Quality of Education. School buildings, school grounds, and support facilities are an important part of providing quality education to our children.
Quality of Education. ✓ We shall intensify checks on the standard of education, including the quality of primary, secondary and tertiary schools, so that the state is in a position to guarantee such quality to its citizens. ✓ We shall seek the use of EU funds to modernise schools and their equipment. ✓ We shall organise lifelong learning primarily through existing schools, educational institutions and vocational facilities. ✓ We shall promote measures that will forge a stronger link between secondary vocational education and labour market needs, including lifelong learning. More practical training should be provided by the employers themselves (elements of a “dual system”). We shall support incentives to study science and engineering. ✓ We shall support special-interest education and extracurricular activities for children and young people. ✓ We shall support language learning in languages important in the open labour market. ✓ We shall strengthen the ethical awareness and forms of education aimed at active citizenship in schools (modelled after the best practices of developed democratic countries).
Quality of Education. 5.1 The Second Party should ensure at all times that the Course structure, admission, teaching and assessment are of an internationally accepted standard.
Quality of Education. School buildings, school grounds and support facilities are an important part of providing quality education to our children. • The adequacy and availability of school buildings and school grounds are determined by the Florida Constitution, the Florida Department of Education’s rules and regulations, the comprehensive plans and applicable development regulations of the County and Cities, the School Board’s policies, budget and capital Five Year Program of Work, and the standards and processes contained in this Agreement. The School Board is responsible for compliance with all of these. • School concurrency addresses the capacity, timing and geographic location of schools, but other important factors that impact the quality of education for our children, such as educational programs and classroom instruction should be addressed outside of the school concurrency process. • The coordination of Polk County public school facility planning and comprehensive land use planning is in the best interests of the citizens of Polk County. Land use and public school facility planning should be coordinated and based on consistent population, enrollment, Capital Outlay Full Time Equivalent (COFTE), independent forecasts and development trend data. • The number of students assigned to classes shall comply with the requirements of the class size constitutional amendment of 2002. • Relocatables should be eliminated as permanent class rooms pursuant to 1013.21(1)(a), Florida Statues. Planning and Location of Schools • New schools and the provision of additional school capacity should be coordinated with land development, so additional school capacity is in place prior to, or concurrent with, additional student enrollment. • New schools should be located to take advantage of existing and planned infrastructure including roads, water, sewer and parks. Where possible, capital investments in schools should support existing neighborhoods and serve to reduce urban sprawl. Infill sites shall be sought for new schools in an effort to minimize urban sprawl and maximize the utilization of existing infrastructure. • Land use decisions and school facility planning should seek to: - Ensure compatibility between schools and surrounding land uses; - Minimize transportation costs; - Limit maximum student travel times; - Effect desegregation plans; and - Achieve socioeconomic, racial and cultural diversity objectives. • The provision of school sites and facilities should be considered in the m...
Quality of Education. A. The receiving district shall provide New England Association of Schools and Colleges (NEASC) accredited and State of New Hampshire approved schools for all public school students from the sending district in grades 7 through 12. The receiving district represents and warrants that it will, during the term of this Agreement, provide a course of studies for grades 7 through 12 and appropriate facilities, equipment, supplies, text books, teachers and administrators so as to operate grades 7 through 12 in a manner consistent with standards as defined by the laws of the State of New Hampshire for the education of its own and sending district students, grades 7 through 12. State of New Hampshire approval, as outlined and described by the New Hampshire Department of Education shall be full approval or conditional approval. All recommendations found on NEASC reports will be discussed at the Curriculum and Education committee and sending district representatives in attendance shall report on plans to address recommendations to the sending
Quality of Education. A. The receiving district shall provide New England Association of Schools and Colleges (NEASC) accredited and State of New Hampshire approved schools for all public school students from the sending district in grades 7 through 12. The receiving district represents and warrants that it
Quality of Education. 7.1 The Education shall comply with the standards required by the ECITB, any governmental body or by any industry standard, including national educational standards. The ECITB will confirm the required standards in writing to the Education Provider. ECITB reserves the right to vary such standards during the course of this Agreement if this is necessary to fulfil its statutory and other obligations.
Quality of Education. Our curriculum is broad, balanced and increasingly challenging. Each key stage is a foundation for the next as well as an opportunity to enhance cultural capital and develop key skills and knowledge. A two-year Key Stage 4 has been adopted, to allow more time in Key Stage 3 for the development of key skills and knowledge necessary for success in Key Stage 4, as well as promoting a greater breath of study. Curriculum provision is particularly well developed and challenging in History, English and MFL. However, the quality of education in mathematics, technologies, science is still emerging and in EA6 needs to improve and is where we must ensure teachers have a deeper knowledge of the courses they teach so can plan student learning well. We need to ensure students can quickly gain the skills and knowledge they need to be successful. Expectations of learning are high. ‘Staff expect the best from all students and are ambitious for them. Students know this and most enjoy learning’ (Ofsted, October 2019). Students behave well in lessons, and in the majority of lessons they are well focused. ‘Overall behaviour is good at Ebbsfleet Academy’ (Pivotal Education, June 2021). Non- negotiables are well embedded so that learning time can be used to a maximum, and ‘some adults are relentless in their pursuit to provide a safe, nurturing atmosphere for their learners’ (Pivotal Education, June 2021). 97% staff surveyed in July 2019 agreed that the school has a culture that encourages creativity and orderly conduct. ‘Students take pride in their work and their school. In lessons, they listen to each other and usually work hard’ (Ofsted, October 2019). Students receive weekly home learning via the Google Classroom platform. The tasks have been designed to encourage deeper thinking. We now need to ensure that these tasks are personalised, that there is a high rate of student completion, and that students receive regular feedback on this. Learning and teaching is consistently good with some excellent teaching within English, History, RE, Food, PE and Spanish. Teachers are aware of the needs of individual students in their class. MINT is effectively used to highlight strategies for individual students, but more needs to be done to ensure that strategies are implemented for a personalised learning approach. In light of the recent school closure, all teachers will need to do more to remove the barriers to learning that PP and SEND students face. All teachers engage with the CPG a...
