Sentences with phrase «meet the needs of pupils on»

Not exact matches

«The Prime Minister must also take urgent steps to tackle the excessive workload demands already placed on teachers, including as a result of job cuts, in order that schools have the capacity to meet pupils» mental health needs.

Half of headteachers said the pressure on schools to provide help to ethnic minority pupils has increased in the last year and 65 % stated that current resources were insufficient to meet this need.

The government must focus on the increase in pupils being excluded with mental health needs and how the mental health needs of excluded pupils are being met.

Frustrated by the lack of provision in the area for pupils with special needs, especially those on the autistic spectrum, the school decided that the Free School agenda offered a source of hope to local families whose needs not being met.

The hour was divided into two, 10 - 15 minute segments consisting of whole - class reading or writing and whole - class word - level (phonics, spelling) and sentence - level work; one 25 -30-minute session of directed group activity; and a whole - class summary meeting at the end (5 - 10 minutes) for pupils to revisit the objectives of the lesson, reflect on what they had learned, and consider what they needed to do next.

Support for those on the chalk - face must come from the top down, otherwise the lofty principles behind curriculum changes and new initiatives will fail to meet the needs of pupils and industry.

Stephen Morales, chief executive of NASBM, echoed those thoughts: «We would like to see further detail on the relationship between high needs funding and the schools block, ensuring that funding adequately meets the needs of both mainstream and high needs pupils - we want to avoid robbing Peter to pay Paul.

We allocated 20 - 25 minutes each for the Autumn term parental meetings and 10 - 15 minutes each for the Spring and Summer term meetings, although longer may be needed depending on the nature of the outcomes, progress made as well as the individual circumstances surrounding the pupil.

It is also imperative to show an understanding of the needs of local children and how any new school will meet these needs, whether that's a higher number of pupils with English as an Additional Language or a focus on preparing young people for the world of work.

The impact of CPD should be systematically tracked, with a focus on the effect on pupil learning, to ensure that the needs of both pupils and staff are met.

The tutor programme is designed to meet the needs of all pupils and will support with UCAS, apprenticeships, job seeking skills and so on.

Have access to, and be able to interpret, data on each pupil to inform design of the curriculum in order that it best meets the needs of each cohort of pupils.

Because there is increasing research evidence that teachers» sense of agency, their belief that they can make decisions on classroom teaching approaches which best meet the needs of their pupils, is actually connected to pupil achievement.

«Failure to achieve the ideal of meeting every pupil's needs produces negative feelings towards their own work,» the London study goes on to note.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Separately, a survey of 900 ASCL members in England and Wales, indicated 84 % felt funding failed to meet the «essential needs» of their school or college, while 77 % said financial pressures were having a detrimental impact on pupils» education.

The three - step process of: identifying pupil's needs through the NEPS Continuum of Support Process, meeting these needs, monitoring, reviewing and reporting on progress