Schools within Northumberland Including: School Number, School Type, Contact Details, URN, Year Ranges, Ofsted Details, Control, Number Of Pupils, Address

Abstract copyright UK Data Service and data collection copyright owner.

Ofsted: State-Funded Schools Inspections and Outcomes, 2009-2019: Secure Access provides details of the latest Ofsted inspection and its outcome for every state-funded school in England as at the 31 August each year. Further information is available in the Technical Note included in the documentation and the State-funded schools statistics GOV.UK webpage.

• Unique reference number
• Local authority establishment number (DfE reference number)
• School name
• Government Office Region
• Ofsted Region
• Local authority
• Parliamentary constituency
• Postcode
• Type of Education
• Phase of education
• Total number of pupils
• Inspection number
• Inspection end date
• Inspection type
• Does the latest full inspection relate to the URN of the current school?
• URN at time of latest full inspection
• LAESTAB at time of latest full inspection
• Name at inspection
• Provider type at inspection
• Overall effectiveness
• Category of concern
• Outcomes for children and learners
• Quality of teaching, learning and assessment
• Effectiveness of leadership and management
• Personal development, behaviour and welfare
• Early years provision (where applicable)
• Sixth form provision (where applicable)

abstract: This map delineates California unified school district boundaries. It was created for the Governor's Office of the Tribal Advisor by the California Technology Agency/GIS Unit.This map depicts California unified school district boundaries.District Boundaries

Research project

The project “Educational Success and Social Participation of Socially and Educationally Disadvantaged Students with Migration Background in Extended Education” (abbr. in German: GeLeGanz) was funded by the German Federal Ministry of Education and Research (BMBF) under the funding code 01JB211A-C from 2021 to 2025.

Traditionally, the German education system is organized as a “half-day”-system; instruction usually takes place in the morning. Many stakeholders see the conversion from half-day to all-day schooling as a way of overcoming the challenges facing the system, including those posed by immigration. High expectations are attached to the expansion of all-day schooling, in particular the strengthening of the educational success and social participation of socially and educationally disadvantaged students with a migration background. As yet however, these goals have not been sufficiently achieved in Germany. Education systems in other countries have established comparable offerings of high quality that appear to be effective. The GeLeGanz project aims to use findings and knowledge from other countries to better exploit the potential of all-day schools in Germany, particularly at the primary school level. The primary focus of the GeLeGanz project is on the potential of all-day primary schools to improve the educational opportunities of socially and educationally disadvantaged students, in particular those who live in a migrant family.

GeLeGanz is a collaborative project, carried out by three partners.

Freie Universität Berlin (FU):

• Prof. Dr. Marianne Schüpbach (Coordinator of the collaborative project, Co-head of the subproject FU Berlin): marianne.schuepbach@fu-berlin.de
• Dr. Nanine Lilla (Co-head of the subproject FU Berlin): nanine.lilla@fu-berlin.de
• Dr. Haiqin Ning (Researcher, Operational coordinator of the collaborative project): haiqin.ning@fu-berlin.de
• Jule Schmidt (Researcher): jule.swaantje.schmidt@fu-berlin.de

German Children and Youth Foundation (DKJS):

• Anna-Margarete Davis (Co-head of the subproject DKJS): anna-margarete.davis@dkjs.de
• Nicola Andresen (Co-Lead of the subproject DKJS and school counselling): nicola.andresen@dkjs.de

University of Hamburg (UHH):

• Prof. Dr. Dr. h.c. mult. Ingrid Gogolin (head of the subproject UHH): gogolin@uni-hamburg.de
• Luise Krejcik (Researcher): luise.krejcik@uni-hamburg.de

To achieve the objectives, the project was divided into the following phases:

Phase I: Expert interviews with researchers from the German and international research context on their perception of quality features and conditions for the successful design of all-day schools.

Phase II: The experts were interviewed again to evaluate and further specify the results with regard to the target group. For this, they were provided with a summary of the statements made by researchers from the German and international research context in Phase I.

Phase III: Focus group interviews with various practice-oriented actors from the German all-day school context, based on the results of expert interviews, to gain information and assessments related to the implementation of measures that might improve all-day schooling in Germany.

Phase IV: Based on the insights gained in the first three parts of the project, materials and concepts should be developed together with practice partner DKJS and transfer partners.

Project website: https://www.ewi-psy.fu-berlin.de/en/v/geleganz/index.html

Data set in UHH

The present data set comprises 30 expert interviews with 15 researchers from the German education research community, which were collected as part of the GeLeGanz project in phase I and II.

Experts: 15 researchers were interviewed twice (1x in phase I and 1x in phase II of the project). All were experts with relevant research experience, but different perspectives on the project’s guiding questions: all-day schools, informal and nonformal education, cultural and language diversity, social inequality and school development. The interview partners were identified via a review of empirical research on conditions of educational success of socially disadvantaged children with a migrant background and the potential advantages of all-day schools.

Interview procedure & topics: A sequential approach was chosen for conducting the interviews: In Phase I, interviewees were asked for

1. research-based assessments of features of high-quality all-day schools, especially for the support of socially disadvantaged children with a migration history,
2. factors that promote or hinder participation in all-day schools’ offers,
3. assessments of the current all-day school landscape in Germany.

In Phase II, the experts were interviewed again. They were provided with a summary of the statements made by the German and international experts in interviews of phase I. Experts were invited to prioritize the mentioned quality features and the potential for adaptation and implementation in the German context.

A semi-structured, problem-centred approach was used to conduct the interviews (Witzel, 2000). The guidelines included narrative-generating impulse questions, follow-up questions to promote understanding and narrative generation, and ad hoc questions on the topics discussed. The interviews were conducted in German by two trained interviewers (online or analogous). All interviews were recorded based on informed consent.

Period of the survey: The interviews were conducted from March to December 2022.

Transcription & anonymization: The transcripts were initially computer-generated, then completely revised manually according to established transcription and anonymization rules (Rädiker and Kuckartz, 2019, p. 44f).

Contents of the data set UHH:

• Collected storage of the 30 interview transcripts in a single MAXQDA project (version 2022, MX22-file)
• Individual file of the 30 interview transcripts in Excel format (xls) and html format
• Anonymization and transcription rules, data naming scheme (pdf)

Note: The dataset is stored in the ZFMD repository of the University of Hamburg in both an open-access (DOI 10.25592/uhhfdm.14815) and a restricted-access version (DOI 10.25592/uhhfdm.14771). Both datasets are available from January 1, 2026. In the open access dataset, research-related data such as research projects and studies of the respondents are anonymized in addition to personal and school-related data. In the restricted access dataset, only the respondents' personal and school-related data are anonymized.

References:

Rädiker, S., & Kuckartz, U. (2019). Analyse qualitativer Daten mit MAXQDA: Text, Audio und Video. Springer Fachmedien.

Witzel, A. (2000). Das problemzentrierte Interview [25 Absätze]. Forum: Qualitative Social Research, 1(1), Article 22. http://nbnresolving.de/urn:nbn:de:0114-fqs0001228

Analysis of ‘Net rates of school enrolment by age. Total of teachings. MYH (API identifier: 12542)’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from http://data.europa.eu/88u/dataset/urn-ine-es-tabla-t3-453-12542 on 19 January 2022.

--- Dataset description provided by original source is as follows ---

Table of INEBase Net rates of school enrolment by age. Total of teachings. Annual. National. Women and Men in Spain

--- Original source retains full ownership of the source dataset ---

This classification includes the current school situation of the child.

Petition subject: School discrimination Original: http://nrs.harvard.edu/urn-3:FHCL:25500541 Date of creation: (unknown) Petition location: Westwood Legislator, committee, or address that the petition was sent to: Charles W. Long, Westwood; committee on education Selected signatures:Charles W. Long Actions taken on dates: 1969-01-02,1969-01-02 Legislative action: Received in the House on January 2, 1969 and referred to the committee on education and sent for concurrence and received in the Senate on January 2, 1969 and concurred Total signatures: 1 Legislative action summary: Received, referred, sent, received, concurred Legal voter signatures (males not identified as non-legal): 1 Female only signatures: No Identifications of signatories: citizens Prayer format was printed vs. manuscript: Printed Additional non-petition or unrelated documents available at archive: additional documents available Additional archivist notes: to establish subsidies for the benefit of dental schools based on the number of residents enrolled in such schools, includes address Location of the petition at the Massachusetts Archives of the Commonwealth: Resolves 1969, c.61, passed August 4, 1969 Acknowledgements: Supported by the National Endowment for the Humanities (PW-5105612), Massachusetts Archives of the Commonwealth, Radcliffe Institute for Advanced Study at Harvard University, Center for American Political Studies at Harvard University, Institutional Development Initiative at Harvard University, and Harvard University Library.

Timeseries data from '110042-- Vocational School 2 Obs' (urn:ioos:station:gov.usgs.waterdata:392731075092401) cdm_data_type=TimeSeries cdm_timeseries_variables=station,longitude,latitude contributor_email=feedback@axiomdatascience.com contributor_name=Axiom Data Science contributor_role=processor contributor_role_vocabulary=NERC contributor_url=https://www.axiomdatascience.com Conventions=IOOS-1.2, CF-1.6, ACDD-1.3 defaultDataQuery=depth_to_water_level,z,time&time>=max(time)-3days Easternmost_Easting=-75.15768338 featureType=TimeSeries geospatial_lat_max=39.45900397 geospatial_lat_min=39.45900397 geospatial_lat_units=degrees_north geospatial_lon_max=-75.15768338 geospatial_lon_min=-75.15768338 geospatial_lon_units=degrees_east geospatial_vertical_max=0.0 geospatial_vertical_min=0.0 geospatial_vertical_positive=up geospatial_vertical_units=m history=Downloaded from USGS National Water Information System (NWIS) at id=27023 infoUrl=https://sensors.ioos.us/#metadata/27023/station institution=USGS National Water Information System (NWIS) naming_authority=com.axiomdatascience Northernmost_Northing=39.45900397 platform=fixed platform_name=110042-- Vocational School 2 Obs platform_vocabulary=http://mmisw.org/ont/ioos/platform processing_level=Level 2 references=https://waterdata.usgs.gov/usa/nwis/uv?site_no=392731075092401,, sourceUrl=https://sensors.axds.co/api/ Southernmost_Northing=39.45900397 standard_name_vocabulary=CF Standard Name Table v72 time_coverage_end=2023-03-08T15:30:00Z time_coverage_start=2015-05-05T12:15:00Z Westernmost_Easting=-75.15768338

Petition subject: Abraham Lincoln legal holiday Original: http://nrs.harvard.edu/urn-3:FHCL:25950549 Date of creation: (unknown) Petition location: Leicester Legislator, committee, or address that the petition was sent to: Charles H. Allen, Spencer; committee on rules; committee on the judiciary Selected signatures:Myrtice ArnoldHarold AsheyEsther R. HermanJessie L. StarbardArthur WoodheadMary Agnes CullenEddie MacDonaldEmma B. AckleyMilon G. LoganMary MorrisseyMarshall WarrenSadie FittsEdward HanlonGertrude TrainorEthel Mariah StevensGeorge Joseph LahairAlbena BercumeEdward MoosettElmer HardyMary SullivanBernice MarshPhilip WhittemoreAnnie AllenLester ArnoldWinnie GayEddie RoachMary HanlonMichael Moylan Actions taken on dates: 1901-03-26,1901-04-10,1902-02-25,1902-02-26 Legislative action: Received in the House on March 26, 1901 and referred to the committee on rules and received in the House on April 10, 1901 and referred to the next General Court and received in the House on February 25, 1902 and referred to the committee on the judiciary and sent for concurrence and received in the Senate on February 26, 1902 and concurred Total signatures: 440 Legislative action summary: Received, referred, received, referred, received, referred, sent, received, concurred Legal voter signatures (males not identified as non-legal): 222 Female signatures: 211 Unidentified signatures: 7 Female only signatures: No Identifications of signatories: the school children of the town of Leicester, The Center Grammar School of Leicester, Cherry Valley Grammar School, teacher, Rochdale Grammar, Greenville Grammar School, prin [principal], Cherry Valley Sub-Grammar School, Centre Sub Grammar School, Cherry Valley Intermediate School, grades IV and V, Mannville School, Pupils of Mt. Pleasant School, Rochdale Primary School, Centre Sub-Primary School of Leicester, Centre-Intermediate School of Leicester, Centre Primary School, Cherry Valley Primary School, [minors], [females], ["school children"] Prayer format was printed vs. manuscript: Manuscript Signatory column format: not column separated Additional non-petition or unrelated documents available at archive: no additional documents Additional archivist notes: loving the name and memory of Abraham Lincoln Location of the petition at the Massachusetts Archives of the Commonwealth: House Unpassed 1902, H 608 rejected Acknowledgements: Supported by the National Endowment for the Humanities (PW-5105612), Massachusetts Archives of the Commonwealth, Radcliffe Institute for Advanced Study at Harvard University, Center for American Political Studies at Harvard University, Institutional Development Initiative at Harvard University, and Harvard University Library.

Petition subject: School discrimination Original: http://nrs.harvard.edu/urn-3:FHCL:25763620 Date of creation: (unknown) Petition location: Massachusetts Legislator, committee, or address that the petition was sent to: John F. Meaney, Blackstone; committee on education Selected signatures:Norman H. WhiteEdward A. McSweeney Actions taken on dates: 1912-01-15,1912-01-19 Legislative action: Received in the House on January 15, 1912 and referred to the committee on education and sent for concurrence and received in the Senate on January 19, 1912 and concurred Total signatures: 2 Legislative action summary: Received, referred, sent, received, concurred Legal voter signatures (males not identified as non-legal): 2 Female only signatures: No Identifications of signatories: citizens, ["another"] Prayer format was printed vs. manuscript: Printed Additional non-petition or unrelated documents available at archive: additional documents available Additional archivist notes: economic and physical condition of certain school children, public education, public schools, economic efficiency, physical defects, training, education has been sacrified to form, information substituted for knowledge, lack of suitable equipment for life's work, industry, chance, casual occupation, discontented, mental, intellectual, intelligence, waste, preventable disease, dependence, crime, insanity, state board of education, productive vocations, employment, reform, inefficiency, in text of accompanying resolve: number and representation of racial derivation and social condition, citizenship, towns next to names including Brookline, Boston Location of the petition at the Massachusetts Archives of the Commonwealth: House Unpassed 1912, H 728 committee on education - leave to withdraw Acknowledgements: Supported by the National Endowment for the Humanities (PW-5105612), Massachusetts Archives of the Commonwealth, Radcliffe Institute for Advanced Study at Harvard University, Center for American Political Studies at Harvard University, Institutional Development Initiative at Harvard University, and Harvard University Library.

Petition subject: School discrimination Original: http://nrs.harvard.edu/urn-3:FHCL:25500555 Date of creation: (unknown) Petition location: Lawrence Legislator, committee, or address that the petition was sent to: John C. Bresnahan, Lawrence; committee on education Selected signatures:John C. Bresnahan Actions taken on dates: 1969-01-02,1969-01-02 Legislative action: Received in the House on January 2, 1969 and referred to the committee on education and sent for concurrence and received in the Senate on January 2, 1969 and concurred Total signatures: 1 Legislative action summary: Received, referred, sent, received, concurred Legal voter signatures (males not identified as non-legal): 1 Female only signatures: No Identifications of signatories: citizens Prayer format was printed vs. manuscript: Printed Additional non-petition or unrelated documents available at archive: additional documents available Additional archivist notes: for an investigation by a special commission including members of the General Court relative to the feasibility of subsidizing medical, dental and law schools which expand their facilities to absorb more students Location of the petition at the Massachusetts Archives of the Commonwealth: Resolves 1969, c.61, passed August 4, 1969 Acknowledgements: Supported by the National Endowment for the Humanities (PW-5105612), Massachusetts Archives of the Commonwealth, Radcliffe Institute for Advanced Study at Harvard University, Center for American Political Studies at Harvard University, Institutional Development Initiative at Harvard University, and Harvard University Library.

Table of INEBase Availability of a scholarship or study aid by gender and number of disabilities. Population aged 6 to 15 years with a disability that is enrolled in school. National. Disability, Independence and Dependency Situations Survey

Data from the publication Widening Participation in Higher Education [URN 11/1082]

Table of INEBase Absence from school due to disability during the previous year by gender. Population between 6 and 15 years of age that is in school. National. Disability, Independence and Dependency Situations Survey

This table provides 2021 data on the estimated population under 16 years of age in the Canary Islands due to restriction of the main activity (school, kindergarten, etc.) in the last 2 weeks and social classes based on the occupation of the reference person.

Table of INEBase Perception of discrimination due to a disability in high school or school by gender and age. Population aged 6 and over with a disability enrolled in school or undertaking studies or training courses. National. Disability, Independence and Dependency Situations Survey

Information on Barnet schools, name, type, DfEs number, URN code

ODS / Goals and targets (from the 2030 Agenda for Sustainable Development) / Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) / Target 4.a. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all / Indicator 4.a.1. Proportion of schools offering basic services, by type of service

This project comprises an integrated research, education, and outreach program that implemented a tiered mentoring approach to provide experience in Arctic climate research for scholars from high school to postdoctoral level. The project generated opportunities for independent climate research appropriate to a range of student skillsets and interests. Education and outreach integrated with Yale University's Pathways to Science infrastructure: high school students (underrepresented minorities, and first generation in their families to attend college) were introduced to Arctic climate science through lectures and laboratory demonstrations, while graduate students received teaching and mentoring experience. Other outreach activities included an interdisciplinary, international workshop (Culture and Climate in the Arctic) on an integrated examination of Arctic anthropology, and past and contemporary Arctic climate, as well as tutorial presentations and development of laboratory demonstrations for the NSF Forum for Arctic Modeling and Observational Synthesis (FAMOS) school for researchers new to the Arctic. The research explored Arctic Ocean dynamics and thermodynamics as they relate to sea ice and climate. A range of ocean processes (e.g., turbulence, convection, waves, ventilation) related to heat transport and storage in the Arctic Ocean deep basins (Canadian and Eurasian) were investigated. Analyses used Beaufort Gyre Observing System mooring and CTD data and Ice-Tethered Profiler CTD data, which are archived at this data center with the following citations: John Toole, Richard Krishfield, and Michael DeGrandpre. 2018. Ice-Tethered Profiler contribution to the Arctic Observing Network. Arctic Data Center. doi:10.18739/A2VC60, version: urn:uuid:2bb716a2-35dc-400a-9c4a-9db9a7a03cb4. Andrey Proshutinsky, Mary-Louise Timmermans, John Toole, and Richard Krishfield. 2019. Continuing the Beaufort Gyre Observing System to document and enhance understanding environmental change in the Arctic, 2009-2018. Arctic Data Center. urn:uuid:19c12630-0dc1-401d-a0d8-aadf031f6ee4. Richard Krishfield and Andrey Proshutinsky. 2019. Hydrographic CCGS (Canadian Coast Guard Ship) Louis Stephen Saint Laurent Arctic cruise CTD (conductivity, temperature, and depth) and geochemistry, 2018. Arctic Data Center. doi:10.18739/A2FB4WM00. Richard Krishfield and Andrey Proshutinsky. 2019. Beaufort Gyre Exploration Project - Mooring D 2017-2018. Arctic Data Center. doi:10.18739/A2K35MD44. Richard Krishfield and Andrey Proshutinsky. 2019. Beaufort Gyre Exploration Project - Mooring B 2017-2018. Arctic Data Center. doi:10.18739/A2PV6B67G. Richard Krishfield and Andrey Proshutinsky. 2019. Beaufort Gyre Exploration Project - Mooring A 2017-2018. Arctic Data Center. doi:10.18739/A2TH8BM9C. Richard Krishfield and Andrey Proshutinsky. 2018. Beaufort Gyre Exploration Project - Mooring A 2016-2017. Arctic Data Center. doi:10.18739/A21N7XM6T. Andrey Proshutinsky. 2016. Hydrographic CCGS Louis S. St-Laurent Cruise CTD and Geochemistry Data 2015. Arctic Data Center. doi:10.18739/A2154DN82. Richard Krishfield and Andrey Proshutinsky. 2018. Beaufort Gyre Exploration Project - Mooring D 2016-2017. Arctic Data Center. doi:10.18739/A2XD0QX2F. Richard Krishfield and Andrey Proshutinsky. 2018. Hydrographic CCGS Louis S. St-Laurent Cruise CTD and Geochemistry Data 2017. Arctic Data Center. doi:10.18739/A2PC2T80F. Richard Krishfield and Andrey Proshutinsky. 2018. Beaufort Gyre Exploration Project - Mooring B 2016-2017. Arctic Data Center. doi:10.18739/A2XS5JG5P. Andrey Proshutinsky. 2009. The Beaufort Gyre System: Flywheel of the Arctic Climate?. Arctic Data Center. urn:uuid:4cafe16b-b91b-4ea0-9cb0-6a8fb8eb4525. Mary-Louise Timmermans and Andrey Proshutinsky. 2015. Observing and characterizing submesoscale dynamics in the Arctic Ocean. Arctic Data Center. urn:uuid:67556c02-75c9-43df-9929-8152b5c26b51. Andrey Proshutinsky. 2009. Beaufort Gyre Observing System Data (BGOSD). Arctic Data Center. doi:10.18739/A2H016.