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The Academy for Gifted Children – P.A.C.E. is a non-denominational, co-educational private day school devoted entirely to meeting the needs of identified intellectually gifted students in grades 1-12. At P.A.C.E., we develop your gifted child’s potential with specialized education in a private school setting designed specifically for gifted children. Our program is fully accredited by the Ministry of Education and tailored specifically for those functioning intellectually within the top 3-5% of the Canadian population. We strive to provide your child with a high-powered learning program that aims to challenge them, motivate them, and unleash their true potential. A private school committed to gifted children's specialization, ensuring the development of their unique, outstanding potential. Flexible pacing designed to complement your gifted child’s individual needs and learning requirements. A differential education with a greater depth of knowledge and understanding of a wide variety of subjects. An environment that fosters healthy, life-long bonds through smaller classrooms, dedicated teachers, and engaged peers. Students begin studying core subjects with a thematic approach using the proven practices in gifted children’s education. They become involved in day excursions and start their journey through P.A.C.E.’s differentiated curriculum. Students develop an understanding of their learning styles and use this knowledge to guide their academic learning. During these critical years of child development, students emerge and grow their academic skills with our proven practices in gifted education. Students learn to work independently, develop time management, and effective study habits. Overnight field trips, special focus events, and day excursions enhance the learning experience. Students are introduced to various disciplines with in-depth, accelerated teaching in English, Mathematics, Science, French, and Global Perspectives.

Our policy requires for all our Montessori directresses (class teachers) to be Diploma holders of the Association Montessori Internationale (AMI). This ensures that members of our staff are properly trained to direct Montessori classes for children aged 2 1/2 - 6 years. Please read the history of teacher training for better insight into the origins of training. Dr. Maria Montessori founded AMI in 1929. You may visit the AMI's website through our home page for more information about the Association and its teacher training program. Our Directresses are competent and experienced. They have trained at AMI-affiliated training centers to receive their Diplomas. They keep themselves fully informed of various benchmarks and other standards of education adopted locally and internationally to ensure that children who complete their program with us and move on to the next phase of their education, are confident to do so. An important aspect of the Montessori Method of Education is, for Directresses to maintain regular records of their students. In our organization, work records are compiled during every work cycle and these records are used to create internal reports that are carefully analyzed to ensure a child's progress with us. Data gathered from these reports will be shared with parents at regular parent-teacher conferences and also, posted as web reports that may be accessed via a secure log-in process. In addition, parents may seek conferences with their child's class teacher whenever the need arises. A comprehensively written evaluation is given to parents when their child leaves us after completing the recommended 3-year program. We firmly believe that educating your child is a partnership between a parent and the child's teachers. A primary objective of our Directresses is to help your child to learn to think and, to be self-motivated. Achieving this with a sense of self-confidence and enjoyment is our goal. When introducing a new child to the Montessori environment, we encourage parents and their children who are incoming students to visit the school a few times before the commencement of the child's term. We also arrange for new children to visit in groups of 2 – 5 and stay in the school for a short while to help them to familiarise themselves with the classroom and teachers. We find that such procedures make it less traumatic for the children to part with their parents. At the beginning of the child's term, we advise parents or other accompanying adults, to leave the children at the gate rather than walk them into the school as in our experience, this eases the parting from the adult. Thereafter, the child accepts the parting and does not find the parting, a problem. In the beginning, we do not try to present any Montessori materials to the new children as they may be unsettled and not receptive to such materials. In these circumstances, it is advisable to gather the new children in a small group and offer them, what we call, “ the preliminary activities”. These activities are not necessarily a method of development but are offered to help the new children settle down. The essence of all subject matters and methods explained here constitute that the Montessori Method of education develops the child at his/her own pace. The child becomes aware of the environment and learns in an absorbent manner. The classroom does not have a specific timetable, although, self-motivation of the children and unobtrusive direction by the adults ensure that the children receive a well-rounded and comprehensive education fully preparing them for entry to primary school. This has been well proven. The Montessori curriculum is non-graded and non-competitive, thus allowing the children to work and grow in an environment that permits their potential to reach its level and at its own pace, without any negative or judgmental pressure. The teachers in the school will be qualified AMI (ASSOCIATION MONTESSORI INTERNATIONALE) Directresses, who are trained to observe the children and present them with activities according to their individual needs. The Montessori Method of education which is our curriculum was founded by Dr. Maria Montessori who also founded the Association Montessori Internationale, (AMI, in 1929, within whose constitution she enshrined both her philosophy of education and standards of pedagogy, that were to ensure her legacy - the method, in posterity. We believe that a class of mixed ages is advantageous to both younger and older children as the younger children learn by observing the older children and the older children reinforce what they have already mastered when helping the younger children.

We aim to meet each student’s unique developmental, behavioral, and emotional needs as well as help develop his or her cognitive abilities through the development of a firm foundation of skills. Our Vision is to enable children to become adults who have a positive school experience and healthy relationships. We encourage the children to have good self-esteem and a strong sense of self. We help them become independent thinkers and problem solvers so they are prepared emotionally, socially, behaviorally, academically, and vocationally to live successful and happy lives. The teachers and therapists work as an integrated team. Therapists work within the classrooms and conduct small group sessions of therapy for all the children, every day. There are 4 speech and language therapists and 4 occupational therapists assessing and team-planning for every student. Many of the students have weekly one-to-one therapy as well. In our planning and teaching, we take a developmental approach, going beyond basic academic skills and looking at the fundamental abilities on which are built thinking skills and problem-solving. Once each week all staff and therapists who make up the Pastoral Teams, meet to discuss every student, these discussions are documented in 5 key focus areas specific difficulties, behavioral, health and home, academic, and communication. Each of these areas is rag rated through input by all staff and needed actions are determined. All documents for each child, currently enrolled in Chelsea Group, are stored securely online which enables teaching staff to refer to information on individual children from the beginning of their enrolment at CGC. These documents are only accessible from school computers. These documents include Pupil Profiles, Risk Assessments, Progress Profiles, Behaviour Profiles, Sensory Profiles, IEPs, Provision Maps, Annual Reports, Therapy Assessment Reports, Weekly Homelink Highlights, the CGC Planning and Progress Tool. Our building and the furnishings are unexpected for a special needs school. We intentionally make the interior as home-like as possible to reassure those children who have failed in other academic settings, which is the case with most of our students. Failure is experienced even in nursery school and the association with the classroom is not positive for those children who feel diminished by their academic, developmental, and/or social challenges in the typical school environment. We feel the strategies for coping with sensory aversions, poor attention, poor interactions with peers, etc., should be developed in a non-clinical environment to enable the child to generalize these skills. The lesson rotations are well planned, making the best and most effective use of the school day. Children move smoothly through rotations. This is one of the most important things we do to ensure the children have the structure they crave while at the same time, develop the flexibility to transition from one activity to another environment to another. Transition times are opportunities for the real-life skills of changing from one activity to another, independent skills of toileting, dressing and undressing in coats, shoes, boots, and physically experiencing movements within schedules and routines. Challenging behaviors are often the remnants of the trauma of a child’s failure in a mainstream setting. Many children have learned disruptive behavior will trigger removal from the classroom and this becomes their goal. Therefore we keep a child in the classroom, supported by staff who follow that student’s Positive Behaviour Plan and his Therapy Provision Map, as long as the other children’s learning is not impaired. This requires a balance between inclusion and exclusion for the benefit of all. Our staff is highly trained and experienced in managing challenging behaviors. We create an atmosphere in which a student can experience success. Our Therapy staff consists of 3 full-time Occupational Therapists and 4 full-time Speech and Language Therapists who work in the classrooms to view the child’s abilities in the setting in which he or she may be experiencing the most pronounced difficulties. The speech and language therapists teach weekly and daily small group sessions in Social Communication, Drama, PECs, and Makaton. The Occupational Therapists teach weekly and daily small group sessions that include activities of Daily Living, Cookery, Community Outings, Handwriting, Yoga, and Gross Motor Movement Skills. Both the speech and language therapists and the occupational therapists work in one-to-one therapy sessions with all children. The IEPs are developed jointly by all teaching and therapy staff members. Communication and language development involves giving children opportunities to experience a rich language environment to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations. Physical development involves providing opportunities for young children to be active and interactive and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices about food. Personal, social, and emotional development involves helping children to develop a positive sense of themselves, and others to form positive relationships and develop respect for others to develop social skills and learn how to manage their feelings to understand appropriate behavior in groups and to have confidence in their abilities. Our approach to the academic needs of the child is broad, balanced, and dynamic covering all aspects of the National Curriculum. We plan each curriculum carefully, choosing generative topics for engagement and cross-curricular opportunities so there is coherence and full coverage of all aspects of our learning goals (goals for understanding), and there are planned evidenced progression in all curriculum areas. Continual assessment informs and drives the development and flexibility of each curriculum and the individual education plans. Each teacher specializes in his or her domain and, as such, can more easily differentiate activities and resources for the various levels of abilities, which are represented in even small groups of students. An individual and child-centered approach, building a teaching plan based on the broad profile of the student, best serves the complex child who cannot be taught using one age level curriculum. The staff provides as many experience-based learning opportunities as possible. We feel lessons can be highly motivating if made real by connections to the child’s world outside school. The developmental levels of abilities, the cognitive functions, and the specific learning and social challenges of each child are thoroughly and continually assessed by the team of teachers and therapists working in the school. Every disability is different even children with identical diagnoses can present a range of different complex needs. Each child is unique in neurological, developmental, and emotional makeup. An individual and child-centered approach, building a teaching plan based on the broad profile of the student, best serves the complex child who cannot be taught using one age level curricula.

We have been rated as ‘outstanding’ again by Ofsted and have a national and international reputation as a center of excellence for deaf education. Children from across Greater London and from many different backgrounds attend our school from the age of 2 – 11. We have a bilingual philosophy which means that we teach using both British Sign Language (BSL), the language of the Deaf community, and English, the language of the hearing community. We value these languages equally and want our children to be competent in both. We have now settled into our wonderful new school. All of the classes are bright and spacious and fitted out with brand new furniture and the latest technology, including Soundfield systems. They all have amazing views over the Regent Canal, Kings Cross, and London! The children enjoy their new learning environment. We look forward to seeing you all again at our joint Frank Barnes and Kings Cross Academy ‘International Summer Fair’ on Friday 7th July, from 6 pm to 9 pm. Frank Barnes is one of the only schools in London, and indeed England, with a truly bilingual philosophy – treating the learning of British Sign Language (BSL) and English with equal importance. As a nationally recognized Centre of Excellence, we also offer a broad range of services to parents and the wider community – both deaf and hearing. More information about this can be found on this website. In 2015, we re-located to a multi-million pound, specifically designed new building co-located with our partner school, Kings Cross Academy, which will allow our pupils to flourish in a state-of-the-art learning environment and inspire them to succeed. Combined with our innovative creative curriculum, the new facilities will support us in providing a Centre of Excellence for Deaf education. Our vision is to provide a high-quality education for our children through a bilingual learning environment. We have high expectations of our children’s social, emotional, and academic development. We believe that effective communication, praise, a celebration of success, and quality teaching and learning will enable each child to reach their full potential. To provide a bilingual learning environment, we: Maximize our children’s social, emotional, and cognitive development through the use of British Sign Language (BSL) Expect our children to achieve fluency in BSL and literacy, and age-appropriate levels of attainment across the whole curriculum Develop high levels of self-esteem and confidence in our children so they view themselves as successful, independent learners Develop the children’s positive Deaf identity which prepares them for secondary education and adulthood Work closely with parents, carers, and supporting professionals.

Akanksha Children Academy was founded in the year 2007. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2131655, 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 Barabanki district of Uttar Pradesh and is currently being managed by the Akanksha Educatinoal & Welfare Society, Uttar Pradesh. It is presently under the principal -administration of DEEPAK KUMAR SINGH, with a total of 16 staff members. There are a total of 36 rooms, 4 Labs, and 1 Library present in the school. The nearest railway station is DARIYABAD and it is 10 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 DARIYABAD Distance in KM 10 Nearest Police Station DARIYABADRAM SANEHI GHAT Distance in KM 1 Nearest Nationalised Bank 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 5 196 VI-VIII 4 158 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.) 36 4 1 8 16 12 6183 2100 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 22 25 20 Composite Science Lab 1 35 30 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 25 20 Computer Science Lab 1 35 30 Home Science Lab 0 0 0 Library 1 35 40 Other Rooms 5 25 20 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 8 8 0 TGTs 6 6 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.) 9307.76972 (in Acres.) 2.3 Built up Area in (in sq. Mtrs.) 3000 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 2000 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 15 No. of Urinals/Lavatories Separately for Girls 15 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 2100 Periodicals 19 Dailies 10 Reference Books 500 Magazine 10 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes

Aishmount The Children Academy was established in the year 2015. It is an medium Co-educational Independent school affiliated to CBSE with affiliation number 2133352 and has a General affiliation which is valid up to 31/3/2023. It is located in the Deoria district of Uttar Pradesh and is currently being managed by the Kalpnath Rai Educationaltrust, Uttar Pradesh. It is presently under the principal -administration of MR. MR. NARENDRA KUMAR DWIVEDI. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction Types of School Independent

Air Force Children School was founded in the year 1980. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1730061 and has a General affiliation which is valid up to 31/3/2021. It is located in the Jaisalmer district of Rajasthan and is currently being managed by the Af Station Jaisalmer, Rajasthan. It is presently under the principal -administration of GEETA TAKKAR. 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

A.K Children Academy was founded in the year 2012. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2131728, 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 Ghaziabad district of Uttar Pradesh and is currently being managed by the A.K. Children Academy Cheritable Society, Uttar Pradesh. It is presently under the principal -administration of Tanusri Bhattacharya, with a total of 14 staff members. There are a total of 70 rooms, 4 Labs, and 1 Library present in the school. The nearest railway station is Ghaziabad and it is 11 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 Ghaziabad Distance in KM 11 Nearest Police Station GhaziabadSihani Distance in KM 6 Nearest Nationalised Bank Oriental Bank of Commerce Distance in KM 5 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student XI-XII 0 0 Nursery/KG/LKG 2 40 I-V 5 63 VI-VIII 2 9 IX-X 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.) 70 4 1 6 9 55 5017 3061 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 15 25 20 Composite Science Lab 1 30 25 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 25 20 Computer Science Lab 1 25 20 Home Science Lab 0 0 0 Library 1 25 20 Other Rooms 4 25 20 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 8 8 0 TGTs 3 3 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.) 5017.009284772 (in Acres.) 1.23973 Built up Area in (in sq. Mtrs.) 1584 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 2798 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 14 No. of Urinals/Lavatories Separately for Girls 14 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 1505 Periodicals 1 Dailies 2 Reference Books 5 Magazine 2 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes