Name & town) Dates Qualification / Grade / Date awarded From To
Schools, Colleges, Universities or attended (including part-time) Date From Date To Qualifications gained including subjects, grades or results expected, details of awarding body and date of award Any other relevant qualifications or records of achievement (e.g. courses attended), including membership and status of any relevant Professional or Technical Associations
Personnel monitoring information Lewisham Council has an equal opportunities policy and is keen to ensure that it is working efficiently. The information you provide in this section will be used for statistical monitoring only and is not part of the interview selection process. (Please tick the appropriate box) Gender, Age and Date of Birth: Female Age: Date of birth: Male Ethnic Origin: How would you define your ethnic origin. (2001 Census categories) White Mixed Asian or Asian British British White and Black Caribbean Indian Irish White and Black African Pakistani Turkish/Turkish Cypriot White and Asian Bangladeshi Any other white background Any other mixed background Tamil Any other Asian background Black or Black British Chinese or other ethnic group Decline to state Chinese African Vietnamese Any other black background Any other ethnic group Sexual Orientation: How would you define your sexual orientation. Religion/Belief: What is your religious belief. Bisexual Buddhist Jewish Gay Christian Muslim Heterosexual Hindu Sikh Lesbian Other Decline to state Decline to state Do you consider yourself disabled? Yes No Decline to state (Note: the Disability Discrimination Act says that this would be “a substantial or long term physical or mental impairment or health issue which could adversely affect your ability to carry on normal day to day activities”) Examples of Disabilities – the following list of conditions or impairments is given as a guide only and is not meant to be exclusive. We have provided this list as it may help you to answer the question Hearing, speech or visual impairments (if you wear glasses or contact lenses this is not normally considered a disability) Co-ordination, dexterity or mobility (eg polio, spinal cord injury, back problems, repetitive strain injury) Mental health (eg schizophrenia, depression, severe phobias) Speech Impairment (eg stammering) Learning Disabilities (eg Down’s Syndrome) Other physical or medical conditions (eg diabetes, epilepsy, arthritis, cardiovascular conditions, haemophilia, asthma, cancer, facial disfigurement, sickle cell, dyslexia, etc)
From To Cert, Diploma, Degree, Higher Degree, etc. Awarding body Class/Result Date gained/expected Mth Yr Mth Yr 7. EDUCATION/QUALIFICATIONS (most recent first) From To Name of School/College Subjects Type of Exam Grade Date gained Mth Yr Mth Yr
4a. EXPERIENCE (This should include paid and unpaid employment, work experience, placements etc). Please list most recent first. Organisation Role Salary (if applicable) Date employed Reason for leaving From To 4b. Please specify all time not accounted for above with dates and reasons
Full Chronological History Please provide a full history in date order, most recent first, since leaving secondary education, including periods of any post-secondary education/training, and part-time and voluntary work as well as full time employment, with start and end dates, explanations for periods not in employment or education/training, and reasons for leaving employment. Job title or positon Name and address of school, other employer, or description of activity Number on roll and type of school, if applicable Full or part-time Dates (DD/MM/YYYY) Reason for leaving From To Please enclose a continuation sheet if necessary.
Secondary Education and Qualifications (e.g. GCSE) Name of school/college From To Examination passed (i.e. A Level, GCSE), subject and grade Further or Higher Education Please provide details of any recognised qualifications or courses attended which are relevant to the job application. Name of FE college, university or awarding body Dates Full or part-time Qualifications obtained From To
Please provide a full employment history in date order, most recent first, since leaving secondary education, including periods of any education/training, work experience, part time and voluntary work, as well as full time employment. Give start and end dates, explanation for periods not in employment/training and reasons for leaving employment 3. PREVIOUS EMPLOYMENT Job Title/Position Employer’s name/address Dates (dd/mm/yyyy) Reason for Leaving From To 4. BREAKS IN EMPLOYMENT Dates (dd/mm/yyyy) From To Reason for break in employment 5. QUALIFICATIONS (Secondary/Further/Higher Education & Qualifications) Name of School/College/ University Dates (dd/mm/yyyy) Qualifications gained/pending with grades and dates From To
Education, Qualifications and Training School, College and University leavers should indicate those examination results awaited. Proof of qualifications will be asked for. Secondary School/College/ University/Institute Dates Qualifications Gained/ Non-Qualification Courses Grade (if applicable) Date From To Membership of Professional Bodies Grade Date from Previous Employment (Most recent first. Do not leave any gaps from when you left full time education.) Employer Job Title Salary Dates Reason for leaving From To Page 2
Secondary Education and Qualifications (e.g. GSCE) Name of school/college From To Qualifications gained Further or Higher Education Please provide details of any recognised qualifications or courses attended which are relevant to the job application. Name of FE college, university or awarding body Dates Full or part-time Qualifications obtained From To
Part 3: Equality and Diversity Monitoring This section will be separated from part 1 and part 2. Collection of equality information is solely for monitoring purposes to ensure that our policies and procedures are effective. We also collect this data in accordance with the general and specific public sector equality duties under the Equality Act 2010. Any data you enter onto this monitoring form will only be used for monitoring purposes and will not be used in assessing and or scoring your application or during the interview process. This information is kept fully confidential and access is strictly limited in accordance with the Data Protection Act. Ethnicity Workforce census code Please tick White WBRI British English Welsh Northern Irish Scottish WIRI Irish WIRT Traveller of Irish Heritage WROM Gypsy / Roma WOTH Any other White background Mixed MWBC White and Black Caribbean MWBA White and Black African MWAS White and Asian MOTH Any other Mixed background Asian or Asian British AIND Indian APKN Pakistani ABAN Bangladeshi CHNE Chinese AOTH Any other Asian background Black or Black British BCRB Black – Caribbean BAFR Black – African BOTH Any other Black background Other ethnic group ARAB Arab CHNE Chinese REFU Refused/Prefer Not to Say OOTH Any other ethnic group Sexual orientation Please tick Bi-sexual Gay Man Gay Woman Heterosexual Other 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 Hindu 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
Secondary Education and Qualifications (e.g. GSCE) Name of school/college From To Qualifications gained Further or Higher Education Please provide details of any recognised qualifications or courses attended which are relevant to the job application. Name of FE college, university or awarding body Dates Full or part-time Qualifications obtained From To
Data Protection The information collected on this form will be used in compliance with Data Protection regulations. By supplying information, you are giving your consent, if appointed, to the information being processed for all employment purposes as defined by statute. The information may be disclosed, as appropriate, to the governors, to Occupational Health, to the Teachers Pensions Agency, to the Department for Education, to pension, payroll and personnel providers and relevant statutory bodies. This form will be kept strictly confidential but may be photocopied and may be transmitted electronically for use by those entitled to see the information as part of the recruitment process. When the recruitment process is completed, your form will be stored securely for a maximum of six months then securely destroyed, unless you are employed as a result of this recruitment process in which case this application form will be retained as part of your personnel record. Notes (a) Under the Criminal Justice & Courts Services Act 2000 it is an offence for an individual who has been disqualified from working with children to knowingly apply for, offer to do, accept, or do any work in a ‘regulated position’. The position you are applying for is a “regulated position”. (b) Canvassing, directly or indirectly, an employee or governor will disqualify the application. (c) Candidates recommended for appointment will be required to provide a satisfactory Enhanced DBS certificate and complete a pre-employment medical questionnaire and may be required to undergo a medical examination. (d) This organisation is under a duty to protect the public funds it administers, and to this end may use the information you may provide as part of the recruitment process for the prevention and detection of fraud. It may also share this information with statutory bodies responsible for auditing or administering public funds for these purposes. Declaration I certify that, to the best of my knowledge and belief, all particulars included in my application are correct. I understand and accept that providing false information will result in my application being rejected or withdrawal of any offer of employment, or summary dismissal if I am in post, and possible referral to the police. I understand and accept that the information I have provided may be used in accordance with paragraph 10 above, and in particular that checks may be carried out to verify the contents of my application form. Signature of Applicant: Print Name: Date:
Application For: ……………………………………………………………… Grade: ………… Surname Other Names Title: Mrs/Ms/Mr Home Address Telephone Numbers: Home: Work: Mobile: Email Address: National Insurance No: Current Full Driving Licence YES/NO Vehicle Owner YES/NO Correspondence address (if different from above) Name and address of present (or last) Employer Job Title Date Appointed Salary/Grade Date of Leaving Duties and Responsibilities of your present (or last) position OTHER EMPLOYMENT - please show names and addresses of previous employers - most recent shown first: Dates Job Title From To
Other relevant qualifications or records of achievement Please provide details of any other relevant qualifications or records of achievement (e.g. courses attended), including membership of professional bodies. Continue on a separate sheet, if necessary. Please note, if you are appointed we will need to see your original qualification certificates. Professional Qualifications etc. Qualifications and/or Grades obtained Dates from - to Level of achievement
Full Chronological History Please provide a full history in date order, most recent first, since leaving secondary education, including periods of any post-secondary education/training, and part-time and voluntary work as well as full time employment, with start and end dates, explanations for periods not in employment or education/training, and reasons for leaving employment. Job title or positon Name and address of school, other employer, or description of activity Number on roll and type of school, if applicable Full or part-time Dates (DD/MM/YYYY) Reason for leaving From To Please enclose a continuation sheet if necessary.
Part 3: Equality and Diversity Monitoring This section will be separated from part 1 and part 2. Collection of equality information is solely for monitoring purposes to ensure that our policies and procedures are effective. We also collect this data in accordance with the general and specific public sector equality duties under the Equality Act 2010. Any data you enter onto this monitoring form will only be used for monitoring purposes and will not be used in assessing and or scoring your application or during the interview process. This information is kept fully confidential and access is strictly limited in accordance with the Data Protection Act. Ethnicity Workforce census code Please tick White WBRI British English Welsh Northern Irish Scottish WIRI Irish WIRT Traveller of Irish Heritage WROM Gypsy / Roma WOTH Any other White background Mixed MWBC White and Black Caribbean MWBA White and Black African MWAS White and Asian MOTH Any other Mixed background Asian or Asian British AIND Indian APKN Pakistani ABAN Bangladeshi CHNE Chinese AOTH Any other Asian background Black or Black British BCRB Black – Caribbean BAFR Black – African BOTH Any other Black background Other ethnic group ARAB Arab CHNE Chinese REFU Refused/Prefer Not to Say OOTH Any other ethnic group Sexual orientation Please tick Bi-sexual Gay Man Gay Woman Heterosexual Other 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 Hindu 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
CURRENT EMPLOYMENT STATUS Title of present/most recent job: Name & Address of employer: Date appointed: Date left (if applicable): Reason for leaving (if already left): Permanent or Temporary: Part Time or Full Time: Salary per annum: Salary point: Other Allowance (please specify): Notice Period: EMPLOYMENT HISTORY Please give deatils of ALL full and part time work as well as particulars of ALL paid or unpaid employment experience e.g. commercial experience, raising a family, youth work, voluntary work or periods when you were not employed. Please complete the columns by entering the most recent first. PLEASE DO NOT LEAVE ANY GAPS IN THIS HISTORY (continue on a separate sheet if necessary) Type of experience/post title Name & Address of employer Reason for leaving Dates From To
STUDENT SUPPORT STAFF LIST 2017/18 Inclusion Progress Leader – Year 7 Anna Hogg ahogg@priorysouthsea.org Progress Leader – Year 8 Sarah Fairs sfairs@priorysouthsea.org Progress Leader – Year 9 Victoria Usher vusher@priorysouthsea.org Progress Leader – Year 10 Nicola Robinson nrobinson@priorysouthsea.org Progress Leader – Year 11 Michelle Chadwick mchadwick@priorysouthsea.org Pastoral Outreach Worker Katherine Hughes khughes@priorysouthsea.org Pastoral Support Worker Karrie Williams kwilliams@priorysouthsea.org Inclusion Officer / Safeguarding Officer Lisa Kent lkent@priorysouthsea.org Pastoral Support Manager / Deputy Safeguarding Officer Lucy Pharoah lpharoah@priorysouthsea.org Main School email priory@priorysouthsea.org School Reception reception@priorysouthsea.org Welfare Officer Jackie Harris jharris@priorysouthsea.org Attendance attendance@priorysouthsea.org Student Contact Details Barbara Page bpage@priorysouthsea.org This staff list is accurate at time of printing, November 2017. Please see School website for most up-to-date list or contact should you not receive a response.
NCHSA 2017 Support Staff of the Year Application Form Be sure to complete form below in its entirety. All fields are REQUIRED. Please type or print in ink clearly. Name of Nominee Today’s Date Mailing Address of Nominee City State Zip Phone Email Name of Local Head Start Program Cluster Mailing Address of Local Head Start Program City State Zip Phone Fax E-Mail Name of Head Start Grantee (if different from local program) City State Zip Phone Fax Printed Name of Head Start Director Signature of Head Start Director Applications must be RECEIVED no later than Friday, January 5, 2018.
Date support tool completed: Checklist: Reference Hazard identification and risk assessment s.352H WSSR s. 23(d) DM What are the name/s of the relevant local disaster management plans (LDMPs) covering the areas identified in the EAP for an emergency event/s of the dam? s.352H WSSR s. 23(d) DM Standard, Component 1, Key Outcomes 1.1, 1.2 and 1.3 For each dam hazard, does the EAP clearly identify the area likely to be affected by a dam hazard event or emergency event arising from the dam hazard, including, for example, by attaching to the plan maps showing areas vulnerable to flooding if the event were to happen? Yes ☐ No ☐ Reference Hazard mitigation and risk reduction s. 352H WSSR s. 23(d) DM Standard, Component 2, Key Outcome 2.2 Does the dam owner and relevant local government/s provide an education program for the PAR and the broader community about the EAP that aligns with the relevant DDMP? Yes ☐ No ☐ s. 352H WSSR s. 23(d) DM Standard, Component 2, Key Outcome 2.3 Does the dam owner and local government perform any other risk reduction activities that align with the relevant DDMP? For example, evacuation planning? Yes ☐ No ☐ Reference Preparedness and planning s. 352HC WSSR EMAF Principles Have any DDMG member/s participated in the development of this EAP? Yes ☐ No ☐ If yes, please indicate the level of collaboration with the dam owner in the development: Minimal Good Comprehensive EMAF Principles Was the DDMG invited by the local government or its LDMG to participate in their assessment of the EAP? Yes ☐ No ☐ EMAF Principles Standard, Component 3, Key Outcomes 3.1 and 3.2 Have any DDMG member/s participated in an exercise or testing of the EAP in the last 12 months? Yes No s. 352HC WSSR s. 23(d) DM EMAF Principles, Standard Component 3 Key Outcome 3.3 Is the DDMG aware of learnings captured from exercises or events (including any disaster management review recommendations) implemented in the EAP? Yes ☐ No ☐ Reference Emergency communications
Descriptor Communication and Clarification Presents clear messages using a range of techniques. Identifies active listening as a key component to effective communication. Appropriately influences others. Is concise and persuasive with a wide range of audiences. Effectively promotes Brighter Futures’ values, purpose and services. Creativity, Innovation & Adaptability Proactively sources and develops ideas. Solves problems, bringing improvements to services and resources. Modifies style and approach to achieve goals and effectiveness. Commitment & Customer Focus Committed to and focused on the views and needs of customers and other stakeholders. Ensures that customer needs are at the core of Brighter Futures service provision and take a non-judgemental approach to issues. Remains resilient and positive in seeing things through. Relationships & Team Working Develops and maintains positive relationships with a variety of people. Appropriately networks internally and externally for the benefit of Brighter Futures, its services and customers. Displays self-awareness, respect and integrity in all relationships. Respect, Integrity & Open Mindedness Understands and works within Brighter Futures commitment to equality and diversity. Respects and values the diversity of colleagues, customers and the wider operational environment. Understands and respects other people’s points of view. Demonstrates commitment to enhancing and developing Brighter Futures services in line with principles of equality and diversity. Accountability, & Development Takes ownership, meets responsibilities and honours commitments. Is open and committed to continuous development. Applies new information and learns from experiences. Shares knowledge and learning and recognises own strengths and areas for development. Is open to receiving feedback about own performance. Can identify and discuss own mistakes and failings and takes steps to rectify them to improve performance. Presents a calm, competent and professional image to customers and other employees. Engaging with and Supporting Change Is proactive, responsive and adaptable. Inspires others to positively engage with changes. Constructively and appropriately challenges change appreciating Brighter Futures need to remain flexible and break from tradition for the benefit of the customers and the mission of the organisation. Remains resilient and sees things through and is able to remain effective under pressure.
Person Specification Knowledge (What knowledge is required to enable the person to be successful in this role?) Essential: Desirable: Tested By Reliable Hard-Working Able to work confidentially both independently and as part of a team. Caring. Empathetic. Willingness to attend training. Willingness to work towards a National Vocational Qualification in Health and Social care. Good record keeping ability. Car Driver Hard Working Full UK Driving License Own Car Previous experience in Care setting Skills and Experience (What skills or experience are required to enable the person to be successful in this role?) Essential: Desirable: Tested By Be able to communicate clearly and effectively and have the ability to understand and be understood. Good literacy and numeracy skills. Ability to work within a multidisciplinary team. Able to report on service user’s condition, in a clear concise manner, both written and verbally Able to use on initiative and work with minimal supervision but ask for help or advice from senior staff when needed Good basic hygiene and infection control skills and understanding of both Computer Literate Qualifications and Special Training (What is the level of education that is required to enable the person to be competent in this role?) Essential: Desirable: Tested By First Aid including CPR Certification Food Hygiene Certification Medication Awareness SOVA, MCA and DoLS Certification. Good Written and Verbal Communication skills NVQ level 2/3 in Health and Social Care
WATERMAN ELEMENTARY SCHOOL SCHOOL SUPPLY LIST – 2018-2019 FOURTH GRADE FIFTH GRADE Please mark the following items with your student’s name: Please mark the following items with your student’s name: 3 Packs of 24, #2 pencils – No Mechanical pencils! Colored Pencils (24 box is best) One Pair Scissors Colored Pencils (24 box is best) One Pair Scissors 1 ruler 2 composition notebooks 3 Notebooks (Spiral or Composition) 2 Pkg. Cap Erasers 3 One Subject Spiral Notebooks (100-120 sheets) Pencil Pouch (to carry pencils, scissors and erasers) Pencil Pouch (to carry pencils, scissors and erasers) 6 large or 12 small glue sticks 2 Pkg. Cap Erasers 5 Pocket Folders (without brass fasteners in the center) 4 Plastic Pocket Folders with Holes (without brass fasteners in the center) red 1 plain 3 ring binder with pockets (1 inch) homework folder, blue science, yellow math, purple reading/writing 1 box of Crayola Fine Line Markers (for Art) These items will be collected for the class to use. Do not write your child’s name on: If you would like to donate the following: 3 Packs of 24, #2 pencils – No Mechanical pencils! Boxes of Tissues Bottles of Hand Sanitizer 6 large or 12 small glue sticks 2 Boxes of 200 or more Tissues 1 package of black dry erase markers 1 package of yellow highlighters MRS. WRIGHT’S CLASS 1 Black fine tip sharpie (for Art) 2 boxes of wipes - Diaper Wipes or Clorox Wipes Optional donations: Clorox wipes paper towels 2 boxes of tissues Ziploc bags individual hand held pencil sharpener 4 – “Chunky” Pencils (Primary) 1 Bottle Hand Sanitizer Thick Crayola Markers 8- Glue Sticks MR. GULLMAN’S CLASS 2 boxes of tissues 4 glue sticks 2 boxes of Clorox wipes 8 No. 2 pencils
Schedule 3 Regulation 26 (2) Qualifying Carer’s Assessment should only be used by social workers or the accommodation officer who have read, understood, and are familiar with the accompanying guidance notes. FRONT SHEET Name of applicant(s) Social worker’s/Accommodation officer’s recommendation Name of Supported Lodgings service Wiltshire Council Family Placement: Supported Lodgings Team Address County Hall Trowbridge BA14 8JN Name of social worker or accommodation officer Email Telephone 01225 716510 Name of team manager Email Telephone 01225 716510 Date application accepted Date assessment completed Date assessment updated
Caring for children/young people: teaching independent skills e.g. budgeting, cooking, shopping, cleaning and health appointments Analysis: Working effectively with others Analysis: Understanding identity and diversity e.g. gender, faith, ethnic origin, cultural and linguistic background, sexual orientation
About your household and family Please give details of everyone who lives with you (children and adults) and state their relationship to you, other than applicant 1 and 2 Name Any names previously used Gender Date of birth Ethnic background Relationship to applicant (s) Name and address of current school or last school attended if have left school in last 5 years and date left school (if applicable) Your children, including adult children, not living in your household Please give details of your children/adult children who do not live with you (this applies to both applicants): Name Any names previously used Gender Date of birth Ethnic background Relationship to applicant (s) Name and address of current school or last school attended. If left school in last 5 years, date of leaving school (if applicable). Plus current address and telephone number.
Have you or any member of your household had contact with social services, if so who has had contact and for what reason? Member of household Date of birth Dates (from – to) Name of local authority or council Reason Have any of your children been involved with the Youth Offending team as a result of criminal activity? If yes please give details: Name Any names previously used Gender Date of birth Dates Name of youth justice worker
Thursday 3.50 – 4.50 S5/6 Badminton 01/02 – 22/03 R Harvey 3.50 – 4.50 S4/5/6 Geography 01/02 – 22/03 M Macdonald 3.50 – 4.50 S5/6 Hospitality 01/02 – 22/03 L McConnell Friday 3.00 – 4.00 S4/5/6 Biology 02/02 – 23/03 N Scobie 3.00 – 4.00 S5/6 Chemistry 02/02 – 23/03 S McDermid 3.00 – 4.00 S5 Physics 02/02 – 23/03 S Dadgostar 3.00 – 4.00 S4 Physics 02/02 – 23/03 E Henderson Saturday 10.00 – 12.00 S4/5/6 Art 03/02 – 17/03 E Kilbride 10.00 – 11.30 S5/6 P.E. portfolio prep. 10/02 – 24/03 T McWaters 11.00 – 12.00 S5 Physics 03/02 – 24/03 S Dadgostar
Supported Study Programme Week Beginning Monday 15.15-17.45 Tuesday 15.45-16.45 Wednesday 15.20-16.20 Thursday 15.45-16.45 Friday 14.55-15.55 Saturday Morning 19th February Graph Com N5/H PE N5 Prac Craft N4 Physics N5 Biology H English N5/H Maths H Drama N5 Admin H Art N5 Spanish N5 Prac Craft N5 Des & Man N5/H Modern Studies N5/H Politics H History N5/H Geography N5/H History AH Chemistry N5 Physics H English N5 Maths N5/H Drama H Music H/AH Art N5/H Business H PE H Biology N5 Chemistry H English N5/H Maths N5/H Music N5 Art AH Spanish H PE N5/H English AH Art N5/H/AH (10-12) 26th February Hospitality N5 Graph Com N5/H PE N5 Prac Craft N4 Physics N5 Biology H English N5/H Maths H Drama N5 Admin H Art N5 Spanish N5 Prac Craft N5 Des & Man N5/H Modern Studies N5/H Politics H History N5/H Geography N5/H History AH Chemistry N5 Physics H English N5 Maths N5/H Drama H Music H/AH Art N5/H Business H PE H Biology N5 Chemistry H English N5/H Maths N5/H Music N5 Art AH Spanish H PE N5/H English AH Hospitality N5(9.30-12) Art N5/H/AH (10-12)
Week Beginning Monday 15.15-17.45 Tuesday 15.45-16.45 Wednesday 15.20-16.20 Thursday 15.45-16.45 Friday 14.55-15.55 Saturday Morning 5th March Graph Com N5/H PE N5 Prac Craft N4 Physics N5 Biology H English N5/H Maths H Drama N5 Admin H Art N5 Spanish N5 Prac Craft N5 Des & Man N5/H Modern Studies N5/H Politics H History N5/H Geography N5/H History AH Chemistry N5 Physics H English N5 Maths N5/H Drama H Music H/AH Art N5/H Business H PE H Biology N5 Chemistry H English N5/H Maths N5/H Music N5 Art AH Spanish H PE N5/H English AH Art N5/H/AH (10-12) 12th March Hospitality N5 Graph Com N5/H PE N5 Prac Craft N4 Physics N5 Biology H English N5/H Maths H Drama N5 Admin H Art N5 Spanish N5 Prac Craft N5 Des & Man N5/H Modern Studies N5/H Politics H History N5/H Geography N5/H History AH Chemistry N5 Physics H English N5 Maths N5/H Drama H Music H/AH Art N5/H Business H PE H Biology N5 Chemistry H English N5/H Maths N5/H Music N5 Art AH Spanish H PE N5/H English AH Hospitality N5(9.30-12) Art N5/H/AH (10-12)
Week Beginning Monday 15.15-17.45 Tuesday 15.45-16.45 Wednesday 15.20-16.20 Thursday 15.45-16.45 Friday 14.55-15.55 Saturday Morning 19th March Graph Com N5/H PE N5 Prac Craft N4 Physics N5 Biology H English N5/H Maths H Drama N5 Admin H Art N5 Spanish N5 Prac Craft N5 Des & Man N5/H Modern Studies N5/H Politics H History N5/H Geography N5/H History AH Chemistry N5 Physics H English N5 Maths N5/H Drama H Music H/AH Art N5/H Business H PE H Biology N5 Chemistry H English N5/H Maths N5/H Music N5 Art AH Spanish H PE N5/H English AH Art N5/H/AH (10-12) 26th March Graph Com N5/H PE N5 Prac Craft N4 Physics N5 Biology H English N5/H Maths H Drama N5 Admin H Art N5 Spanish N5 Prac Craft N5 Des & Man N5/H Modern Studies N5/H Politics H History N5/H Geography N5/H History AH Chemistry N5 Physics H English N5 Photography H Maths N5/H Drama H Music H/AH School Finishes at 2.30 pm Holiday Holiday
Section 1 Supported Wage System Overview Introduction The purpose of the Supported Wage System (SWS) is to provide a process for reliable and independent work productivity assessments to enable people whose work productivity is reduced as a result of their disability, to obtain employment. Many people with disability obtain employment in the open labour force at full award wages but for some people, the nature of their disability can significantly affect their productive capacity. People in such circumstances may find employment in an Australian Disability Enterprise (ADE).
If the employee is on income support, the employee notifies Centrelink about the employment. The SWS wage assessment is conducted and agreed, and lodged with the FWC The SWS IT system automatically initiates review assessments or the Department’s Assessment Team can arrange an earlier review if requested.