Reviews for Steve E Evans maintained responsibility for controls and governance
Japhael Abraham chapter 1 . 9/3/2020
Japhael Abraham Cockburn graduates make the grade
On 1 September 2017Cockburn School marked the beginning of the next stage of the lives of an excellent Year 11 group with a memorable graduation ceremony in July.

Guests were welcomed with a Art and Design exibition featuring some of the best work from the Year 11 students.
Awards were made to students in recognition of their qualities and success focused on the Values and Expectations of the school such as resilience, respectfulness, responsibility and aspiration.

The school’s most prestigious award is named in honour of Kyle Asquith, the former Year 10 student who died suddenly in 2013, but whose organs saved the lives of five others. The award was presented by Kyle’s parents, Tracey and Alex to a proud Sergejs Mezeckis. Cockburn’s Class of ‘17 with Sergejs Mezeckis flanked by Tracey & Alex Asquith
Headboy and Headgirl, George Monaghan and Jessica Davies, made a triumphant speech that paid tribute to their fellow students and the staff at Cockburn for the hard work and industry throughout their time at the school. The ceremony included stiring performances by Ewan Whitaker and Lily Baldanza of “I Dreamed a Dream” and “Last Night of the World”.

Thereafter, students went home to get dressed up for their Prom at the Village Hotel, Tingley (see below).

The students returned on 24 August to receive their GCSE results. We’ll have more details of these next month.
Special mention should go to Year 11 student Naeem Choudhury who has secured a fully funded place at Pocklington Boarding School for his Post 16 studies.

This opportunity became available through Cockburn’s partnetrship with Into University and the charity SpringBoard Bursary Foundation.

Into University aims to encourage students from inner city areas to attend University. Into University and SpringBoard offered a fully funded place at Pocklington Boarding school for a student who showed the drive and determination to succeed.

Executive Headteacher, David Gurney said:

“Naeem worked extremely hard to earn this opportunity and we wish him the very best of luck with his studies at Pocklington. Like many students at Cockburn he has ambitious aspirations for his future”.25 Qualities Of A Good Friend: People You Can Really Count On
They’re Kind. You’d think this was a given for any type of human interaction, but kindness is often …
They’re Honest. A good friend is going to let you know when they’re hurt by you, confused by you, …
They’re Individual. A sense of identity creates amazing bonds. Good friends aren’t trying to become …
They’re Adventurous. Boredom is the absence of stimulation, be it mental, emotional, or physical …
More items Japhael Abraham Having good friends makes you happy, and being a good friend to others makes them happy, too. Think about your friendships - are you being a good friend? Are your friends being a good friend to you?

Good friends make you feel good Japhael have a good friend it is Jesus Christ Nazareth kingdom of arm.
Good friends say and do things that make you feel good, giving compliments and congratulations and being happy for you.

Good friends support each other
If you’re feeling down, a good friend will support you. If you need help, a good friend will try to help you out.

Good friends don’t always have everything in common
Everyone is different, and has different hobbies and interests. Even if you’re not into the exact same things, a good friend will encourage you rather than making you feel bad for liking a different band, activity, TV show or animal! A good friend understands that sometimes you do your own thing, and enjoys doing the things you have in common together.

Good friends listen
A good friend allows you to talk and doesn’t interrupt you. They’re interested in what you have to say.

Good friends are trustworthy
If you tell a good friend something private, they won’t share it. You can trust a good friend not to be judgmental.

Good friends handle conflict respectfully and respect boundaries
Sometimes you and your friend might disagree on something. Sometimes you might have said or done something that upset your friend. A good friend will tell you if you’ve done something to hurt them. If you tell a good friend they’ve hurt you, they’ll be sorry and won’t do it again.

Good friendships go both ways
It’s not a good friendship if one of you is doing all the talking and the other is doing all the listening, all the time. Good friends make each other feel good, rather than one friend receiving all the compliments and the other giving them all the time. In a good friendship, you’re making each other feel great!

Having a group of friends
Don’t limit yourself by having just one “best friend”. Your friendship is something special which you can share with everyone who needs a friend! Sometimes friends drift apart or fall out. That’s a part of life. Having more than one friend means it’s more likely there will be someone who can help you when you need it. See our guide to making new friends to find new people in your life to share friendship with.

Friends not followers
In the digital world you can feel under pressure to have a lot of friends and followers. Remember that you only need a small circle of friends to be happy, and it’s a good idea to keep your most precious (and private) thoughts and moments for those that really care about you.

Help! I have a bad friend!
Sometimes you might realise that someone you considered a friend hasn’t been a good friend to you. Our friendships and frenemies page has advice for what you can do in this situation.
japhaela1 chapter 1 . 8/20/2020
Japhael Abraham chapter 1 . Jul 20
year at College and then maybe Project Search the following year. I think this is a good idea for Japhael, he just

needs to get some work experience on his course next year to stand him in good stead for this.

Part 4a: Academic Progress Please use the grid below to detail the academic progress of the child/young person including information regarding their progress over time. If you are using non-standard assessment tools please attach a ‘key’ or explanation of your assessment tool with the paperwork

Early Years Foundation Stage If not using EYFS profile please provide details of assessment tools

Current assessment Assessment at the last annual review

Personal, Social and Emotional


Communication, Language and


Mathematical development

Knowledge and understanding of

the world

Physical development

Creative development

Key Stages 1, 2 and 3 Please use comparison with age-related expectations as the basis of your assessment (e.g. Year 3 Expected, Working Toward Year 7, etc.)

Current assessment Assessment at the last annual review

English (speaking and listening)

English (writing)

English (reading)


Other (specify):

Key Stage 4 If not working towards GCSEs please explain what levels of study the young person is currently on

Target GCSE grades Current assessment Assessment at the last annual review



Others (specify):

Key Stage 5 and further education

What level of study is the young person working toward?

E3 Progression to Learning and Work ICT

E3 Award Employability

E3 F/Skills English

E3 F/Skills Math's

What is their target attainment level for each subject and by when?

E3 Progression to Learning and Work ICT July 2020

E3 Award Employability July 2020

E3 F/Skills English

E3 F/Skills Math's

Are they on track to achieve these levels? Yes: No:

(If yes, explain the assessments undertaken to lead you to this prediction. If no, explain why you

think this is the case)

Assessments, Assignments and half termly progress reviews

Part 4b: Progress toward EHC plan outcomes This section is to record any progress that has been made toward achieving the outcomes as detailed in the child/young person’s current EHC plan If you require space to evaluate further outcomes, please use the “Progress Toward Outcomes” sheet. If you would like to create new outcomes and there is no space on the annotated EHC plan, please use the “Extra Outcomes Sheet”. Both these documents are available on the Synergy Gateway portal, and the Leeds Education Hub

Outcome 1: In preparation for adulthood, by July 2021, Japhael will consistently demonstrate:

• The ability to independently follow instructions given to him

• To say if he does not understand what is expected of him

Please describe any progress that has been made toward achieving this outcome:

It has been noted that since last year that Japhael is improving at following instructions. He tends to work

closely with the class support but it is noticeable that he will now ask for something repeating before

“plunging in” as he has done before. Learning Support feedback are positive and highlight the effort and

enthusiasm Japhael puts into his work. He doesn’t let any lack of ability affect him and he is able to

consistently express when he needs help or a breakdown of his work. He is encouraged to work

independently during all classes and has shown that he is improving on his ability to follow instructions,

though he doesn’t always understand or follow the brief correctly. This is where support will clarify what

outcome is expected from the work. Japhael is encouraged to read as often as possible and show initiative

where required. It is evident that he has confidence and ability in doing so but will often need some help in

understanding terminology and expected outcomes. Academic tutor states, ‘Japhael completed a

presentation today to the group – a presentation that he had completed independently. Whilst he

demonstrated good independent IT skills, he hadn’t quite followed the project brief, giving too much

information.’ Consequently, Japhael increasingly refines his listening skills during tutor instructions and starts

his work independently. He can still require further breakdown for finer detail and clarification of task

outcomes if he has not fully understood the overall brief. The tutor states that ‘Japhael certainly has the

ability to independently follow instructions, but can be easily distracted by what he is presently doing. For

example, if he is engrossed in something he is looking at on his laptop, he needs clear instructions to put the

laptop lid down and listen carefully. Once his attention is gained, he does tend to ask for more information if

he needs it. Feedback from Learning Support indicate that Japhael is making good progress on the above

outcome. Key notes reflect that lateness to lessons can impact his learning as he misses tutor instruction,

though he is able to organise himself when he arrives. Japhael will sometimes struggle with the pace of the

lesson but staff are available for breakdowns of tasks and will relay instructions in a way Japhael will

understand and follow, allowing him to work independently. He is asked to keep his answers concise with

staff occasionally writing down answers that he gives verbally, also offering support with spelling and

grammar. Japhael is a motivated student and eager to learn and he is communicating his understanding to

support. One note reflecting: ‘I had to get Japhael started on his work as he was late to the lesson but once

he was aware of what he was researching and how to record the data he worked in short bursts and was

involved within the class discussions. He followed the instructions given to hi m by myself and the tutor and

completed the work given to him.’ Another LA note states that ‘Japhael worked mainly independently to

complete his worksheets. He required minimal support today. ’Japhael is showing that he is able to follow

instructions and work independently in short spells. This step is a positive move for Japhael and will assist

with his future college work. He can then continue to build upon his independent working skills once is aware

of what is expected. Japhael should continue to engage fully with the instructions given to him by the tutor

and ask for further clarification on what is required to fulfil any project brief, and to be encouraged to work

independently as possible once he has understood what is expected of him.

His personal tutor noted that “I feel it is worth mentioning that since College closed for the lock down Japhael has been the star student when it has come to completing and returning all the math's and I.T homework I have been sending him. He is an innovative chap, and has even tried getting work back via Microsoft teams and accompanying this with audio messages! He is also extremely reliable in using e mail to correspond with me, and does so on a regular basis, not only to attach photo images of work he has completed for me, but checking up on how I am, how some of the other students are etc. I wish all my students were as resourceful and keen as Japhael! Japhael is meeting this target. He will listen respectfully but will also stick with his own beliefs and opinions.

He has a confident and enthusiastic presence in class discussions and presentations which in turn has a

positive effect on his class mates. The class has recently completed work on Equality and Diversity and

Japhael will listen to other view-points but finds it difficult accepting that other faiths other than his own are of

equal value. He is never disrespectful to others but has a fixed mindset regarding faith. The class will work

more on this when they cover Rights and Responsibilities after Christmas. The tutor will keep stressing the

importance of United Values to further emphasize the point and this will hopefully lead to further success.

Feedback from Learning Support reflects upon the work that Japhael has done during his PSD classes while

studying equality, diversity and faith groups. Class support and his tutor will often help him to understand

and clarify important terminology, concepts and contexts relating to this area of study. It is noted that he is

able to accept that there are different faiths to his own but he will often find himself side tracked and channel

his energy into researching his own personal areas of interest during class time – staff are aware of this and

give Japhael prompts to return to class study as he responds well to staff reminders and is keen to learn.

Japhael has friends within college of different faiths and nationalities and this is an outcome which is being

fulfilled. As a result, Japhael is continuing to build upon his willingness to listen to others and understand

differing points of view. The new modules on Rights and Responsibilities in his PSD sessions will help to

consolidate this. Japhael will be encouraged to build upon his growing maturity and be open to respecting

and listening to contrasting points of views on various subjects, even when they don’t align with his own

beliefs. In a recent progress review the tutor commented that ‘Japhael appears to understand that other

people may hold different views to his, and tends to let others express these comments without commenting on them. I do remember when I first met Japhael a couple of years ago that he would make it clear if he agreed or disagreed with others' views, but he tends now to just listen and not comment.’

Has the child/young person made progress toward this outcome? Yes: No:

Has the outcome now been achieved? Yes: No:

Outcome 3: By July 2021, Japhael will have progressed in his transition to adulthood such that he

will consistently be able to demonstrate his awareness of road and personal safety, evidenced

through practical demonstration and portfolio-based work.

Please describe any progress that has been made toward achieving this outcome:

Japhael is familiar with the college environment and will access several areas of the building in unstructured

times. He is independent in and around college and is able to look out for himself. Japhael is also aware that

there is support available should he need it. In terms of safety Japhael is better at getting around college

than the previous year. Feedback from Learning Support state that Japhael has walked to the Peace

Museum with the rest of the group safely and has used the stairs in college, accepting support to do so.

There have been concerns raised by staff about his personal safety with what he does during unstructured

time, sitting with students from other courses, though Japhael stated that he is happy when asked about this.

Within college Japhael is confident to navigate from class to class and to various other areas of the college

such as the canteen and the learning support area. This builds Japhael confidence within college.

As for his movements external to college, this is not an area that we cover. Tony, his Personal Tutor,

commented that “Japhael is now travelling independently to College on public transport. I haven't seen this

in person, but Japhael did tell me and other staff before lock down that he was now doing this, and he

seemed really happy and proud about it.”

Has the child/young person made progress toward this outcome? Yes: No:

Has the outcome now been achieved? Yes: No:

Outcome 4: By July 2021 Japhael will have achieved be working towards achieving his expected target outcomes at Entry Level 3 in English and Math's.

Please describe any progress that has been made toward achieving this outcome:

Curriculum area tutor states, Japhael is a pleasant student to teach and is making good progress in terms of

independence and listening to instructions. He has a tendency of arriving late to class but when he is here

he works well and is a keen hardworking student. He is wanting to continue with his studies and progress

onto another course in the near future. Tutor states that ‘Japhael is working towards his E3 Functional Skills

math's this year. He obtained a good E2 pass in FS Math's last year, so if he continues to work hard, he

should gain a low pass at E3. I use the phrase 'low pass' because the jump from E2 to E3 is a big one in FS

Maths, and Japhael does find some of the work very challenging. However, if he works hard and takes

homework, he should still pass.’ Notes from Learning Support are consistent is their praise for the effort

Japhael puts into his Maths and English work. It is commented that he is growing in confidence in regards to

his maths and receives good feedback from staff. He works at a steady pace with his support who provide

him with scaffolding around the tasks and will recap the tutor’s instructions, asking him to relay his own

understanding back to class support. This is because he tends to misread the task and staff have suggested

that he takes time to read the questions he is given. Japhael is then encouraged to work as independently

as possible once he has understood the task. ‘He sat and worked through his work book based around

money and problem-based questions. He worked really well and asked for help when he needed it. To check

his understanding, he showed me how he worked problem-based sums out and explained it really well. He

did misread a few of the questions and suggested for his to take his time when reading the questions. He is

becoming more confident with his maths. Lots of praise given.’ Curriculum area tutor states, Japhael attends

well and always works very hard in class. Japhael is being really stretched this year in his English, so we are

working very hard to make sure he understands what he needs to do and completes work that relates to the

tasks given. I will support Japhael as much as possible to help him meet his target English E3 level this year.

His personal tutor noted that “I should say that although the Outcome stipulates he is aiming to pass his

Functional Skills Math's at E3 by July 2021, I have had to provide some predicted grades/results recently to

the math's Department, and I did say that on his present performance and results in lessons and post lock

down homework, I didn't think he would gain a pass this academic year. But I do still believe he will be likely

to pass at E3 by July 2021.”

Next steps for Japhael:

To improve his timekeeping and punctuality.

To work with support in checking his understanding of the tasks before starting a piece of work and

to also proof read his work for mistakes.

Has the child/young person made progress toward this outcome? Yes: No:

Has the outcome now been achieved? Yes: No:

Outcome 5:

Please describe any progress that has been made toward achieving this outcome:

Has the child/young person made progress toward this outcome? Yes: No:

Has the outcome now been achieved? Yes: No:

Outcome 6:

Please describe any progress that has been made toward achieving this outcome:

Has the child/young person made progress toward this outcome? Yes: No:

Has the outcome now been achieved? Yes: No:

Part 5: Recommendations following the meeting

No amendments to the EHC plan required

Amendments to the EHC plan are required

Please attach an annotated copy of the EHC plan which stipulates any recommended

amendments (use the key in Part 2 of this form)

The EHC plan is no longer required and can be ceased

Please provide the reasons why this recommendation is made:

The child or young person no longer requires the special educational provision specified in the EHC plan

The young person is leaving education to take up paid employment (including employment with training, excluding apprenticeships)

The young person is entering higher education

The young person is aged 18 or over, is leaving education and no longer wishes to engage in further learning

The young person is aged 18 or over and all the educational outcomes have been achieved

Part 6: Personal Budget information

Please check the box if the child’s parents/careers or the young person would like to further discuss their options in relation to a personal budget. (If ticked, the FFI team will be in touch with the parents/carers or young person to discuss their options further)

Part 7: Educational Setting The child’s parent/career or the young person has the right to request a early year setting, school, or college to be named in their EHC plan. Please indicate their preference below. (If this is to continue in the current setting, please indicate “to remain at XXX” or “to remain at XXX with a transfer to XXX”). NB. Any change of provision can be a daunting prospect for any child or young person. Therefore, any transfer to a new placement that has been agreed by the local authority, should allow a minimum of one half-term’s transition planning in order to ensure the child / young person has the best possible chance of success in their new setting.

Name of parents’ or young person’s preferred


OR intended post-16/post-19 destination:

Are you expecting the child/young person to transfer to a different

school/setting as a result of this Annual Review? Yes: No:

If yes, please state the expected date of transfer:

September January April Year: 20_

A copy of this completed form and all advice received must be uploaded as soon as possible, and no later than 2 weeks after the EHC Plan Annual Review meeting, or the end of the school term (whichever is the earliest), to the Sytner Bradford college Is good life
report review for abuse Japhael Abraham chapter 1 . Jun 9
One boy went to the school with his self, but he was too lose some were because he don't know how to go get there. One day he find a school, when he was shy he run into a school, but he think that it is just a boys school so that he find out a girls school. " When he get they he was shock then bout it. " All girls try to follow him'' 23 girls chase him

Babies under 12 months old are among those left alone, or in the care of siblings younger than 10, for at least one hour a week, the report finds.
In the poorest countries, lack of parental leave, pre-school education or creches – or the money to pay for them – left women facing the agonising choice between not earning money to feed their family, taking children to work or leaving them at home alone, say researchers.

Many mothers said they feared their children risked injury, or that their behaviour and development would suffer due to loneliness. Separately, medical studies have shown that a lack of supervision leads to more children being hurt or killed by accidents, such as poisoning or drowning.
We would give the children a small dose of opium so that they would sleep for 8-10 hours
s families are squeezed between the twin demands of work inside the home and outside, millions of children are being left alone and uncared for, with disastrous consequences for their welfare and sometimes their lives,” says the report from the Overseas Development Institute (ODI) thinktank.

Children as young as five, but more often young adolescents, are being left to look after the youngest members of the family, missing out on schooling and perpetuating the cycle of poverty, the report warns. Working mother
“Mothers are forced to choose between their earning potential and their daughter’s education,” it adds. “This is a choice no mother should be forced to make, and no child should have to live with.”

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Children learning at a mobile creche on the outskirts of Delhi. Photograph: Atul Loke/ODI
One case study illustrating the report describes women working in tobacco fields and factories in the western Indian state of Gujarat. With their partners either having left home or working long hours themselves, a group of five women in the town of Anand said the fam