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Learn & Play provides children with a friendly, positive, engaging, nurturing, and healthy environment where enjoyment and fun go hand in hand with discovery and learning. The center nurtures the child physically, emotionally, socially, and intellectually through healthy meals, group interactions, and intriguing fun activities. Our professional educators offer a curriculum that fosters skills development, inspires life-long learning, and prepares children for their success in schools. Learn & Play intends to be the leading provider of a premium daycare of high-quality early childhood care, education, and edutainment center in the region. Learn & Play was founded in 1999 in Tallet el-Khayat, Beirut, by Mrs. Mayada Ksaybati. In January 2011, the center relocated to a larger facility in Ramlet El-Bayda covering around 2000 sq. and accommodating up to 200 students in dual-language programs: English-Arabic or French-Arabic. Learn & Play Children's Center is a premier daycare and edutainment center for kids aged from 12 months to 4 years, including children with special needs. L&P distinguishes itself by its ultra-modern spacious facility, friendly and nurturing environment, unique curriculum, and professional team of educators. The team is composed of around 60 professional teachers in the educational field who are sensitive and responsive to the needs of each student. Our teachers also provide children with an abundant, safe, interactive, and challenging learning environment. Children think of Learn & Play as their second home and their parents are confident that their children are receiving the best of care and education. We are proud to be labeled as one of the best nurseries in the region. Education and development are important, but we know that nothing matters more than the safety, security, and health of your child. Mealtime is a time for learning about nutrition, hand-washing procedure, table manners, conversations, and motor skills, as well as, an opportunity to try new food. Offering kids (aged 4+) a list of afterschool activities in a meaningful and refreshing pastime in a safe and supervised center. View full school

CIS started in Fredrikstad in 2012 with 90 students from the local community. The leading founder of the school was Lise Evensen Holman. She is an experienced educational leader and a highly respected teacher, with a vision of creating an international school supplying its students with an educational program of the highest quality in which the Arts play a central role. Children’s International School is an IBO-authorised private international school for grades 1 to 10 with an extended Arts program and use of educational technology. CIS seeks to give students an international education that promotes the students to become life-long learners, with a caring attitude, and a respectful approach to different cultures and beliefs. CIS wants to provide the students with a positive work environment that includes an atmosphere of cooperation and mutual respect for other individuals’ values and ideas. CIS believes that by providing our students with a unique opportunity and foundation to develop a knowledge and appreciation of music and the arts we can guide our students to become responsible, respectful, and open-minded citizens within a global community. Care – respect for other people’s ideas and values is fundamental for everything we do. Cooperation – working together for the common good of our community and the world. Change (Learning) – making meaningful change in our students through deep learning experiences, enabling them to make a difference in the world. Our vision and values are a platform on which we build our school community. Our goal is to give our students the best learning environment we are capable of. We do this through the things we believe in a recognized, widely used pedagogy called the International Baccalaureate with its inquiry-based focus and student-centered learning, an extended Arts program with music, dance, and drama, and a technology program giving students the most modern tools to help them in their learning. View full school

Children’s House is tucked away in a quiet residential area of Motoazabu. The School is truly a “Children’s House” where Montessori materials and furniture are sized for children. Founded and run by passionate Montessori teachers who strive to create a comfortable environment for all children. Our mission is to offer an authentic Montessori education, based on the principles, methods, and activities of Maria Montessori. Maria Montessori was born in Italy in 1870. She was one of the first female physicians. Maria Montessori innovated the Montessori approach to education which is focused on “following the interests of the child.” She believed that everyone learns differently, and at their own pace. The Montessori prepared environment can stimulate the individual interests of children. We currently offer one infant classroom, for children between the age of twelve months to thirty-six months, and one primary Montessori classroom, for children three to six years old. The day starts at 8:30 am and finishes at 3 pm. We also offer After School Care from 3 pm to 5 pm which is available upon request. The last step is to arrange a time for your child to come in and meet their new teacher. This is a great way for your child to get familiar with their new environment! 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

Ravi Children'S Academy was founded in the year 2001. It is an English medium Boys Independent school affiliated to CBSE with affiliation number 2130800 and has a General affiliation which is valid up to 31/3/2021. It lies in the Gonda district of Uttar Pradesh and is currently being managed by the Ravi Children Academy, Uttar Pradesh. It is presently under the principal -administration of MRIDULA SINGH. There are a total of 50 rooms, 5 Labs, and 1 Library present in the school. 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.) 50 5 1 6 20 24 80093 50068 View full school

Through understanding the unique nature of each child, we aim to inspire children to become creative, independent thinkers, competent communicators and to build positive relationships. We wish them to care for the world around them and be happy, confident, enquiring individuals who love to learn and contribute to their school and other communities. The Children’s House was set up in 1973 by a group of local parents to provide high-quality early years education in Islington. It was initially run in the home of a founding parent and subsequently in a rented hall in St Stephen’s Church on Canonbury Road. Parents and staff longed for the Nursery to have a home of its own and in 1991, following various fund-raising schemes, the parents were able to purchase a Methodist chapel on Elmore Street which was operating at the time as the first Hindu UK base of the Swaminarayan temple, now known as the Neasden temple and located in North London. Parents wanted to build on the Nursery provision and in September 2005 we took on the lease of a Victorian School building on King Henry’s Walk, hitherto St Jude and St Paul’s Infant School. The Upper School was refurbished and offers Reception, Year 1 and Year 2. It is a distance of 0.7 miles from the Nursery School. The Upper School has three large classrooms, an enclosed playground, and direct access and sole use during school hours of two large church halls. The School has a garden plot at King Henry’s Walk Community Garden. OUR EDUCATIONAL AIMS FOR EACH CHILD: To inspire a love of learning through a creative curriculum offering breadth, depth, and enrichment To promote self-awareness, self-confidence, and self-esteem To motivate to always do their best To develop genuine respect and value for others and the environment To develop an appreciation for the rich diversity in our School and all around us To provide a firm foundation that equips each child with the skills and passion for lifelong learning To develop the full potential of each child throughout their time in our School and prepare them to move on to the next stage in their education In Year 1 and Year 2 we follow the National Curriculum and prepare children for the 7+ entry into independent schools. There is a strong emphasis on encouraging children’s ability in the core skills of reading, writing, and maths. We place a high value on our ethos of pastoral care through which children’s personal, social and emotional skills can be sensitively developed and supported by both their teachers and by one another. Children are taught in small classes led by fully qualified teachers and supported by Teaching Assistants and specialist teachers. Subjects are taught through topics. Foundation subjects and Science are taught in blocks so that children can immerse themselves in the topics. Topics are linked through an overarching ‘umbrella’ theme to enable children to make connections across the curriculum and to experience breadth and depth in their learning. In Year 1 the termly umbrella themes for the year are Ourselves, Homes, and Plants & Animals. In Year 2 they are an Island Home, Transport and Health & the Environment. In phonics, children work each day with Phases 2-6 in ‘Letters & Sounds’. We use fiction, non-fiction, poetry, and drama in reading schemes such as Storyworld, Oxford Reading Tree, Collins Big Cat. Children are heard to read independently and in guided reading groups. Children have daily handwriting practice, learning pre-cursive script in Year 1 and moving on to joined-up writing in Year 2. There is a weekly spelling list to learn. Children are taught grammar, punctuation, and related vocabulary. Writing is a complex process for children to master as they bring together skills in phonics, spelling, handwriting, grammar, and punctuation, to write their own stories, keep diaries, record facts, make lists, label drawings, and compose poetry. Children learn about the major religions in their RE lessons. We warmly welcome children and parents who would like to share special faith celebrations with us. We visit local places of worship and Year 2 children visit the Neasden Temple. 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

Nikhileshwar Children'S Academy was established in the year 2001. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 3530273, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It lies in the Pithoragarh district of Uttarakhand and is currently being managed by the Nikhileshwar Children''S Academy, Uttarakhand. It is presently under the principal -administration of MAMTA SINGH, with a total of 12 staff members. There are a total of 21 rooms, 5 Labs, and 1 Library present in the school. The nearest railway station is Tanakpur and it is 200 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 Tanakpur Distance in KM 200 Nearest Police Station TanakpurPithoragarh Distance in KM 1 Nearest Nationalised Bank State Bank of India Distance in KM 1 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 0 0 I-V 1 225 VI-VIII 1 61 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.) 21 5 1 4 4 13 5599 1115 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 10 27 20 Composite Science Lab 0 0 0 Physics Lab 1 28 18 Chemistry Lab 1 28 18 Biology Lab 1 28 18 Maths Lab 1 28 18 Computer Science Lab 1 30 20 Home Science Lab 0 0 0 Library 1 30 20 Other Rooms 5 20 18 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 4 4 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.) 5599.8011217924 (in Acres.) 1.383741 Built up Area in (in sq. Mtrs.) 3384.45 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 1115.35 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 4 No. of Urinals/Lavatories Separately for Girls 4 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 2006 Periodicals 441 Dailies 650 Reference Books 815 Magazine 100 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

Morning Star Children's Academy was established in the year 1983. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2130764 and has a General affiliation which is valid up to 31/3/2022. It is located in the Jalaun district of Uttar Pradesh and is currently being managed by the Mahila Kalyan Shiksha Prasar Samiti, Uttar Pradesh. It is presently under the principal -administration of RAJNEESH SINGH. There are a total of 59 rooms, 4 Labs, and 1 Library present in the school. The nearest railway station is urai and it is 1 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 urai Distance in KM 1 Nearest Police Station uraiNot Mentioned Distance in KM 0 Nearest Nationalised Bank Not Mentioned Distance in KM 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.) 59 4 1 6 2 46 8337 6583 View full school

Sri Kumaran Children'S Home English Nursery And Primary School was founded in the year 2008. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 830047 and has a General affiliation which is valid up to 31/3/2021. It lies in the Bengaluru district of Karnataka and is currently being managed by the Girinagar Educational Trust, Karnataka. It is presently under the principal -administration of DEEPA SRIDHAR. There are a total of 152 rooms, 12 Labs, and 4 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.) 152 12 4 24 91 19 89030 16188 View full school

Sos Tibetan Children'S Village School was established in the year 1979. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 630066 and has a General affiliation which is valid up to 31/3/2021. It lies in the Kangra district of Himachal Pradesh and is currently being managed by the Tibetan Children Village, Himachal Pradesh. It is presently under the principal -administration of PHUNTSOK TASHI. There are a total of 38 rooms, 7 Labs, and 2 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.) 38 7 2 2 32 4 136005 5000 View full school

Tibetan Children'S Village School was established in the year 1986. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 630079 and has a General affiliation which is valid up to 31/3/2021. It lies in the Mandi district of Himachal Pradesh and is currently being managed by the Tibetan Children Villages Sch, Himachal Pradesh. It is presently under the principal -administration of KARMA SHERAP THARCHIN. There are a total of 62 rooms, 4 Labs, and 2 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.) 62 4 2 4 18 30 29339 6000 View full school

Tibetan Children'S Village School was founded in the year 1960. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 630011 and has a General affiliation which is valid up to 31/3/2021. It is located in the Kangra district of Himachal Pradesh and is currently being managed by the T C V Governing Body, Himachal Pradesh. It is presently under the principal -administration of NAMDOL TASHI. There are a total of 98 rooms, 7 Labs, and 2 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.) 98 7 2 12 77 9 174014 4588 View full school

Tibetan Children'S Village School was established in the year 1979. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 630116 and has a General affiliation which is valid up to 31/3/2021. It is located in the Mandi district of Himachal Pradesh and is currently being managed by the Tibetan Children Village, Himachal Pradesh. It is presently under the principal -administration of PASSANG TSERING. There are a total of 33 rooms, 2 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.) 33 2 1 0 0 33 58679 6500 View full school

Tibetan Children'S Village School was established in the year 2004. It is an English medium Boys Independent school affiliated to CBSE with affiliation number 3530171, 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 Dehradun district of Uttarakhand and is currently being managed by the Tibetan Children'S Village, Uttarakhand. It is presently under the principal -administration of Duke Tsering, with a total of 22 staff members. There are a total of 359 rooms, 3 Labs, and 1 Library present in the school. The nearest railway station is Dehradun and it is 14 KM far from the school. LOCATION OF SCHOOL Nearest Railway Station Dehradun Distance in KM 14 Nearest Police Station DehradunSahaspur Distance in KM 8 Nearest Nationalised Bank Selakui Distance in KM 6 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 0 0 I-V 00 00 VI-VIII 06 0150 IX-X 05 0117 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.) 359 3 1 36 298 24 176608 8250 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 16 32 23.2 Composite Science Lab 0 0 0 Physics Lab 1 54.9 23.2 Chemistry Lab 1 54.9 23.2 Biology Lab 1 54.9 23.2 Maths Lab 1 32 23.2 Computer Science Lab 1 54 24 Home Science Lab 0 0 0 Library 1 54 24 Other Rooms 3 65.4 23.2 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 0 0 0 TGTs 18 18 0 Librarian 2 2 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.) 176719.298863556 (in Acres.) 43.66829 Built up Area in (in sq. Mtrs.) 11676 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 8250 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 24 No. of Urinals/Lavatories Separately for Girls 24 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 3950 Periodicals 11 Dailies 3 Reference Books 800 Magazine 10 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes View full school

Robert Blair School and Children’s Centre is nestled in the heart of Islington in the vibrant area of the Caledonian Road between Kings Cross and Angel. We have high expectations of the whole school community in terms of progress and achievement, behavior, and engagement to make our children ready for the next stage of their education, and to prepare them to contribute to British society. We work hard to remove barriers to learning. Creativity has a high priority. It is a process that requires both freedom to experiment and the use of skills, knowledge, and understanding. It is a vehicle to develop self-esteem, confidence, and engagement both with the curriculum and with the ever-changing world that our children are living in. Robert Blair Primary School, an inclusive learning community where: Expectations are high Individuals are nurtured Creativity is valued Our key priority this year is to improve teaching to accelerate progress and raise attainment further by making sure that: Pupils have more regular opportunities to read challenging texts and other materials in subjects other than English Activities in reading lessons are always purposeful and support the ongoing development of the full range of pupils’ reading skills We use a topic-based approach to the delivery of the curriculum linking learning and core skills in a way that will capture the children’s interest. Trips are strongly encouraged. It is expected that every class has a school trip once per half term many have much more than that. We are very well placed to access all the potential that London can offer about museums, galleries, and exhibitions. The school also employs specialist sports coaches and an environmental officer. We follow the national curriculum to provide a broad and balanced curriculum that promotes the spiritual, moral, cultural, mental, and physical development of pupils and prepares them for the opportunities, responsibilities, and experiences of later life. Our themed approach enables whole phase topic enrichment ensuring that key skills in reading, writing, maths science and the arts are taught in a way which motivates and engages the children". The EYFS curriculum is organized into six areas of learning: personal, social, and emotional development communication, language and literacy mathematical development knowledge and understanding of the world physical development, and creative development. At Robert Blair Primary School we have the highest possible expectations for all our children. We aim to provide a happy, caring, and safe environment that stimulates children’s natural curiosity and allows them to develop their skills, knowledge, and understanding. We want children to develop independence, co-operate with others and communicate in a range of situations whilst learning the skills needed to progress through school and future life. Great emphasis and importance are placed on the environment which reflects the EYFS topic each half term and is designed to entice the children to participate in a range of learning activities. We follow the EYFS statutory framework and use ‘Development Matters’ which supports the implementation of the statutory framework by outlining the characteristics of effective learning and how best to promote these in an Early Years setting. Our school embraces the 16 ‘Habits of Mind’ as a way of clarifying educational aspirations and targets for our pupils. They provide a framework and common language for students, to share when discussing and planning for the development of our thinking. Cooking in the Curriculum - Every child has the opportunity to cook at least once a term. Basic Skills - We place a strong emphasis on the development of basic skills – skills that are necessary for lifelong learning. We have ‘non-negotiable’ basic skills that are taught and expected to be applied. Phonics - Children have daily phonics lessons until they are secure in their knowledge. Robert Blair Primary School is committed to meeting the needs of all pupils, including those with special educational needs and/or disabilities (SEND). We will do our best to make sure that a pupil with SEND gets the support and provision they need. View full school

As a school, we strive to ensure that every child is happy, safe, and enjoys learning. By working in partnership with the parents and carers in our rich and diverse community, we provide an environment where children can grow and develop into responsible, successful young people who have high aspirations and are confident in their abilities. Our school setting is truly innovative. We make the best use of our recently built facilities which provide us with an outstanding learning environment in Central London. Together, our primary department and children's center share the campus with Richard Cloudesley Special School (Primary Department). We are all based in Golden Lane Campus on Whitecross Street, Islington where we were relocated in 2008. Our Commitment: "We will work together to develop children as individuals who achieve high academic standards, develop their talents and contribute to the world around them as independent thinkers, community builders, and keen ambassadors of Prior Weston. We would like them to be happy and healthy as we are committed to their general well-being". We want Prior Weston Children to: Be resilient and curious learners, who think for themselves and are ready to take their next steps with confidence. Discover and grow their unique talents so they feel valued as rounded individuals and are well equipped for the future. Love learning, excel and build ambitions that match their potential. Be excited by a broad, creative curriculum that makes full use of our location. Achieve educational standards to their maximum academic potential and develop the knowledge and skills to lead them securely and confidently onto the next stage. Build strong friendships and develop a sense of mutual respect, responsibility, inclusion, and community. In Nursery and Reception children follow the Early Years Foundation Stage Curriculum (EYFS). The Early Years Foundation Stage is the stage of education for children from birth to the end of the Reception year. It is based on the recognition that children learn best through play and active learning. The learning environment is key to a child’s progress. A rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces. The indoor learning environment provides a safe, secure yet challenging space for children to learn. It contains resources that are appropriate, well maintained, and accessible for all children. The outdoor learning environment has a positive impact on children’s sense of well-being and offers opportunities for doing things in different ways and on different scales than when indoors. We support pupils with a wide range of Special Educational Needs and Disabilities (SEND). We actively ensure that all pupils feel welcome and an integral part of our school. Our modern building is fully wheelchair accessible. For children with any additional needs, support is available within the school from the SENCo - Simone De Juan. Implementation of the New Curriculum we have created a system that is aligned to the expectations of the new national curriculum. We will be reporting children’s attainment in terms of their age-related expectations. View full school