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Sierra Leone Secondary Education Improvement Programme (SSEIP)

Procurement | Published June 9, 2016  -  Deadline July 18, 2016
cpvs
75211200

1. DFID Sierra Leone is implementing a programme of support to the education sector — the Sierra Leone Secondary Education Improvement Programme (SSEIP) over the next 5 years, 2016/17 to 2020/21. The SSEIP seeks to support the Ministry of Education, Science and Technology (MEST) to improve learning outcomes for boys and girls at upper primary and secondary level and to increase the enrolment, retention and well-being of girls in school. The rationale for the programme is clearly set out in the Business Case. 2. The programme is being delivered in the context of Sierra Leone's recovery from Ebola. The initial 15 months of the programme will support the President's Recovery Priorities in which education is 1 of 5 priority sectors. These Recovery Priorities build Priorities build on the successes of the initial 9 month recovery programme which saw the re-opening of schools after their closure during the state of emergency from August 2014 to April 2015. Beyond the President's Recovery Priorities, which end in June 2017, SSEIP remains open and flexible to respond to the newly emerging priorities of the Government of Sierra Leone (GoSL), noting that a general election is due towards the end of 2017. These ToRs concern mainly the initial period from now until June 2017, reflecting the focus in the Business Case. Some indications are given of how the scope of work may be extended in the 2nd phase, though this remains very much an issue for 2nd phase design which is a key activity of the 1st phase. 3. The SSEIP is part of a wider commitment of support by DFID to assist the recovery and further development of Sierra Leone. SSEIP is the largest single externally funded programme to the education sector. Other major support comes from the Global Partnership for Education (GPE), supervised by the World Bank, with a focus on primary education. The European Union (EU) is in the final stages of design of a 5 year programme covering primary, secondary and skills development. UNICEF, who has a strong presence, chairs the Education Donor Group. DFID has played a leading role in the early recovery in Sierra Leone, including in the education sector.

Sierra Leone Secondary Education Improvement Programme (SSEIP)

Procurement | Published June 9, 2016
cpvs
75211200

1. DFID Sierra Leone is implementing a programme of support to the education sector — the Sierra Leone Secondary Education Improvement Programme (SSEIP) over the next 5 years, 2016/17 to 2020/21. The SSEIP seeks to support the Ministry of Education, Science and Technology (MEST) to improve learning outcomes for boys and girls at upper primary and secondary level and to increase the enrolment, retention and well-being of girls in school. The rationale for the programme is clearly set out in the Business Case. 2. The programme is being delivered in the context of Sierra Leone's recovery from Ebola. The initial 15 months of the programme will support the President's Recovery Priorities in which education is 1 of 5 priority sectors. These Recovery Priorities build Priorities build on the successes of the initial 9 month recovery programme which saw the re-opening of schools after their closure during the state of emergency from August 2014 to April 2015. Beyond the President's Recovery Priorities, which end in June 2017, SSEIP remains open and flexible to respond to the newly emerging priorities of the Government of Sierra Leone (GoSL), noting that a general election is due towards the end of 2017. These ToRs concern mainly the initial period from now until June 2017, reflecting the focus in the Business Case. Some indications are given of how the scope of work may be extended in the 2nd phase, though this remains very much an issue for 2nd phase design which is a key activity of the 1st phase. 3. The SSEIP is part of a wider commitment of support by DFID to assist the recovery and further development of Sierra Leone. SSEIP is the largest single externally funded programme to the education sector. Other major support comes from the Global Partnership for Education (GPE), supervised by the World Bank, with a focus on primary education. The European Union (EU) is in the final stages of design of a 5 year programme covering primary, secondary and skills development. UNICEF, who has a strong presence, chairs the Education Donor Group. DFID has played a leading role in the early recovery in Sierra Leone, including in the education sector.

DFID 7590 Sierra Leone Secondary Education Improvement Programme (SSEIP)

 | Published June 7, 2016  -  Deadline July 18, 2016
cpvs
75211000

Actual CPV code is ‘75211200 Foreign Economic-Aid Related Services’. DFID Sierra Leone is implementing a programme of support to the education sector – the Sierra Leone Secondary Education Improvement Programme (SSEIP) over the next five years, 2016/17 to 2020/21. The SSEIP seeks to support the Ministry of Education, Science and Technology (MEST) to improve learning outcomes for boys and girls at upper primary and secondary level and to increase the enrolment, retention and well-being of girls in school. The rationale for the programme is clearly set out in the Business Case. The programme is being delivered in the context of Sierra Leone’s recovery from Ebola. The initial 15 months of the programme will support the President’s Recovery Priorities in which education is one of five priority sectors. These Recovery Priorities build Priorities build on the successes of the initial 9 month recovery programme which saw the re-opening of schools after their closure during the state of emergency from August 2014 to April 2015. Beyond the President’s Recovery Priorities, which end in June 2017, SSEIP remains open and flexible to respond to the newly emerging priorities of the Government of Sierra Leone (GoSL), noting that a general election is due towards the end of 2017. These ToRs concern mainly the initial period from now until June 2017, reflecting the focus in the Business Case. Some indications are given of how the scope of work may be extended in the second phase, though this remains very much an issue for second phase design which is a key activity of the first phase. The SSEIP is part of a wider commitment of support by DFID to assist the recovery and further development of Sierra Leone. SSEIP is the largest single externally funded programme to the education sector. Other major support comes from the Global Partnership for Education (GPE), supervised by the World Bank, with a focus on primary education. The European Union (EU) is in the final stages of design of a five year programme covering primary, secondary and skills development. UNICEF, who has a strong presence, chairs the Education Donor Group. DFID has played a leading role in the early recovery in Sierra Leone, including in the education sector.

Sierra Leone Secondary Education Improvement Programme (SSEIP)

Procurement | Published November 15, 2016
Winner
Mott MacDonald T/A Cambridge Education
cpvs
75211200

1 DFID Sierra Leone is implementing a programme of support to the education sector — the Sierra Leone Secondary Education Improvement Programme (SSEIP) over the next 5 years, 2016/17 to 2020/21. The SSEIP seeks to support the Ministry of Education, Science and Technology (MEST) to improve learning outcomes for boys and girls at upper primary and secondary level and to increase the enrolment, retention and well-being of girls in school. The rationale for the programme is clearly set out in the Business Case. 2 The programme is being delivered in the context of Sierra Leone's recovery from Ebola. The initial 15 months of the programme will support the President's Recovery Priorities in which education is 1 of 5 priority sectors. These Recovery Priorities build Priorities build on the successes of the initial 9 month recovery programme which saw the re-opening of schools after their closure during the state of emergency from August 2014 to April 2015. Beyond the President's Recovery Priorities, which end in June 2017, SSEIP remains open and flexible to respond to the newly emerging priorities of the Government of Sierra Leone (GoSL), noting that a general election is due towards the end of 2017. These ToRs concern mainly the initial period from now until June 2017, reflecting the focus in the Business Case. Some indications are given of how the scope of work may be extended in the 2nd phase, though this remains very much an issue for second phase design which is a key activity of the 1st phase. 3 The SSEIP is part of a wider commitment of support by DFID to assist the recovery and further development of Sierra Leone. SSEIP is the largest single externally funded programme to the education sector. Other major support comes from the Global Partnership for Education (GPE), supervised by the World Bank, with a focus on primary education. The European Union (EU) is in the final stages of design of a 5 year programme covering primary, secondary and skills development. UNICEF, who has a strong presence, chairs the Education Donor Group. DFID has played a leading role in the early recovery in Sierra Leone, including in the education sector.

Primary education services

Department for Education: Healthy Pupils Unit | Published October 17, 2017  -  Deadline November 15, 2017
cpvs
80100000, 80200000

The Breakfast Club Services programme will contribute to improvements in the health and education of children by encouraging innovation and supporting at least 1 500 state-funded primary, secondary and special schools and Pupil Referral Units (PRUs) to develop and deliver their own self-sustaining and accessible breakfast clubs.

It will target the most disadvantaged schools and families in Opportunity Areas to ensure those most in need receive support to establish a breakfast club. The programme will then look to provide support to establish a breakfast club for pupils in disadvantaged schools in other areas. There will also be investment in developing sustainable breakfast club provision for schools in the longer-term, including through facilitating greater collaboration across schools and supporting organisations across the sector.

The Breakfast Club Services programme will contribute to improvements in the health and education of children by encouraging innovation and supporting at least 1 500 state-funded primary, secondary and special schools and Pupil Referral Units (PRUs) to develop and deliver their own self-sustaining and accessible breakfast clubs.

It will target the most disadvantaged schools and families in Opportunity Areas to ensure those most in need receive support to establish a breakfast club. The programme will then look to provide support to establish a breakfast club for pupils in disadvantaged schools in other areas. There will also be investment in developing sustainable breakfast club provision for schools in the longer-term, including through facilitating greater collaboration across schools and supporting organisations across the sector.

The programme will also include Innovation Projects to test solutions to delivery and access barriers to breakfast clubs, and approaches to enhancing the education, health and wider socio-economic benefits.

The intent is for the breakfast club services programme to begin being implemented in schools from the beginning of April 2018, with scoping and recruiting taking place early 2018.

Work on Innovation Projects should be completed by the end of March 2020. The Department will consider plans for phased delivery, as long as all work is completed to time-lines and the requirements of the specification can be met.

The Department's preference is to award a single contract for the delivery of this service however, if it is unable to do so, for example, due to the lack of coverage, it reserves the right to award more than one contract.

Primary education services

Welsh Government | Published January 7, 2017
Winner
Alphaplus Consultancy Ltd
cpvs
80100000, 80200000, 72212190, 48190000, 80000000

The provision of a full set of paper English and Welsh Reading and Numeracy (procedural and reasoning) tests for use in April/May 2018; Reading and Numeracy (reasoning) tests for use in April/May 2019; and numeracy (reasoning) tests only for use in April/May 2020.

Online Adaptive Reading and Numeracy tests will replace the current Wales National Tests and will be phased in from the 2018/19 academic year, starting with numeracy (procedural), and continuing with English and Welsh reading in 2019/20, and numeracy (reasoning) in 2020/21.

To cover the interim period, we wish to procure a full set of paper English and Welsh Reading and Numeracy (procedural and reasoning) tests for use in April/May 2018; Reading and Numeracy (reasoning) tests for use in April/May 2019; and numeracy (reasoning) tests only for use in April/May 2020.

The current National Tests are paper-based tests sat by all learners in years 2-9 in maintained schools in Wales. They are based on the expectation statements set out in the National Literacy and Numeracy Framework (LNF). The new tests need to be compatible with previous years' tests in terms of design and content, to ensure consistency for learners and continuity of data runs and reporting for schools and parents before the move to online tests takes place.

The contractor will be responsible for the development and trialling of the tests; organisation of design, printing and delivery arrangements; establishing a bilingual test ordering system for schools, including a help-desk; direct liaison with a modified test agency; and analysis of raw scores from the tests and production of look-up tables based on the analysis.

This notice will be published bilingually and potential suppliers will have the opportunity to submit their tender response in either Welsh or in English. National bilingual notice reference:

The Welsh Government is keen to put in place tests which provide part of the rich evidence needed to inform learners' next steps. We believe this is best achieved through online adaptive tests because of the greater accessibility and personalisation they offer and because of the immediate and enhanced feedback they provide.

Based on recommended development time, we aim to introduce national online adaptive tests from the 2018/19 school year as part of a phased implementation programme. The first test to be introduced will be the Numeracy (Procedural) test; the second in 2019/20 will be English and Welsh Reading tests; and the third in 2020/21 will be the Numeracy (Reasoning) test.

The tests will be based on the expectation statements set out in the National Literacy and Numeracy Framework (LNF). They will be integrated with the Welsh Government HWB/HWB+ (http://hwb.wales.gov.uk/) and delivered via this interface. They must also be compatible with in-schools recording/Management Information Systems (MIS).

Because of the nature of the data the contractor will hold, they will implement stringent security arrangements, be at least AA compliant and meet government standards for accessibility and usability.

This notice will be published bilingually and potential suppliers will have the opportunity to submit their tender response in either Welsh or in English. National bilingual notice reference:

Primary education services

Department for Education | Published November 18, 2017
cpvs
80100000, 80000000

The Department for Education intends to run a competitive procurement process for the development and delivery of an assessment for Reception aged children to baseline their prior attainment at their point of entry to the English schools system (a Reception Baseline Assessment).

The Government response to the 2017 Primary Assessment Consultation proposed the introduction of a new assessment in reception to be used to establish pupils' prior attainment as the starting point for calculating school level progress measures when pupils reach the end of key stage 2 (KS2). The target date to introduce this new baseline as a statutory assessment for all English state-funded primary schools is September 2020. The assessment will measure reception age children within the first half term of entering a school in England and provide the starting point for the progress measure that will be used for school accountability.

This procurement seeks to award a contract to an organisation or consortia of organisations to develop and deliver the reception baseline assessment. The duration of the contract will cover: any necessary trialling of the material in the 2018/19 academic year; a national pilot in the 2019/20 academic year for the September intake, as well as for schools that have intakes in January and April; and then 2 years of statutory delivery of the assessment to all reception pupils in England in the academic years 2020/21 and 2021/22. The Department may extend the contract for one further academic year until 31.8.2023.

Suppliers may plan to adapt an existing assessment or develop an entirely new one as long as they can meet the delivery timeline requirements.

The assessment should include an age-appropriate assessment of communication, language and literacy as well as mathematics and should be clearly linked to the learning and development requirements of the Early Years Foundation Stage. We will also ask potential suppliers to explore ways in which it would be possible to assess some form of ‘self regulation’ in their bids, for example persistence with a task or following multi-step instructions.

The pupil's regular teacher or teaching assistant will carry out and mediate the assessment. We do not intend this to be an observational assessment which is carried out over time, like the Early Years Foundation Stage Profile (EYFSP). The reception baseline assessment is not intended to provide on-going formative information for practitioners. The Government response to the 2017 Primary Assessment Consultation in England announced that the EYFSP will be revised and will continue to be used; the on-going completion of that assessment will serve this formative purpose.

Bidders for this contract will have to demonstrate how their proposed reception baseline assessment meets the areas for evaluation described in the Invitation to Tender documentation and also provides a value for money assessment for schools.

Primary education services

Liverpool City Council | Published May 3, 2017  -  Deadline May 30, 2017
cpvs
80100000, 80530000, 80000000

The City Council will be required to contribute to a new apprenticeship levy and pay for training and assessment providers directly for apprenticeship training and assessment provision. Apprenticeship levy funds will be managed directly by the City Council who will have overall responsibility for a new online Apprenticeship Service.

This tender exercise is intended to support Liverpool City Council in delivering the new Apprenticeship Strategy which will be provided to the appointed Suppliers.

Liverpool City Council is looking for Lead and Reserve Training Providers to work in close collaboration with the Apprenticeship Programme Manager to ensure a continued and sustained positive learner experience.

There is provision for Halton Borough Council, to choose to access and call off the Framework established as a result of this tender process.

The term of the framework will be two (2) years with the option to extend for two (2) additional twelve (12) month periods.

Business & Administration.

Project Management.

Leadership.

Human Resources.

Marketing and Events.

Accounting.

Finance.

Facilities Management.

Cleaning and Environmental Support Services.

Sustainable Resource Management.

Energy Management.

Digital Industries.

Sports, Leisure & Recreation.

Direct Learning Support Schools.

Direct Learning Support.

Child Development and Wellbeing.

Health and Social Care.

Hospitality and Catering.

Law and Legal Services.

Housing.

Buildings and Construction.

Surveying 1.

Surveying 2.

Public Services.

Libraries.

DFID 6234 Impact Evaluation of the DFID Programme EQUIP-T

Department for International Development | Published December 30, 2014
Winner
Oxford Policy Management Ltd 6 St Aldates Courtyard, 38 St Aldates, OXFORD, OX1 1BN
cpvs
75211200

Objective To conduct an impact evaluation of a major DFID education programme being delivered in selected district councils in Tanzania, that aims to identify a replicable and affordable approach to improving the quality of primary education that can be rolled out nationally in Tanzania.

DFID 6088 Service Provider for Implementation, Management, Monitoring and Evaluation of The Kenya Essential Education Programme (KEEP)

Department for International Development | Published October 29, 2013
Winner
Adam Smith International , SE1 7SP
cpvs
75211200

Objective DFID Kenya is seeking a Service Provider (SP) to support the implementation of the Kenya Essential Education Programme (KEEP). KEEP is designed to contribute to the achievement of the Millennium Development Goals of universal primary education and gender equity in Kenya by assisting an additional 180,000 to 300,000 children to go to school by 2015 and making measureable improvements in quality and accountability. KEEP will run for three years between June 2012 and March 2015. The SP will be expected to manage contracted activities within KEEP’s overall budget of £25.2 m of which £14.8M has already been committed leaving a balance of £10.4M which includes the management fees, local tax and Fund disbursement. The SP will be expected to manage the committed funds under the subsidies for education, the school development fund, and the quality innovation fund. There is scope for the SP’s contract to go beyond March 2015 for a further period of two years subject to satisfactory performance of the SP and continued need and availability of funding. It is expected that proposals to expand some of the programme components will be developed at a decision point in March 2014. This is likely to double the overall budget of the programme to £50 million. The costs indicated are exclusive of the SP, Evaluation costs and other activities under the various components that have already began. In order to support the implementation of KEEP, the Service Provider will carry out the following tasks:- 1. Identify and support implementation of innovative activities to increase access and attendance in school; 2. Manage all KEEP activities to ensure timely and effective implementation; 3. Financial management of all KEEP funds. (except those already committed under building accountability whose management is under another Service Provider selected following a competitive bidding process) including the management and mitigation of fiduciary risks; 4. Capacity building to KEEP-supported partners as appropriate; 5. Monitor the performance of all KEEP-funded activities and take remedial action where needed to ensure timely and effective implementation and the delivery of anticipated results; 6. Regular report to DFID on programme implementation with a focus on tracking results; 7. Communications and coordination with external programmes of Development Partners and Government of Kenya (GoK); 8. Effective support as needed to an external evaluation of the overall programme. KEEP builds on the foundations of the Interim Support to Education Programme (INSTEP), launched in December 2010. The Project Memorandum for INSTEP is provided as an annex to this Terms of Reference.

primary education services

Oxfordshire County Council | Published June 30, 2012
Winner
National Literacy Trust 68 South Lambert Road SW8 1RL London UNITED KINGDOM Telephone: +44 2078409533
cpvs
80100000

To provide a support service to improve the reading outcomes in Oxfordshire for children at level 2b+.

3158_15 Education Quality Consultancy Services

Leicestershire County Council c/o ESPO | Published December 18, 2014  -  Deadline February 5, 2015
cpvs
80000000, 80100000, 80110000, 80200000

ESPO is working on behalf of Leicestershire County Council to undertake a procurement process to identify and appoint experienced professionals to deliver a range of high calibre and quality assured education consultancy services to assist the Council in improving education in the County’s school and colleges. In consideration of the above ESPO and Leicestershire County Council are seeking to establish an ‘open’ framework which will enable the periodic performance review of appointed service providers and where appropriate, to allow new providers to join the framework at regular annual intervals in order to ensure that it continues to meet the Council’s service delivery requirements and offers an appropriate range of services and service providers. The framework will include lots for Education Quality Advisors (EQA’s), Newly Qualified Teacher assessment (NQT assessors), Key Stage 1 and 2 moderation and monitoring services, Associate Head Teachers and School to School Support. The framework will consist of 8 lots: Lots & CPV Codes: Education Quality Advisers for Early Years and Primary phase Quality Assurance; 80000000: Education and training services, 80100000: Primary education services, 80110000: Pre-school education services. Education Quality Advisers for Secondary phase Quality Assurance; 80000000 Education and training services, 80200000: Secondary education services. Education Quality Adviser for Quality Assurance SEND; 80000000: Education and training services, 80100000: Primary education services, 80110000: Pre-school education services, 80200000: Secondary education services. Education Quality Adviser - Induction and quality assurance of NQTs; 80000000: Education and training services, 80100000: Primary education services, 80110000: Pre-school education services, 80200000: Secondary education services. Education Quality Adviser – Specialist: advisers with experience in specific areas such as alternative provision, the virtual school, and vulnerable groups; 80000000: Education and training services, 80100000: Primary education services, 80110000: Pre-school education services, 80200000: Secondary education services. Education Quality Adviser for KS1 and KS2 monitoring of national assessments; 80000000: Education and training services, 80100000: Primary education services. Associate head teachers and interim head teachers (all phases). 80000000: Education and training services, 80100000: Primary education services, 80110000: Pre-school education services, 80200000: Secondary education services. School to school support (to include senior leadership, middle management and teacher level); 80000000: Education and training services, 80100000: Primary education services, 80110000: Pre-school education services, 80200000: Secondary education services. In order to express an interest in this forthcoming opportunity and obtaining documents when they become available and/or requesting any further information, please see details below and please ensure you refer to instructions and guidance available: (a) Go to www.eastmidstenders.org, (b) If you are not already registered, Register your company by selecting the ‘Register’ box on the top of the home page, (c) Once registered visit the home page and search for the tender ‘3158_15 Education Quality Consultancy Services ’ by selecting ‘View Opportunities’, (d) Express an interest by selecting the ‘Register Interest’ box at the bottom of the screen. You should receive a notification email confirming your expression of interest, (e) Once fully registered, you will be notified by e mail when the documents become available to download from the website, (f) If you have any query regarding the content or require further information, please use the discussion tools provided within the website. If you experience any problems with registration or expression of interest, please refer any queries on Portal operation to support@due-north.com or telephone +44 1670597136.

DFID40075830 Support to Large-Scale Try Out and Revision of Textbooks, Teachers’ Editions and Teachers’ Guides for Grades I to V under Primary Education Development Programme III

Department for International Development | Published January 8, 2014
Winner
Oxford Policy Management Limited 6 St Aldates Courtyard , 38 St Aldates , Oxford, Oxfordshire, OX1 1BN
cpvs
75211200

Support to Large-Scale Try Out and Revision of Textbooks, Teachers’ Editions and Teachers’ Guides for Grades I to V under Primary Education Development Programme III

Primary education services

Derby City Council | Published October 27, 2017  -  Deadline November 30, 2017
cpvs
80100000

Tenders are invited for inclusion on the framework for the provision of a range of Early Years Services. This framework is intended to make procuring Early Years Services quick, simple and cost effective for Derby City Council.

There are four Lots as follows:

— Lot 1 — Link officer for allocated early years and childcare provider.

— Lot 2 — Safeguarding and child protection priority support.

— Lot 3 — Quality improvement programmes.

— Lot 4 — Speech, language, and communication (slc) development.

It is estimated that between 20 to 75 early years and childcare providers across the city will need to access Link Officer support throughout a calendar year but the exact number (minimum or maximum) cannot be guaranteed.

It is essential that suppliers are able to provide a service that is flexible and responsive to meet the needs of the providers requiring support.

In general the tasks to be undertaken are:

— Assess and reduce the risk of providers falling below a ‘good’ inspection judgement.

— Strengthen leadership and practitioner knowledge, understanding and skills for helping to keep children and young people safe by providing a safe environment for children and young people to learn in.

— Review and strengthen through support and challenge the key management tasks, including the setting's approach to monitoring the quality of provision, the safeguarding and welfare arrangements and the settings evaluative process self-evaluation, improvement planning processes and continued professional development.

— Enable leadership teams to identify individual and groups of children who maybe more vulnerable to not reaching their typical expected levels of development by the end of the EYFS.

— Support leadership teams in identifying children and young people who are suffering or likely to suffer significant harm and take appropriate action with the aim of making sure they are kept safe

— Strengthen leadership for learning and development. Focus on the key role of leaders at all levels in building capacity and ensuring quality teaching, learning and development. Developing practitioner learning. Focusing on the needs and highlighting developing strengths of practitioners who support and extend children's learning and development. This would include, coaching, mentoring, training, modelling and demonstrating that enables leaders to undertake these roles.

— Enable partnerships for learning and development between leaders and parents/carers, children, other settings and partner professionals to support children's development and progress.

— Work with leaders to ensure that all children reach the best possible outcomes. Focusing on using observations to assess and understand children's learning and development, both in the home and the setting, and translating observations of children at play into an assessment of each child's progress to help support them further.

— Work with leaders to secure high quality environments for learning and development. Focusing on the enabling environment, including the physical and emotional environment, which promotes children's well– being, nurtures children, fosters positive relationships between children, parents and adults.

— Audit and assess that provision is meeting the statutory requirements of the Early Years Foundation Stage (2017) and/or reduce the risk of the provider falling below a ‘good’ inspection judgement due to safeguarding and child protection concerns.

— Ensure the leadership team and all practitioners are aware of their roles and responsibilities to prioritise safeguarding and child protection and ensure any child or children who are suffering or likely to suffer significant harm are identified and take appropriate action with the aim of making sure they are kept safe.

— Review and strengthen through support and challenge the leadership teams approach to monitoring the quality of provision for safeguarding and welfare arrangements and how this links to continued professional development.

— Review, through support and challenge, the settings process and procedures for safeguarding and child protection, identifying any gaps in safeguarding practice and ensuring a provider is compliant with relevant statutory legislation and local safeguarding children board policies and procedures.

There are a range of individual quality improvement programmes to be conducted on a regular basis. These will include, but are not limited to, Literacy programmes, Maths development programmes, working with vulnerable groups, teaching and learning strategies, Health and Well-being, and Technology.

The Early Years Quality Improvement team is seeking to commission a comprehensive strategic support programme for leaders and managers and early years practitioners to develop their skills and understanding of what high quality speech, language and communication (slc) provision looks like, based on latest research evidence. This slc programme is intended to support leaders and managers to fulfil their statutory roles and responsibilities effectively. The slc programme will be accessible to a range of early years and childcare provision from the maintained, private, voluntary and independent sector.

3070_15 Autism Outreach Services

ESPO | Published February 12, 2015  -  Deadline March 12, 2015
cpvs
80000000

In April 2013, ESPO, on behalf of Leicestershire County Autism Outreach Service established a framework contract for high quality and cost effective intensive support to meet the identified needs of children with high functioning Autism/ Asperger syndrome who are currently unable to attend school due to their autism. The framework agreement was set up to provide provision for 1:1, paired, or small group work that could take place entirely within the home of the student, with the community engaging in local activities, in a local school setting and/ or a combination of the three locations as dictated by needs and plans for the specific individual. It was let for a 3-year period (with a possible one year extension), but on the basis that it be subject to an annual 'review and refresh', in order that (amongst other things) new service providers may apply to be included in the framework. Organisations who are not currently included in the framework but who wish to apply for inclusion from April 2015 may now do so. The framework will consist of 4 lots: Paired or small group support; Provision of academic, environmental, cultural & sporting activities; Provision of on-line education; Provision of tutoring, perhaps leading to recognised qualifications (or equivalents). CPV Codes for all lots: 80000000: Education and training services, 80100000: Primary education services 80200000: Secondary education services.

3070_15 Autism Outreach Services

Leicstershire County Council c/o ESPO | Published December 18, 2014  -  Deadline February 5, 2015
cpvs
80000000, 80100000, 80200000

In April 2013, ESPO, on behalf of Leicestershire County Autism Outreach Service established a framework contract for high quality and cost effective intensive support to meet the identified needs of children with high functioning Autism/ Asperger syndrome who are currently unable to attend school due to their autism. The framework agreement was set up to provide provision for 1:1, paired, or small group work that could take place entirely within the home of the student, with the community engaging in local activities, in a local school setting and/ or a combination of the three locations as dictated by needs and plans for the specific individual. It was let for a 3-year period (with a possible one year extension), but on the basis that it be subject to an annual ‘review and refresh’, in order that (amongst other things) new service providers may apply to be included in the framework. Organisations who are not currently included in the framework but who wish to apply for inclusion from April 2015 may now do so. The framework will consist of 4 lots: 1. Paired or small group support; 2. Provision of academic, environmental, cultural & sporting activities; 3. Provision of on-line education; 4. Provision of tutoring, perhaps leading to recognised qualifications (or equivalents). CPV Codes for all lots: 80000000: Education and training services, 80100000: Primary education services 80200000: Secondary education services. In order to express an interest in this forthcoming opportunity and obtaining documents when they become available and/or requesting any further information, please see details below and please ensure you refer to instructions and guidance available: (a) Go to www.eastmidstenders.org, (b) If you are not already registered, Register your company by selecting the ‘Register’ box on the top of the home page, (c) Once registered visit the home page and search for the tender ‘3070_15 Autism Outreach Services ’ by selecting ‘View Opportunities’, (d) Express an interest by selecting the ‘Register Interest’ box at the bottom of the screen. You should receive a notification email confirming your expression of interest, (e) Once fully registered, you will be notified by e mail when the documents become available to download from the website, (f) If you have any query regarding the content or require further information, please use the discussion tools provided within the website. If you experience any problems with registration or expression of interest, please refer any queries on Portal operation to support@due-north.com or telephone +44 1670597136.

Primary education services

North Lincolnshire Council | Published February 15, 2017  -  Deadline March 17, 2017
cpvs
80100000

North Lincolnshire council is inviting tenders for the provision of Bikeability and Bikeability Plus to a specified number of young people and adults as described in the accompanying documents. The successful tenderer will be responsible for delivering this service within North Lincolnshire, liaising closely with North Lincolnshire councils Road Safety Team.

Through this tender process the council is looking to supplement its' own cycling training scheme with the use of external contractors in order to enable a greater number of people to take part in cycling training.

Further information is available to download from the Tender documents available to download at http://www.yortender.co.uk The deadline for the submission of tenders is 12:00 noon 17.3.2017.

Primary education services

Halton Borough Council | Published April 4, 2013
Winner
Bridgewater Community Healthcare nhs Trust Bevan House 17 Beecham Court, Smithy Brook Road WN3 6PR Wigan UNITED KINGDOM E-mail: annemarie.bell@bridgewater.nhs.uk Telephone: +44 1942482718
cpvs
80100000, 80110000

Halton Borough Council is pleased to offer an exciting opportunity for appropriately qualified providers to deliver a Service that will support the achievement of Halton Children's Trust priorities: — ‘Improve outcomes for children and young people through embedding integrated processes to deliver early help and support'; — ‘Improve outcomes for our most vulnerable children and young people by targeting services effectively'. As part of this aim, the service will directly support the achievement of the following overarching performance indicators: — Children and young people are physically, emotionally and sexually healthy; — Every young person is successful when they leave school; — Children and young people do well, wherever they live, and whatever their needs.

Primary education services

North Lincolnshire Council | Published May 4, 2017
Winner
First Step Sports t/a First Step Cycle
cpvs
80100000

For the provision of Bikeability and Bikeability Plus to a specified number of young people and adults. The successful tenderer will be responsible for delivering this service within North Lincolnshire, liaising closely with North Lincolnshire councils Road Safety Team.

For the provision of Bikeability and Bikeability Plus to a specified number of young people and adults. The successful tenderer will be responsible for delivering this service within North Lincolnshire, liaising closely with North Lincolnshire councils Road Safety Team.

Through this tender process the council is looking to supplement its' own cycling training scheme with the use of external contractors in order to enable a greater number of people to take part in cycling training.

DFID40075977 Educational Research services for supporting Large-Scale Try Out and Revision of Textbooks, Teachers’ Editions and Teachers’ Guides for Grades I to V under Primary Education Development Programme III

Department for International Development | Published January 8, 2014
Winner
Oxford Policy Management Limited 6 St Aldates Courtyard , 38 St Aldates , Oxford, Oxfordshire, OX1 1BN
cpvs
75211200

To undertake research to determine to what extent are the revised primary textbooks and teachers’ editions in each subject area helping to achieve the grade-specific targeted learning outcomes? In particular to determine the extent to which the contents and illustrations of the textbooks address the learning outcomes of the intended curriculum, and are enjoyable and suitable for the Bangladeshi context. Also to determine extent to which the teaching/learning activities and associated strategies suggested in the teachers’ editions appropriate for the teachers and learners in the classrooms and finally to identify areas of improvements in the revised textbooks and teachers’ editions