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Global Learning Center (G.L.C.), a division of the Iqra Group, established in the year 2000, is listed as a university under the laws of Ajman Free Zone Authority, Government of Ajman, U.A.E. G.L.C. offers High School Diploma, Bachelors, Masters, and Ph.D. programs from its associate Universities American Liberty University California, Edexcel BTEC programs top-up to Bachelors and Masters Programs by the University of Northampton, U.K. With more than 4000 graduates all over the Middle East and different nations working for leading incredibly famous multinationals, G.L.C. intends to position itself as a leading educational foundation in the Gulf district and beyond. Mission Our main goal is to give advanced education chances to everybody, particularly those from challenging circumstances with a globally acknowledged educational qualification and the value-added expertise and approach for a significant corporate career. Values Academic opportunity opens up a universe of the prospect. At the heart of our work is the conviction that instruction is the pathway to achievement. We focus on continuous learning and try to model this as champions of G.L.C.'s primary goal. Relationships can transform. We encourage high commitment interaction between our tutors and mentees, our collaborators, and our staff. We try to accumulate a culture of straightforwardness, modesty, and trust. Human potential moves us. We work from a development outlook, trusting that with diligent work, commitment, and support, we can progress in ways that bring us nearer to accomplishing our objectives. Collaboration expands our effect. Our controlling guideline is that we are better and more grounded together. We perceive that we are taking care of business when we use assorted foundations, unique commitments, and numerous viewpoints. Greatness is achievable. We endeavor to be vital and creative, working with energy, respectability, and criticalness. We consider ourselves responsible for quantifiable results as an establishment of our work. Bliss sustains us. We intend to develop a feeling of bliss and purpose each day. Our Partner Universities American Liberty University: American greatness has consistently set apart the American Liberty University (ALU) in the U.S.A. It is additionally authorized in the United Kingdom. Edexcel BTEC: Are you among those that were not able to complete secondary school because of personal reasons? Here is an opportunity to get enlisted in to the Edexcel BTEC program. The University of Northampton: The University of Northampton has kept up its place in the top 50 of the most recent national Guardian University Guide for 2015.

CENTER FOR EXECUTIVE EDUCATION (CEE) The Center for Executive Education (CEE) is the primarily committed institute focusing on executive training, design, and professional management advancement at the Dubai Knowledge Village. CEE focuses on giving a chance to students situated in UAE and abroad to exceed expectations in internationally authorized, regarded, and perceived Management and Design education delivered in a way that trains students for the business - whether it is students specifically out of secondary school studying the HND Business or Design Diplomas or Professionals studying the Professional Diplomas. CEE has had the pleasure of educating some fine award-winning designers over the previous 13 years. Our students have won 17 national student design awards in contents, including the majority of the Hotel Show prizes, a few Bride Show honors, and the Dubai Fashion Week awards. CEE has accomplished an "A" profile in International Quality assurance in the most recent four years. Student culmination and contentment rate is measured and is extremely promising. Our Philosophy depends on the following guidelines: Be pragmatic and give transferable abilities to the workforce Help work professionals. Assemble a group of learning where the student has an essential impact on the learning procedure. Support assorted qualities in the workforce, students, and learning techniques to gain happens not only from a reliable educational module but also a trade of thoughts. Encourage self-awareness in a sheltered and encouraging environment. Make use of practicing teachers who carry with them an enthusiasm for taking in, a craving to exhibit how aptitudes can be connected to the real world, and a thirst to keep refreshed. About the Knowledge Village Knowledge Village is a dynamic, associated learning group that will build up the district's talent pool and quickly turn to the knowledge economy. It is set up to position the Dubai Technology and Media Free Zone as a focal point of brilliance for learning and advancement. This new Education and Training center is set up to supplement the Free Zone's other two bunches: Dubai Internet City as IT center point and Dubai Media City as Media center. Our Programs CEE programs are receptive to industry requirements. We work with program counseling boards of trustees comprised of industry agents to ensure that our educational module is on track with what the business requests. We offer an assortment of exceedingly vocational and job oriented executive, design, and prep programs in affiliation with professional granting bodies.

The University of Manchester launched the Middle East Centre and the flagship Manchester Global part-time MBA program, at Dubai Knowledge Park, United Arab Emirates, in 2006. Today, the Middle East Centre is the largest and fastest-growing in the University's international network of centers in key cities worldwide, comprising Dubai, Hong Kong, Shanghai, Singapore, and Manchester. Since 2006, the center has supported over 2,700 part-time MBA students – all highly qualified and experienced working professionals - and developed a community of 2,500 alumni across the region, creating professional networking and other opportunities in collaboration with the broader business community to help enrich the learning experience. The center has graduated around 1,700 MBA students. The University of Manchester was the winner of the 'Best MBA Program' award at the inaugural Forbes Middle East Higher Education Awards 2019 and was awarded a 5-star overall rating in the Knowledge & Human Development Authority's new classification of higher education institutions in Dubai. The University also continues to move higher in a range of recent ranking announcements, confirming its status as one of the world's top universities, focusing on the quality of teaching, research, and social responsibility. The QS World University Ranking now lists Manchester as the world's 27th best University and top global institutions. In the Middle East, the University has managed a flexible and dynamic portfolio of learning programs that are reviewed regularly. The University is committed to creating access to world-class blended learning opportunities designed to meet working professionals' needs. In 2020, the center will launch new part-time Masters programs in Real Estate and Educational Leadership in Practice. The Middle East Centre works in various collaborations with professional bodies and industry groups in the region and has forged close partnerships with a range of leading public and private sector organizations through the University's Strategic Talent Partnership program.

The University of Bolton, RAK Academic Centre began academic operations in 2008 and has seen seven batches of students graduated. All the programs delivered at the branch campus in RAK are directly equivalent to those offered in Bolton. They are assessed by the same examination boards and moderated by the same external examiners. All degree certificates are issued directly by the University of Bolton, UK. These are identical to those offered to students at the parent campus, with the transcript mentioning the UAE as a study place. Our strong industry links allow us to provide many professionally accredited courses through partnerships that include several chartered organizations and professional bodies. We remain committed to ensuring that the quality of academic programs offered at the Academic Centre- Ras Al Khaimah is benchmarked to the highest standards in international education. The University of Bolton, Academic Centre- Ras Al Khaimah offers the following programs: Undergraduate Programmes BEng (Hons) in Mechanical Engineering BEng (Hons) in Civil Engineering BEng (Hons) with Advanced Standing in Electrical & Electronic Engineering BSc (Hons) in Business Management BA (Hons) in Accountancy BSc (Hons) in Computing BA (Hons) in Law BSc (Hons) in Psychology Postgraduate Programmes MBA MBA Top Up (for candidates who have a postgraduate qualification but not an MBA) MSc in Information Technology MSc in Construction Project Management

The Centre-Val de Loire National Institute of Applied Sciences (INSA) is a Public Scientific, Cultural and Professional Institution (EPSCP) established by the French Decree No.2013-521 of 19 June 2013 published in the French Official Gazette of 21 June 2013. The Centre-Val de Loire INSA is a public engineering school of the INSA Group. Located on the Blois and Bourges campuses in the Centre region, the Centre-Val de Loire INSA trains multidisciplinary and entrepreneurial landscape architects and engineers over five years, equipping them with an inclusive, open mind and a high level of scientific and humanistic knowledge. The INSA Centre Val de Loire is a regional and national economic stakeholder that forges research and innovation partnerships with companies. The courses taught set great store by their students gaining international and practical work experience, which results in over 90% of them finding work six months after graduating. Last but by no means least, a thriving and enriching student life rounds these benefits off. Students learn how to tackle projects through modules looking at all the technical, scientific, and visual aspects. Throughout the five-year course, this approach is built on by setting increasingly complex challenges for students covering the analytical and preparatory stages of a landscape project and those concerning the students' personal and increasingly independent development. The INSA Centre Val de Loire offers several types of continuing education programs to meet the needs of companies and employees. Continuing education is a way to meet a company's specific needs. The group set up is made exclusively up of employees. The training sessions are organized either within the company for several of the company's employees or at the INSA Centre Val de Loire with employees from different companies. Beyond these continuing education programs, the INSA Centre Val de Loire can also organize sessions on-demand, in line with identified needs following a feasibility study. The INSA Centre Val de Loire intends to develop its range of double degrees available and thus to be able to offer its students a unique training experience of the highest standard. A double degree gives students the chance to grasp the partner country's language and culture fully and offers undeniable benefits in training and career prospects.

The University Centre in Svalbard (UNIS) is the world's northernmost higher education institution. It is located in Longyearbyen at 78º N. UNIS offers high-quality courses at the undergraduate, graduate, and postgraduate levels in Arctic Biology, Arctic Geology, Arctic Geophysics, and Arctic Technology. UNIS is a share-holding company owned by the Norwegian Ministry of Education and Research. UNIS was established in 1993 to provide university-level education in Arctic studies, carry out high-quality research, and contribute to Svalbard's development as an international research platform. UNIS's geographical position gives it a unique advantage, enabling students and faculty to use nature as a laboratory, arena for observation and data collection. In 2016, UNIS had 759 students from 43 countries attending one or more courses. The student body consists of approximately 50% national and 50% international students, and English is the UNIS's official language. There are no tuition fees, and there is student accommodation in Nybyen (3 km from campus) and Sjøskrenten (100 meters from campus). UNIS faculty comprises 50% Norwegians and 50% international staff and consists of ca. 10 full professors, 13 associate professors, 36 professors II, and about 160 guest lecturers who specialize in Arctic issues. UNIS researchers collaborate with Norwegian and foreign research institutions and are actively involved in a large number of joint research projects. Five Norwegian universities Oslo, Bergen, Trondheim, Tromsø and Ås, are represented on our Board of Directors. UNIS works closely with the mainland universities, and the UNIS courses are intended to complement the mainland universities' teaching. UNIS is the Svalbard Science Centre's core institution, an international Arctic center of expertise in research and education. It also incorporates other professional and scientific institutions in Svalbard, such as The Norwegian Polar Institute, EISCAT, and Svalbard Science Forum. UNIS engages in field-based research and education over much of Svalbard throughout the year. Thus, UNIS will conduct field-based teaching and research to minimize Svalbard's fragile environment. We shall have a thorough understanding of how our activity may negatively impact the environment and how we can avert the impacts. All persons at UNIS shall have the necessary training to use the tools and aids that will prevent harmful impacts during their fieldwork. UNIS has a working environment committee whose main task is to ensure an entirely satisfactory UNIS working environment. The committee participates in planning the safety and environment work and follows up closely questions relating to the safety, health, and welfare of UNIS employees. UNIS emphasizes that HSE matters enormously. Whether you are an incoming student or researcher planning to come to Svalbard, you can find useful information below in the different PDF presentations highlighting the challenges you will meet in the Svalbard environment. Please have a look at them to prepare yourself for your Svalbard stay. Note that these presentations give a general overview of risk factors you will encounter in Svalbard. UNIS shall be a leading organization for health, safety, and the environment. We will work to prevent injuries or accidents associated with our activities. We shall minimize any possible negative impacts on the environment and ensure a working environment that is safe, stimulating, and rewarding.

The department management: IT CUT prepares students for IT functions now required in all economy and management sectors. This academic training allows the student to access the double competence in management and information technology, focusing on the acquisition of methods rather than learning specific tools or techniques. The objective is to train managers capable of mastering new technologies and understand their multiple interactions in the organization with information systems design methodologies and project management methods. Studies are conducted for over three years. They prepare students to master computer languages such as Cobol, Basic, Pascal next to accounting matters, business law, business organization, marketing, and general culture. Training courses (20 weeks total) in business are required, after the last two years, to sensitize students to business life and human relations. Education is provided in lectures and tutorials; an important place is given to practical and laboratory work.

In 1907 Dr. Maria Montessori, Italy's first female physician and graduate, introduced a revolutionary approach to educating children. Through years of observation and scientific study, she created a system that looked at the development of the entire child. She believed that all children possess an intellectual and creative potential, an internal desire to learn, and the ability to direct themselves in this learning. Montessori will offer you, without question, the most scientifically prepared academic environment you will encounter. Balancing this, however, is a community environment filled with heart. The children enjoy an engaging, interactive setting where they will be challenged and stimulated and share as much physical comfort and support as needed. In classrooms rich with Montessori materials, children are grouped in three-year age spans, where they can learn the role of mentee and then mentor. Montessori is an individualized approach to education that helps each child reach full potential in all life areas. It is student-centered and encourages creativity and curiosity, which leads children to ask questions, explore, investigate, and think for themselves. Montessori students develop creativity and confidence, critical thinking, problem-solving skills, and a positive, collaborative attitude — all skills that provide a solid foundation for later years. In this ever-changing and demanding lifestyle, care for your children is of prime importance. MLCP understands your concerns and commits to helping you feel safe and secure in the knowledge that your children are receiving quality care, respect, guidance, and academic instruction during their day. With over 30 years of experience, our school is not just a form of daycare - our Montessori method is designed to support each child to become a well-rounded, responsible and self-reliant individual who will demonstrate a love of learning, self-confidence, and a sense of fair play throughout life. Our dedicated and nurturing staff work with students individually, understanding and learning their needs and guiding them towards achieving their potential. The Montessori Learning Centre was established in 1984 and was the first Montessori school in the Pickering area. We are a non-denominational school, owned and operated by a Montessori Directress. The school opened with 25 students and has grown to an operating capacity of 200. The school operates with Montessori's philosophies and theories and a full range of her materials to the end of grade 6. Grade 7 and 8 students usually work in advance of the Ontario School Curriculum and have upper-level Montessori materials available for support. Our Montessori Method is designed to support each child to become a well-rounded, responsible, and self-reliant individual who will demonstrate a love of learning, self-confidence, and a sense of fair play throughout life. The Montessori Method functions without the confines of a traditionally structured classroom. Each child has rights, and each has responsibilities. While the Ontario School Curriculum is on hand at all times, the philosophy of children working at their "ability level" instead of "age level" is predominant throughout MLCP. Children are placed within each classroom at their level of ability, and for each subject, the material is presented as appropriate for advancement or reinforcement. Students, then, could be working at different levels in different subjects. As an alternative method of education, Montessori can offer an individualized learning environment with a lower staff/student ratio. Generally, students are producing at a commendable level throughout their academic years, especially those with a long term Montessori history. Along with the academic expectations, students are encouraged to develop a sound moral base, established study habits, and organizational and production levels of a high standard. Students ages three and up engage in language, math, and an all encompassing cultural program. Cultural presentations include studies of natural sciences, geography, history, art, physical science, and chemistry introduced at the older levels. All students receive daily French classes and weekly Music and Physical Education classes. Apart from the primary curriculum, the Elementary students, Grades 1 to 8, are introduced to weekly Computer, Art, Civics, Home Economics, and library visits. Elementary students are tested bi-annually to gauge areas of strength. In their eighth year, the last of Upper Elementary, students embark on year-long activities. Here, they integrate the research and academic skills that they have acquired throughout their previous Elementary years. At this level grade, 7 and 8 students are often responsible for presenting religious or cultural celebrations to the younger student body. Creative expression is crucial in Montessori education. To nurture their creativity, The Elementary Art Programme offers children the ability to experiment with different techniques and mediums through direct instruction and hands-on practice. This experience helps students appreciate each medium's unique qualities and exposes children to various artists, movements, and periods using games and critiques. Movement and gymnastics, cooperative games, teamwork, and athletics focus on the physical education program for Casa and Elementary students. Each child has an opportunity to grow and excel as an individual and as a team member through a variety of games and athletic activities. MLCP is actively involved in many interschool events and competitions. Skiing and skating are part of each year's winter sports calendar.

Ontario Curriculum requirements will be met through active theme-based learning. Children working on the same topic may approach the curriculum through their learning style at their level. Assessment of learning style will be observational unless the parents request the formal assessment. Progress reports will be provided to parents each term. Grades 1 to 8 Children are taught in small groups by specialized teachers and or teachers registered with the college of teachers. The English program is supplemented with core French; extended French can be offered in High School only. The ratios maintained at Astolot are 6:1 in the primary grades, 10:1 in the junior grades, and 12:1 in the intermediate grades. Students returning to public school usually do so at the end of grade 6 or 8. Astolat students are evaluated through observation, tests, presentations, and conferences. The evaluation is presented to parents three times each year in a report card. Academic, speech, and language and psychological assessments, from outside sources, are considered when programming for children from grade 1 to grade 8. CCAC offers speech, OT, and Psychological services in all public and private schools in Ontario, through the Ministry of Health at no charge to parents. Assessment of learning style and needs will be observational. Once the child begins at Astolot Educational Centre, report cards, speech, hearing, and educational assessments will be reviewed before a child begins classes. In grades 1 to 8, the achievement is reported to parents, with the Ontario Curriculum as the standard. Many of our students function at a variety of grade levels, depending on the subject. Math may be at a different grade level than reading, which may be different from writing. Children working on the same topic may approach the curriculum through their learning style at their level. One child may use manipulatives for math. Another may use a calculator anther mental math, though they are in the same grade. Astolat staff will program accordingly, informing students of their areas of strength and areas in need of practice. The Ontario government is committed to enabling all students to reach their potential and to succeed. Our challenge is that every student is unique, and each must have opportunities to achieve success according to his or her interests, abilities, and goals. We have defined high expectations and standards for graduation while introducing a range of options that allow students to learn in ways that suit them best and enable them to earn their diplomas. We are proud that our students regularly place among the world's best on international standardized tests. Astolat Educational Centre strives to meet students' needs, grades 1 to 12, who have determined that their educational needs can be best served through small class sizes and by focusing on learning how to learn as an integral part of their day or that accommodations are essential. Standards of Behaviour: Respect, Civility, and Responsible Citizenship All members of the school community must: respect and comply with all applicable federal, provincial, and municipal laws demonstrate honesty and integrity respect differences in people, their ideas, and their opinions treat one another with dignity and respect at all times, and especially when there is disagreement respect and treat others fairly, regardless (difference)…respect the rights of others show proper care and regard for school property and the property of others take appropriate measures to help those in need seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully respect all members of the school community, especially persons in positions of authority respect the need of others to work in an environment that is conducive to learning and teaching not swear at a teacher or another person in a position of authority… empowering students to be positive leaders in their school and community communicating regularly and meaningfully with all members of their school community. Teachers and Other School Staff Under the leadership of their principals, teachers, and other school staff maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behavior. Teachers are responsible for reporting marks and comments to the administrator within two days of midterm and final exams each semester. Respect and responsibility are demonstrated when a student: comes to school prepared, on time, and ready to learn shows respect for himself or herself, for others, and for those in authority refrains from bringing anything to school that may compromise the safety of others follows the established rules and takes responsibility for his or her actions. All students at Astolot are expected to conduct themselves in a respectful manner and others at all times. Students who are not respectful will be asked to leave Astolat.

Our Vision is to see students equipped for life through Christ-centred education, enabling them to transform influence within their community. Mission Statement is Son Centre Christian College is committed to: Supporting parents to fulfill their Biblical mandate to educate their children in Christ in partnership with Christian teachers. Provide the highest quality education from a Biblical perspective so that students are educated in a Christian worldview. Helping students to discover and develop their God-given abilities and appreciate and respect those of others. Encouraging students to develop an attitude of service to God and others and become faithful and obedient followers of Christ. Preparing students to be discerning and responsible members of the wider community. Fostering Christian attitudes, principles, and values in the school’s educational practices and standards and its discipline and tone.

Founded in 1983 by a team of parents headed by Kim Sharman, Watchdog Early Education Centre is a registered charitable organization in Hong Kong providing intensive and well-rounded early intervention and therapy programs for children with special educational needs aged from newborn to six. Watchdog operates separate English and Cantonese speaking programs. The children we support have a wide spectrum of challenges including Global Developmental Delay, Autistic Spectrum Disorder(ASD), Cerebral Palsy, Down Syndrome, Attention Deficit Hyperactivity Disorder(ADHD) as well as a variety of learning difficulties and physical disabilities. We offer psychological assessment, specialist teaching both on an individual basis or small group setting, Speech Therapy, Occupational Therapy, Physiotherapy, and Music Therapy. We serve over 450 children annually. We operate two centers, one in Hong Kong Central and the other in Kowloon Jordan. Our Hong Kong Centre caters to children who are on the government waitlist in our regular program. On the other hand, the self-financed Jordan center, partially subsidized by the Community Chest, admits children by direct application to Watchdog. We also offer Saturday Self-financing Programmes at both centers since 1999 to fill the critical service gap for children to receive appropriate timely training and therapeutic service at their earliest possible age. Watchdog aims to provide intensive and well-rounded early intervention and therapy services for pre-school children with special educational needs, helping them to fulfill their full potential at the earliest possible age. To provide individual and group educational and therapeutic programs to pre-school children with special education needs, helping them to achieve a well-rounded development in speech and language, physical, intellectual and social aspects, preparing them for entry into the mainstream school system. To offer support services for parents and caregivers, ensuring their children can receive appropriate home-based training and care. Services include educational talks or workshops on childcare, counseling and nutrition advice, special needs education school visits, and lending services at toy libraries, etc. Watchdog is an early education center in Hong Kong that runs separate programs for both English and Cantonese-speaking children with special educational needs (SEN). We provide a variety of individual and group educational, and therapeutic programs to pre-school children with special education needs, helping them to achieve a well-rounded development in speech and language, physical, intellectual and social aspects. We also offer support services for parents and caregivers, ensuring children can receive appropriate home-based training and care. Our programs are provided by highly qualified early interventionists specialists who are professionally trained in fields associated with special education, early education, and psychology. Our staff members include an educational psychologist special needs teachers speech, occupational, physio, and music therapists special child care workers, and social workers.

The Child Development Centre (CDC) uniquely provides support to the widest spectrum of Special Educational Needs (SEN) issues in English and Chinese in Hong Kong. Over the past 40 years, we have been delivering a full range of early educational programs, assessments, and therapies. We were also the first center to integrate typical and children with SEN into group sessions. Our children include those with learning difficulties, developmental delay, autism, Down’s syndrome, and physical disabilities. The Centre informally began in 1976 under the guidance of Mrs. Sarah Roe, an occupational therapist. You may have heard of Mrs. Roe since the only English language special school in Hong Kong is named after her. Mrs. Roe began organizing a group in her apartment for English-speaking children with learning difficulties. The Matilda International Hospital was extremely supportive and offered available hospital space that could be used for a more formal playgroup. With the generous support of sponsors and parents, combined with a firm commitment from the Matilda Hospital, a purpose-built facility was opened on the grounds of the hospital in 1981 by Mrs. Anne Marden.

Newham Collegiate Sixth Form Centre (The NCS), is an innovative and dynamic Sixth Form that caters to the ablest students in East London and offers to outstand A-Level education and opportunities. We are distinct from other Sixth Form providers, are located in an iconic Grade 2* listed building giving it a real Oxbridge feel whilst having cutting-edge facilities. These include nine dedicated science laboratories, advanced technology (with iPads for each student), a university-style lecture theatre, and other superb facilities. The attraction of working with the ablest students in East London has enabled me to bring together world-class teaching experts who are passionate, inspirational, pioneering, and highly skilled at what they do. You can rest assured that the quality of learning and teaching at the NCS will stretch you beyond what you have experienced before, preparing you to take your place at the most competitive UK or overseas university or an internship with a major city company. At the NCS we believe that everything we do should be focused on preparing you to occupy positions of influence in every sphere of professional and civic life. Our aspiration is that you progress to become the future leaders of our society, shaping its direction and achievements. From talking to the best universities we know what they are looking for in applicants and this has led to the development of our innovative Super Curriculum which will take your learning beyond A-Level. We believe that nothing but the best is good enough, and we are constantly seeking out outstanding and unparalleled opportunities to give you a competitive advantage. We are fortunate to enjoy a strategic partnership with UCL, one of the world’s leading universities, which provides unique opportunities for our students and staff. The NCS has forged strong links with other prestigious universities, medical professionals, city law firms, investment banks, and accountancy firms as well as other partners. We will soon be joining the City of London Academies Trust and our new sponsor will provide further access and opportunities within London’s square mile for NCS students. Our vision and aim at the NCS is clear and specific to provide outstanding A-Level education and examination results for able local students to enable them to progress to the best and most competitive universities, including Oxford and Cambridge and other prestigious universities worldwide. We opened in September 2014 and are based in stunning Grade 2 listed buildings in East Ham with excellent resources to support outstanding A Level teaching and learning, and most importantly, expert teachers who will help you get the best possible A-Level results. Our 2017 A-Level results were exceptional, and this is just the start. We are confident that at the NCS we will achieve superb examination results year on year. However, we want more than just this success for our students. At the NCS we believe that our students should be equipped with the skills, dispositions, and habits of mind to be the leaders of tomorrow and to make a difference in their society. Our educational philosophy is rooted in the idea that irrespective of a student’s background they have the capabilities to achieve and succeed at the highest levels and it is our role to nurture and develop this within a caring and supportive environment. It is our vision ‘to inspire students to do what inspires them empowering all to make a positive and lasting contribution to society and it is this absolute belief in the potential of young people that forms the foundation of our work and permeates all areas of the NCS’ work. From the moment our students walk through our doors, there is a belief that nothing is impossible if you have the right mindset, the commitment and resilience to succeed, and the necessary support and guidance to help you. We want our students to have dreams of becoming the Prime Minister of the UK, finding the cure for cancer, or winning the Nobel Peace Prize. We will prepare you to be the future leaders of your chosen profession and our society.

London Christian Learning Centre was started in 1990 through the home-school of the Bolus family. Rev. Ricardo Bolus and his wife, Ida Bolus, founded the school in Finsbury Park, North London. They pioneered the school with their children and later partnered with other missionary parents in training their children. After much prayer and waiting, in June 2005, LCLC obtained the DFES registration and was officially recognized by the government as an Independent school. The school is now situated at 639-643 Romford Road, Manor Park, London E12 5AD where we are hoping to enlarge our facilities. With a humble beginning of just six students, the school has grown. We believe as God continues to entrust us with the resources, LCLC will endeavor to educate more and more students in the future. We Believe in the Sovereignty and grace of God the Father, God the Son, and God the Holy Spirit in creation, providence, revelation, redemption, and final judgment. The divine inspiration of the Holy Scripture and its consequent entire trustworthiness and supreme authority in all matters of faith and conduct.The universal sinfulness and guilt of fallen man making him subject to God's wrath and condemnation.The substitutionary sacrifice of the incarnate Son of God as the sole and all-sufficient ground of redemption from the guilt and power of sin and its eternal consequences. The justification of the sinner solely by the grace of God through faith in Christ crucified and risen from the dead. Our Vision is to make available an education that is Biblically based and academically excellent in a godly environment. Our Mission is to glorify God by leading boys and girls to a personal knowledge of our Lord Jesus Christ and help them grow to Christ-like maturity and discover their life's purpose. Our objectives for Students : That each child will accept the Lord Jesus Christ as their personal Saviour. That each one will grow in this faith to become an obedient disciple of the Lord Jesus Christ. That each one will learn to serve and thus find and follow God's call on their life. That they will strive for excellence in the gifts that God has given. On the surface, most schools look alike—buildings, personnel, curriculum, and budgets. The A.C.E. program is different. For over 40 years, it has been the trendsetter in Biblical educational reform. Its philosophy is built on basic principles of the Word of God. Students are taught to see life from God’s point of view, to take responsibility for their learning, and to walk in Godly wisdom and character. Accelerated Christian Education® is not just a publisher but a comprehensive Bible-based program that serves both the campus-based school and the homeschool. We want to prepare children for the world today and give them the academic and spiritual tools necessary to achieve their God-given potential. At A.C.E., our purpose in providing educational materials goes beyond simply helping students learn the academics required to enter college or get a good job. We desire to build in students a life-long burning passion to learn and grow spiritually. It is one thing to want children to be successful and quite another to provide the academic and character training to ensure this accomplishment. Godly character training is part of the A.C.E. learning experience, and it prepares students to welcome and accept challenges and future opportunities. Sixty character traits, such as kindness, loyalty, and honesty, are taught within the curriculum. Students can observe character development in the true-to-life character strips and then apply the Godly character lessons to their own lives. Challenging and highly effective, the A.C.E. program is an extraordinary educational approach, Biblical in its core, that prepares students for tomorrow’s world while giving them traditional moral values that will last a lifetime. Accelerated Christian Education—a unique program for this time in history—is building Godly citizens and Christian leaders of tomorrow. A.C.E. is your servant to meet the educational needs of today, with the traditional values of yesterday, and the technology of tomorrow. With A.C.E.’s concept of individualized learning, students don’t just get by—they get ahead! To God be the glory!

Welcome to West Twyford Primary School where we seek to develop happy, inquisitive, and resilient life-long learners who strive for excellence in all they do learners They are respectful, polite, and kind, and who take pride in belonging to our school and the wider community. We aim to provide the very best education within an aspiring and harmonious environment. We do this through providing top-quality teaching and learning opportunities, with highly skilled and dedicated staff, through a broad and vibrant curriculum and an exciting program of extra-curricular enrichment activities. We are very well resourced and have a beautiful new school building, specifically designed to facilitate our learning. We have very high expectations for every child and we work in partnership with our parents, outside agencies, and the wider community, to ensure that every child achieves their full potential, is happy and fulfilled. Our vision is to develop happy, inquisitive, and resilient life-long learners who strive for excellence in all they do: learners who are respectful, polite and kind, and who take pride in belonging to our school and the wider community. Mission Statement: We aspire to excellence in all we do and we have high academic expectations for all our children. We continually strive to innovate, evaluate and reflect to ensure that we provide the best teaching, learning, resources, and opportunities for our community. We expect and celebrate endeavor and achievement. We encourage children to be confident, resilient, reflective, and independent learners. We provide access to a rich, broad, and balanced curriculum, which incorporates the National Curriculum and enables each child to achieve her/his level of personal and academic excellence irrespective of gender, ethnicity, or socio-economic background. We provide opportunities that enable children to develop high standards of self-discipline, self-esteem, moral values, listening, and social skills which allow children to become independent learners. Teamwork is at the heart of all we do. We respect everyone and treat people the way we would like to be treated. We are a community school. We welcome, encourage, and embrace parental and community involvement. We acknowledge the importance of strong home-school links. We are a happy, well-organized school that achieves together. We take pride in our school and ourselves. Our Curriculum Letters introduce you to the topics that your child will be taught during the term. They detail what is being planned for your child’s lessons, the skills, knowledge, and concepts that are being developed and the learning objectives taught.

We are committed to establishing Wester Hailes as a center of excellence within our Community. Our culture is ambitious and we promote and support high attendance, achievement, and attainment. We are very proud of the positive relationships between and among staff and students. We place learning, at the center of all we do, believing that in the right environment everyone can learn and grow. We nurture and promote partnerships between staff, students, parents, and the community to encourage all learners to be the best they can be. We are inclusive, embrace diversity and respect everyone as equal. Wester Hailes Education Centre has been awarded the British Council International School Award, which recognizes schools that have excelled in the area of international learning. The atmosphere in the school is warm and welcoming with respectful relationships underpinning engaging and exciting learning experiences. Pupils are encouraged to achieve their potential at all times to ensure every young person leaves Wester Hailes, at their exit point, with a portfolio of qualifications, skills, experiences, and knowledge of the job market so that they can enter a sustained, positive destination of further/higher education, apprenticeship or employment. The success of our school is built on the partnership of pupils, parents, staff, and the wider community and we are very proud of our school and the community we serve. With your help, we know that we are well-placed to offer our young people opportunities to realize their ambitions whilst also encouraging them to give something back. The new curriculum aims to raise standards of attainment and prepare our students for a future in a fast-changing world. To encourage the students to be responsible for their learning the students each have a member of staff who mentors them. This happens during tutor time each morning. Students are interviewed regularly to discuss their progress. From the discussion, the agreement is reached about short-term targets for the student. The students then work on strategies to achieve their targets over the next month and this is discussed at their next mentoring meeting. The success of our school is built on the partnership of pupils, parents, staff, and the wider community and we are very proud of our school and the community we serve. With your help, we know that we are well-placed to offer our young people opportunities to realize their ambitions whilst also encouraging them to give something back. The religious observance will provide experiences, which will be meaningful to all pupils and staff, aiding their spiritual development. The school community comprises staff, pupils, and families from a variety of faith, backgrounds, and worldviews. This diversity will be valued and considered when planning acts of religious observance. The aims of religious observance are defined as “To promote the spiritual development of all members of the school community To express and celebrate the shared values of the school community” Religious Observance Review Group Report. “Includes being helped to recognize, reflect upon and develop a deeper understanding of the value and worth of each individual” Religious Observance Review Group Report. A Curriculum for Excellence encourages each individual within a school community to develop as “a successful learner, confident individual, responsible citizen, and effective contributor” “Where the school, whether denominational or non-denominational, is continuous with a faith community, that community’s faith in the “focus of worship”, maybe assumed and worship may be considered to be appropriate as part of the formal activity of the school. Where, as in most non-denominational schools, there is a diversity of beliefs and practices, the review group believes that the appropriate context for an organized act of worship is within the informal curriculum as part of the range of activities offered for example by religions, groups, chaplains and other religious leaders.

Trinity Fields School and Resource Centre is a purpose-built school which opened in 1998 and offers our pupils many unique and innovative features to develop their skills. First and foremost pupils are at the heart of all that we do at Trinity Fields. We have a long-standing commitment to providing all pupils with the very best learning experiences as well as empowering them to make important decisions about future developments within the school. We continue to work within the guiding principles of the United Nations Convention on the Rights of the Child (UNCRC) we achieved Level 2 of UNICEF's Rights Respecting Schools Award (RRSA) at the beginning of 2017. Our RRSA assessment report can be found under the "Policies" section of the website. We are extremely proud that we are the first school in Caerphilly to obtain this award. Our assessors said: "Article 12 is at the heart of life at Trinity Fields. Pupils are enabled to fully participate in a meaningful and inclusive way. The assessors were able to see many examples of this during the assessment with the Headteacher stating "RRS and listening to our pupils is natural and an expectation at school. My job is to support our pupils and make a difference. This can only be achieved by listening to them". At Trinity Fields we aim to promote and develop our pupils' learning, self-esteem, behavior, and confidence by providing rich and individualized learning opportunities for them to develop their skills and understanding, and create an exciting school community that is child-centered, empowering, and inclusive. We have also embraced the THRIVE approach across the school- further details of this approach will be found under the "School Info" tab. We work with all of our partners to provide the very best learning environment, and we will ensure that all of our dedicated staff team are highly skilled and have access to specialist equipment and outstanding facilities to meet pupils’ needs. These integrated facilities provide pupils with the very best learning opportunities and resources which support our vision to become a Centre of Excellence.