- ReferenceE/ME6/1/4
- TitleApplications for Section 11 grants, composition of the form as follows: area of post; number of post and proportion to be funded; title of post; location of post; responsible department; grade/salary scale; estimated costs; special needs post designed to meet; itemised specification of duties; organisations consulted with comments; monitoring arrangements; post’s relationship to Local Authority’s general strategy; and relationship to existing Section 11 posts.
- Date free textUndated [late 1980s]
- Production dateFrom: 1987 To: 1990
- Scope and ContentApplications as follows: - 1(a): Home/School Liaison Officer (Pakistani) (Luton); - 1(b): Home/School Liaison Officer (Afro-Caribbean) (Luton); - 1(c): Home/School Liaison Officer (Bengali) (Luton); - 1(d): Home/School Liaison Officer (Punjabi) (Bedford); - 1(e): Home/School Liaison Officer (Afro-Caribbean) (Bedford); - 2(a): Translation & Interpretation Team Member (Urdu) (Luton); - 2(b): Translation & Interpretation Team Member (Bengali) (Luton); - 2(c): Translation & Interpretation Team Member (Gujerati) (Luton); - 2(d): Translation & Interpretation Team Member (Punjabi) (Bedford); - 2(e): Translation & Interpretation Team Member (Bengali) (Bedford); - 2(f): Translation & Interpretation Team Member (Urdu) (Bedford); - 3(a): Teacher to meet specific needs of Afro-Caribbean children (Bedford); - 3(b): Teacher to meet specific needs of Bangladeshi pupils (Bedford); - 3(c): Teacher to meet specific needs of Afro-Caribbean children (Luton); - 3(d): Teacher to meet specific needs of Bangladeshi pupils (Luton); - 4(a): Bilingual Support Teacher (Urdu) (Luton); - 4(b): Bilingual Support Teacher (Bengali) (Luton); - 4(c): Bilingual Support Teacher (Gujerati) (Luton); - 4(d): Bilingual Support Teacher (Afro-Caribbean) (Luton); - 4(e): Bilingual Support Teacher (Punjabi) (Bedford); - 4(f): Bilingual Support Teacher (Bengali) (Bedford); - 4(g): Bilingual Support Teacher (Urdu) (Bedford); - 4(h): Bilingual Support Teacher (Afro-Caribbean) (Bedford).
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