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Our Vision is to become a leading health university taken as an exemplary institution in education and healthcare services, leads and directs science, and keeps the foundation culture alive. Our Mission is to train healthcare professionals and scientists through innovative education models by using modern science and technology in light of our civilization's values to conduct research that produces real results as products and services to provide high quality and accessible healthcare services while improving the health level of our society. Training individuals educated at an associate's degree, undergraduate and graduate levels who may offer services at a global level for today's requirements through our educational departments Educating young researchers and academics who may realize comprehensive research projects on health and education-related issues in Turkey and create additional value Supporting talented and successful young individuals who have limited means providing scholarships to at least 20% of the students Granting project-based scholarships to students offering scholarships to children of martyrs, orphans, and children from disadvantaged families Ensuring that young individuals with limited means benefit from accommodation, food, and other social services for free Establishing a Foreign Language Prep Class for one year for our students who chose to attend these classes and ensure that one-third of the courses are lectured in a foreign language the following year. Ensuring a high level of international student and faculty member exchange running education and training program depending on the priorities of health and educational issues in our country at our university Prioritizing total quality management in education, administration and services conducting an interactive and applied for education and training program in health education and training fields by establishing continuous and mutual relations with Istanbul University and health institutions functioning under the Ministry of Health. Establishing Industry-University cooperation through promoting joint research projects performed together with the private sector Launching the cutting edge Emergency, Intensive Care, Burn and Dialysis Centers in Istanbul within the next two years through our Faculty of Medicine Founding Bone Marrow, Transplantation, Cancer Diagnosis, and Treatment and Molecular Genetic Centers within the four years.

The Manuel S. Enverga University Foundation went through a period of managed growth built on the foundations already laid by the Founder-President, Dr. Manuel S. Enverga, within the capacity of the financial and human resources available to the institution. We relentlessly pursued our drive for academic excellence that has reaped the University recognition and inclusion in the elite category of the top higher education institutions today. We focused our resources on accreditation and ISO certification to maintain quality, efficiency, and effectiveness, even as we continued to update administrative systems and practices. We expanded our scholarship programs, allocated resources for faculty development, research, and community extension, and have made our resources, both human and financial, available for the uplift of distressed and marginalized communities. We have also established networks and linkages with alumni, industry, government, and non-government agencies to draw best practices and assistance for the University's improvement. We will continue our thrusts towards improving quality, relevance, efficiency, effectiveness, and adaptability. Today, the Manuel S. Enverga University Foundation offers various post-graduate programs in the liberal arts, education, physical education, business administration, public administration, and computer studies, and undergraduate programs in the arts and sciences, public administration, accountancy, business administration, law, education, engineering, criminology and law enforcement, architecture and fine arts, computer studies, maritime education and also technical courses. The various colleges and institutes have qualified, dedicated, and competent faculty members and academic administrators who make education in the University excellence-driven, relevant, and adaptable to new global needs. Manuel S. Enverga University Foundation is a private non-sectarian educational foundation with a three-fold function - instruction, research, and community service - offering responsive and alternative programs supporting national development goals and global excellence standards. Manuel S. Enverga University Foundation shall produce graduates with research-based knowledge, leadership, managerial skills, and professionalism. Manuel S. Enverga University is an excellent choice for those who choose higher education to enrich them and better their lives. When a student decides to enroll in the University, they become part of a learning community where extraordinarily selective and competitive programs at par with those of the Philippines' finest institutions are offered. A distinctive hallmark of Manuel S. Enverga University is excellence in the delivery of instruction, adaptability to the individual student's characteristics, learning styles and needs, and adherence to the truth for the development of creative, proactive, productive, and God-fearing individuals who will help in the transformation of Filipino society. Thus, at the heart of the different academic programs is student-centered learning. Teaching and training go beyond the classroom's confines and where students can comfortably progress as far as their abilities can take them. Enverga University promotes a caring learning environment among the community of teachers and scholars. The acquisition of knowledge and skills is attained through interaction with the world outside the academy, even as it encourages students to be proactive in their learning and growth. The University's emphasis informs the excellence-driven instruction on research activities where both students and faculty members are motivated to undertake laboratory or community research, special projects, and other academic requirements to produce new knowledge and new ways of thinking, doing, and seeing. Like a phoenix rising from the ashes, the Manuel S. Enverga University was born from World War II's smoldering ruins. The debilitating aftermath of the war brought education to a halt. The economic dislocation that ensued left many young people of school age with little chance of getting an education. Parents from many parts of Quezon Province had to mortgage their lands or sell their last carabao to send their children to college in Manila. The situation presented both a challenge and an opportunity to a group of pioneering and vision-driven individuals led by Dr. Manuel S. Enverga, who founded the Luzonian Colleges on February 11, 1947, needy students access to higher education. The Securities and Exchange Commission granted Luzonian Colleges its charter on February 11, 1947. A little more than a month later, the Bureau of Private Schools issued a government permit for the school to open in April 1947. In the summer of 1947, 102 students, mostly youthful war veterans, enrolled in the two-year Associate in Arts program in the College of Liberal Arts, the first college to be established. The secretarial course opened on May 2, 1947, even as the young college obtained official permission to open the secondary school and the education programs in June 1947. Meanwhile, in 1948 heeding the clamor of the citizens of Sampaloc, Quezon, a high school was put up in that town. Barely two years after, the College of Law opened to serve the needs of Associate in Arts graduates who wanted to take up law at nighttime. The complete commerce program was given the authority to open on October 5, 1949. The year 1950 saw the opening of a satellite campus in Catanauan, Quezon. The Institute of Graduate Studies and Research and the College of Engineering opened in 1955, giving Luzonian students more varied career choices. The San Antonio, Quezon campus, was set up on June 22, 1959. In 1960, the school started to offer technical courses, and two years later, the College of Architecture became a fully independent academic program from the College of Engineering.

A Catholic university produces globally competent professionals, internationally recognized in instruction, research, training, and extension service. The VMUF, under the inspiration and patronage of Our Lady of the Miraculous Medal, affirms its commitment to provide transformative Catholic education relevant to national and global needs. The goal is to continuously strive for excellence in instruction, research, training, and extension service. To transform students into skilled and proactive, environmentally sensitive, socially accountable, and respectful of individual, cultural, and religious diversity. ACADEMIC STRANDS offered and the related undergraduate programs that Senior High School students can pursue in VMUF. February 14, 1951 - Dr. Martin P. Posadas, M.D., son of Don Bernardino and Dona Maria Posadas, of San Carlos, married Dra. Rosalina Quebral, daughter of Don Segundo and Dona Maria Quebral of Manila. He graduated from the UST College of Medicine in 1949 while she-from the College of Dentistry in Centro Escolar. In 1951 the Posadas clinic was established at Bonifacio Street in San Carlos and later renamed Posadas Medical-Dental Clinic. It had a 10-bed capacity, five of which were devoted to charity patients. It had surgical and x-ray services, considered to be the first in a rural area and the first aircon operating room in those days. The then Philippine Free Press featured this clinic in the article "Action in Pangasinan" in October 1955 as one of the few clinics in the country to answer the late President Magsaysay's challenge physician-achievers to give medical care to the poor. As 2012 opened, five groups led by Holden Kirby Valdez, Gian Lear Macam, Miriam Lee Gabat, Reymar Ramos, and Joella Estrada from the College of Nursing represented VMUF during the 13th Annual Nursing Research Congress held at Saint Louis University, Baguio City on February 18, 2012. The group of Joella Estrada, Sahara Gundayao, SheneeSantillan, Joyna Valdez, Ronald Mates, RichellePrimero, Mark Zeus Abalos, Lea Beth de Mayo, and Sarah Marie Calpatura and Hans Christian Beltran was chosen as one of the Best Posters. On the 24th of the same month, a group of student nurses composed of Miriam Lee Gabat, Jenica Mae Alfonso, Alberta Alrianne Castro, Joanna CorrieneCagunot, Cindy Decano, Jennifer Lasquite, Rubie Ann Ocon, Fedelyn Rosario, Suzanne Rosario, and Jay Mark Yadao was given the Dr. CarlBalita Nursing Research Award during the ADPCN 5th Regional Students Congress held at Dagupan City. On August 10, 2012, four Virginians represented Region 1 for the poster presentation during the 6th Philippine National Health Research System Week at Hotel Sofitel Philippine Plaza, Pasay City. Prof. Jimmy G. Catanese, a faculty of the College of Pharmacy, bagged for the Professional Category and Joella Estrada, Miriam Lee Gabat (College of Nursing), and Luisa Fortit (College of Pharmacy) for the Undergraduate Category. Following the national forum's achievement in the same month, Prof. Rosalyn Rosal and Prof. Filipina Misalang from the College of Pharmacy won international accolades for the first time for their research papers during the World Research Festival held at Marco Polo Hotel, Cebu City. A month after, Prof. Sandra Valentin from the College of Pharmacy represented the Philippines as she presented her study during the Federation of Asian Pharmaceutical Association International Convention in Bali, Indonesia. With the successive achievements of the Virginians in line of research, VMUF propelled the first Awarding of Research Achievers on September 25, 2012, wherein Prof. Catanese, Prof. Rosal, Prof. Valentin, Prof. Misalang, Estrada, Fort, and Gabat were given the second Dr. Martin P. Posadas Memorial Research Excellence Award. In November 2012, the College of Midwifery, Health Care Services, and Caregiving produced another first placer for the Licensure Examinations for Midwifery in the person of Ms. Abigail M. Miranda. In the same month, seven student nurses, namely Mae Ann Tamayo, Via Dessa Pinzon, Marie Joy Bautista, JohnaAgcalon, Carmel Ann Santos, Gladys Navarro, CristineBernadeth Perez, were the first to represent VMUF in an international research forum entitled 2nd International Conference of Nursing Students held at Cebu City. Of them, CristineBernadeth Perez won third place in the poster presentation. In December 2012, Level II First Reaccreditation was given by the PACUCOA to Master of Public Health and Master of Science in Teaching of the Graduate School and College of Business Administration and Accountancy. Level II 4th Reaccreditation was granted to the College of Nursing. Meanwhile, Preliminary Status was granted to both College of Pharmacy and College of Computer Science. 2013 began as student nurses, namely Via Dessa Pinzon and Gladys Navarro, both won second place for Best Poster and Podium Presentations during the 6th ADPCN Regional Research Congress in February. To cover more expansive dissemination areas, the 10th Dr. Martin P. Posadas Memorial Research Forum, held in February 2013, opened its doors for the first time to an interschool competition among secondary schools in Pangasinan. Further, VMUF coordinated with the Research and Educational Development Training Institute (REDTI) headed by Dr. Angelina Irapta to host the 2nd International Dissemination of Research Output on April 18-20, 2013. It was attended by 316 presenters from all over the Philippines and other neighboring countries. It was regarded as the forum with the most number of research presenters in the history of REDTI. The success of VMUF in research went international as RM UththaraSachintanieSenarath, BS Biology graduate and currently a medical student, bagged the Student Travel Award during the Society of In-Vitro Biology Meeting on June 15-19, 2013 at Providence, USA. She was the only delegate who came from a Philippine HEI. Her success led her to be the 3rd Dr. Martin P. Posadas Memorial Research Excellence Award recipient. Locally, in June 2013, Ma. Beverly P. Ferrer became the first Virginian X-ray Technologist to become the first placer during the year's Licensure Examination for X-ray Technologist. To enhance the faculty and students' knowledge of research undertakings, Dr. WTPSK Senarath from the University of Jayewardenepura of Sri Lanka shared her expertise during the series of seminars and training on research publications plant tissue culture in June 2013. In September 2013, VMUF was renowned for its excellence in research as RPDC Director Jimmy Catanese was hailed as an Outstanding Filipino Research Leader 2013 by the Philippine Association of Institutional Research during the Southeast Asian Conference Institutional Research held at Pryce Plaza Hotel, Cagayan de Oro City.

USPF is a 21 st century transformative learning environment for global lifelong learners. We commit ourselves to a value-laden quality education that nurtures ethical, creative, competent, and socially responsive individuals. Today USPF has a growing population of international students. For 68 years as a university and 90 years as an academic institution, the University of Southern Philippines Foundation has served the nation by producing professionals in different fields of specialization, thereby making USPF true to its commitment. Today USPF has a growing population of both local and international students. Shortly the USPF envisions to be a premier educational institution that responds to the high demands of producing globally competitive graduates. University of Southern Philippines Foundation will then become the hub for a technology-based academic institution that promotes professionalism, integrity, excellence, and social responsibility. USPF will continue to respond to the community's needs and its clientele by innovating programs and creating avenues for quality student services. Picking the right institution that will train you ready for your chosen career is just as integral as choosing the right materials that will make up for a durable infrastructure that will stand the test of time. Like how a sturdy building attributes its strength to its solidly built foundation, a successful professional treading his career path has grown to become one because he was trained by an institution that puts a premium on laying the right foundation necessary for his growth. The University of Southern Philippines Foundation (USPF) exists to equip its students holistically to be ready for the world. With its diverse program offerings, highly competent teaching force, and complete facilities, USPF ensures that its students receive quality instruction and skills-based education that targets the development of their knowledge and experience in their chosen programs. As a testament to its pursuit of excellence, USPF's Information Technology, Education, and High School programs have recently been accredited level II by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). USPF is also among the few institutions in Region 7 to have the level III accreditation status. Celebrating 90 years as a vital institution, USPF has over 50-course offerings in the fields of arts and sciences, business management and accountancy, computer studies, engineering and architecture, education, and health sciences. The university aims to produce a pool of conscientious professionals in these various fields who will respond to the community's needs in the future. USPF banks create a community of skilled students, faculty, and staff as well as maintain an environment conducive to learning. Dr. Helmer Montejo, Former USPF director of information and marketing, said the university annually holds workshop seminars and invites top-rank speakers in leadership and development to hone the knowledge and skills of its stakeholders. USPF continuously develops its facilities to further cater to the learning needs of its students, he added. USPF is also pursuing creating linkages and forging synergies with various institutions in the country and abroad to provide more learning opportunities for its teachers and students. More than providing quality education to Cebuanos, USPF is also an international student-friendly institution accommodating over 15 different nationalities for the current academic year. Lay the right foundation for a strong career in the future and enroll now at the University of the Philippines Foundation. To know more about the institution, log on to uspf.edu.ph or visit them at Salinas Drive, Lahug, Cebu City. The University of Southern Philippines Foundation was founded by men and women who felt the need to establish an educational institution that would offer relatively high instruction standards within reach of the community's average man. These men and women were: Agustin Jerez, a Civil Engineer from the State University of Iowa Virgilio Gonzales, a doctor of medicine from the University of the Philippines Miguel Sanson, a practicing attorney Mrs. Natividad Villa – Albino, a school teacher Felipe Ouano, Fructouso Ramos, and Hipolito Andrada, businessmen and Dr. Jose Mirasol, a chemist and a former dean of the Cebu Junior College, then the Cebu branch of the University of the Philippines. Dr. Mirasol served as the first director of the school. The University of Southern Philippines Foundation was first called Southern Institute when it was founded in 1927. The institute began by offering a complete elementary course and the first two years of Firstly education. In response to public demand, the Firstly course was made complete. Classes were held in a residential house on Colon Street. With the school population's increase, the school moved to a more spacious location on Mabini Street. Collegiate courses were opened in 1933. With complete collegiate courses in the Arts and Sciences, Education, Commerce, Law, and Southern Institute was changed to Southern College in 1937. In 1949, the Southern College was granted the permit to open a Graduate School. Having attained university status, the name Southern College was changed to the University of Southern Philippines on July 8, 1949. USPFLOGONOV2015COLORED In 1959, the stockholders agreed to dissolve the original stock corporation and converted USP into a non-stock, non-profit foundation. Envisioning the eventual congestion at the Mabini Campus and noting the trend of dispersal among educational institutions to the suburbs, the founder, in 1962, and established the USP Lahug Campus, which is located in Salinas Drive.

Angeles University Foundation, a non-stock, non-profit educational institution, was established on May 25, 1962, by Mr. Agustin P. Angeles, Dr. Barbara Y. Angeles, and family. In less than nine years, the Institution was granted University status on April 16, 1971, by the Department of Education, Culture, and Sports. On December 4, 1975, the University was converted to a non-stock, non-profit educational foundation -- the Angeles couple and their children executed a Deed of Donation relinquishing their ownership. AUF was incorporated under Republic Act No. 6055, otherwise known as the Foundation Law, and became a tax-exempt institution approved by the Philippine government. All donations and bequests given to the AUF are tax-deductible. On February 14, 1978, AUF was converted to a Catholic University. As the first Catholic University in Central Luzon, AUF ensures professional success and total development, which is anchored on Christian education that is holistic, integrated, and formative. On February 20, 1990, the five-story, 125-bed AUF Medical Center was inaugurated, serving as private teaching, training, and research hospital, the first-ever in Central Luzon.AUF is a world-class higher education institution committed to excellence in instruction, research, and community service. It is the premier University in the region and is among the best universities in the Philippines. It has among the highest percentages of faculty with graduate degrees in the Philippines. AUF graduates have the highest weighted average passing rate in government-administered licensure examinations in the region and among the highest passing rates in the country. AUF offers relevant academic programs responsive to the demands of the local and global markets. This quality education is accessible to ALL --- a philosophy institutionalized through various scholarships and grants. Inspired by the Catholic Church's teachings and tradition, the Angeles University Foundation envisions to emerge as a Center of excellence in instruction, research, and community extension services in the region and the global community. International students are those belonging or owing allegiance to a country other than the Philippines and studying in any educational institution recognized or owned by the Philippines (MECS Memo, No. 183, s. 1983). A student, having means sufficient for his education and support in the Philippines, who is at least eighteen years of age and who seeks to enter the Philippines temporarily and solely to take up a course of study higher than high school at a university, seminary, academy, college or school approved for such alien students by the Commissioner of Immigration (Section 9(f), Philippine Immigration Act of 1940, as amended). The Commission on Higher Education (CHED), in its advocacy to enhance the research capacity and productivity of Philippine higher education institutions to contribute towards advancing the country's development and global competitiveness, has decided to adopt a differentiated and two-pronged approach to research promotion. This involved transforming and dividing the Zonal Research Centers into two groups: one group of national research centers clustered into a Philippine Higher Education Research Network (PHERNet), and another group of regional centers called Higher Education Regional Research Centers (HERRCs). Angeles University Foundation (AUF) was chosen as one of the CHED Higher Education Regional Research Center for Central Luzon. Accompanying this recognition is CHED's commitment to supporting Research funding in tandem with AUF's commitment to performing international standards research. Every country's growth and development depend primarily on its available resources, its kind of leadership and governance, and its people's innate ability to meet their basic needs and respond to the demands of modern times. For Filipinos, this line of thought has been challenged many times over by socio-economic, political, cultural, religious, and environmental forces. Home to about 100 million people today, the Philippines is still a nation struggling to attain sustainable development and economic stability in the face of seemingly endless adversities. Despite the government's well-meaning efforts to provide accessible social services to the people, such as education, health, livelihood, and infrastructure development, much more needs to be done to alleviate poverty and improve the lives of the Filipinos. This was the same compelling reason that fueled the establishment of the Angeles University Development Foundation, Inc. (AUDF) 32 years ago on November 29, 1984. The core function of the AUDF is to provide management and financial support to Angeles University Foundation (AUF) and the AUF Medical Center (AUFMC), both private non-stock, non-profit institutions based in Angeles City, Philippines. AUDF was granted recognition by the US Treasury Department on August 23, 1985, to receive donations and be exempted from paying federal taxes. The purpose of the office is to oversee all the students' non-academic endeavors on and off-campus, the enforcement of discipline and proper decorum among the student's recommendation of appropriate disciplinary action against offenders, and the processing of scholarship grants and other financial aids given to students. It is also tasked to supervise and coordinate the AUF-Federation of Alumni Associations (AUF-FAA) activities and the different college alumni associations. The Guidance and Counseling Center of Angeles University Foundation aims to assist students with various personal, educational, and career concerns. Its purpose is to promote self-awareness and self-expression in students. Counselors work closely with students individually and in groups to help them identify their strengths, reach their most significant potential, and eventually emerge as mature and responsible individuals ready to meet the challenges and make crucial decisions. The mission of the Angeles University Foundation is the harmonious development of man for services to God and Humanity. In keeping with this mission, the Guidance and Counseling Center of the University aims at the optimum development of the human person to live with dignity and integrity. The Office of the University Health Services envisions providing a healthy academic community by promoting health, preventing diseases, and curative services, thereby inculcating health consciousness through self-empowerment, leading to efficiency and productivity. The AUF Performing Arts were initially organized by Dr. Emmanuel Y. Angeles in 1963 at the former Angeles Institute of Technology in Angeles City to provide a venue for young Kapampangan artists to share and develop their talents college education under scholarship. Now under the umbrella of the AUF Center for Culture and the Arts, the AUF Performing Arts boasts of six power groups, namely: AUF Concert Chorus, AUF Dance Troupe, AUF Rondalla, AUF High School Glee Club, and the AUF Brass Band.

Welcome to the John B. Lacson Foundation Maritime University, the pioneer maritime school in the Philippines' Visayas and Mindanao regions. For the last 60 years, the JBLFMU, formerly the Iloilo Maritime Academy, has been one of Filipino seafarers' significant significantders, proudly taking an indubitable share in the Philippines' claim as the world's manning capital for seafarers. Through its unrelenting quest for excellence, the university has been granted full autonomy and the university status by the Commission on Higher Education. Accordingly, the institution became a dynamo in establishing the much-needed impetus and inspiration to forge through more innovative programs to meet the global market's requirements. Keeping pace with the ship manning requirements is what makes JBLFMU dynamic, proactive, and innovative. It is our pleasure to invite you to browse through our history and know more about our services and our incessant quest for quality education delivery. Feel free to communicate with us through our website and learn more about JBLFMU The seafaring profession is firmly founded on the fact that most of the world's trade is through the vast oceans of the world. Men and ships work together to improve the world economy. However, men cannot become seamen without being trained and educated by a credible maritime training institution. With this, John B Lacson Foundation Maritime University is confident of telling everyone that the school is honing excellent ship officers who can be trusted both in the practical and theoretical aspects of the maritime industry. We are not limiting ourselves, however, to this goal. However, we are also trying our best to produce a responsible and qualified workforce for other fields related to the maritime profession. JBLFMU System shall equip the students with the conceptual and technical knowledge, interpersonal skills, and competence required for their profession's practice by providing them with a discipline-oriented and competency-based curricula to develop flexibility and the right attitude as professionals committed to the service to the service of God and Country.JBLFMU shall also embark on alternative learning programs such as ETEEAP, Distance Education/ Open Learning, and Skills Training thus, giving cognizance to the expertise of professionals who have proven they are worth in the exercise of their respective profession.JBLFMU shall also embark on alternative learning programs such as ETEEAP, Distance Education/ Open Learning, and Skills Training thus, giving cognizance to the expertise of professionals who have proven they are worth in the exercise of their respective profession. The John B. Lacson Foundation Maritime University (JBLFMU), with its commitment to developing a culture of excellence in maritime education and training, responds to the need for the time by acknowledging the practical and operational advancement of Online Distance Learning (ODL) mode of delivery. The features of online distance learning, which overcomes distance, time, and space, make education and training available to clients at all times, allowing them to learn new skills, gain further instruction to enhance skills and knowledge, and become marketable. It is built on sound education practice principles, which encourages collaboration between students and faculty, among students themselves, and even the exchange of professional skills among faculty. The system emphasizes the development of skills and knowledge building rather than just merely skills and knowledge acquisition. As a learning system, the JBLFMU ODL looks intently at aspects of students' needs, design of self-study materials, student support, cost-effectiveness, and quality of materials and delivery system. Consequently, ODL enhances traditional residential or face-to-face teaching. The school's expansion and the school's growth made it difficult for one person to oversee and manage the different campuses. On September 18, 1993, during one of the regular monthly meetings, Dr. Mary Lou Arcelo recommended to the Board of Trustees the creation and establishment of the different units. She would like to retire from operations, and she tendered her irrevocable resignation as president. The board of trustees accepted her resignation with the assurance that she will remain a consultant. This gave birth to the creation of the John B. Lacson Foundation System. Under its umbrella is the John B Lacson Colleges Foundation (JBLCF) Arevalo, which became the home of the deck cadets JBLFC Molo offered the marine engineering program, customs administration, tourism, computer engineering, and cruise ship management JBLCF Bacolod offered programs in nautical studies, marine engineering, customs administration, and hotel and restaurant management and the Puerto del Mar which became the seat for aquatic sports and SOLAS courses. The autonomy given to the different campuses under separate boards brought new personalities in the Board of Trustees, many of whom were from the industry. The first administrators were Engr. Ralph L. Pador for JBLCF Arevalo, 3/M Estanislao Diaresco Jr for JBLCF Bacolod, and Dr. Wilfredo P. Ramos for JBLCF Molo. One shared vision, mission, and objectives unify the units. All units are mandated to attain the same degree of compliance with the school's criterion of excellence.

The Foundation University Islamabad (FUI) is a project of the Fauji Foundation established under a federal charter in October 2002. Our programs are accredited by Higher Education Commission (HEC), National Computing Education Accreditation Council (NCEAC), the Pakistan Engineering Council (PEC), the College of Physicians and Surgeons of Pakistan (CPSP), and Pakistan Medical and Dental Council (PMDC). Our university was rated in category ‘W4’ (the highest rating category) by the HEC, and is ISO 9001:2008 Quality Management System Certified by the United Kingdom Accreditation Service. At FUI, we focus on excellence in teaching and learning, persistent quality enhancement, and encourage innovation and creativity. Following the SOPs devised by the Office of Research, Innovation, and Commercialization (ORIC), FUI is rapidly transforming into a research-based teaching institution. Our Graduate Research Centre and Quality Enhancement Cell (QEC) have been revamped to monitor students’ learning, evaluate existing programs, and carry out faculty assessment. At FUI, special efforts are being made to develop collaborative provisions and linkages with other HEIs at national levels, especially FF industries. On the international front, FUI has signed an MOU with the University of Bedfordshire (UOB), UK. The BSCS and BCSE shall complete their first three years of education at FUI and the last year at UOB. The strength of FUI lies first in its highly qualified and experienced faculty, and secondly in its two purposes built campuses with state-of-the-art academic blocks which have fully equipped labs, libraries, lecture halls, video conferencing facility, digital library, students’ hub, medical laboratories, museums, auditorium and seminar halls, etc. Furthermore, establishing a Media House, an FM Channel, and a Psychological Clinic is in progress, and the unique Campus Management System is already up and running. At FUI, we counsel and provide career guidance to our scholars, along with substantial opportunities for participation in various co-curricular and extra-curricular activities to turn them into well-rounded personalities. The FUI is committed to providing equitable access to holistic education in diverse disciplines to produce a valuable human resource for the local and global communities.

Foundation Christian College has been established by Christian parents to provide Christ-centred education of the highest quality for children in the City of Mandurah and surrounding districts. Students will be nurtured in their understanding of God and His creation in a safe, caring environment, enabling them to develop fully intellectually, socially, physically, spiritually, and emotionally, preparing them to go out as light into a needy world. At Foundation Christian College, parents will be encouraged to take responsibility for their child's education by providing Godly examples to their children, supporting staff in their work in the school, and involving themselves in the school's life as appropriate. We believe in: One God eternally existent in three Person: Father, Son, and Holy Spirit. The sovereignty of God in creation, providence, redemption, revelation, and final judgment. The Divine Inspiration of the Bible's original documents (66 books) its entire trustworthiness, sufficiency, and supreme authority in all matters of faith and conduct. The Deity of our Lord Jesus Christ, in His virgin birth, in His sinless life, in His miracles, in His atoning death on the cross as our representative and substitute, in His bodily resurrection, in His ascension to the right hand of the Father, in His mediatorial work and His personal, visible return in power and glory. The sinfulness and guilt of all humanity, rendering them subject to God's wrath and condemnation. Justification of the sinner by the Grace of God through personal faith in Christ alone, and regeneration by the Holy Spirit. The receiving and indwelling of the Holy Spirit at conversion and His continuing work in the believer's heart and life. The one holy universal church, the body of which Christ is the Head, belongs to all true believers. The resurrection and judgment of all humanity: the believer to life everlasting and the unbeliever to eternal damnation. The Bible clarifies that parents are to bring up their children to love the Lord, obey his commandments, and be given an upbringing and education that is 'of the Lord'. It should be evident that allowing teachers who do not share Christian beliefs to educate children from Christian homes for 6 hours a day and five days a week will not achieve this purpose. Whether they try to do so or not, all teachers pass on their values and the information and skills they teach. Jesus said, ìCan a blind man lead a blind man? Will they, not both fall into a pit? A student is not above his teacher, but everyone who is fully trained will be like his teacher. Christian children need to be brought up in Christian schools.

As a large, oversubscribed, and inclusive 11-18 girls' school in the heart of London, Central Foundation Girls’ School is an exciting place to work and learn. Visitors often comment on the happy atmosphere of the school, and we take pride in our community spirit. In the words of Ofsted, October 2016 ‘School leaders have created a nurturing community that sees every pupil as unique and offers each a bespoke program so that they can excel. Diversity is celebrated and opportunities abound. Leaders challenge pupils to excel in every aspect of their lives, academically, physically, socially, and emotionally, within a supportive and extremely safe environment. Central girls not only work together, but they also delight in the achievement of others as well as their own. Our results demonstrate that we are consistently improving, with students achieving high grades each year at GCSE and in Post-16 studies. Our results place the school amongst some of the top providers in the country for attainment and progress at both GCSE and 6th form studies. The energy, determination, and professionalism of the teaching and support staff, who strive to provide the students with the opportunities to succeed and to become well-educated and confident young women, is a major factor in the school’s achievements to date. At Central Foundation Girls’ School we: Transform lives through our high expectations and high standards for all. Challenge and support each other to excel through our passion for learning. Value all members of our community and celebrate success. Empower ourselves to be a positive, creative, innovative, and inspirational community. We are keenly aware that tradition alone is not enough. While we are rightly proud of our heritage, we must always keep pace with the modern, changing world. Our aim of ‘Educating Tomorrow’s Women’ is central to the way we perceive our role. The keywords of our vision statement underpin our ethos. The education we provide at Central Foundation Girls’ School transforms our student lives opening huge doors of opportunity. We expect our students to be active participants on this journey. As a rights-respecting school, we value every individual and insist that every member of the school community models rights and respect in their relationships with others. ‘Challenge’ is a key part of life at Central, coupled with good support our students are challenged to push the boundaries of their achievements challenged to contribute challenged to excel. We expect our students to be role models in all that they do. Every student at Central Foundation is unique, so valuing and celebrating our diversity is central to the school ethos. Our vision statement and ethos mean that all our girls are empowered to be the best they can be in every area of their lives. We want our students to learn how to find out what’s going on in the world, how to have a say, and how to make a difference. To provide real experiences of that, we are working to help the school council become more effective. We have also trained students to research aspects of school life and inform the school management of their findings and concerns. Student Leadership opportunities exist across the curriculum from Year 7 through to the Head Girl and Student Ambassadors in the Sixth Form. We expect all our students to show respect for the environment and other people. We expect them to develop courtesy as well as their ability to care for others and to take every opportunity to participate in making the world a better place. The curriculum offer is broad and balanced and provides all students with the opportunity to study a range of subjects. Our curriculum offer takes into account the needs of students and offers opportunities for both academic and vocational pathways, ensuring that all students have clear progression routes to GCSE (Level 2) and ‘A’ Level (Level 3) courses. We welcome students from all religions and all cultural backgrounds. As a Rights Respecting School, we provide a safe and stimulating learning environment in which every student values her education and makes the most of every opportunity so that she can fulfill her potential. We provide support for students who have been identified as having Speech and Language difficulties and may struggle with expressing themselves and/or understanding and processing language. These pupils are placed in groups and taught a wide range of skills, e.g. structuring sentences, improving memory, expanding vocabulary, or using spoken and nonverbal communication to interact socially. We are committed to ensuring that all students achieve their full potential by removing barriers to learning and participation in the classroom. When necessary we also make referrals for more detailed assessments to the Speech and Language therapist. We carry out thorough assessments of students who struggle to acquire literacy and numeracy skills. Following tests, we produce detailed reports describing students’ particular difficulties and listing useful strategies. We then place students on intervention programs that are tailored to their specific needs. The lists of strategies are also shared with classroom teachers so that they can produce materials students can access. We also ensure students’ needs are accommodated in controlled assessments and exams and award them extra time, a reader, a scribe, or other adjustments where necessary.

Sir John Cass's Foundation Primary School is a unique Church of England school in the heart of the City of London. Our School was founded by Sir John Cass over 300 years ago and to this day we remain proudly supported by our trustees, Sir John Cass's Foundation. We are the only maintained school in the City of London and enjoy many benefits from this unique relationship. We aim to provide an exceptional education for every child. To nurture their talents, strive for excellence, and inspire young people to learn in a safe and caring environment where everyone is valued. The Cass Child and Family Centre combine the Children’s Centre provision for the City of London with the Nursery and Reception classes of the Sir John Cass's Foundation Primary School. The Child & Family Centre provides full and part-time daycare for children aged between 12 weeks and 5 years. We are open 48 weeks a year. Our Play Centre is based in the school's dining hall. It is open from 3.30 pm – 5.55 pm We cater for children who are in Year 1 to Year 6. (Please check Cass Child and Family Centre tab for Children age between 0-5 years old). Once the children arrive at the Playcentre, they are given light refreshments and can enjoy free play activities and group games. The governing body is responsible for the strategic direction of the school. They support and challenge the school to achieve the very best they can in every area. Our full governing body meets at least 3 times per year. We also have two committees that meet regularly and several ad hoc groups. The Curriculum Pupils Affairs and Achievement Committee and the Finance, Staffing and General Purposes Committee. The values are taught explicitly through Personal, Social, Health, and Emotional Education (PSHE), D.A.R.E lessons as well as Religious Education lessons. We also teach British Values through planning and delivering a broad and balanced curriculum. The school takes opportunities to actively promote British Values through daily collective worship, celebration assembly, whole school assemblies, and assemblies that focus on different cultures/faiths. We also actively promote British values by ensuring that our curriculum planning and delivery includes real opportunities for exploring these values. We hold Poppy Day commemoration and have an annual Remembrance Day Assembly. We also held a full day of special activities for the Queen's Golden Jubilee. In the past, our choir had the great honor of being invited to sing as part of the Queen’s Christmas speech broadcast to the Nation. Democracy is an important value at our school. Pupils have the opportunity to have their voices heard through pupil questionnaires and regular circle times. Pupils also have input into their learning and what they would like to learn which promotes the pupil's voice. We also have a very productive and actively involved School Council. Sir John Cass’s Primary School promotes Core Christian Values: Wisdom, Thankfulness, Hope, Forgiveness, Trust, Service, Peace, and Friendship. Each year group focuses on a particular value and examples of their work on each topic are displayed in shared spaces. The importance of laws and rules, whether they are those that govern the class, the school, or the country, are consistently reinforced throughout regular school days. Our children helped to create our school rules/code of conduct. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. Visits from authorities such as the police, fire service, etc. are regular parts of our calendar and help reinforce this message. To encourage and promote good behavior, attitude, and work, we have devised a reward system that is consistently followed throughout the school. We are committed to praising children’s efforts. Sir John Cass’s Foundation is one of London’s oldest and largest education charities. Founded in 1748, it supports education for young people in London through its grant programs for individuals, schools, and organizations, and its support for several institutions bearing Sir John Cass’s name. In 1710 Sir John Cass established an independent all-age school in Aldgate. Sir John Cass and his wife Lady Elizabeth Cass supported the school until they died in 1718 and 1732 respectively, the school thereafter closing several times until the Foundation was established in 1748. Sir John Cass’s Foundation managed the school and paid for all expenses until 1896 when the Government provided funds to meet part of the running costs. The Foundation bore all of the capital costs in providing for a new school building, which opened on its current site in 1909. The School became Voluntary Aided in 1951 and a primary school in 1966. The Foundation is the school's Trustee. It owns the freehold of the site and provides ongoing support to the school. Recent partnerships and projects have included the development of the relationship between the Hampshire and Cass Foundation Mountain Centre and the Sir John Cass’s Foundation Primary School. The Foundation also awarded a grant for the school to visit the Mountain Centre. In 2016 the Foundation awarded a grant for the Making learning real project that will equip classrooms with the latest technology to enable teachers and children to utilize IT purposefully and to enhance the learning experience for every child.

In the educational research literature, the vision has a variety of definitions, all of which include a mental image or picture, a future orientation, and aspects of direction or goal. Vision produces guidance to an organization by articulating what it wishes to attain. By providing a picture, a vision not only describes an organization’s direction or goal but also the means of accomplishing it. It guides the work of the organization by presenting a clear goal-oriented mental construct that guides people’s behavior. Vision is a picture of the future for which people are willing to work. The vision or ‘future intended state’ should be evident as soon as a visitor walks into a school. In outstanding schools, the vision is almost palpable, shown in the students, staff, the arrangement for learning, the resources and buildings, and in the relationships with the local community. It is the task of the Board of Trustees and Local Governing Bodies to design the agreed vision and it is the task of Leadership Groups supported by staff to implement the vision. For schools in the Chingford Academies Trust, the core ‘vision’ has been agreed upon. This is known as the Quality Statement and is written into the Articles of Association agreed with the Department for Education when the Chingford Academies Trust was set up in September 2012. The Chingford Academies Trust chose to describe the vision in a ‘Quality Statement’ from which schools can develop particular emphases enhancing their particular context. A warm welcome to Rushcroft Foundation School, which is part of the Chingford Academies Trust together with our partner school – Chingford Foundation School. A series of ‘descriptive pictures’ for students, staff, community, learning and teaching, curriculum, and resources are set out below. These encapsulate how we wish the school to appear in the future. We are committed to ensuring this Quality Statement is realized in practice.

Central Foundation is one of London’s leading schools, with over 1000 boys between the ages of 11 to 18. Also, our Sixth Form has an expanding number of female students who now constitute about a third of our Sixth Form. A Central Foundation education involves providing our students with a wide range of educational experiences, including academic, sporting, musical, dramatic, debating, and public speaking. Our aim is that through this provision the students develop the knowledge, skills, and attributes they all need to lead successful lives, but besides, it allows the students to develop their unique talents and confidence and to forge their paths in life. Underpinning a Central Foundation education is rigor and a drive for excellence. We are rightly proud of our students’ examination results. In the last few years, these results have consistently shown the school to be one of the leading educators of boys in the country. These exam outcomes have enabled our students to access a very ambitious selection of universities. The school’s approach that supports the students to achieve academically is also seen across the whole of our educational provision. Central Foundation is a fully comprehensive school, welcoming students of all academic abilities and, of course, from all backgrounds. The extraordinary diversity of our community contributes significantly to the education we offer. It helps us to promote the liberal, open-minded and tolerant values that were at the core of our founder’s vision over 150 years ago and remain so to this day. The well-being and happiness of all of our students are paramount to us. As well as providing excellent individual pastoral care we have looked to create a school community that promotes the development of happy, well-adjusted and fulfilled young men. This is achieved both through the myriad of activities available to the boys and also in how all of the adults and boys work together in a spirit of care and respect. The school’s location is unique in its position at the heart of Tech City and on the edge of the City of London. This location gives us unrivaled opportunities to engage with a huge variety of organizations and individuals who support our students in developing their understanding of our rapidly changing world. Thank you for exploring the possibility of entry to Central Foundation Boys’ School at what I believe is a very exciting time to be part of the school’s community. It is a great honor to be leading the school during its 150th anniversary in 2016-2017. We believe that it is our responsibility that every one of our pupils fulfills their academic potential. Also, we must ensure that they develop a love of learning, fully develop their creativity, and, so importantly, enjoy their time at the school. We aim to: Offer an academic challenge that enables every pupil to realize their potential. Create an environment that instills in students the ability and courage to think independently and develop a love of learning. Provide a wide range of cultural, sporting and adventurous activities for pupils to enjoy and through which they can learn to work co-operatively and to lead. Be a community that nurtures every student and encourages them to develop a sense of social responsibility and that also supports their spiritual and personal development. Support all of our students in the best universities and high-quality employment. Develop and maintain the school’s facilities to ensure that the physical environment of Central Foundation sustains the excellence of its education. Ensure that the pupils from all backgrounds and abilities can obtain admission to school and feel secure and valued and that they are all able to realize their potential. We provide an interesting and well-taught curriculum that is broad and balanced. We seek to challenge and motivate our students so that they achieve their maximum potential. In Key Stage 3 all students are entitled to study the subjects on offer. Many subjects will organize the students into groups based on their ability to improve achievement. We operate a timetable spread over two weeks with 30 50 minute periods each week. We have specialized pathways to ensure success for our students. We combine traditional values with a modern approach. Our students work in a disciplined environment that is conducive to learning, with excellent resources that match the needs of education in the new millennium. We believe that the best way to motivate our pupils is by providing exciting and challenging lessons. We encourage students to participate fully in lessons and take responsibility for their learning.

You will want the school to provide your child with opportunities to develop socially and academically in an environment that is challenging, caring, and supportive. Raine’s Foundation school can offer these opportunities. Raine offers something different. We are a smaller than average secondary school. This means pupils are recognized as individuals which enables support to be tailored to their needs. Raine’s Foundation Church of England Secondary School is an all-ability co-educational school for girls and boys aged 11-19. The School is rightly proud of its long tradition of achievement within a Christian ethos and welcomes pupils from all faiths and those with none. We are a local school for local children. We have recently changed our admissions policy and we welcome all members of our community and no supplementary form is now required. Raine’s Foundation School is one of the oldest schools in London and has played an important role in the East End for nearly 300 years. Developing a sense of community is pivotal to the school's ethos, as we move further into the 21st century we are developing our community spirit to ensure Raine’s Foundation School is a school for local children, just as it was when the school was established in 1719. We are an improving school as we strive towards our goal of ‘Achieving Excellence by Unlocking Potential’ Exam results, in all areas, are improving and we expect further improvements in 2018. Our aim at Raine’s is to ensure that all our pupils can be the best they can be, every day, ensuring they achieve their potential in all aspects of life. Today Raine's is a thriving multi-cultural school, which still adheres to traditional values of hard work, good conduct, loyalty, and high standards of dress and appearance. The school encourages both staff and students to challenge their own personal best in all areas of endeavor: academically, socially, and spiritually. To help us achieve this the school is committed to an extensive range of activities beyond the formal curriculum, which enable our students to grow and develop in many ways. At Raine’s Foundation Church Of England School, we welcome everybody into our community. We believe every child should be provided with the opportunity to achieve his or her full potential. Every student at Raine’s Foundation has the opportunity to follow all National Curriculum subjects as well as following an appropriate curriculum pathway. We are committed to narrowing the attainment gap between SEND and non-SEND students. Achieving Excellence by Unlocking Potential At Raine’s Foundation School we believe in: Providing a caring school community based on morals and values that safeguard the welfare of all. Providing high-quality teaching and learning to enable all children to maximize their potential. Creating a stimulating, rich, and engaging curriculum tailored to meet the needs of the individual. Creating a successful partnership with parents, carers, and the local community. Encouraging students to participate in decision-making enabling them to become responsible, compassionate, and empathetic. Supporting student's personal development through their journey to higher education and employment. Enrichment is a fundamental element in terms of learning and teaching at Raine’s Foundation School. Importantly, it also forms the foundation of student experience beyond the classroom. We recognize the importance of offering a meaningful, exciting, and innovative enrichment program which both motivates and promotes independence and resilience in our young people. We believe our enrichment opportunities allow our students to appreciate and respect other people both on a local and global level. We aim to create a platform for students to develop and enhance their skills and attributes for the future.

Established for over 40 years, we have helped thousands of children achieve their fullest potential. Based in Bromley, Kent, we operate throughout the year and attract students from Greater London and the South East. Enrolment at The Tutorial Foundation is straightforward. Once the proposed course is determined, contact us and we will provide you with all the necessary registration forms. We offer individual tuition in English for students resident in the UK who wish to improve their language skills. These lessons are individually designed to meet your requirements and can take place during the evening or at weekends. Please call the office for further details. Our Aim: Fire the imagination of children while strengthening their skills, developing confidence in themselves and their abilities. At The Tutorial Foundation, we offer a nurturing, caring family environment for our students. We have very small classes and offer individual programs for each child to bring out their potential. While strengthening their basic skills, we enable them to develop confidence in themselves and their abilities. We want pupils to: Enjoy their time at The Tutorial Foundation Feel valued Acquire a desire for knowledge and learning Achieve their best We provide specialist lessons during the school day for pupils whose needs are not being met in mainstream education. This includes provision for pupils with behavioral, emotional & social difficulties. Referrals can be through the local authority or private individuals. The Tutorial Foundation is a registered AQA, Cambridge International Examinations, Edexcel, OCR & WJEC test center. We aim for our curriculum to be broad and balanced. All students receive a “base-line assessment” to inform our educational approach to them We offer a personalized and holistic approach, for example with Literacy Support where this need is identified. We also offer AS and A-Level study programs.

Stephen Perse Sixth Form offers students the chance to succeed in key exams, in university applications, in making the right career choice, but most of all to gain the building blocks to succeed in life. Our student community is vibrant and diverse we have students from over 30 nationalities currently studying with us, many of whom live in our excellent Cambridge boarding houses. Our students achieve exceptional results and go on to top universities to study a wide range of subjects, but education is more than good grades. It is about the strength of character, learning to innovate, communicate and collaborate. The highest academic results are achieved alongside individual development and personal wellbeing. Excellent teaching is delivered by well-qualified and highly motivated staff who support and encourage students to become independent thinkers with a moral purpose and an understanding of social responsibility and community engagement. We don’t compromise between results and wellbeing our students are high achievers, well-prepared for further education and successful future careers. Our students achieve excellent results year after year, and our leaver destinations represent some of the most exciting opportunities the world has to offer. We put our students at the heart of everything we do, offering a variety of courses that will suit different learners. Our progressive approach to learning encourages curiosity, creativity, and collaboration in all areas. You’ll learn in small classes of 4 to 14 students, led by brilliant, creative staff with a passion for their subject. At the Stephen Perse Sixth Form, you’ll be taught in small classes by passionate, creative teachers who’ll encourage you to take your journey of intellectual discovery. We have created what we believe to be a wholly unique sixth-form experience. Our knowledge and skills-based creative curriculum encourage students to think differently. Our tutorial system and small class sizes of 4 to 14 students mean that each student is challenged and supported in the way that works best for them. And our emphasis on the mental, physical and emotional wellbeing of our students creates a motivating and secure learning environment. We believe that the days of sitting behind a desk, facing the front in silence no longer describe what learning looks like. That’s why we’ve created a dynamic, interactive learning environment for our sixth-form students. You’ll learn in small classes of 4 to 14 students, led by creative teachers who bring their subjects to life every day. You’ll benefit from our pioneering approach to digital tools in education, making use of student iPads and connected classroom environments that unlock new ways of working.

Menorah Foundation School is an orthodox Jewish school with an embedded ethos of Torah I'm Derech Eretz, where children can foster a passion for learning intertwining both British and Jewish values. The children are at the heart of every decision we make ensuring they are happy, confident, and provided with opportunities that are relevant to their needs both now and in the future. The quality and depth of our Religious and Secular education are of the highest standard due to our dedicated and hard-working team. This ensures that when all of our pupils progress onto their chosen secondary school they are ably equipped to progress and achieve to the best of their abilities. We firmly believe that education is a partnership between home and school and regard you as an active partner in your child's education and value your interest and support. At Menorah Foundation School our children are at the heart of everything we do. Recognizing each child’s unique contribution and building on their self-esteem, we will learn, grow and succeed together in a community rich in the values of Torah and Mitzvos, where every child is not only encouraged but inspired to reach their potential. We recognize every child’s worth and provide opportunities for them to discover and develop their unique talents and abilities. By achieving together as a whole school community we encourage everyone to become life-long learners and ‘reach for their star’. All children are encouraged to develop their interests and skills and to be open to learning new things. They are actively encouraged to make choices at our school, knowing that they are in a safe and supportive environment. As a school, we provide boundaries for our children to make these choices safely, through the provision of a secure environment and a well-planned curriculum including extra-curricular clubs. Children are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely. We learn that it is acceptable to have our own beliefs and to uphold them, but that it is also important to understand that other people have their own beliefs which must be respected. We have weekly assemblies incorporating the values and ethos of our school, Our House Team initiatives encourage the values of sportsmanship, teamwork, and fair play through a variety of learning opportunities Our class rules help us to be good learners and ensure others can learn. We learn about the responsibilities we have as citizens, both of our school and our country, as well as the consequences when rules and laws are broken. All children in our school are accepted for who they are and this is evident in the strong family atmosphere of our school, Bullying or abusive language is not tolerated. We use opportunities such as the Olympics and the World Cup to study and learn about life and culture in other countries. We raise money for a range of different charities both nationally and internationally. All children are encouraged to develop an understanding of our Jewish ethos and to understand that key elements, such as the need to care for others, to help those in need, to behave well, to seek the good of all, and promote the common good, are found in other world religions.

Welcome to the Friars Primary Foundation School. Friars is a vibrant multi-cultural one form entry primary school located in the Borough and Bankside ward of the London Borough of Southwark. We have a long history of high achievement and enrichment and we aim to make every child’s time with us as valuable as possible. We care about our children and families. From the physical environment of the school to the outstanding care guidance and support, all staff gives to the high-quality teaching that goes on to the number of extra activities available – they all show that we want the very best for our children. Our vision for Friars is of a happy community, nurturing, safe and caring environment for all. Everyone will have a thirst for knowledge and a love of learning. We will be courageous, ambitious, resilient, and confident. Throughout our journey at Friars, we will be able to successfully respond to a changing world. Our aim is for Friars’ pupils to achieve high personal and academic success, and demonstrate good behavior, values, and tolerance. We want our learners to become creative, critical thinkers who are inquisitive, flexible, and independent. We will all achieve this through: Developing positive relationships, attitudes, and understanding within our diverse community where pupils show respect for themselves and others Celebrating individuality and creativity within an inclusive environment of equal opportunities Ensuring effective leadership, teaching, communication, and open partnerships with parents and carers Creating a stimulating environment for learning and well-being Offering opportunities to participate in a wide variety of social, cultural, moral, and spiritual experiences Facilitating high-quality professional development to ensure staff reflect, embrace challenge, have high morale, and are well equipped to deliver excellent teaching Friars have an agreed set of values that we all believe in. They are: Right Conduct Truth Peace Non Violence Love These values permeate every aspect of the school’s work including assemblies, behavior management, and everyday discourse between children and adults. We believe they help prepare our children for life in modern Britain. They also sit alongside and run through the fundamental British values of: Democracy The rule of law Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith individual liberty The Nursery and Reception classes are in a self-contained unit, which has facilities including a well-equipped outside space. During the Autumn Term, the children are educated in their classrooms but after Christmas, there is more of an integrated approach to learning. The children in both classes have the opportunity to use all the space and free flow between classes and outside and are taught in mixed ability groups. Both Nursery and Reception classes follow the Early Years Foundation Stage, whereby the curriculum is delivered through structured play where learning has been identified. The Foundation Stage curriculum includes all the experiences, opportunities, and activities that are offered to help children learn. Each child is viewed as an individual with specific needs being met inappropriate ways, and with individuality being encouraged. Independence is fostered and each child is encouraged to reach their full potential. The curriculum balances a range of developmental experiences focussing both on indoor and outdoor activities. Activities are based around themed units which are taken from the Creative Learning Journey. The Early Years Foundation Stage focuses on effective learning and teaching within seven areas: Communication and language Physical development Personal, social, and emotional development Literacy Mathematics Understanding the world Expressive arts and design At Friars we want our children to be motivated and successful learners. One of our main priorities is to Increase pupils’ stamina and resilience when they are challenged in their learning by a more rigorous and demanding curriculum. We use Carol Dweck’s work on Growth Mindset to encourage children to have a positive learning attitude. To have a growth mindset is to understand that qualities like intelligence, talent, and abilities are not fixed but are developed through hard work, effort, taking risks, and learning from others.

A very warm welcome to Chingford Foundation School, which is part of the Chingford Academies Trust with our partner school –Rushcroft Foundation School. Chingford Foundation School recently received the accolade of appearing in England’s top 100 schools for sustained improvement in its academic outcomes. This places the school in the top 3% of non-selective, state-funded schools. We are also pleased to host a Sixth Form Centre which was rated as ‘outstanding’ by OFSTED. Our school seeks to challenge and extend students of all abilities and backgrounds and will provide them with the secure learning foundations to lead happy and successful lives while also enabling them to make positive contributions to the communities in which they live. The curriculum offer at Chingford Foundation School is broad and provides every student with the opportunity to pursue their special interests and aptitudes, whilst maintaining a creative and balanced experience of all areas of education. It challenges all abilities and makes good use of every available resource, both in and out of teaching areas to fire imagination, creativity and bring education to life. Target setting, tracking, monitoring, and evaluation of achievement are used in all areas of the curriculum to ensure the progress of all students. The formal curriculum is enhanced by a range of extra-curricular opportunities (the extension Programme), Saturday College, and offsite activities locally and abroad. Spiritual, Moral, Social and Cultural education (SMSC) is embedded in the taught curriculum and also delivered through the pastoral program and in bespoke "Drop Day" sessions where outside presenters and specialists are utilized. To ensure maximum progress, for teaching purposes, the pupils in Lower School are grouped in the following ways: They are taught in small mixed ability groups for Design Technology, Food Technology, Drama and Art. Students are in sets for Mathematics, Science, PE, and Year 8 Languages. Oher subjects are taught in mixed ability groups. A small number of students are taught as a class group with fewer different teachers. The composition of this group is determined by the SENCO.

After several years of effort on the part of the District Education Committee and Secondary School Governors, the Local Education Committee and the Ministry of Education were persuaded to provide a new Comprehensive School at Brynmawr. A site was found with adequate playing fields and a new school building was erected. On Wednesday 18th November 1964 the school was officially opened by Alderman T. Rowley Jones when the Grammar and Modern Departments of the Bilateral School were brought under one roof in the new premises at the Rhydw. Its purpose was and is steadfast and continuous and ‘to be of inestimable benefit’ to many generations. We are the only foundation school in South East Wales. The school has existed for over 50 years and we are proud of our traditional values which we combine with modern technology and approaches to teaching. Our school was established for those families who wish their children to achieve the highest possible academic standards within a strong and well-established ethos of hard work leading to academic reward. In practice, this means our students achieve highly, they develop into wonderful, courteous, caring young adults who understand the importance of mutual respect, tolerance, and their future contribution to our world as global citizens. In short, this is summarised by our motto “Aspiration Application Achievement” It is my firm belief that the best education combines high standards of academic achievement with strong moral guidance. Education should provide opportunities for every individual child to succeed in a variety of ways, preparing young people for a future in which they can thrive in their chosen career paths in addition to becoming responsible, caring citizens. Furthermore, we believe that learning should be fun, students should feel happy and safe and every individual should experience success. We work hard at Brynmawr Foundation School to achieve this for our students. Our Staff and pupils are proud of our school, its all-around high standards and its strong emphasis on personal development. It offers families the opportunity of an exceptional education within a strong, moral context. We believe children deserve the best education possible and values that prepare them for the future. We are committed to providing both.

‘Students come first at the school and everything possible is done to support them. This is a very high achieving school and competition between students is encouraged and students thrive on it. Students feel safe and secure and they feel valued. They are very keen to learn and to achieve their very best. They show concern for each other and are very supportive of more vulnerable students. The emphasis at Kingsdale is on wellbeing and achievement and the school is fully aware that the two go together and are not separate entities.’ We described a fulfilling combination of challenging, meaningful work within an organization that provides a ‘friendly, family feel’ and a deep sense of belonging. We are highly motivated, individuals are committed to the ethos enshrined in the Kingsdale A Place to Be the poem. The ethos and the values contained within the school poem are understood, authentic, and lived throughout the school.’ Kingsdale promotes academic and personal excellence, applauds achievement, cherishes success, and celebrates our differences. Kingsdale is one of the most popular schools in the country and caters to the needs of a truly wonderful, talented, and diverse community. Kingsdale is particularly well suited to aspirational children. Kingsdale is proud of its Mathematical, Musical, and Sports heritage. We offer scholarships for new entrants to the school who show mathematical, musical, or sporting talent. Kingsdale is a founding member of Southwark School's Learning Partnership (SSLP) which is a unique collaboration between local maintained and independent schools that includes Dulwich College, James Alleyn's Girls' School, and Alleyn's School. Kingsdale aims to improve the quality of education and raise levels of attainment through the implementation of a range of innovative strategies, works, and practices that will transform the school into a community center of learning excellence. Kingsdale aims to offer an innovative and creative curriculum, which meets the needs of girls and boys in the 21st Century. We aim for Kingsdale graduates to be effective independent learners whose success is promoted by personalized curricula and who can present themselves well. We wish to produce adaptable and well-educated young people who have developed their skills and confidence in a strong moral and spiritual culture. Our Ethos: Kingsdale School promotes academic and personal excellence, applauds achievement, cherishes success, and celebrates our differences. Kingsdale is dedicated to the betterment of every boy and girl, producing self-confident, responsible, and articulate young people who care for and respect themselves and one another. Kingsdale School provides a welcoming environment, which seeks to uplift the spirit, protect the dignity and enlighten those who come into contact with it. Our Vision: Think of a beautiful place where people want to be, where there is a sense of purpose and possibility. Think of a community enriched by the power of diversity respecting rights and reflecting responsibility. A place to transform and to be transformed. A place to enable and to be enabled. Unity of purpose is our identity. Everyone is empowered to become the best that they can be. Kingsdale is a dynamic, exceptionally popular, and progressive school to develop an award-winning educational learning environment. At our specialist academic Sixth Form, students study a combination of respected traditional, artistic, and alternative advanced courses. Kingsdale provides exceptionally rich opportunities to challenge students of all abilities including options in Year 9 to study Triple Science, Latin, Economics, and Psychology and the opportunity to study two languages from Year 7. Kingsdale’s ICT facilities make us one of the most technologically advanced schools in the country. Students have access to PCs, Apple Macs, laptops, wireless technology, and a Virtual Learning Environment. Our Sixth Form careers offer is individually responsive to the needs of the students in ensuring that they receive independent guidance and advice from experienced and highly skilled careers experts. As part of our Careers Education program, each student will: Receive bespoke advice and monitoring on careers that are linked to their interests and abilities this may include tertiary education or apprenticeship routes. This advice is independently provided by an external organization partnering with us for the delivery of high-quality provision. Receive personal and individual guidance on the completion of UCAS and employment forms. Students will have the opportunity to visit universities and a higher education convention. Attend a minimum of 10 days of work experience in an area of their interest, linked to advice and guidance received as part of their independent careers interview. Develop and complete their resource bank about the potential career pathway in line with their interests.

LSan Pablo CEU University Foundation was established to make positive changes in society through its educational centers that offer an educational framework based on Christian Gospel values and its work in the public arena in defense of humanity and justice. The institution's aims are rooted in its quest for academic and professional excellence, in the innovation of its educational projects, and its teachings on values and human virtues. The Foundation, founded in 1933 by the Catholic Association of Propagandists (ACP), has more than 25 educational centers offering more than 200 official degree courses from Childhood Education to postgraduate studies and vocational training. It has campuses in Madrid, Barcelona, Valencia, Murcia, Castellón, Alicante, Vigo, Jerez, Elche, Sevilla, Vitoria, and Valladolid. The Foundation's educational model is based on a framework of Christian Humanism principles, commitment to academic excellence, and general education. The Foundation has also launched initiatives for social development and advancement, such as the Ángel Ayala Humanities Institute, or the Catholics and Public Life Conference. San Pablo CEU University Foundation was set up by the Catholic Association of Propagandists and owned the CEU trademark found in all its centers. Other educational centers belonging to other ACDP Foundations (San Pablo Andalucía Foundation, San Pablo Castilla y León Foundation, and Abat Oliba Foundation in Catalonia) are also licensed use it.

British Fort Foundation was established in the year 2010. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1030647, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2023. It lies in the Jabalpur district of Madhya Pradesh and is currently being managed by the British English Shiksha Samiti, Madhya Pradesh. It is presently under the principal -administration of NEENA RASTOGI, with a total of 42 staff members. There are a total of 54 rooms, 5 Labs, and 2 Library present in the school. The nearest railway station is Bheraghat station 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 Bheraghat station Distance in KM 4 Nearest Police Station Bheraghat stationBheraghat police station Distance in KM 3 Nearest Nationalised Bank punjab National Bank Distance in KM 6 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 0 0 I-V 1 150 VI-VIII 1 110 IX-X 1 40 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.) 54 5 2 14 20 20 103333 38344 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 22 25 30 Composite Science Lab 1 25 40 Physics Lab 1 25 40 Chemistry Lab 1 25 40 Biology Lab 1 25 40 Maths Lab 1 25 40 Computer Science Lab 1 25 40 Home Science Lab 0 0 0 Library 1 25 40 Other Rooms 5 25 30 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 2 2 0 PRTs 6 6 0 TGTs 7 7 0 Librarian 1 1 0 PTI 1 1 0 PGTs 3 3 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 NTTs 2 2 0 PRTs 6 6 0 TGTs 7 7 0 Librarian 1 1 0 PTI 1 1 0 PGTs 3 3 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 10117.141 (in Acres.) 2.50 Built up Area in (in sq. Mtrs.) 60000 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 44000 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 3450 Periodicals 15 Dailies 10 Reference Books 1100 Magazine 8 SPORTS & GAMES Swimming Pool Yes Indoor Games Yes Dance Rooms Yes Gymnasium Yes Music Rooms Yes Hostel Yes Health and Medical Check up Yes