Sentences with phrase «between local authority schools»

The results indicate, for both primary and secondary schools, that there were marginal positive differences in performance between Local Authority schools and «sponsored» and «converter» academies with comparable demographics and starting points.

Not exact matches

Local authorities may have between 6 and 600 + home educated children «on their books», i.e. children who are known to the authority, usually because they have been taken out of school.

The education discussion «focused on David Blunkett's proposals for directors of school standards (DSS), appointed by local authorities and working with councils and the community, to provide a «middle tier» between schools and the secretary of state».

Tristram Hunt led the education session, which focused on David Blunkett's proposals for directors of school standards (DSS), appointed by local authorities and working with councils and the community, to provide a «middle tier» between schools and the secretary of state.

copies of any correspondence - electronic or otherwise - which took place between the local authority and the school and the DfE and the school regarding academy status;.

What we would like to see is a system of cooperation and collaboration between parents, schools and the local authority to ensure that any school which requires assistance is given the necessary support.

While the standards apply to all local authority maintained schools, academies and free schools set up before 2010 and created from June 2014, they don't apply to academies founded between 2010 and June 2014.

The role of local authorities is changing dramatically, increasing pressure on school based teams, and the free school programme (an off shoot of the academies programme) has introduced competition between schools which focuses attention not just on academic performance but on the image a school wants to project.

In terms of reach, we know the number of schools involved in teaching school alliances is growing but that this varies quite significantly between local authorities, especially between rural and urban areas, and also by phase, with more than twice as many secondary schools involved as primary schools.

With the link between schools and local authorities being further reduced, the DfE has suggested that councils will retain some control over funding for areas with «high - level special educational needs».

A spokesperson for the Department for Education said: «To help schools respond to rising pupil numbers, the government invested # 5bn between 2011 and 2015 to support local authorities — creating almost half a million new places,» the DfE said.

The research investigated academies that have been open between two and five years with local authority maintained schools with similar characteristics using several attainment measures.

The Welsh government has already made it a requirement for local authorities to provide accessible school - based counselling services for children between 11 - 18, including pupils in Year 6 of primary school.

Schools were beginning to consider the apparent greater freedoms of being an academy and so negotiation was needed between the local authority and schools to ensure that the local growth in birth rate could be accommSchools were beginning to consider the apparent greater freedoms of being an academy and so negotiation was needed between the local authority and schools to ensure that the local growth in birth rate could be accommschools to ensure that the local growth in birth rate could be accommodated.

This suggests that an authority that is close enough to local schools to understand their needs, yet far enough away to avoid collusion between local officials and school employees, is the best place to rest responsibility for funding education.

The legal framework in relation to the code of practice indicated that under Section 25 of the Children and Families Act 2014 local authorities (Schools) should ensure integration between educational provision, health and social care provisions, where this would promote wellbeing and improve the quality of provision for disabled young people and those with SEN. (page 38 of the Code of Practice).

There can be uncertainty between schools and local authorities as to who is ultimately responsible for the management of asbestos, although the legally responsible duty holder is usually the employer or the provider of delegated funding.

However, it is the enduring relationship between some schools and the Local Authority administering the pension schemes which could potentially have a bigger impact.

Bedford's local authority has set out specifications for a 200 - place school with both early years and post-16 places for pupils between the ages of three and 19.

Regulation 4 states clearly that all risks from asbestos must be properly managed and the local authority and individual school between them must decide who is ultimately responsible and who the legally responsible duty holder is.

Alternatively the West Midlands was found to have the least variation between local authorities, but still has some striking differences, with 13 per cent of schools being academies in Cheshire West and Chester compared to 48 per cent in Stoke on Trent.

No Child Left Behind, the result of bipartisan deal - making between President George W. Bush and the late Sen. Edward M. Kennedy (D - Mass), significantly expanded federal authority over local schools.

She says the plans will ensure money goes «straight to the frontline», but it will mark a further reduction in the link between local authorities and schools.

Taking a sample of schools which converted to academy status between 2010 and 2012, there were 3.6 % more pupils achieving five good GCSEs including English and maths than comparable local authority schools.

The government has released its latest figures on school capacity - including local authority forecasts for how demand for places is set to change between the school years 2010 - 2011 and 2015 - 2016.

The map above and the table below show how primary school attainment varies between England's mainstream local authorities.

For example, the cost to a Local Authority of converting a school to an Academy is between # 2,500 and # 20,000 * without considering any financial deficits the Authority may retain and money spent on school improvement services in the time taken to conversion.

According to the account, the Republicans believe «the [Dept. of Education] is trying to reassert federal control by exceeding its authority with a rule that would require state and local spending in low - income schools receiving Title I funds to be equal or greater than non-Title I schools... and force schools to include teacher salaries when measuring spending between Title I and non-Title I schools...» At the same time, the story notes that «King is facing pressure from civil rights groups who want to ensure the new education law does not deprive low - income students of equal funding.»

«Given the parlous state of school and local authority funding, central government needs to make funds available to ensure schools are safe places for our children and their teachers — it should not be a choice between books in the classroom and the safety of the school population.

This discrepancy will make comparisons of populations of free school meal pupils between local authorities «useless» until at least 2024, his charity has calculated.

I'd like to see Ofsted as inspectorate and not political commentator; RSCs focused on MAT capacity and a transparent process for moving schools between chains; the best local authority teams heading out to start their own MATs; and councillors carving out a new role in admissions and advocating for parents.

The difference between MATs and local authority schools was more pronounced at secondary school level, with a # 49 saving on running expenses for those in MATs compared to in a local authority school.

Buckinghamshire council similarly cited «lack of sponsor capacity» for delays of between one and two years across six of its «inadequate» schools — and is now visiting multi-academy trusts in other local authorities to «widen and maximise opportunities».

Earlier this week the government signalled that it would further reduce the financial link between local authorities and schools.

Hammersmith and Fulham Council in west London says its new primary free school - Ark Conway - came about because of a three - way partnership between the local authority, the Ark academy chain and parents.

It argues that local authorities have a «critical role» in improving schools and calls on the government to clarify how they can act as brokers between local schools.

It comes more than three years after Ofsted warned, in its August 2012 report on progression of high - needs learners, that schools, local authorities and other agencies did «not work together sufficiently well to ensure that learners were adequately prepared for transition between school and post-16 provision».

«Financial and legal obstacles to academy conversion have not been resolved and decisions are awaited from high - level discussions between the local authority and the Regional Schools Commissioner.»

Where local authorities may have facilitated links between schools in the past, Teachmeet now provides this space.

According to Welsh Government figures, the amount of funding that local authorities delegate directly to schools ranges between 77 % and 89 %.

Between 2007 - 2011, Mel led the Greater Manchester Challenge — a project that involved a partnership between national government, ten local authorities, and 1,150 schools — with a government investment of around # 50 mBetween 2007 - 2011, Mel led the Greater Manchester Challenge — a project that involved a partnership between national government, ten local authorities, and 1,150 schools — with a government investment of around # 50 mbetween national government, ten local authorities, and 1,150 schools — with a government investment of around # 50 million.

Will the reduced role of local authorities in educational provision and the increasing role of a «middle tier» between schools and government present critical challenges in this respect in the future?

The service deals with disputes between parents, the Local Authority and schools in relation to Special Educational Needs.

Public bodies, including further education institutions, local authorities, maintained schools, maintained nursery schools, academies and free schools are covered by the public sector equality duty and when carrying out their functions must have regard to the need to eliminate discrimination, promote equality of opportunity and foster good relations between disabled and non-disabled children and young people.