The Coaching Panel. A review of coaches and coaching in 2014
|
|
- Sabrina Marshall
- 8 years ago
- Views:
Transcription
1 The Coaching Panel A review of coaches and coaching in
2 Headlines Coaches and coaching The core of the coaching workforce comes from the age group but it is kept alive by a steady stream of younger recruits, especially those aged However the evidence suggests this stream of recruits may be in decline. Coaching remains unrepresentative of the sporting or general population. It is a predominantly male, white, non-disabled activity. Sports clubs are at the heart of coaching activity and provide the location for 37% of coaching sessions almost double that of the any other location. 70% of all coaching session take place in clubs, schools and leisure centres. Coach Development 76% of coaches have undertaken some form of continuing personal development in the last 12 months. Learning from their current coaching practice is the most popular way for coaches to develop. The impact of different forms of learning varies between those that make a significant impact (talking to and observing others, reflection, mentoring and Higher Education courses) and those that make a short term impact (online learning, social media, the Internet, conferences, and reading). Coaches are split on the value of technology to coach development. Opinions are equally divided between those who think it makes no impact, a little impact or a significant impact. The level of qualification a coach holds will often determine the type of information they will seek in the future. Coach support and the future 79% of coaches feel supported by their governing body or other coaching organisation. However more than half of these coaches are closer to feeling unsupported than supported. Three changes that would mean the most the coaches in terms of the support they receive are: improved access to coaching knowledge through resources and events; more mentoring; help to address the cost of development. Coaches are optimistic about the future and 41% intend to do more coaching in the future. Only 7% expect to do less. 2
3 1 What is the Coaching Panel? Understanding coaches and their needs provides essential evidence for developing excellent coaching systems. The Coaching Panel is part of this evidence base in that it sets out to develop an overall picture of coaching in At the start of the year we surveyed 1,200 coaches with questions about: Who are they? What they are trying to achieve with their coaching? What does a typical coaching session look like? What qualifications do they have? How do they develop as coaches? How supported do they feel? What are their future plans? These coaches are at the heart of the coaching system. They represent the coaches and head coaches who turn up week-in week-out and without whom sport as we know it would cease to exist. As such their views count. We also know from other research that a wider coaching population exists that includes: activators; those engaged in less formal coaching; gym instructors; teachers; and coaches who prefer to remain outside the influence of governing bodies of sport. For the purpose of this research when we refer to coaches and the Coaching Panel we are referring to those coaches at the heart of the system. Where differences between these and the wider coaching population are relevant they are discussed in the report. 3
4 % of total 2 Coach demographics The three graphs below demonstrate how coaching remains an activity associated more with certain groups within society. 72% of coaches were male, 92% were non-disabled and 95% were white. These statistics have remained relatively unchanged in the last six years (when compared to the Coach Tracking Study of ). Figure 1: The demographics of coaching 28.0 % 8% 5% 72.0 % 92% 95% Male Female Non disabled Disabled white non-white 2.1 Age coaches start coaching A quarter of coaches started coaching while still teenagers. Two other peak entry stages are and Those aged are less likely to start coaching, as are those aged over 45. Compared to there has been a drift away from the early entry age for coaches. In % of coaches started in the age group compared to 40% in Figure 2: Age at which coaches start coaching % % 9.0% 10.7% 14.4% 12.6% 7.1% 4.4% % 1 sports coach UK (2008) Coach Tracking Study: Year One Headline Report 4
5 % of total The age group is particularly important entry stage for female coaches as they account for 33% of coaches starting at that age (compared to the national coaching average of 28%). The age group was the only other group with female representation above the coaching average (albeit only 1% above). The age group with the smallest proportion of new female coaches is years old. 2.2 Age of coaches The average age of coaches was 46 with coaching experience of around years. Generally the profile of the coaching workforce is towards late-30s to mid-50 s. Figure 3: Age of coaches 30 28% 25 23% % 18% % 6% Combining the coaching age and starting age data presents a picture of coaching as an activity predominantly undertaken by older age groups but kept alive by a steady stream of younger recruits. The decrease in the percentage of coaches starting at a young age should be viewed as an issue that needs addressing as this group represents the experienced coaches of the future. 2.3 Employment status Coaching remains a predominantly volunteer activity as only 8% of respondents were full-time paid coaches. 67% of coaches were volunteers and 24% were paid part time. Among volunteers coaches there is also a mix of those who receive money for some of the coaching they do but also act as volunteer coaches in other areas. 2.4 Coaching objectives Coaches were asked to rate how important a series of objectives were to their coaching. From this a strong picture emerged of what people want to coach. Coaches were practically unanimous in their desire to provide fun but at the same time to improve the individual or team. Coaches were more divided around competitive objectives. 71% of coaches rated achieving competitive success as important while only 50% of coaches rated beating others as an important objective (and only 8% rated it as very important). These differences were related to the type of participant and age. 5
6 Not surprisingly coaches working with beginner and recreational participants placed less emphasis on competitive objectives. Similarly as the age of the participant increases so the emphasis on competitive objectives increases. Table 1: Importance of different coaching objectives to a coach % rating it as Coaching objective important Provide fun/enjoyment for the athletes/players/participants 99% Improve the performance of the individual/team 99% Improve the technical and tactical skills of the athletes/players/participants 99% Improve the physical condition of the athletes/players/participants 95% Improve the life skills of athletes/players/participants 94% Provide an opportunity for the athletes/players/participants to socialise 87% Achieve competitive success 71% Beat other individuals/teams 50% 6
7 % of total 3 Coaching sessions It is difficult to state what constitutes a typical session as this is very much dependent on the sport but we are still able to give a general picture of coaching sessions in the UK. A total of 1,700 coaching sessions were analysed with key results shown below. Sports clubs are the most popular location for coaching to take place and account for 37% of coaching sessions. In total sports clubs, schools and leisure centres account for the location of over 70% of all coaching sessions. The lower percentage of coaching happening in youth clubs, gyms, community centres and public spaces may reflect the fact that his sample are predominantly coaches working within more organised sporting environments. Figure 4: percentage of coaching sessions taking place in each location % 19.6% 14.9% 61% of sessions were given to competitive participants - in other words those playing competitively with a club or at a more representative level (county, national etc). 22% of sessions were for beginners or improvers with 17% of sessions purely for recreation. 57% of sessions lasted between one and two hours and the average session involved two coaches and 20 participants (a ratio of one coach to every ten participants). The pie chart in figure 5 shows how 80% of session involved either one, two or three coaches. However the fact that 27% of sessions have only one coach does show how often a session is dependent on one individual. 7
8 Figure 5: Percentage of sessions by number of coaches present 2% 1% 2% 1 8% 4% 27% % % 9 10 Although 57% of sessions were between one and two hours the most common length of session was between 31 minutes to an hour. Figure 6: Length of coaching sessions 120+ mins 9% 91 to 120 mins 29% 61 to 90 mins 28% 31 to 60 mins 33% less than 30 mins 2% % of all sessions 8
9 4 Qualifications The qualifications profile of respondents shows that the coaches who took part in this research tended to be qualified to level 2 or above (81% of the total). This profile reflects the core coaching workforce as described at the start of this report. Figure 7: highest qualification held by coach 2% 25% 11% 16% 46% No qualification Level 1 Level 2 Level 3 Level 4 or above Just over half (52%) of coaches intend to take another qualification in the next twelve months. In general the lower the qualification held by the coach the more likely they are to take another qualification. Figure 8: Percentage of coaches intending to take another qualification in the next twelve months broken down by current qualification 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 78% No qualification 72% 53% 40% 41% Level 1 Level 2 Level 3 Level 4 or above 9
10 5 Continuous Personal Development (CPD) 2 Overall 76% of coaches had undertaken CPD in the last twelve months. When a coach had undertaken any formal learning they used on average two different sources. With informal learning coaches used an average of four different sources. The most popular sources of learning were consistent with what previous research has told us. Coaches are most likely to use their own coaching practice for learning (eg talking to and observing other coaches and reflecting on sessions). Using the internet continues to increase in usage when compared to previous research (such as the Coach Tracking Study in 2011). Coaches are also twice as likely to use the Internet as social media as a source of learning. Table 2: Sources of learning used by coaches in the last twelve months (number and percentage of coaches) Source of learning n % Talking to other coaches % Observing/working with other coaches % Reflecting on coaching sessions % Searching/using the Internet % Coaching workshops % Reading books, watching DVDs etc % Coaching conferences % Mentoring % Social Media (Twitter, Facebook linkedin) % Online learning courses % FE/HE Qualifications (related to coaching or sport) % Formal distance learning 88 7% 5.1 The impact of learning When coaches were asked what impact the learning had made on their coaching an interesting split develops between sources that make a significant impact and those that make a short term or little impact. Again sources related to coaching practice feature highly in terms of making a significant impact but the most impactful learning was a coaching/sport related university qualification. This is perhaps not surprising given that it would be a long-term focussed piece of learning. However an interesting piece of follow up research would be to examine if there are methods used in Higher Education that would be useful to apply in other coach development contexts. At the other end of the scale online learning, social media and the Internet are less likely to make a significant impact. Indeed coaches were quite evenly split between those who thought it made little impact, short term impact or significant impact. This suggests these relatively new forms of learning work for some coaches but not for others. There is 2 For the purpose of this research continuous personal development (CPD) is defined as either a formal piece of learning (an organised and structured presentation of learning to a coach) or more non-formal/informal learning (mentoring, talking to other coaches, searching the internet) that is sustained over time and makes an impact on coaching. 10
11 no evidence to suggest that this preference is based on the age of the coach and again this backs up previous research that age is not a factor when considering the use of technology in coaching 3. Table 3: The impact of sources of learning used by coaches in the last twelve months None at all It made a short term impact It made a significant impact Source of learning A little FE/HE Qualifications (related to coaching or sport) 3% 14% 15% 68% Observing/working with other coaches 1% 13% 20% 66% Talking to other coaches 0% 14% 23% 62% Reflecting on coaching sessions 0% 11% 27% 62% Mentoring 0% 17% 23% 60% Formal distance learning 6% 22% 19% 53% Coaching workshops 1% 23% 26% 50% Reading books, watching DVDs etc 1% 21% 32% 46% Coaching conferences 2% 24% 34% 40% Searching/using the Internet 2% 29% 36% 34% Social Media (Twitter, Facebook linkedin) 6% 30% 37% 27% Online learning courses 5% 33% 38% 25% 3 sports coach UK (2012) The Appetite for Online Coach Education: Now and in the Future 11
12 5.2 Information sought by coaches Technical and tactical information is most often sought by coaches with 82% stating that this is what they look for. Planning sessions was the only other type of information that was sought by over three-quarters of respondents. Information that is less likely to be sought includes facilitation, decision making and managing the coaching environment. All of these were sought by less than half of respondents. Table 4: Information sought by coaches in the last twelve months (number and Percentage) Information sought n % Technical/tactical knowledge % Planning Sessions: structure, format, content % Motivating athletes % Providing feedback % Listening % Evaluating sessions/programmes % Observation and analysis % Self reflection and critical thinking % Providing instruction % Understanding/evaluating athlete/player development % Knowledge of a wide range of coaching methods % Planning programmes (over a season, year, cycle) % Organisation of sessions (e.g. facilities, equipment, health and safety) % Questioning % Responsiveness/adaptability to situation/person % Managing the coaching environment % Decision Making % Facilitation % Looking at information sought be different levels of qualification shows how the information needs of coaches change with time and experience. Unqualified and level 1 coaches are more likely to look for information on planning, organising, instructing and listening (the basics of coaching) but less likely to look for information on evaluating, reflecting and questioning. They are also less interested in athlete development, long term planning or widening the range of their coaching methods. Level 2 coaches tended to fall into a middle ground between lower and higher qualifications with the main differences that they are more likely to look for instruction and feedback ideas but less likely to look for reflection or facilitation skills. Level 3 and 4 coaches are often the mirror image of their less qualified contemporaries and therefore less likely to look for planning and organising skills and more likely to look for information on reflection, athlete development and longer term planning. Considering how popular self-reflection is with coaches (79% stated that they use this) it is unusual that only those qualified to Level 3 or above are likely to look for this type of information. 12
13 Table 5: Types of information sought by level of coaching qualification Level of qualification Non qualifications More likely to look for information on Organisation of sessions (e.g. facilities, equipment, health and safety) Listening Observation and analysis Decision Making Level 1 Organisation of sessions (e.g. facilities, equipment, health and safety) Listening Planning Sessions: structure, format, content Providing instruction Level 2 Providing instruction Providing feedback Level 3 Self reflection and critical thinking Understanding/evaluating athlete/player development Planning programmes (over a season, year, cycle) Questioning Level 4 Self reflection and critical thinking Knowledge of a wide range of coaching methods Managing the coaching environment Less likely to look for information on Evaluating sessions/programmes Self reflection and critical thinking Understanding/evaluating athlete/player development Knowledge of a wide range of coaching methods Questioning Responsiveness/adaptability to situation/person Evaluating sessions/programmes Self-reflection and critical thinking Understanding/evaluating athlete/player development Knowledge of a wide range of coaching methods Questioning Planning programmes (over a season, year, cycle) Facilitation Self reflection and critical thinking Facilitation Organisation of sessions (e.g. facilities, equipment, health and safety) Planning Sessions: structure, format, content Listening Providing instruction Organisation of sessions (e.g. facilities, equipment, health and safety) Planning Sessions: structure, format, content Listening Providing instruction Providing feedback Observation and analysis Decision Making Of course a coaches development does not follow a linear pathway of qualifications matching experience. There are many coaches who are considered experienced and expert who may have chosen to only gain a level 2 qualification. Therefore these results should only be viewed as indicative of how the information sought by coaches can change over time. To provide a fuller picture you also need to look at experiences and motivations of a coach. Research on this will be published by sports coach UK in
14 % feeling supported 6 How supported do coaches feel? Overall 79% of coaches feel supported by their governing body or other agencies such as sports coach UK and Home Country Sports Councils. However an important consideration is that over half of these coaches who felt supported only rated the level of support as a little. As such they could be said to be in a borderline position that could quickly become a feeling of not being supported. Addressing this 57% sitting on the borderline is critical to maintaining the overall feeling of support. Overall feelings of support decline in line with the qualification level of the coach. 72% of level 4 coaches felt supported compared to 81% of level 1 coaches. Comments from more qualified coaches support this Whilst there is a lot of support for young and less experienced coaches, coaches who have been around a long time and gained their coaching qualifications tend to be forgotten. Lack of encouragement to develop past level 2 coach. The cost would put most level 2 coaches off however, there is not enough funding available to cover all of the cost to attend! Figure 9: overall feelings of support by coach qualification % 80.3% % % Level 1 Level 2 Level 3 Level 4 or above 14
15 Areas that coaches feel least supported with are: help with career opportunities; finding appropriate opportunities to coach; and help with the cost of development opportunities. Table 6: Feelings of support around coach development Very well supported Supported Supported a little Not supported at all Identifying your development needs Knowing the next steps for your coaching Identifying development opportunities Help with the cost of development opportunities Help with finding appropriate opportunities to coach Help with career opportunities in coaching Overall support Overall supported When coaches were asked what Governing Bodies could do better to make them feel more supported three key areas emerged: Coaches wanted access to more coaching knowledge. For some this meant greater use of technology (more resources online or a system to allow coaches to discuss ideas) while others were more interested in face-to-face contact (conferences, local events or workshops to provide new knowledge and networking opportunities). Gaining access to a mentor or some sort of support from a more experienced coach was one of the most popular suggestions to improve support. The cost of coaching qualifications and CPD remains an issue with many coaches and suggestions revolved around cheaper qualifications, more funding and/or better information about to access funding. 15
16 7 Future coaching and stopping coaching Overall future coaching activity looks positive with 41% of respondents stating that they intend do more coaching in the next twelve months and only 7% intending to do less. Overall this suggests a Net Future Activity Score 4 of 34% of coaches intending to do more. This score is a useful gauge of coach optimism about the future. Figure 10: Percentage of coaches intending to do more, less or the same coaching in the next twelve months 7% 41% 52% More About the same Less A small percentage of coaches (4%) stated that they intend to stop coaching this year. The reasons for this were split between personal reasons (44%) and more system related reasons (56%). It is important to remember when considering these figures that the survey question asked about future intentions. We know from previous research that the reasons to stop coaching are often unexpected and these figures underestimate both the amount of coaches who stop and the proportion of personal related reasons for stopping. However these figures provide an interesting insight into the thought process of coaches who plan to stop. With personal reasons the most likely causes of a planned exit from coaching are family reasons and in particular wanting to spend more time with family and children. Two typical comments from coaches emphasise this point. Need to get some family life back I want to take time to see my own children play sport A lack of support was the most common system related reason for a planned exit from coaching but one of the most interesting points that emerged from this research was the number of coaches using the word disillusioned. This is not a word that has come up when this question was asked previously (albeit retrospectively) and hints at two 4 Net Future Activity Score is a simple way to measure overall confidence about future coaching. The percentage of coaches expecting to do less coaching is subtracted from the percentage of coaches expecting to do more coaching. 16
17 possible reasons. Feelings of disillusionment may be a first stage in thinking about quitting but when asked after the event coaches tend to state a different reason; or coaches in general may be feeling more disillusioned. This is an area we intend to follow up over time. Table 7: Reasons given by coaches who intend to stop coaching in the next year. Personal reasons % Work 10% Family 16% Lack of time 8% Health 10% System related reasons Lack of support 20% Lack of opportunities 10% Money/costs 8% Disillusioned 10% Issues within the club 8% These results emphasise how important it is to listen to coaches, understand their issues, and act upon them. For example if a you know that a coach wants to spend more time with their family it may be possible to reduce their coaching workload rather than lose an experienced coach altogether. Similarly if feelings of disillusionment are the beginnings of a decision to quit then addressing the issues at the heart of this problem may lead to a coach changing their mind and remaining in the sport. Comments from coaches also show a strong desire to be listened to and two comments are a fitting way to end this report: Find a way to engage with coaches as coaches can become isolated in programmes. And Care about coaches! 17
Sports Coaching in the UK III. A statistical analysis of coaches and coaching in the UK
Sports Coaching in the UK III A statistical analysis of coaches and coaching in the UK January 2011 Contents Executive Summary... 3 1. Introduction... 5 2. Participation in Sport... 6 3. Use of Coaching...
More informationThe Use of Social Media by Electronics Design Engineers
The Use of Social Media by Electronics Design Engineers A Study by the University of Chichester and Napier Partnership Limited August 2009 ABSTRACT This joint project between Napier and the University
More informationHow to Develop a Sporting Habit for Life
How to Develop a Sporting Habit for Life Final report December 2012 Context Sport England s 2012-17 strategy aims to help people and communities across the country transform our sporting culture, so that
More informationMake up of a Modern Day Coach. Skills, Experience & Motivations
Make up of a Modern Day Coach Skills, Experience & Motivations Introducing the research... As the world s largest training organisation for coaches, the coaching academy has developed a reputation for
More informationUnderstanding sport and physical activity as a therapy choice for young disabled people. Views and opinions of paediatric physiotherapists
Understanding sport and physical activity as a therapy choice for young disabled people Views and opinions of paediatric physiotherapists 2 Contents Acknowledgements... 4 Executive Summary... 6 Section
More informationVolunteering in Northern Ireland: What do we know in 2012?
Volunteering in Northern Ireland: What do we know in 2012? The last Northern Ireland wide survey on the extent and scale of volunteering was conducted in 2007 and resulted in a report titled It s All About
More informationCOI Research Management Summary on behalf of the Department of Health
COI Research Management Summary on behalf of the Department of Health Title: Worth Talking About Campaign Evaluation 2010 / 2011 Quantitative research conducted by TNS-BMRB COI Reference number: 114770
More informationYOUTH SOCCER COACHES GUIDE TO SUCCESS Norbert Altenstad
The Reason Why Most Youth Soccer Coaches Fail Lack of knowledge to make and keep practice fun and enjoyable for the kids is really the primary cause for failure as a youth soccer coach, it s sad. It s
More informationBIS RESEARCH PAPER NO. 152. National Careers Service: Satisfaction and Progression surveys: Annual report (April 2012- March 2013 fieldwork)
BIS RESEARCH PAPER NO. 152 National Careers Service: Satisfaction and Progression surveys: Annual report (April 2012- March 2013 fieldwork) NOVEMBER 2013 1 The views expressed in this report are the authors
More informationSport and Exercise Science
Sport and Exercise Science Final award BSc (Hons) Intermediate awards available Cert HE, Dip HE, BSc UCAS code C600 Details of professional body accreditation N/A Relevant QAA Benchmark statements Unit
More informationTriathlon Australia Coach Education Program Competency Framework
Triathlon Australia Coach Education Program Competency Framework Introduction The objectives of the Triathlon Australia (TA) coach education program and its various components are twofold. First, to provide
More informationOur work. Advocacy Mentoring Participation Policy & research
Our work Advocacy Mentoring Participation Policy & research All services are open to children and young people cared for away from home e.g. residential care, foster care, kinship care and those leaving
More informationMaking Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview
Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview Introduction This report summarises the responses to the consultation on the Government s proposal to introduce foreign
More informationFinancial capability and saving: Evidence from the British Household Panel Survey
CRS02 NOVEMBER 2010 Financial capability and saving: Evidence from the British Household Panel Survey About the Consumer Financial Education Body The Consumer Financial Education Body (CFEB) is an independent
More informationPart of the Skills for Business network of 25 employer-led Sector Skills Councils
WELSH LANGUAGE SKILLS AUDIT: THE WELSH LANGUAGE AND BILINGUAL SKILLS OF STAFF IN FURTHER EDUCATION, HIGHER EDUCATION, ADULT COMMUNITY LEARNING AND WORK BASED LEARNING SECTORS IN WALES Part of the Skills
More informationSUTTON TRUST BRIEFING NOTE: THE EDUCATIONAL BACKGROUNDS OF THE UK S TOP SOLICITORS, BARRISTERS AND JUDGES. June 2005
SUTTON TRUST BRIEFING NOTE: THE EDUCATIONAL BACKGROUNDS OF THE UK S TOP SOLICITORS, BARRISTERS AND JUDGES June 2005 Executive Summary To establish whether there has been any change in the educational characteristics
More informationSecondary Analysis of the Gender Pay Gap. Changes in the gender pay gap over time
Secondary Analysis of the Gender Pay Gap Changes in the gender pay gap over time March 2014 Department for Culture, Media & Sport Department for Culture, Media & Sport 3 Contents Chapter 1: Introduction...
More informationStocktake of access to general practice in England
Report by the Comptroller and Auditor General Department of Health and NHS England Stocktake of access to general practice in England HC 605 SESSION 2015-16 27 NOVEMBER 2015 4 Key facts Stocktake of access
More informationFITNESS COURSE GUIDE
FITNESS COURSE GUIDE Key Management Staff CEO Mark Stitt Business Development Manager Lee Brabin RTO Compliance Officer Maxene Cooper FIT College Head Coaches FIT College: THE DIFFERENCE BETWEEN ORDINARY
More informationMinimum Standards for Active Coaches Core Guidance
Minimum Standards for Active Coaches of Children and Young People INTRODUCTION Good coaching is vital in providing children and young people with a positive introduction to the sport which allows them
More informationTest your talent How does your approach to talent strategy measure up?
1 Test your talent How does your approach to talent strategy measure up? Talent strategy or struggle? Each year at Head Heart + Brain we carry out research projects to help understand best practice in
More informationThe Consumer Holiday Trends Report
The Consumer Holiday Trends Report ABTA Consumer Survey 2014 Number of holidays taken The past 12 months have been mixed from a consumer confidence and sales perspective Overall, eight in ten (80%) consumers
More informationSocial Return on Investment
Social Return on Investment Valuing what you do Guidance on understanding and completing the Social Return on Investment toolkit for your organisation 60838 SROI v2.indd 1 07/03/2013 16:50 60838 SROI v2.indd
More informationThe income of the self-employed FEBRUARY 2016
FEBRUARY 2016 Contents The income of the self-employed... 3 Summary... 3 Background recent trends in self-employment... 3 Earnings from self-employment... 7 Income from all sources... 10 Following the
More informationUK Copyright Literacy Survey: summary report Chris Morrison and Jane Secker;Chris Morrison June 2015
UK Copyright Literacy Survey: summary report Chris Morrison and Jane Secker;Chris Morrison June 2015 U n i v e r s i t y o f K e n t L o n d o n S c h o o l o f E c o n o m i c s a n d P o l i t i c a
More informationThe value of apprenticeships: Beyond wages
The value of apprenticeships: Beyond wages NIDA BROUGHTON June 2016 There is strong political commitment to the apprenticeships programme as a part of the strategy to achieve a high quality workforce that
More informationGreenleaf Primary School Inspection report
Greenleaf Primary School Inspection report Unique Reference Number Local Authority Inspection number Inspection dates Reporting inspector 03054 Waltham Forest 308204 78 November 2007 Andrew Matthews This
More informationEgg and sperm donation in the UK: 2012 2013
Egg and sperm donation in the UK: 2012 2013 Contents Introduction 2 Background to this report 2 Terms and acronyms used in this report 4 Methodology 5 How we gathered the data 5 Understanding the data
More informationConsumers are increasingly turning to private funding, it is now the norm in 66% of cases, and use of legal aid has declined by 4% since 2014.
Tracker Survey 2016 Briefing note: how consumers are using legal services Key findings: Six years of findings have shown that Consumers are increasingly turning to private funding, it is now the norm in
More informationThe Training Needs of Older Workers
The Training Needs of Older Workers Katrina Ball, Josie Misko and Andrew Smith National Centre for Vocational Education Research ABSTRACT The nature of work has been the subject of significant change in
More informationBY Maeve Duggan NUMBERS, FACTS AND TRENDS SHAPING THE WORLD FOR RELEASE AUGUST 19, 2015 FOR FURTHER INFORMATION ON THIS REPORT:
NUMBERS, FACTS AND TRENDS SHAPING THE WORLD FOR RELEASE AUGUST 19, 2015 BY Maeve Duggan FOR FURTHER INFORMATION ON THIS REPORT: Maeve Duggan, Research Associate Dana Page, Senior Communications Manager
More informationGlasgow 2014 Commonwealth Games: media consumption
Glasgow 2014 Commonwealth Games: media consumption Research Document Publication date: 11 December 2014 About this document This document outlines the results of Ofcom s research into media consumption
More informationin partnership with EMPLOYEE OUTLOOK EMPLOYEE VIEWS ON WORKING LIFE
in partnership with EMPLOYEE OUTLOOK EMPLOYEE VIEWS ON WORKING LIFE Autumn 2015 The CIPD is the professional body for HR and people development. The not-for-profit organisation champions better work and
More informationTHE HEALTH & SOCIAL CARE
THE HEALTH & SOCIAL CARE SECTOR in greater manchester overview of skills ISSUES 1. INTRODUCTION This briefing summarises the findings of primary and secondary research in respect of the skills and training
More informationSTRATEGY FOR ENHANCING STUDENT EMPLOYABILITY
UC 387 SE 401 STRATEGY FOR ENHANCING STUDENT EMPLOYABILITY 2014 2016 Underpinning this Strategy are the following key University objectives: i. Establish Liverpool Hope University as a leading institution
More informationQuestions for workplace needs analysis surveys
Questions for workplace needs analysis surveys Notes 1. These questions come from workplace basic skills surveys that include native-speakers. 2. Interviewers will need to reformulate questions according
More informationREPORT OF THE SERVICE DIRECTOR - HUMAN RESOURCES AND CUSTOMER SERVICE
Report to Personnel Committee 26 September 2012 Agenda Item: 6 REPORT OF THE SERVICE DIRECTOR - HUMAN RESOURCES AND CUSTOMER SERVICE INVESTORS IN PEOPLE RE-ACCREDITATION Purpose of the Report 1. The purpose
More informationExploring the UK Freelance Workforce in 2015
Exploring the UK Freelance Workforce in 2015 Executive Summary John Kitching April 2016 Introduction Freelance workers are an important, but hidden, part of the small business population. United Kingdom
More informationAboriginal Employment Strategy 2014-2016
Aboriginal Employment 2014-2016 Communities for all: Opportunities for everyone Acknowledgements The Department for Communities and Social Inclusion (DCSI) Aboriginal Employment has been developed with
More informationStrategy for 2015 2019
Strategy - 2019 Strategy for 2019 ViSion To inspire a nation of weightlifters, hooked on the Sport through outstanding leadership and expertise; ensuring Commonwealth champions, increased participation
More informationUK Commission s Employer Perspectives Survey 2012. Executive Summary 64 December 2012
UK Commission s Employer Perspectives Survey 2012 Executive Summary 64 December 2012 UK Commission s Employer Perspectives Survey 2012 Jan Shury, David Vivian, Katie Gore, Camilla Huckle, IFF Research
More informationNUMBERS, FACTS AND TRENDS SHAPING THE WORLD. FOR RELEASE November 14, 2013 FOR FURTHER INFORMATION ON THIS REPORT:
NUMBERS, FACTS AND TRENDS SHAPING THE WORLD FOR RELEASE November 14, 2013 FOR FURTHER INFORMATION ON THIS REPORT: Amy Mitchell, Director of Journalism Research Jesse Holcomb, Senior Researcher Dana Page,
More informationPreventing bullying: a guide for teaching assistants. SEN and disability: developing effective anti-bullying practice
Preventing bullying: a guide for teaching assistants SEN and disability: developing effective anti-bullying practice Preventing bullying: a guide for teaching assistants 2 Introduction This guide is based
More informationNETWORKING HOW TO STAND OUT. The Center for Student Professional Development
NETWORKING HOW TO STAND OUT The Center for Student Professional Development DRESS THE PART Wear either business casual or business professional clothing. YOUR 30 SECOND SPOT A way to introduce yourself
More informationCareers and the world of work: roles and responsibilities
Careers and the world of work: roles and responsibilities Careers and the world of work: roles and responsibilities Audience Headteachers, principals, governing bodies, management committees, careers and
More informationActive Guildford Sport Development Strategy 2016-2021
Active Guildford Sport Development Strategy 2016-2021 Our plan to enhance sports provision and engage all our community in sport so that by 2021, Guildford will be one of the most active boroughs in South
More informationEnglish Housing Survey Headline Report 2014-15
English Housing Survey Headline Report 214-15 Contents Introduction and main findings Section 1: Households Section 2: Housing stock Technical notes and glossary Introduction and main findings 1. English
More informationUnderstanding the UK education system
Understanding the UK education system The education system in the UK is currently undergoing perhaps more change than at any time since the 1944 Butler Education Act. There are now a huge range of schools
More informationProgramme Specification for MSc Applied Sports Performance Analysis
PROGRAMME SPECIFICATION Postgraduate Courses Programme Specification for MSc Applied 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited
More informationWEST VANCOUVER SOCCER CLUB 2014-2018 STRATEGIC PLAN DRAFT 3
WEST VANCOUVER SOCCER CLUB 2014-2018 STRATEGIC PLAN DRAFT 3 DECEMBER 2013 WEST VANCOUVER SOCCER CLUB 2014-2018 STRATEGIC PLAN November 2013 The West Vancouver Soccer Club is a registered society that exists
More informationEnvironment Sustainability and Highways
Job Title: Marketing Intelligence Officer Job Grade: Band 4 Directorate: Environment Sustainability and Highways Job Reference Number: P01851 The Role The Marketing Intelligence Officer will: Devise intelligence
More informationMobile Youth Around the World
Mobile Youth Around the World December 2010 Overview From texting to video to social networking, mobile phones are taking an ever-expanding role in our daily lives. And young people around the world are
More informationThe School Chess Club
The School Chess Club Produced by the English Chess Federation In conjunction with the Department for Education and Skills The School Chess Club Why teach chess in schools? Introduction The game of chess
More informationThe Coaching at Work Survey
The Coaching at Work Survey 2002 Foreword Background Workplace learning is developing dramatically. What was delivered in a classroom is now experienced online. What once took a day now only lasts an hour.
More informationSPECIAL REPORT HOW TO EVALUATE A SOCCER COACH
SPECIAL REPORT HOW TO EVALUATE A SOCCER COACH The characteristics and ability of the coach plays a major role in determining the quality of your child's soccer experience. Coaches who are organized create
More informationLSBF Careers Report. Are UK professionals looking to change careers?
LSBF Careers Report Are UK professionals looking to change careers? Foreword by Dr. Steve Priddy What we wanted to find out from this survey was how satisfied British professionals are with their current
More informationARU COACH DEVELOPMENT FRAMEWORK
ARU COACH DEVELOPMENT FRAMEWORK CONTENTS 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Introduction National Philosophy & Vision Coaching Framework: Participation & Performance Coach Development:
More informationA GUIDE FOR CLUBS & SPORTS PROVIDERS
A GUIDE FOR CLUBS & SPORTS PROVIDERS Intro Archery provides an easy way for beginners to learn to shoot in six fun lessons. The aim of Intro Archery is to get new and returning archers shooting arrows!
More informationUnit purpose and aim. The Learner will: 1 Understand the structure of their organisation
Unit Title: Understanding the employing organisation OCR unit number 7 Sector unit number EA3-3 Level: Level 3 Credit value: 3 Guided learning hours: 23 Unit accreditation number R/600/1764 Unit purpose
More informationSCQF HOW TO: USE THE SCQF FOR WORKFORCE DEVELOPMENT
SCQF HOW TO: USE THE SCQF FOR WORKFORCE DEVELOPMENT CONTENTS THE SCQF AND WORKFORCE DEVELOPMENT 01 HOW DOES THIS WORK IN PRACTICE FOR EMPLOYERS? 03 PERFORMING THE SKILLS AUDIT 04 STEP 1 05 STEP 2 05 EVIDENCING
More informationCSP Core Services Summary 2015-16
CSP Core Services Summary 2015-16 Sport England invests Core Funding into County Sports Partnerships (CSPs) to provide a consistent set of services for National Governing Bodies and for Sport England.
More informationPeel High School Students and Post-secondary School Opportunities. Peel Children and Youth Initiative April 2014
Peel High School Students and Post-secondary School Opportunities Peel Children and Youth Initiative April 2014 1 Introduction In 2012, PCYI published the findings from a mixed method study on improving
More informationSPRING 2013 SENIOR MANAGEMENT SURVEY RESULTS
SPRING SENIOR MANAGEMENT SURVEY RESULTS WELCOME RESULTS OF OUR CORNERSTONE SPRING SURVEY As a world-ranked recruiting and leadership development organisation, we seek to inform and advise businesses on
More informationSOLIHULL METROPOLITAN BOROUGH COUNCIL FOSTERING SERVICES - STATEMENT OF PURPOSE 2015-2016
SOLIHULL METROPOLITAN BOROUGH COUNCIL FOSTERING SERVICES - STATEMENT OF PURPOSE 2015-2016 1. Introduction The National Minimum Standards and Regulations for Fostering Services issued by the Secretary of
More informationTasmanian Adult Literacy Action Plan
Tasmanian Adult Literacy Action Plan Department of Education 1. Message from the David Bartlett MP Premier and Minister for Education and Skills All Tasmanians deserve an equal chance at making a good
More informationThe size and structure
The size and structure of the adult social care sector and workforce in England, 2015 September 2015 Acknowledgements We are grateful to many people who have contributed to this report. Particular thanks
More informationSports Sponsorship. A cost effective investment for your brand. Suzy Aronstam Head of MMT
Sports Sponsorship A cost effective investment for your brand Suzy Aronstam Head of MMT Sports sponsorships are big business Earlier this year Manchester United agreed a 750m, 10-year sponsorship deal
More information2. Incidence, prevalence and duration of breastfeeding
2. Incidence, prevalence and duration of breastfeeding Key Findings Mothers in the UK are breastfeeding their babies for longer with one in three mothers still breastfeeding at six months in 2010 compared
More informationTrade Training Centres in Schools Programme
Trade Training Centres in Schools Programme Discussion Paper for Stakeholder Consultations February 2007 1 Contents Introduction...3 Overview...3 Programme objectives...4 Priorities...4 A partnership approach...5
More informationInvestors in People First Assessment Report
Investors in People First Assessment Report K.H.Construction Cambridge Assessor: Lesley E Ling On-site Date/s: 3 rd September 2008. Recognition Date: Contents 1. Introduction Page 2 2. Assessment and Client
More informationTRADE UNION MEMBERSHIP 2014. Statistical Bulletin JUNE 2015
TRADE UNION MEMBERSHIP 2014 Statistical Bulletin JUNE 2015 Contents Contents... 2 Introduction... 3 Key findings... 5 1. Long Term Trends... 6 2.Private and Public Sectors. 12 3. Personal and job characteristics...
More informationExplaining the difference your project makes A BIG guide to using an outcomes approach. Sara Burns and Joy MacKeith Triangle Consulting October 2006
Explaining the difference your project makes A BIG guide to using an outcomes approach Sara Burns and Joy MacKeith Triangle Consulting October 2006 Explaining the difference your project makes Stock code
More informationThe future for discounts and loyalty in the restaurant industry
White Paper The future for discounts and loyalty in the restaurant industry Findings from the the Peach Brand Track Survey Table of of contents... The The challenges of of discounting...... The The opportunities
More informationThinking about College? A Student Preparation Toolkit
Thinking about College? A Student Preparation Toolkit Think Differently About College Seeking Success If you are like the millions of other people who are thinking about entering college you are probably
More informationProject Management Assessment Overview
Project Management Assessment Overview Goals The goals of the assessment are to: Provide a self assessment of your company skills in nine areas of project management (e.g. Risk Management, Scope Management,
More informationVoluntary Issues. Scottish Household Survey Analytical Topic Report: Volunteering
Voluntary Issues Scottish Household Survey Analytical Topic Report: Volunteering SCOTTISH HOUSEHOLD SURVEY ANALYTICAL REPORT: VOLUNTEERING Norma Hurley, Lindsay Wilson, Ian Christie Blake Stevenson Ltd
More informationUK application rates by country, region, constituency, sex, age and background. (2015 cycle, January deadline)
UK application rates by country, region, constituency, sex, age and background () UCAS Analysis and Research 30 January 2015 Key findings JANUARY DEADLINE APPLICATION RATES PROVIDE THE FIRST RELIABLE INDICATION
More informationStrategic No Planned Yes Reason. The organisation has a member of the leadership team with responsibility for and
Strategic No Planned Yes Reason The organisation has a member of the leadership team with responsibility for and an understanding of CEIAG. DHT (Curriculum and Attainment) has overview of CEIAG in school
More informationTAXREP 01/16 (ICAEW REP 02/16)
TAXREP 01/16 (ICAEW REP 02/16) January 2016 ICAEW research survey: HMRC Customer Service Standards 2015 Results of the ICAEW 2015 research survey among ICAEW smaller agents about HMRC service standards.
More informationCareers in Research Online Survey (CROS) 2011 Newcastle University CROS 2011 Summary Report
Careers in Research Online Survey (CROS) 2011 Newcastle University CROS 2011 Summary Report Introduction CROS has been important in capturing the anonymous views and experiences of Newcastle research staff
More informationJob Grade: Band 5. Job Reference Number:
Job Title: Business Analyst Job Grade: Band 5 Directorate: Job Reference Number: People and Transformation P01216 The Role: This is a challenging role working with and across all services to support the
More informationLanguages at key stage 4 2009: evaluation of the impact of the languages review recommendations: findings from the 2009 survey
Research Report DFE-RR052 Languages at key stage 4 2009: evaluation of the impact of the languages review recommendations: findings from the 2009 survey Caroline Filmer-Sankey Helen Marshall This research
More informationHDA Outplacement Survey. Results 2008
HDA Outplacement Survey Results 2008 HDA is a Human capital consultancy that has worked in the area of outplacement for over 30 years, developing a reputation for a highly successful, outcomes-focused
More informationMillennials at Work. Presentation at the 2013 Financial Management Institute PD Week. Presenters. Lori Watson Partner. Ryan Lotan Director
www.pwc.com/ca Millennials at Work Understanding Your Future Workforce Presentation at the 2013 Financial Management Institute PD Week Presenters Lori Watson Partner Ryan Lotan Director Franck Hounzangbe
More informationApprenticeship Evaluation: Learners
BIS RESEARCH PAPER NUMBER 124 Apprenticeship Evaluation: Learners AUGUST 2013 1 The views expressed in this report are the authors and do not necessarily reflect those of the Department for Business, Innovation
More informationA qualitative examination of online gambling culture among college students: Factors influencing participation, maintenance and cessation
A qualitative examination of online gambling culture among college students: Factors influencing participation, maintenance and cessation R I N A G U P T A, J E F F D E R E V E N S K Y & M I C H A E L
More informationMarket Segmentation. An overview
Market Segmentation An overview March 2016 Introduction The Money Advice Service exists to change people s lives by helping them make the most of their money. We do this directly through a free and impartial
More informationInspection dates 19 21 March 2014. Effectiveness of leadership and management
Further Education and Skills inspection report Date published: 25 April 2014 Inspection Number: 429097 URN: 131959 Portland College Independent specialist college Inspection dates 19 21 March 2014 Overall
More information2014 and beyond. Glasgow Sport Coach / Volunteer Development Programmes
Glasgow Sport 2014 and beyond Glasgow Sport Coach / Volunteer Development Programmes Glasgow Sports Coach/Volunteer Development Programmes provide the training and support necessary to ensure that outstanding
More informationLesson 1. An introduction to the Sports Leaders UK Level 2 Award in Community Sports Leadership
Lesson 1 An introduction to the Sports Leaders UK Level 2 Award in Community Sports Leadership Understand what the course involves Gain insight into the demands of the course expectations and assessment
More informationHow Multi-Screen Consumers Are Changing Media Dynamics Findings from a comscore Study for the Coalition for Innovative Media Measurement
How Multi-Screen Consumers Are Changing Media Dynamics Findings from a comscore Study for the Coalition for Innovative Media Measurement JOAN FITZGERALD VP, TV & Cross-Media Solutions, comscore, Inc. JANE
More informationThe Social Media Best Practice Guide
The Social Media Best Practice Guide A Xander Marketing Guide T: 03302232770 E: hello@xandermarketing.com W: www.xandermarketing.com Social Media Marketing Introduction With an ever increasing number of
More informationDr Rosie Tope and Dr Eiddwen Thomas and Dr Suzanne Henwood. Introduction
Measuring the impact of NLP Communication Seminars on clinical practice in nursing: An evaluation using the Henwood CPD (Continuing Professional Development) Process Model Dr Rosie Tope and Dr Eiddwen
More informationHow To: Involve Patients, Service Users & Carers in Clinical Audit
INTRODUCTION The aim of this How To guide is to provide advice on how to involve patients, service users and carers in the clinical audit process. The Healthcare Quality Improvement Partnership (HQIP)
More informationCLUB MANAGER JOB SURVEY 2008
CLUB MANAGER JOB SURVEY 2008 Page 1 of 12 EXECUTIVE SUMMARY The CMAE has been through a tremendous period of growth in the past two years, and we have welcomed into our family a network of national club
More informationThe Role and Responsibilities of the Managing Partner Timothy I. Michel, CPA
The Role and Responsibilities of the Managing Partner Timothy I. Michel, CPA I became the managing partner (MP) in my prior firm after having spent 25 years serving clients as a practice partner. During
More information101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z
101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z As the topics of sports, hobbies and free time are easy ones that tie in with IELTS Speaking Part One and students like
More informationDEVELOPMENTS FOR OUR EMPLOYEES
2015 ANNUAL REPORT FORWARD-LOOKING STATEMENT This annual report contains certain forward-looking statements regarding the financial situation and results of USG People N.V., as well as a number of associated
More informationCRIDE report on 2012 survey on educational provision for deaf children in England
INTRODUCTION CRIDE report on 2012 survey on educational provision for deaf children in England In 2012, the Consortium for Research into Deaf Education (CRIDE) carried out its second annual survey on educational
More informationTHE STAY INTERVIEW KICK START GUIDE. 5 Simple Steps to Dramatically Improve Engagement & Retention
THE STAY INTERVIEW KICK START GUIDE 5 Simple Steps to Dramatically Improve Engagement & Retention You ve heard about them. You ve read about them. Maybe you have even tried doing them. But now, you are
More information