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  • ED

    Subsequently the school with support from the education authority ensured the school improvement plan took account of the findings of the inspection.... Staff planned more confidently using Curriculum for Excellence outcomes for pupils’ learning.... The nursery had made good progress in developing pupil planning folders, which outlined progress and next steps for learners.

    https://www.edinburgh.gov.uk/downloads/file/22378/leith-primary-2012

  • Equalities and Rights Impact Assessment: Unacceptable Actions Policy

    Equalities and Rights Impact Assessment: Unacceptable Actions Policy City of Edinburgh Council Record of Equality and Rights Impact Assessment Part 1: Background and Information (a) Background Details Please list ERIA background details: ERIA Title and Summary Description: Review of Edinburgh Design Guidance There are three interlinked guidance documents in existence providing advice to developers on Planning and Transport matters: the Guidance, the Edinburgh Street Design Guidance (ESDG), and Parking Standards for Development Management (Parking Standards).... Describe the different policies or services (i.e. decisions, projects, programmes, policies, services, reviews, plans, functions or practices that relate to the Corporate ERIA Title): Policies and Services Date ERIA commenced Edinburgh Design Guidance and Parking Standrards for Development Management 12.01.2017 (c) When is it due to be reviewed?... insert furthest away date if question relates to a number of review dates) 2021 (d) ERIA Team Please list all ERIA Team Members: Name Organisation / Service Area Steven Murrell City of Edinburgh Council, Planning and Transport Will Garrett City of Edinburgh Council, Planning and Transport Name Organisation / Service Area Part 2: Evidence and Impact Assessment (a) Evidence Base Please record the evidence used to support the ERIA.

    https://www.edinburgh.gov.uk/downloads/file/25594/eria-review-of-edinburgh-design-guidance

  • Https://www.edinburgh.gov.uk/active-travel-improvement-programme-2019---2026

    Active Travel Investment Programme 2019/20 - 2025/26 Project Brief Description Stage description Planned Construction Start Planned Completion City Centre West to East Link Segregated cycle lanes, crossings and street improvements from Roseburn to York Place via Haymarket..... Developed Design May-24 Jan-26 Tram Cycle Safety Improvements Phase 3 Installation of cycle early release signals and physical alterations to junctions at various locations, as well as development of a driver-focused communication and behaviour change plan.... Concept Design Jul-22 Apr-23 Queensferry High School Link New path connection from Rosebery Ave/Dundas Ave area to Dalmeny station, south of Queensferry High School Developed Design Oct-22 Mar-23 LDPAP Local Development Plan Action Programme Schemes being developed with Developer contributions at: Queensferry, Barnton, Maybury, Leith & Lochend Not part of ATNIP but within AT team Concept Design 2024-25 2025-26 Portobello to Musselburgh Segregated cycle route from Portobello to Musselburgh Under Review Under Review Under Review Fillyside Crossing New crossing connecting from Fillyside Road to Seafield promenade Concept Design Feb-23 Under Review Design and Construction Stages 0 – Strategic Definition Set out the project vision and justify strategic need 1 – Preparation and Brief Define the scope of the project and develop the project outcomes 2 – Concept Design Concept design prepared to define the interventions including outline proposals and preliminary cost information 3 – Developed Design Developed design prepared to include coordinated and updated proposals 4 – Technical Design Technical design prepared to include all required information for construction 5 – Construction Construction commences according to programme 6 – Handover and Close Out Construction is complete and the end of works can be formalised 7 – In use The project is now being used by the community and is to be maintained for 15 years after project construction

    https://www.edinburgh.gov.uk/downloads/file/31382/active-travel-improvement-programme-2019---2026

  • PowerPoint Presentation

    Each Board oversees the delivery of the following themes: Equity Learning Together Sustainability Children's Rights Inclusion Teaching, Learning and Assessment Health and Wellbeing Curriculum Pathways Leadership Introduction Edinburgh Learns for Life Edinburgh Learns for Life Equity • All children attend school every day, with a full, purposeful timetable that develops their abilities, skills and talents • All school staff use baseline attainment data to write outcome focussed plans to close the poverty related attainment gap • School leaders track and monitor the progress of learners in Equity Cohorts, and use their budgets to narrow any gaps in progress • School leaders have meaningful processes to include parents (and learners) in Pupil Equity Fund planning • There are no financial barriers to prevent access to any area of the curriculum • All staff have been trained in Leadership for Equity • The culture of all schools promotes success, regardless of equity, for All Edinburgh's Children • We do not view or judge families and are aware and sensitive to all of the protected characteristics which they may possess • All schools provide clear, helpful advice and processes for parenting, communicating, volunteering, learning at home, collaborating in the community and getting involved in school decision making.... Edinburgh Learns for Life Learning Together • Every school has both a pupil and Staff Sustainability Coordinator to drive forward improvement • Every educator promotes sustainable ways of learning, as per GTCS Standards • Educators encourage learners to be Social Creatives and activists • Educators refresh the curriculum to ensure sustainability and ensure learners have the opportunity to realise the legacy of the international COP conferences • Learners track their carbon footprints, support healthy food choices and audit their energy and waste consumption • Schools take part in Climate Summits and share good practice Edinburgh Learns for Life Sustainability • The UNCRC is at the heart of every schools' Vision Values and Aims • The curriculum is refreshed regularly through meaningful learner led consultation across the whole Learning Community, • Wider Achievement is tracked and monitored using Rights Based Tools • School and Youth Group staff are trained in Learner Participation, Leading the Learning and Children’s Rights to support culture change • All Staff, parents and partners have an understanding how to uphold all the goals of the UNCRC • All schools have achieved the Rights Respecting Schools Awards or similar Edinburgh Learns for Life Children’s Rights • Every school has an inclusive curriculum which is co-created to be flexible and tailored, to promote independence and skills, and to be accredited • Every school culture promotes Relationships, Rights, Restorative approaches, and Resilience • All Edinburgh's children have the right help at the right time from the right people to support their wellbeing in the right place, to make progress in line with their own personal learning targets • Every learner who needs it has an effective transition at all stages of their learner journey • Learning communities actively promote inclusion with all families, learners and staff • All Edinburgh's children are present; participating, achieving and supported Edinburgh Learns for Life Inclusion • All learners make progress in learning in every lesson, every day • All of our educators have achieved or are working towards the Edinburgh Teachers’ Charter • All schools have an ethos and culture where learning transforms lives; develops healthy bodies, minds and attitudes • Our learners engage in activities to save our planet as they learn • We learn outdoors, indoors and using digital devices • We give additional support to our learners who have learning needs related to Equity or Equalities • We always consider the impact of our decisions on learners who are care experienced, or from BAME communities Edinburgh Learns for Life Teaching, Learning and Assessment • All schools use the Getting It Right for Every Child approach to work together with learners and their families • All learners feel listened to and valued • Children’s rights are core to the ethos and values of all our schools • Restorative and nurturing approaches promote positive relationships across all our learning communities • All staff are highly skilled and feel confident to deliver a HWB curriculum, which is relevant to their context, responsive to the needs of learners and valued by all • All schools prioritise time for 1:1 dialogue with learners and ensure everyone has at least one trusted adult • All schools track and monitor progress and target learners at risk • There is a strong culture of partnership working and joint planning across learning communities Edinburgh Learns for Life Health and Wellbeing • Our curriculum pathways 3-18 are developed locally by schools and their partners to ensure that the totality of learners’ experiences meets their needs and ambitions • The partnership work in our learning communities co-creates the pathways and environments where learners can lead and shape their own learning and future careers • The learning experiences throughout our curriculum are designed to offer opportunities for learners to find their passion, promote parity of esteem, share and develop, value diversity and secure all learner entitlements • The curriculum pathways in our schools and learning communities develops radical learning dispositions such as, enquiry, entrepreneurial approaches, enterprising attitudes to learning, adaptability, negotiating and communication, teamwork and resilience.... All staff value the importance of professional learning as a means to improving the outcomes for all learners • All leadership activity articulates with the relevant professional frameworks including the SCEL framework, SSSC and GTCS • CLPL and leadership opportunities are personalised and ensure clear succession planning • Every teacher works within a culture of collective responsibility and collaborative professionalism, underpinned by mutual trust, respect, openness and commitment to student achievement • Staff from BAME communities are well represented and supported in their leadership journey Edinburgh Learns for Life Leadership Slide 1: Edinburgh Learns for Life Strategy for Education in the City of Edinburgh Slide 2 Slide 3 Slide 4 Slide 5 Slide 6 Slide 7 Slide 8 Slide 9 Slide 10 Slide 11 Slide 12

    https://www.edinburgh.gov.uk/downloads/file/34257/edinburgh-learns-for-life-outcomes-framework

  • Https://www.edinburgh.gov.uk/sexual-abuse-of-children-in-care---executive-summary

    None of the victims came into care in a planned way.... This closed the case and protective plans were not instituted.... The victims’ sexual vulnerability was identified but no plans were put in place to reduce it.

    https://www.edinburgh.gov.uk/downloads/file/25797/sexual-abuse-of-children-in-care---executive-summary

  • 034 Cramond entry.indd

    Work of Art Little Historical Outstanding Horticultural / Arboricultural / Sylvicultural Some Architectural High Scenic Outstanding Nature Conservation High Archaeological Outstanding Recreational High Sources – Primary Maps Blaeu Atlas of Scotland, 1654 NLS Adair A map of Midlothian - Counties of Scotland MSS version c. 1682 NLS Adair/Cooper A map of Midlothian – Counties of Scotland printed version -1735 NLS Roy’s Military Survey of Scotland 1747-1755 Ref 07/5b British Library via SCRAN Armstrong, Map of the Three Lothians, 1773 NLS Knox, Map of the Shire of Edinburgh, 1816 NLS Thomson, Atlas of Scotland, 1832 NLS First edition Ordnance Survey (1852) Sheet 1 NLS Parish map OS (1898-1904) NLS Ordnance Survey (1909) Sheets Edinburghshire Ib SE & I SW and Linlithgowshire III & VII NLS National Library of Scotland www.nls.uk RMS Reg Mag Sig Register of the Great Seal of Scotland, Edinburgh NMRS National Monuments Record of Scotland SCRAN Scottish Cultural Resource Access Network www.scran.ac.uk http://www.nls.uk/ http://www.scran.ac.uk/ Edinburgh Survey of Gardens and Designed Landscapes 11 Plans at National Archives of Scotland (NAS), Register House Plans (RHP) RHP 6866 1815 Plan of Cramond (1-2) property of the Right Hon Lady Torphichen RCAHMS EDD 17/2/P Principal floor plan and basement floor plan of Cramond House possibly by William Burn late 18th century.... RCAHMS library, Edinburgh Fraser, Barclay 1979 Cramond an introduction to the life of the village and the parish throughout the centuries The Cramond Association Edinburgh Gifford, John et al 1984 The Buildings of Scotland, Edinburgh: Harmondsworth, Penguin Grant, James 1880s Old and New Edinburgh Cassell’s www.oldandnewedinburgh. co.uk Groome, Francis (Ed) 1884 (Vols 1 & 2) 1885 (Vol 3) The Ordnance Gazetteer of Scotland Thomas C Jack, Edinburgh Harris, Stuart 1996 The Place Names of Edinburgh, Gordon Wright Publishing, Edinburgh Historic Scotland Listed Building Report Accessed via PASTMAP, on the RCAHMS website www.rcahms.gov.uk 9.1.07 McKean, Charles 1992 Edinburgh: An Illustrated Architectural Guide Royal Incorporation of Architects in Scotland (RIAS) National Monuments Record of Scotland (NMRS) Accessed via CANMORE, on the RCAHMS website www.rcahms.gov.uk 28.1.07 New Statistical Account of Scotland 1835-45 (NSA) accessed via EDINA, the website of Edinburgh University www.stat-acc-scot.edina.ac.uk http://www.edinburgh.gov.uk/HeritageTrees/index/html http://www.headlandarchaeology.com/Projects/Cramond/Cramond-Roman-Fort http://www.headlandarchaeology.com/Projects/Cramond/Cramond-Roman-Fort http://www.stirnet.com/HTML/genie/british/zworking/temp05.htm http://www.scotlandpast.org/eafs/issue151.cfm http://www.scotsconnection.comm/clan_crests/Inglis.htm http://www.scottish.parliament.uk/business/committees/historic/education/reports-00/edr http://www.scottish.parliament.uk/business/committees/historic/education/reports-00/edr http://www.scottish-taxidermy.co.uk/pages/cramondtower.htm http://www.oldandnewedinburgh.co.uk/ http://www.oldandnewedinburgh.co.uk/ http://www.rcahms.gov.uk/ http://www.rcahms.gov.uk/ http://www.stat-acc-scot.edina.ac.uk/ 12 Edinburgh Survey of Gardens and Designed Landscapes Scheduled Ancient Monuments Accessed via PASTMAP, on the RCAHMS website www.rcahms.gov.uk 10.1.07 Small, John 1883 The Castles and Mansions of the Lothians 2 vols W Paterson, Edinburgh Wallace Joyce M. 2nd edition 1998 The Historic Houses of Edinburgh, John Donald Additional sources not consulted National Archives of Scotland RHP 140756/1 1914 Plan of Cramond Estate.... The property of Charles C H Inglis esq 1860 with alterations brought up to 1872 RHP 140756/1 1914 Plan of part of Cramond Estate GD245/1-10 Halkett-Craigie of Dumbarnie papers HR/713 Cramond parish heritor’s records 1796-1928 National Library of Scotland Dep.267/127-35 letterbooks of Col John Craigie Halket of Cramond and his factor Andrew Lockhart 1861-1879 Dep.267/136 Lawyers accounts 1894-1910 misc maps and plans including Cramond Kirk 1909 Cramond Heritage Park; Policy Report 1985 City of Edinburgh District Council Archaeology Addyman, T 2003f ‘The Kennels, Cramond House (City parish of Edinburgh), evaluation’ Discovery Excav Scot 4 2003 71 Cessford, Craig 2001 ‘Post-Severan Cramond: a late Roman and early historic British and Anglo-Saxon Religious Centre?’

    https://www.edinburgh.gov.uk/downloads/file/23020/cramond

  • Microsoft Word - Occasional Licence App.doc

    Dr, Mr, Mrs, Ms etc) Forename Names Surname Business or Company Name (if applicable) Contact Address House name Street number Flat no Street name Postcode Contact Phone No Mobile Phone No Contact email address Date of Birth Place of birth PART 3 - PREMISES DETAILS Premises name Street number Street name Postcode Premises contact phone no email Address 6 PART 4 – PROPOSED AREA OF OCCUPATION – Please provide a clear, Ordnance Survey based plan outlining the proposed area for tables and chairs in red, and the premises boundary in blue.... A detailed site plan showing the precise location and proposed setting out of the tables and chairs.... I have provided the following - please tick ✓  Completed application form Where a shortened consideration period is requested - reasons for the reduced timescales are attached The relevant application fee See guidance notes for fees A site plan indicating proposed area of occupation – must include dimensions and dimensions of remaining footway Note: (if 3m unobstructed footway is not available for pedestrians to get passed the application will be refused A Layout diagram showing exact positions of tables and chairs A fully completed wind management plan Confirmation that the current public liability insurance is sufficient to cover the outside area where the tables and and chairs are being placed Confirmation that a site notice is currently being displayed and will remain in place for 14 days Signature of Applicant /Agent (delete as appropriate) Date Print Name: CORRESPONDENCE DETAILS – please provide details of where all correspondence relating to this application should be sent Name Address Postcode contact phone no email address Table and Chairs Consent Wind Management Plan Template & Related Info Nominated person(s) :- * * * * Contact telephone numbers Land – ( ) Mobile - ( ) Weather conditions Weather forecast from the following websites or information sources have been checked prior to trading: * * * * * Prior to Trading Compare the predicted wind strengths (from information sources) against the operational wind speed limits of the temporary structure(s), this should include canopies, parasols, screens, etc.

    https://www.edinburgh.gov.uk/downloads/file/27549/occasional-and-outdoor-area-application

  • Https://www.edinburgh.gov.uk/managing-customer-complaints

    As part of a Complaints Improvement Plan, a Corporate Complaints Policy was introduced in 2013 to reinforce the Complaints Handling Procedure, with a particular emphasis on roles and responsibilities.... Please provide a summary of the communications plan.... An annual communications plan will be developed through the Council’s Corporate Complaints Management Group (CCMG) meetings.

    https://www.edinburgh.gov.uk/downloads/file/32395/managing-customer-complaints

  • Https://www.edinburgh.gov.uk/premises-licence---mandatory-conditions

    Schedule 3 PREMISES LICENCES: MANDATORY CONDITIONS Page1 1 Interpretation In this schedule, “the premises” means, in relation to any premises licence, the premises specified in the licence. 2 Compliance with the operating plan (1) Alcohol is to be sold on the premises only in accordance with the operating plan contained in the licence... 2) Nothing in sub-paragraph (1) is to be read as preventing or restricting the doing of anything referred to in section 63(2). 3 Compliance with the operating plan Any other activity to be carried on in the premises is to be carried on only in accordance with the operating plan contained in the licence. 4 The premises manager (1) Alcohol is not to be sold on the premises at any time when— (a) there is no premises manager in respect of the premises, (b) the premises manager does not hold a personal licence, (c) the personal licence held by the premises manager is suspended, or (d) the licensing qualification held by the premises manager is not the appropriate licensing qualification in relation to the premises... 1D) For the purposes of sub-paragraph (1C), the “vicinity” means the area extending 200 metres from the boundary of the premises (as shown on the layout plan)

    https://www.edinburgh.gov.uk/downloads/file/23455/premises-licence---mandatory-conditions

  • Https://www.edinburgh.gov.uk/managing-customer-complaints-

    As part of a Complaints Improvement Plan, a Corporate Complaints Policy was introduced in 2013 to reinforce the Complaints Handling Procedure, with a particular emphasis on roles and responsibilities.... Please provide a summary of the communications plan.... An annual communications plan will be developed through the Council’s Corporate Complaints Management Group (CCMG) meetings.

    https://www.edinburgh.gov.uk/downloads/file/32395/managing-customer-complaints-