What Did Charles Wood Do?????????????

[Matthew Turner]

OK, I think I understand, so there are 14 Renaissance (sometown) Academies? Are there any websites other than the Bradford one that I can look up?

[Charles W. Wood]

OK, I think I understand, so there are 14 Renaissance (sometown) Academies? Are there any websites other than the Bradford one that I can look up?

Not yet, each of them is using the Bradford Business Model to set up, each will run for one year as an Un-incorporated Association then will shift its assets into a Company Limited By Guarantee. Through that "start up" year each will add to the web site using there own web page to show the world its achievements. All have contracts with the Local Unitary Authority and has an established funding stream.

[Matthew Turner]

I think I am confused again! Everything on the renaissance website seems to refer to the Bradford area. If the other 13 academies are also using this website in their start-up year have they done anything so far?

[Charles W. Wood]

I think I am confused again! Everything on the renaissance website seems to refer to the Bradford area. If the other 13 academies are also using this website in their start-up year have they done anything so far?

They have all been set up at different times so some are getting there some are very very new. As for the web site: I don't do techy stuff, but it goes something like; the front page will evolve to have the name of each district covered with a link from that page to the "Web Site" of that academy, all sat on the same server. Each Renaissance Academy will have its own local achievements and individual character on for the whole world to see.

[Peter Turner]

Good evening Chaz

Hope you had a good Christmas.

As you know I worked for 30 years in Special Education in North Lincolnshire with youngsters with all sorts of personal, behavioural, emotional , social and educational difficullties. I certainly became familiar with the various 'pots' of money which became available. The ECM money allocated to Bradford, as a priority region, is huge and runs into many millions. (I have seen the balance sheet) . You have done remarkably well to 'tap' into this fund, congratulations, BUT this is not available nationwide and as you know is aimed at youngsters with special and usually severe 'issues'. I doubt whether it would be possible achieve such funding for your average student. See below:

I thought back and remenbered that in addressing ECM outcomes, all staff should:

Access high levels of specialist knowledge and support from colleagues
Understand the nature of students’ difficulties, and be able to provide new insights to overcome barriers to learning and participation across the ECM agenda
Understand the interventions and strategies which best promote achievement and inclusion for students with SEN
Have a good understanding of the curriculum modifications and adaptations that secure progression
Have opportunities for students with SEN and the wider group of the un-included
Promote strategies which enable change
Have an understanding of students’ learning styles and how they can be accommodated across a school’s provision
Have good interpersonal skills and can promote change within their educational setting

Sincere best wishes for the future

Peter T

[Peter Turner]

Carl

Not sure what I did with this last posting but the bit I tried to do in red did not work.

Cheers

Peter T

[Charles W. Wood]

Good evening Chaz

Hope you had a good Christmas.

As you know I worked for 30 years in Special Education in North Lincolnshire with youngsters with all sorts of personal, behavioural, emotional , social and educational difficullties. I certainly became familiar with the various 'pots' of money which became available. The ECM money allocated to Bradford, as a priority region, is huge and runs into many millions. (I have seen the balance sheet) . You have done remarkably well to 'tap' into this fund, congratulations, BUT this is not available nationwide and as you know is aimed at youngsters with special and usually severe 'issues'. I doubt whether it would be possible achieve such funding for your average student. See below:

I thought back and remenbered that in addressing ECM outcomes, all staff should:

Access high levels of specialist knowledge and support from colleagues
Understand the nature of students’ difficulties, and be able to provide new insights to overcome barriers to learning and participation across the ECM agenda
Understand the interventions and strategies which best promote achievement and inclusion for students with SEN
Have a good understanding of the curriculum modifications and adaptations that secure progression
Have opportunities for students with SEN and the wider group of the un-included
Promote strategies which enable change
Have an understanding of students’ learning styles and how they can be accommodated across a school’s provision
Have good interpersonal skills and can promote change within their educational setting

Sincere best wishes for the future

Peter T

Hi Peter

Matter of point, where Peter says ECF he meant ECM.

I know the massive amount of work you have done. I still remember to this day the conversation between you and I at the Bradford City Ground just after moving (what seamed like) the largest number of tables and chess sets in under 1/2 an hour. As you pointed out then, things in the world as a whole were changing. Boy were you right! As for cash on the ground, your right in the fact Somerset gets less than Bradford, and Croydon gets more than Chelsea, but each Unitary Authority does get extended Schools Budget through the three funding bodies, and a budget based around race, special needs, poverty, etc and if you can prove that you can change the SAT results for that school/cluster of schools/whole area of schools contracts do get awarded. Most of the areas covered by the Renaissance Academy now are high priority areas but the ones that aren't have the same issues and have written contracts from the local Unitary Authority and/or a contract with a select funding body.

[Carl Hibbard]

Carl

Not sure what I did with this last posting but the bit I tried to do in red did not work.

Cheers

Peter T

Not sure what you mean to be honest - the red bit?

The site has been struggling for performance (due to Hastings...) and so it may have been a little slow - is that what you mean?

[Peter Turner]

Hi Carl,
This bit below on my post does not come up with the font in red when I view it on my computer but does seem to have the colour codes attached. Must have done something wrong. No great problem the text is there:

I thought back and considered the fact that, in addressing ECM outcomes, all staff should:

Access high levels of specialist knowledge and support from colleagues
Understand the nature of students’ difficulties, and be able to provide new insights to overcome barriers to learning and participation across the ECM agenda
Understand the interventions and strategies which best promote achievement and inclusion for students with SEN
Have a good understanding of the curriculum modifications and adaptations that secure progression
Have opportunities for students with SEN and the wider group of the un-included
Promote strategies which enable change
Have an understanding of students’ learning styles and how they can be accommodated across a school’s provision
Have good interpersonal skills and can promote change within their educational setting

Regards
Peter T

[Charles W. Wood]

Hi Carl,
This bit below on my post does not come up with the font in red when I view it on my computer but does seem to have the colour codes attached. Must have done something wrong. No great problem the text is there:

I thought back and considered the fact that, in addressing ECM outcomes, all staff should:

Access high levels of specialist knowledge and support from colleagues
Understand the nature of students’ difficulties, and be able to provide new insights to overcome barriers to learning and participation across the ECM agenda
Understand the interventions and strategies which best promote achievement and inclusion for students with SEN
Have a good understanding of the curriculum modifications and adaptations that secure progression
Have opportunities for students with SEN and the wider group of the un-included
Promote strategies which enable change
Have an understanding of students’ learning styles and how they can be accommodated across a school’s provision
Have good interpersonal skills and can promote change within their educational setting

Regards
Peter T

Wow Peter

Thats the skill set we have been passing on to all our coaching staff. The Sunday Telegraph should be printing an article about how we are achieving everything you have listed very soon. My area is the Autistic Spectrum, the other coaches are specialised in other areas, we meet regularly to transfer knowledge and understanding all attached to an SEN course we are ALL (And I mean all) doing. Obviously thats the only way to structure a development programme that covers the coaching staff that needs to understand as many issues as possible to be able to work with SEN Coordinators in each organisation and most of all benefit the kids.

[Peter Turner]

I believe it is also the 'skill set' used by schools in Bradford who are due for an OFSTED inspection. I thought that it was important for people following this thread to be aware that you have done well to get the funding and that it does not come just because you ask for it. There are lots of hoops to be jumped through.
For much more information about ECM (Every Child Matters) goto : http://www.everychildmatters.gov.uk/

Cheers

Peter T

[Charles W. Wood]

I believe it is also the 'skill set' used by schools in Bradford who are due for an OFSTED inspection. I thought that it was important for people following this thread to be aware that you have done well to get the funding and that it does not come just because you ask for it. There are lots of hoops to be jumped through.
For much more information about ECM (Every Child Matters) goto : http://www.everychildmatters.gov.uk/

Cheers

Peter T

Hi Peter

Thanks for that (and by that I mean Thank you very much). I don't see the work I put in as jumping through hoops (but you are right), its all just part of what needs to be done if we want three things I hold dear:
1. People/kids to benefit from a structured chess world, regardless of that persons background.
2. a growing chess world.
3. Chess having respect for chess in every corner of society or even (wish upon wish) on the curriculum in every English school.

ECM is central to everything we need to start understanding how to grow without Bobby and Boris having to play another Icelandic match.

[Charles W. Wood]

Hi All

Here is what Peter is talking about, click on this and gasp: http://www.thetelegraphandargus.co.uk/n ... _2million/ as you can see SEN is a high priority area, and one I work in every day.

[Peter Turner]

Hi, I had not seen that link before but it does confirm that a lot of funding is available for Special Needs - £2 million on transport alone"" Bradford has over £500 million for SEN (Special Educational Needs), See below:

Strategic Investment
Currently Bradford Council and its partners spend in excess of £ 529,211,019
on children’s services in the Bradford district. There has been significant
growth in these budgets over recent years.
The ECM Outcome Groups have developed Action Plans to deliver the
priorities of the Children and Young People’s Plan. Where additional funding
needs are identified to deliver Action Plans, the ECM Outcome Groups will
take proposals to the Children and Young People’s Strategic Partnership
(CYPSP).

Included in the above is £11,587,509 for 'Preventing & Narrowing the Gap', this is funding for improving the 'life chances' of disaffected & SEN youngsters. This kind of funding will be available in most Educational Authorities for activities/projects. Charles has done very well to get his share in Bradford, it is NOT easily achieved.
I always find it rather depressing that such large amounts are available for youngsters with particular issues/difficulties in the absense of something similar for 'Joe average' who is doing his best in life!! Anyone considering doing what Charles has in Bradford needs to be aware of both the possibilities and also the nature of the client group.

All the very best to all

[Charles W. Wood]

Hi, I had not seen that link before but it does confirm that a lot of funding is available for Special Needs - £2 million on transport alone"" Bradford has over £500 million for SEN (Special Educational Needs), See below:

Strategic Investment
Currently Bradford Council and its partners spend in excess of £ 529,211,019
on children’s services in the Bradford district. There has been significant
growth in these budgets over recent years.
The ECM Outcome Groups have developed Action Plans to deliver the
priorities of the Children and Young People’s Plan. Where additional funding
needs are identified to deliver Action Plans, the ECM Outcome Groups will
take proposals to the Children and Young People’s Strategic Partnership
(CYPSP).

Included in the above is £11,587,509 for 'Preventing & Narrowing the Gap', this is funding for improving the 'life chances' of disaffected & SEN youngsters. This kind of funding will be available in most Educational Authorities for activities/projects. Charles has done very well to get his share in Bradford, it is NOT easily achieved.
I always find it rather depressing that such large amounts are available for youngsters with particular issues/difficulties in the absense of something similar for 'Joe average' who is doing his best in life!! Anyone considering doing what Charles has in Bradford needs to be aware of both the possibilities and also the nature of the client group.

All the very best to all

Thats where common sense has to prevail. There are also funds for "Joe average" under the Community Cohesion band. This is just as hard to find but with a bit of work it can be found, this means coaching staff working in everyday main stream schools can also take part and still put food on the table. I must also say at this point that we do show our wages to funding bodies so that they know we are not drawing down too much for ourselves.

The Renaissance Academy has many different layers with coaching staff doing different work in different areas. As an idea coaching underachieving/SEN kids is good but the intention is the let them lose on the wider chess community so flooding leagues with kids from one social band would be disastrous and pain silly. So a balance is constantly being corrected to ensure standards and etiquette are maintained.

On a different note: I'm trying to expand my skill set by learning how to coach chess to the blind and the deaf. Having been deaf I thought it would be easy to pick signing up again, but my head is starting to hurt. So much so that I've found I can't do the change of view point needed to coach a visually impaired how to play and learn signing at the same time. So the skill set will have to be built one brick at a time.