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We take time to nurture relationships based on mutual trust and respect. Because we learn, grow and achieve more when we feel valued and understand how we impact the lives of others. Passion is what we are. We are connected head and heart, thinking and feeling every little task that we do. We seize each moment as a chance to learn, connect, and express ourselves fearlessly, genuinely. We strike a difference because of balance. It is the complementing dimensions of knowledge and fun, creativity and pragmatism, imaginative play, and positive discipline that give a solid foundation for a full and enriching learning journey. We are in education because we inspire progression. We are constantly learning and evolving in becoming better educators, better parents, better people. We pursue excellence, not for perfection, but to empower every learner to succeed in school and life. We believe and trust in our capabilities and empower individuals to do the same. We celebrate what makes each person dramatically different because we are not afraid to show the world who we truly are. We bring out the fascination in ordinary things. This sense of wonder stirs electric energy that attracts and engages people, exciting them to step up and participate in this shared experience. We approach things with both our intellect and a passion for play. We see things not just as they are, but what they can be because we understand that only by the combination of wisdom and imagination can we spark magic. We are constantly curious. We are open and ever ready to discover and learn more about the world from our experiences and our connections with people around At the heart of our learning journey in Julia Gabriel is the individual. As the driver of change, and we believe that we can change the world by sparking the minds who will influence the future. At Julia Gabriel, we have a team of excellent staff and teachers who are committed and dedicated to driving our mission. Many of our staff and teachers are not only qualified and certified Speech and Drama specialists but also parents and performers. Julia Gabriel Centre has a team of over 200 skilled professionals dedicated to education and communication: teachers of voice, speech, drama, literature, early childhood educators, musicians, linguists, speech and language therapists. Julia is the Founder Director of Julia Gabriel Centre, Chiltern House, and the Julia Gabriel School of Education. She holds Master’s and Bachelor’s degrees in Early Childhood Education from the University of South Australia, and licentiate teaching diplomas in Speech & Drama from both the Guildhall School of Music & Drama and the London College of Music. She is an Honorary Fellow of the Guildhall School of Music & Drama, having been awarded life membership of the school in 1993 for her services to the field of speech and drama. Julia is the author of three books, including ‘EduDrama’- A Guide to Speech and Drama. She believes education is for sharing and enjoys working with parents and educators. View full school

We are connected head and heart, thinking and feeling every little task that we do. We seize each moment as a chance to learn, connect, and express ourselves fearlessly, genuinely. We take time to nurture relationships based on mutual trust and respect. Because we learn, grow and achieve more when we feel valued and understand how we impact the lives of others. Passion is what we are. We strike a difference because of balance. It is the complementing dimensions of knowledge and fun, creativity and pragmatism, imaginative play, and positive discipline that give a solid foundation for a full and enriching learning journey. We are in education because we inspire progression. We are constantly learning and evolving in becoming better educators, better parents, better people. We pursue excellence, not for perfection, but to empower every learner to succeed in school and life. We believe and trust in our capabilities and empower individuals to do the same. We celebrate what makes each person dramatically different because we are not afraid to show the world who we truly are. We bring out the fascination in ordinary things. This sense of wonder stirs electric energy that attracts and engages people, exciting them to step up and participate in this shared experience. We approach things with both our intellect and a passion for play. We see things not just as they are, but what they can be because we understand that only by the combination of wisdom and imagination can we spark magic. We are constantly curious. We are open and ever ready to discover and learn more about the world from our experiences and our connections with people around At the heart of our learning journey in Julia Gabriel is the individual. As the driver of change, and we believe that we can change the world by sparking the minds who will influence the future. At Julia Gabriel, we have a team of excellent staff and teachers who are committed and dedicated to driving our mission. Many of our staff and teachers are not only qualified and certified Speech and Drama specialists but also parents and performers. Julia Gabriel Centre has a team of over 200 skilled professionals dedicated to education and communication: teachers of voice, speech, drama, literature, early childhood educators, musicians, linguists, speech and language therapists. Julia is the Founder Director of Julia Gabriel Centre, Chiltern House, and the Julia Gabriel School of Education. She holds Master’s and Bachelor’s degrees in Early Childhood Education from the University of South Australia, and licentiate teaching diplomas in Speech & Drama from both the Guildhall School of Music & Drama and the London College of Music. She is an Honorary Fellow of the Guildhall School of Music & Drama, having been awarded life membership of the school in 1993 for her services to the field of speech and drama. Julia is the author of three books, including ‘EduDrama’- A Guide to Speech and Drama. She believes education is for sharing and enjoys working with parents and educators. View full school

At Hillcrest, we provide each student with the opportunity to achieve their full potential in both academic and social terms. We have very high expectations of our students. Great emphasis is placed on self-discipline and self-respect hard work and achievement and high standards of behavior. We have a highly qualified team of staff committed to delivering quality education to all our students. Your child will enter a safe and secure environment in which high-quality learning can take place effectively. We are proud to play our part in helping students become the thoughtful, caring, confident, and well-educated young adults of tomorrow. Hillcrest School and Sixth Form Centre is a safe and respectful learning environment where every child is valued as an individual with unique talents and ambitions. We: Are an outward-looking and confident community, actively promoting the fundamental British values of democracy, the rule of law, individual liberty, mutual respect, and tolerance of those with different faiths and beliefs. Are a happy, responsible, and fair school respected by the community? Improve our environment to meet the educational demands of the twenty-first century. Raise expectations and achievement for all. Prepare everyone for the challenges of modern Britain and a changing world and develop a passion for life-long learning. We believe our school is an ideal size since it is large enough to provide a full range of subjects and to enable us to employ specialist teachers, but not so large that the individual becomes lost in the crowd. Hillcrest is committed to ensuring all members of our learning community have equal opportunities to achieve their potential. At Hillcrest, we deliver a curriculum that works to develop effective, independent learners to meet the challenges of a rapidly changing world. To achieve this staff use a “ten-point outstanding lesson checklist” to plan their lessons, ensuring all lessons enable rapid and sustained progress. The school also has a range of support and administrative staff who work with both students and teachers daily. The Hillcrest School curriculum meets the specifications of both the National Curriculum programs of study and also the Birmingham Curriculum Statement. View full school

Harefield Infant, Nursery, and Children's Centre lie at the center of Harefield Village. Generations of families have attended the school, giving the school a sense of real community and continuity. Harefield Infant School is delighted to have been re-accredited with the Key Stage 1 Basic Skills, Quality Mark. The assessor, Mr. John Dewhurst, said he 'had no hesitation in giving us this mark. Over the last five years, the school has been on a learning journey with many exciting developments. We have gained the Basic Skills Award in both Foundation Stage and Key Stage 1. This is reassuring as it demonstrates that those children who would usually struggle with their learning are making good progress. We also gained the National Association for More Able Gifted and Talented Award for ensuring that pupils are working and achieving well and the highest levels are being consistently achieved. Last year we embarked on achieving the Inclusion Award for our work with children and families who might experience barriers to learning. The award identifies that for children who have additional needs planning and thought goes into ensuring that they are accessing all aspects of school life. Two years ago we started teaching Philosophy to our children. SAPERE is the organization that runs the training for teaching staff to become confident in using this approach. We are very impressed with the progress our children made and decided to enhance this work further by becoming part of the Thinking Schools Alliance with the University of Exeter. Our children are taught to think from nursery and to have the processes of thinking explained to them from an early age. The children have blown us away with their reasoning, logic, and creativity. The improvements in learning and understanding are evident in their attitudes and work. All children know that to get better at anything they have to work hard and have good teaching and practice. We are a mainstream infant and nursery school that promotes respect, values differences, and encourages our children to be honest, healthy, independent, and successful members of our school and the wider community. We will make all reasonable adjustments to include children and remove barriers to learning to prevent disadvantage, promote equality of opportunity and foster good relations. We aim to work in partnership with our parents/carers to provide the best possible outcomes for their children. If you have any concerns about your child, talk to the class teacher in the first instance. You may wish to then meet with the Inclusion Manager for further advice and support. The Inclusion Manager may contact outside agencies for advice and with the parent’s consent, refer children for specific assessments, for example, an occupational therapy assessment. Regular communication with parents/carers about their views, wishes, and feelings and those of their child are listened to and become part of all planning to support their child. Class teachers plan for children through ongoing observation and assessment of their learning and development. All children are monitored through ‘Pupil Progress Meetings’ that are held between the class teachers and the Headteacher. The Inclusion Manager may also be present and other members of the school leadership team. Children identified at risk of delay or who may appear to have difficulty with learning will be offered extra teaching or other rigorous interventions put in place after consultation with their parents/carers. The impact of interventions on children’s progress is reviewed regularly through observation and assessment. View full school

Our school is spaced over a large site, with extensive grounds. It has recently undergone significant redevelopment to cater to our increasing numbers. We are very proud of our new library and new dining room/studio. There is a mixture of provision both indoors and out with several specifically designed outdoor learning areas to interest and engage our children. We have extensive sports fields that are regularly used by many of our after-school sports clubs. You will find our classrooms equipped with the latest technology. We also have a bespoke ICT suite and additional laptops that can be moved from class to class. Our investment in technology ensures that our pupils are prepared for the modern world. Our playgrounds have a range of climbing/play equipment and a range of specifically designed areas, including a low-level climbing wall with a safety surface. We intend that our children can enjoy their play as much as their work. At Colham Manor we aim to provide a happy, caring, safe and secure environment where all children reach their potential. It is a school where standards continue to rise and Ofsted has recently praised the caring nature of our staff and the pupil’s behavior, amongst many other things. Our priority is to ensure that children reach the highest standards possible and children’s learning is thoroughly tracked and regularly reviewed. We also place a high emphasis on developing independence, confidence, and co-operation, so that our children are ready for the next step in their lives. We have a hugely popular breakfast club that is run by school staff. For a small charge, parents can leave their children in a safe environment where they can enjoy a healthy breakfast, play games, and chat with friends. The After School Club is run by Colham Manor Primary School and was set up in September 2013. There is always an adult to child ratio of at least 1:8 and the setting is staffed by school staff. There is a range of toys, games, and activities on offer both inside and out, giving the children the opportunity to play independently and also with adult interaction. The club is open from 3.15 pm – 5.45 pm daily and a healthy snack is provided. If you would like more information about the club or would like to book a place for your child please speak to the school office. We offer a wide range of clubs both at lunchtime and after school. These allow our children opportunities to experience new activities or participate in their hobbies. As well as learning new skills, our clubs allow our children to develop their esteem, confidence and build friendships. Our clubs are run by a mixture of school staff and outside providers Colham Manor is an inclusive primary school. We are proud of how we value and support all our children. We expect all our children to reach their full potential and support their individual needs to ensure they can reach the highest standards they are capable of. Teachers plan lessons to ensure all children make progress in class, taking into account their ability level and individual needs. Some of our children have specific needs that require extra support additional to what can be provided in the classroom. For these children, we provide specific support programs, delivered by trained staff in the Launch Pad, a specially resourced provision for children with additional needs. These children may be identified as having special educational needs or at the early stages of learning English as an additional language. View full school

At Ambler, we believe in children and families and know that just providing good services is not enough. We want our children and families to have outstanding services and ‘Achieve More‘. This dedication has been reflected in our most recent Ofsted inspection when we were rated as ‘Outstanding in all areas. The Ambler campus of school and children’s center provides a seamless integrated service from pre-birth to the end of year 6 together with adult and community learning opportunities, recreational activities for the wider community, and comprehensive extended day provision. The campus serves many children and families from a range of backgrounds and cultures and this vibrant blend makes the Ambler community a unique and energizing place to be. Our children have a thirst for learning and attendance levels reflect the fact that pupils do not want to miss out on the exciting range of services available to them. Across the campus, we encourage children to make decisions for themselves and acquire the skills to become independent learners and the shapers of tomorrow. Ambler supports children and their families, offering a challenging, high-quality, and creative approach to development, learning, and achievement, leading to a successful and positive future. Ambler’s values are used to help everyone in the School and Children’s Centre to ‘Achieve More’. We’ve improved standards year-on-year but we always want to do better. “We decided on six core values: determination, resilience, enthusiasm, ambition, motivation, and self-belief. As well as collectively spelling out the word ‘DREAMS‘, each value has its symbol to help the children remember them.” You can show determination by: Trying your best Working hard in anything you find difficult Focusing on specific steps or targets Accepting that some goals require hard work Being persistent and tenacious You can show resilience by: Never giving up Trying to achieve your personal best Overcoming the fear of failure Having the ability to problem solve Bouncing back from obstacles You can show enthusiasm by: Putting all your energy into anything you do Being passionate about what you are doing Showing positive body language: smiling Supporting and encouraging others You can show ambition by: Identifying and aiming for a goal Knowing the steps to achieve your goal Pushing and extending yourself Believing that nothing is impossible Keeping focused on the ‘big picture You can show motivation by: Being prepared to work hard Dealing with failure or setbacks positively Understanding why you are doing something Wanting to achieve success Accepting and understanding constructive criticism Being aware of your areas of development We’d like every pupil at Ambler to wake up happy to go to school and wanting to attend every minute of the day just in case they miss something really exciting! Our curriculum is the core of this ideal… Aims of our curriculum: Have firm foundations of basic skills that they can use and apply Have a broad range of exciting and creative opportunities to discover and nurture their talents Develop a set of core human values that underpin their spiritual, moral, social, and cultural (SMSC) development and their sense of uniqueness and self-worth as individuals Develop their thinking and questioning skills The Ambler Primary School curriculum consists of: The National Curriculum core subjects of English and Maths which are fully updated to the new curriculum requirements of 2014 and rigorous in their approach The National Curriculum foundation subjects, which are taught through a relevant, contextual and inspiring topic led creative learning journey RE, PHSE, and Citizenship WOW days every half term that will engage and inspire our learners An enrichment program for each year group comprising chess and board games, book club, cooking, additional music, debating skills, philosophy, additional sporting opportunities A program of extracurricular activities that include creative and physical opportunities We follow the Early Years Foundation Stage curriculum provided by the government which includes seven areas of learning. Three prime areas: Personal, Social, and Emotional development Physical development and Communication and Language. These are the fundamental building blocks on which all future learning is based. The specific areas of learning follow Literacy development, including reading and writing Maths development, including number and shape, space and measure Understanding the World, including science and information technology and Expressive Arts and Design, including painting, drawing, imagination, and drama. By the end of the reception year, children should have reached the Early Learning Goals or achieved a Good Level of Development (GLD). Ambler Primary School originally opened on 25 October 1898 as Ambler Road Board School for boys, girls, and infants. The school was reorganized from 1932-36 to form Finsbury Park School for junior boys and junior girls, holding 348 and 351 children respectively. In 1949, the school was reorganized for mixed juniors and renamed Ambler Primary. In 1971, Ambler Primary and Finsbury Park Primary were amalgamated to form Ambler Primary for mixed juniors and infants. A nursery block was added around this time. In 1982 there 250 mixed juniors and infants. January 2006 saw Ambler Primary School expand using the dental block behind the Primary School and a refurbishment project was undertaken to form a new Children’s Centre linked to the School, to provide full wraparound care and education for children aged 6 months to 11 years. An extra nursery class was added to the Children’s Centre in 2010. In September 2013 and due to popular demand, Ambler Primary School and Children’s Centre embarked on a program to grow the school to a two-form entry offering, adding an extra class each year. In January 2015, the school also built ‘Vince’s Lodge’ on the site which provides extended services such as a breakfast club and after-school care. View full school

“The model,” is a term referring to the time served method of delivering UK university postgraduate programs, on a part-time basis to busy executives. It provides the local executive student with the same learning experience as they would enjoy on similar part-time programs, at the university campus. In general students are mature executives normally with significant industry experience. The average age of current MDCI students is 35 and most have over 8 years of relevant experience. The university partner provides the identical academic components of the program, including teaching that students enjoy on campus. MDCI provides local support for both university and student. Management Development Centre International Ltd is a United Kingdom registered company. The company is part of the Durham Associates group, based at the Old Coach House, Castle Eden, County Durham. The chairman of the Group is the internationally renowned management academic and author Professor Geoff Lancaster. MDCI is managed by a board of directors based in the United Kingdom. The Managing Director is Robert L F Rice, who holds Bahrain residency and has lived and worked in the Middle East and Africa for around 35 years. In 2009 he was identified as one of the leaders in executive education in the MENA countries by the Middle East Economic Digest. The company has both Ministry of Commerce and Ministry of Education registrations in the Kingdom of Bahrain as a representative office of the parent company in the United Kingdom. The Digital Marketing Institute’s Certification Framework describes what a professional should know, understand and be able to do based on a given certification level. A framework also demonstrates how learners can progress through higher levels of certification within a framework. Universities, colleges, training companies, and employers in over 90 countries now implement certifications from the Digital Marketing Institute’s Certification Framework. The Framework operates internationally and importantly also provides a basis for professional certifications within the Digital Sales & Marketing Industry. It allows students, educators, and employers to easily understand a professional’s competency and assists in portability between countries or employers. The Digital Marketing Institute Certification Framework provides a system around which the key stakeholders can gather – Students, Professionals, Educators, and Employers. It allows all groups to understand the certification standards, the skills and competencies, and modes of assessment and it relates these certifications to industry-specific roles and jobs. The certification is the currency that flows between these key stakeholder groups. Our established offices in the Middle East are a perfect base for Universities and learning establishments to launch a long-term presence in the region. A key element of MDCI’s programs is that UK-based lecturers fly to the Gulf to deliver their modules allowing the local professionals to continue their carers while studying for their Masters of Doctorate. MDCI relies on information technology and human interface to achieve its high level of student support and ensure the maintenance of University operating procedures. Our established offices in the Middle East are a perfect base for Universities and learning establishments to launch a long-term presence in the region. A key element of MDCI’s programs is that UK-based lecturers fly to the Gulf to deliver their modules allowing the local professionals to continue their carers while studying for their Masters of Doctorate. MDCI relies on information technology and human interface to achieve its high level of student support and ensure the maintenance of University operating procedures. View full university

Radiant-Star Education Centre was established in the year 2003. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1230038, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2022. It lies in the Imphal district of Manipur and is currently being managed by the Radiant-Star Education Centre, Manipur. It is presently under the principal -administration of JAGDISH CHANDRA PATNI, with a total of 22 staff members. There are a total of 34 rooms, 7 Labs, and 1 Library present in the school. The nearest railway station is Dimapur and it is 230 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station Dimapur Distance in KM 230 Nearest Police Station DimapurSekmai Distance in KM 3 Nearest Nationalised Bank SBI Distance in KM 3 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 3 124 I-V 5 227 VI-VIII 3 155 IX-X 2 96 XI-XII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 34 7 1 4 23 7 420873 15000 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 15 26 24 Library 1 26 24 Composite Science Lab 1 26 24 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 24 18 Computer Science Lab 1 24 18 Home Science Lab 1 24 22 Other Rooms 3 24 18 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 3 3 0 PRTs 8 8 0 TGTs 8 8 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 4208.730656 (in Acres.) 1.04 Built up Area in (in sq. Mtrs.) 4000 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 15000 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 10 No. of Urinals/Lavatories Separately for Girls 10 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 5500 Periodicals 18 Dailies 10 Reference Books 2500 Magazine 30 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms No Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes View full school

R K Education Centre was established in the year 1998. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2130848 and has a General affiliation which is valid up to 31/3/2021. It is located in the Kanpur Nagar district of Uttar Pradesh and is currently being managed by the Soc For The Advancement Of Edu, Uttar Pradesh. It is presently under the principal -administration of PRAMOD KUMAR. There are a total of 40 rooms, 5 Labs, and 1 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 40 5 1 8 19 13 15000 2115 View full school

Rnd Education Centre was established in the year 2010. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2132398, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2019. It lies in the Kanpur Nagar district of Uttar Pradesh and is currently being managed by the Rnd Jankalyan Sewa Samiti, Uttar Pradesh. It is presently under the principal -administration of SHOBHANA MISHRA, with a total of 17 staff members. There are a total of 12 rooms, 1 Labs, and 1 Library present in the school. The nearest railway station is Kanpur Central and it is 15 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station Kanpur Central Distance in KM 15 Nearest Police Station Kanpur CentralMaharajpur Thana Distance in KM 0 Nearest Nationalised Bank Allahabad Bank Distance in KM 1 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student IV 1 34 V 1 34 VI 1 34 VII 1 34 VIII 1 34 IX 0 0 X 0 0 XI 0 0 XII 0 0 Nursery/KG/LKG 0 0 I 1 32 II 1 34 III 1 34 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 12 1 1 4 3 12 6450 4500 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Composite Science Lab 1 30 27 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 20 27 Computer Science Lab 1 30 27 Home Science Lab 0 0 0 Class Room 12 20 27 Other Rooms 4 10 12 Bio-Tech Lab 0 0 0 Library 1 30 27 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 10 10 0 TGTs 5 5 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 0 0 0 Physical Size Area of Campus (in sq. Mtrs.) 6450.6891016 (in Acres.) 1.594 Built up Area in (in sq. Mtrs.) 1380 Whether the School at one site or two site NO Area of Playground (in sq. Mtrs.) 4500 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 6 No. of Urinals/Lavatories Separately for Girls 6 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1650 Periodicals 7 Dailies 3 Reference Books 100 Magazine 4 SPORTS & GAMES Swimming Pool No Indoor Games No Dance Rooms No Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes View full school

Red Rose Education Centre was founded in the year 2006. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2131502, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2023. It is located in the Farrukhabad district of Uttar Pradesh and is currently being managed by the Red Rose Education Socity,Avas Vikas Coloney(Lohia Puram)Farrukha Bad, Uttar Pradesh. It is presently under the principal -administration of SHILPI SAXENA, with a total of 19 staff members. There are a total of 35 rooms, 4 Labs, and 1 Library present in the school. The nearest railway station is FARRUKHA BAD and it is 6 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station FARRUKHA BAD Distance in KM 6 Nearest Police Station FARRUKHA BADKOTWALI,FARRUKHA BAD Distance in KM 4 Nearest Nationalised Bank CANARA BANK, FARRUKHA BAD Distance in KM 3 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 02 049 I-V 05 0202 VI-VIII 03 0111 IX-X 0 0 XI-XII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 35 4 1 3 26 5 9030 6000 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 16 26 21 Composite Science Lab 01 40 38 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 01 26 21 Computer Science Lab 01 26 21 Home Science Lab 0 0 0 Library 01 30 26 Other Rooms 01 21 20 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 3 3 0 PRTs 8 8 0 TGTs 5 5 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 9030.15537096 (in Acres.) 2.2314 Built up Area in (in sq. Mtrs.) 910 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 3040 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 10 No. of Urinals/Lavatories Separately for Girls 10 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 3190 Periodicals 10 Dailies 06 Reference Books 200 Magazine 12 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes View full school

Prithviraj Chauhan Education Centre was established in the year 2007. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2131190, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2022. It is located in the Kanpur Nagar district of Uttar Pradesh and is currently being managed by the Motisingh Samajik Vikas Sansthan, Uttar Pradesh. It is presently under the principal -administration of DEEPTI CHAUHAN, with a total of 14 staff members. There are a total of 32 rooms, 5 Labs, and 1 Library present in the school. The nearest railway station is PANKI and it is 4 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station PANKI Distance in KM 4 Nearest Police Station PANKISACHENDI Distance in KM 3 Nearest Nationalised Bank S.B.I BHAUTI Distance in KM 1 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 0 0 I-V 05 147 VI-VIII 3 63 IX-X 0 0 XI-XII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 32 5 1 5 24 3 4099 3030 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 8 27 20 Composite Science Lab 1 30 20 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 0 0 0 Computer Science Lab 1 30 21 Home Science Lab 0 0 0 Library 1 43 32 Other Rooms 4 27 20 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 7 7 0 TGTs 5 5 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 0 0 0 Physical Size Area of Campus (in sq. Mtrs.) 4099.4655332 (in Acres.) 1.013 Built up Area in (in sq. Mtrs.) 1070 Whether the School at one site or two site TWO Area of Playground (in sq. Mtrs.) 3030 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 9 No. of Urinals/Lavatories Separately for Girls 9 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1550 Periodicals 3 Dailies 5 Reference Books 30 Magazine 6 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium Yes Music Rooms Yes Hostel No Health and Medical Check up Yes View full school

St. Joseph’s is an 11-18 Catholic comprehensive school situated in the heart of St. Joseph’s Parish, Port Talbot. From Year 7 to Year 13 and beyond, we offer a pathway through Key Stages 3, 4, and 5, preparing our students for the rest of their lives. Our aim is always for excellence, for an education that inspires the development of the whole person, emotionally, spiritually, and academically. Whether you are a student, a parent, or a visitor, we hope you find this website a useful resource to find out more about our school. The ethos of this school is Catholic. The school was founded by the Catholic Church to provide education for children of Catholic families. The school is conducted by its governing body as part of the Catholic Church under its Trust Deed and Instrument of Government and seeks at all times to be a witness to Jesus Christ. We ask all parents applying for a place here to respect this ethos and its importance to the school community. This does not affect the right of parents who are not of the faith of this school to apply for and be considered for a place here. Here at st joseph we root everything in our mission to lead each young person in our school community to become fully human in Christ. Our Catholic Christian ethos demands the highest standards of expectation and commitment recognizing the distinct human dignity of every one of our students and doing all within our power to unlock his or her potential. By choosing st joseph you can expect us to provide your child with an environment that is welcoming and disciplined. We will get to know your child well and look after him or her from year 7 right through to year 13. The teachers and support staff at st joseph is not just a career it is a vocation. Staff is well known for going the extra mile to support and guide our pupils and to help them to develop holistically and they challenge all students to make the most of their God-given talents. We are of course well aware that it is your parents and guardians who are the first educators of your children. As such we make sure that we keep parents up to date with their children's progress and welcome their involvement in the life of the school. View full school

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. View full school

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. View full school

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. View full school

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. View full school

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. View full school

Underhill School and Children’s Centre is a welcoming school community, where there is a strong emphasis on caring for, supporting, and listening to pupils. The pupils here are happy and enthusiastic and have a natural love of learning. Our school values are underpinned by the fundamental British values outlined in the National Curriculum 2014. We strongly believe in developing well-rounded, socially aware, and positive members of the community, as well as offering a wide and diverse education. We support and teach these values in a variety of ways. Our ‘Golden Rules’ support each of these values, and enable our pupils to work together in a respectful community. We have a fantastic staff team at Underhill School and Children’s Centre who are all committed to providing the best opportunities for pupils. We provide an interesting, stimulating curriculum that responds to the needs of different learning styles and learners’ different needs. We also endeavor to equip pupils with the skills to become valuable members of the local community and to have aspirations for their futures. The school serves a culturally diverse community, which brings richness to school life - this is highly valued and is celebrated both in the curriculum and in school life. We thrive on our diverse community with a rich variety of home languages, cultures, faiths, and traditions. We want our pupils to be global citizens, able to succeed and build a fulfilling life in a sustainable and increasingly international society. The school has links with schools in Europe through the British Council’s ‘Comenius Project’: we are currently working with schools in Spain, Turkey & France. We believe that parental partnership is vital to ensuring the well-being and academic success of pupils. Parents are an essential component of our school community. We welcome parents to come into the school to support the children in their learning. Our PTA holds events throughout the year to help raise money to further enrich activities within the school. The governors also work effectively with the school to ensure the best possible provision and outcomes for its pupils At Underhill, we all dare to create a fun learning environment that is safe and inspires our children’s whole community to achieve. We aim to nurture everyone’s dreams and learn together in a culture of respect. Underhill School and Children’s Centre is committed to serving its community. It recognizes the multi-cultural, multi-faith, and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them. Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for young pupils to make choices safely, through of provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record, or participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices. View full school