Most children start school full-time in the September after they turn 4. Children born between 1 April and 31 August can start the September after they turn 5.
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Our sister school, Cheadle Hulme High School, is an outstanding and hugely oversubscribed academy with a reputation for the relentless pursuit of excellence and a determination to ensure that every child succeeds. Didsbury High School will embed the same vision and values through our partnership and aim to deliver the same outstanding education. We are very excited to welcome you to Didsbury High School, a brand new secondary school which opened in September 2019, and a member of the Laurus Trust family.
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We are looking to provide as full a co-curricular programme as possible this term. Bell House is an educational charity that offers support outside the mainstream school curriculum, lifelong learning, short courses, exhibitions, talks and musical events.
We want children to feel secure and confident, to feel supported and understood, to feel able to turn to those around them for guidance and encouragement. Our relationships are informed by values such as kindness, tolerance, inclusivity and trust. We work together to bring out the best in one another. As a learning community, we are process oriented; we work through problems, we don’t shy away from challenges, we understand that getting things wrong at first is part of getting them right in the end. We are ambitious in our aspirations, but humble enough to accept that there is always more we can learn.
But Summerhill in summer time is lush, green and not unlike never-never land. It is more of a family or tribe than a school – full of companionship, laughter and real feelings. “Summerhill is a real place, not a utopia. Living in a community of around 100 people is not always easy. Everybody is learning about themselves, and on a bleak January day, with the east wind blowing, things are sometimes not wonderful!
As an IB World School, we are innovative, forward thinking, global in outlook and down to earth in approach. We recognise that a balanced education is vital in developing the whole person. The wellbeing of our students is at the heart of everything we do and all of our decisions must be of direct benefit to them. Our main focus is on ensuring that we prepare young people for their lives beyond school and in a world that changes rapidly. Throughout their lives, our children will work closely with people from across the globe and must adapt to a world of ever changing technology.
FOR BOYS AGED 13 TO 18 Harrow School was founded in 1572 under a Royal Charter granted by Queen Elizabeth I. It is located in a leafy 300-acre estate, encompassing much of Harrow on the Hill in north-west London. As stewards of many cherished traditions, today’s Harrovians follow in the footsteps of The Giants of Old, united by strength of character, lasting friendships and the desire to be of good influence.
You can leave school on the last Friday in June if you’ll be 16 by the end of the summer holidays. You can leave school on the last Friday in June, as long as you’ll be 16 by the end of that school year’s summer holidays.
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Today, students must continue education or training until the age of 18. However, students have a choice of whether to stay in full-time education or to choose a more vocational route, such as an apprenticeship.
The Information Standards Board (ISB) for education, skills and children’s services is the overarching authority and governing body for the management and assurance of data and information standards in these sectors. It is jointly sponsored by the Department for Business, Innovation and Skills and Department for Education. Information standards are necessary to allow people and systems to exchange and re-use information. ISB aims to develop a definitive set of standards through stakeholder consensus and to support their implementation by ensuring developments are shared effectively and lessons are learnt. An xsd file for the ISB XML Schema has been produced.
The standards and requirements are organised around five themes. Some requirements – what an organisation must do to show us they are meeting the standards – may apply to a specific stage of education and training. Promoting excellence: standards for medical education and training sets out ten standards that we expect organisations responsible for educating and training medical students and doctors in the UK to meet.
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The UKPSF provides a general description of the main dimensions of the roles of teaching and support learning within the HE environment. It can be used to facilitate and support the design and delivery of initial and continuing education development programmes and activities within higher education institutions demonstrating to students and other stakeholders the professionalism that staff and institutions bring to teaching and support for student learning.
The Education Digital Standards will assist schools to understand, manage and implement their digital environment, by themselves or with their IT support partner. The Standards also provide guidance on how schools should future-proof their digital environment to meet the needs of a more digitally focused school curriculum. Your local authority can provide you with advice and guidance on how you can meet these Standards.
The OfS’s primary objective is to ensure that English higher education is delivering positive outcomes for students. Our work in quality and standards will support the following regulatory objectives:
your name
your organisation
your region in the UK (or other)
if you are an NHS organisation
To download the Standards, please email us. Within your email please include:
This page sets out the Kent Mainstream Core Standards (MCS) High quality teaching, differentiated for individual pupils is the first step in responding to pupils who have or may have SEN. The MCS are a suite of documents to inform and steer your SEN practice.
Central to the work of assuring standards and quality is UK Quality Code for Higher Education (The Quality Code) which sets out the expectations all providers of UK higher education are required to meet. It gives all higher education providers a shared starting point for setting, describing and assuring the academic standards of their higher education awards and programmes and the quality of the learning opportunities they provide. The Quality Code has three Parts, on academic standards, academic quality and information about higher education provision. Each of these is subdivided into Chapters covering specific themes. The Quality Code is the core reference point used in all QAA review activity: The QAA (Quality Assurance Agency) develops and maintains key documents that are used by higher education providers to help them meet UK expectations about standards and quality. This work is done through close collaboration with the higher education sector.
These Practice Educator Professional Standards (PEPS) set out requirements for practice educators at two stages, commensurate with the different levels of complexity and responsibility in teaching, assessing and supervising social work degree students. Please note that this is an archived resource from the College of Social Work, please visit the current Practice Educator Professional Standards page if you are looking for up-to-date information.
