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Frederick Bremer School is an 11-16 community school in Walthamstow, Waltham Forest. We are a non-selective school for the local community, and we are representative of the community we serve. Inclusivity is at the heart of our ethos, and every pupil is known for who they are and the richness of their character. Our job to help them unlock the potential they possess and truly become ‘the very best they can be’ so that pupils leave the school at 16 as young adults with the skills, qualities, and attributes to enable them to change society for the better. An excellent local school in the heart of the community.An excellent local school in the heart of the community. Frederick Bremer School is a strong community school where every child is known, grown, and nurtured to be ‘the very best they can be’. Our values and ethos are explicit and tangible from the moment you enter the school, and all members of the school community share our values of ‘Respect, responsibility, and integrity. Being part of the Frederick Bremer family is based on a shared understanding of equity. We are a very diverse community (a microcosm of the community we serve), but our diversity is our strength. Every member of our community is included, heard, and valued. Community education is very important to us. We believe that our school is here to serve and support the local community and that the children of our community deserve the very best. We strive for both academic excellence but balance with community responsibility. Our values and ethos is not idle rhetoric: Through our curriculum, which is broad, balanced, and inclusive with a focus on deep, critical thinking Through having an ongoing debate about high-quality teaching which enables our pupils to thrive in our classrooms Through our pupil leadership program, including an active school council, which plays a crucial role in leading our school Through our systems and policies which ensure our values are at the heart of our work, and that pupil safety is our priority Through our high-quality staff (both teachers and support staff) who know our pupils very well and foster positive professional relationships Through our partnerships with external organizations and bodies, which enable our pupils to consider be inspired by leaders and experts View full school

Founded in 1970 as one of eight graduate programs created to train future leaders in public policy, the Pardee RAND Graduate School is the most extensive public policy Ph.D. program in the nation. It also distinguishes being the only policy school based at a public policy research institute — the RAND Corporation, a private, not-for-profit institution. Pardee RAND is led by a dean, Susan L. Marquis, and a leadership team that includes an executive vice dean, three associate and assistant deans, two directors, and a Board of Governors composed of leaders from business, academia, and the non-profit sector. One of the board members, Frederick S. Pardee — a former RAND researcher and philanthropist — is also our leading benefactor and School's namesake. At Pardee RAND, students develop the theoretical and applied skills that enable them to tackle challenging issues. Each year, Pardee RAND receives approximately 500 pre-applications and 150 applications for the coming year's cohort. Because we seek a diverse student body, our prerequisites are minimal: a bachelor's degree from an accredited institution, including coursework in economics, statistics, and calculus work experience, and an advanced degree is highly desirable. Moreover, indeed, our students have a broad academic background. A recent entering cohort had undergraduate majors in economics and business (30%), social sciences and humanities (26%), science (13%), mathematics (12%), and engineering (11%), as well as graduate degrees in business administration, economics, education, engineering, international relations, law, mathematics, medicine, public administration, public health, and public policy. Our degree program is similarly multidisciplinary, emphasizing analytic tools and methodologies drawn from mathematics, economics, statistics, political science, operations research, and the behavioral and social sciences. Our course catalog includes more than 20 electives each year in a wide range of areas, including social network analysis, advanced econometrics, national security strategy and planning, operations research, economic development, large scale optimization, finance and accounting, health economics, ethics, and public policy, transportation planning, food policy, and research methods and empirical economics. Pardee RAND students benefit from a financial aid package that includes free tuition and a living stipend for the first year and fellowships for the program's remaining years. All students also participate in RAND research projects (at any time, RAND has more than 500 projects on which students can work), accumulating the equivalent of at least two years of full-time work experience in policy analysis by graduation through project-based research (internally known as "on-the-job training" or OJT). Our faculty is drawn from the more than 1000 members of RAND's research staff. Some of them teach our courses while others mentor and work with students on research projects or advise them on their dissertations. All students complete a policy-relevant dissertation aimed at tackling the most pressing policy issues facing the world. At Pardee RAND, students develop the theoretical and applied skills that enable them to tackle challenging issues—poverty, national security, justice, health, education, the environment, and more. It is a place to cross the boundaries of disciplines and sectors (public, private, non-profit)—a place to be intellectually adventurous. Moreover, perhaps most importantly, it provides students a chance to make a difference—and maybe even to change the world. Great courses are only part of a Pardee RAND education. Pardee RAND students also carry out policy research part-time with RAND mentors, in what we call "on-the-job training" or OJT. Working in interdisciplinary teams with clients in the public, private, and non-profit sectors, students develop skills and sophistication that could not be conveyed in a classroom. The late Carl Builder likened Pardee RAND to a fantastic arts academy. He pointed out that students leave the School with a remarkable portfolio of accomplishments, ranging from proposals to briefings, from technical reports to policy memoranda, from teaching notes to reports on fieldwork, and of course, the Ph.D. dissertation. Creating this portfolio, courses, and OJT combine what we think is a unique experience in higher education. Our Ph.D. is in policy analysis, which is a multidisciplinary, applied field that tries to use research to unlock difficult policy problems. The field is changing right now, and Pardee RAND is at the forefront of that change. It is changing from the former idea of developing a master plan for government agencies into a new idea that is much more fluid. Four features of the environment are in flux. The Pardee RAND Graduate School is unique in offering a doctoral program in policy analysis within an applied policy research setting and focus on innovative analytic methods. RAND provides an environment ideal for educating graduate students in policy analysis, offering a range of research opportunities in policy analysis that is unmatched by any other institution. Through our required research fellowships, the Pardee RAND curriculum enables students to participate in current RAND research projects in a range of policy and analytic areas. Drawing on the expertise of more than 1,000 world-class researchers, faculty, and students, the Methods Centers at Pardee RAND organize our diverse base of expertise around a set of interlocking and leading-edge analytic domains to create the next generation of research methods and tools. View full university

Our School is a vibrant place of learning, where our students are valued as individuals. As you explore the website, I hope that it will provide you with a comprehensive understanding of our School, our values, and the extensive opportunities we offer our students. As a school of the Anglican Schools Commission (Inc.), we are proud of our Anglican tradition, broad-based curriculum, current pedagogy, and holistic approach to education, all of which support our Mission Statement: To provide a high quality, inclusive, caring Christian education which encourages students to fulfill their potential. While academic achievement is promoted and valued, the outstanding effort is also celebrated. Our students are encouraged to be creative thinkers and inquiring learners. The curriculum and co-curricular programs are designed to help them build resilience, develop confidence in their abilities, and strive to achieve their personal best. Our Core Values of Respect, Responsibility, Honesty, Compassion, and Courage inform our educational philosophy and practice. At the same time, our pastoral system underpins all that we do and seeks to provide a caring and supportive environment. Our community is inclusive and diverse, and our students are nurtured to show their care and compassion for others within the community and beyond. We offer Open Mornings each semester, and I encourage prospective parents to register their interest with the School Registrar. The Plan acknowledges and builds on past achievements but recognizes the imperative of having a practical blueprint for further success, which will position our students well as we advance further into the 21st century and an increasingly globalized world. Now more so than at any other time in history, change is fast-paced and will continue exponentially to be so. For this future, we seek, through careful planning and the introduction of well-chosen initiatives, to prepare our students with the knowledge and skills they will need. Our approach continues to be holistic as we focus on the development of the 'whole child.' While excellence in our' core business' of teaching and learning will continue to be pursued as one of the elements that are highly valued, we also continue to strive to attain distinction through our pastoral care, co-curricular, faith-based, and service-learning programs, all of which contribute towards inspiring our young people to achieve their personal best in all areas, as well as to be considerate, compassionate, well-rounded members of society. The Strategic Plan's consultation phase allowed many members of our school community to articulate their vision for our future direction. The School Council would like to thank the students, staff members, and parents who participated for their time and the careful thought of discussions in workshops and submissions through surveys. The continued contribution, involvement, and support of all school community members will be both essential and much valued for the full implementation of the Plan, and we thank you in advance for this. We are also most grateful to the Reverend Peter Laurence (OAM), Chief Executive Officer of the Anglican Schools Commission, and the Right Reverend Allan Ewing, Bishop of Bunbury, for their insightful contributions. Council would also like to express its thanks to Dr. Liz Pattison, who facilitated the Plan's development. This is the second Strategic Plan on which Dr. Pattison has worked with the School. We are once again most appreciative of the professional and inspiring manner in which she has led discussions and deliberations. As we work through the Strategic Plan (2017 – 2020), reports will be made regularly to the School Council, and the community will be kept informed in various ways. We look forward to excitement and confidence in working together to deliver on the Plan, which is designed to inspire Frederick Irwin Anglican School's positive growth. View full school