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Global Learning Center (G.L.C.), a division of the Iqra Group, established in the year 2000, is listed as a university under the laws of Ajman Free Zone Authority, Government of Ajman, U.A.E. G.L.C. offers High School Diploma, Bachelors, Masters, and Ph.D. programs from its associate Universities American Liberty University California, Edexcel BTEC programs top-up to Bachelors and Masters Programs by the University of Northampton, U.K. With more than 4000 graduates all over the Middle East and different nations working for leading incredibly famous multinationals, G.L.C. intends to position itself as a leading educational foundation in the Gulf district and beyond. Mission Our main goal is to give advanced education chances to everybody, particularly those from challenging circumstances with a globally acknowledged educational qualification and the value-added expertise and approach for a significant corporate career. Values Academic opportunity opens up a universe of the prospect. At the heart of our work is the conviction that instruction is the pathway to achievement. We focus on continuous learning and try to model this as champions of G.L.C.'s primary goal. Relationships can transform. We encourage high commitment interaction between our tutors and mentees, our collaborators, and our staff. We try to accumulate a culture of straightforwardness, modesty, and trust. Human potential moves us. We work from a development outlook, trusting that with diligent work, commitment, and support, we can progress in ways that bring us nearer to accomplishing our objectives. Collaboration expands our effect. Our controlling guideline is that we are better and more grounded together. We perceive that we are taking care of business when we use assorted foundations, unique commitments, and numerous viewpoints. Greatness is achievable. We endeavor to be vital and creative, working with energy, respectability, and criticalness. We consider ourselves responsible for quantifiable results as an establishment of our work. Bliss sustains us. We intend to develop a feeling of bliss and purpose each day. Our Partner Universities American Liberty University: American greatness has consistently set apart the American Liberty University (ALU) in the U.S.A. It is additionally authorized in the United Kingdom. Edexcel BTEC: Are you among those that were not able to complete secondary school because of personal reasons? Here is an opportunity to get enlisted in to the Edexcel BTEC program. The University of Northampton: The University of Northampton has kept up its place in the top 50 of the most recent national Guardian University Guide for 2015. View full university

Duddupudi Institute Of Learning is an English medium Independent school affiliated to CBSE with affiliation number 830718, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2024. It is located in the Raichur district of Karnataka. It is presently under the principal -administration of MRS. D SANDHYA RANI, with a total of 50 staff members. There are a total of 47 rooms, 05 Labs, and 1 Library present in the school. The nearest railway station is Raichur and it is 91 KM far from the school. You can find more information below. LOCATION OF SCHOOL Nearest Railway Station Raichur Distance in KM 91 Nearest Police Station RaichurSindhanur Police Station Distance in KM 2 Nearest Nationalised Bank Canara Bank Distance in KM 2 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student II 2 68 III 3 70 IV 3 79 V 3 81 VI 3 97 VII 3 115 VIII 3 128 IX 4 151 X 4 151 XI 1 32 XII 0 0 Nursery/KG/LKG 3 99 I 2 37 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.) 47 05 01 05 36 04 8175 3737 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 36 30 25 Composite Science Lab 01 45 27 Physics Lab 01 45 27 Chemistry Lab 01 45 27 Biology Lab 01 45 27 Maths Lab 01 30 25 Computer Science Lab 01 45 27 Home Science Lab 0 0 0 Library 01 75 37 Other Rooms 02 35 30 Bio-Tech Lab 0 0 0 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 4 2 2 PRTs 15 3 12 TGTs 17 12 5 Librarian 0 0 0 PTI 3 3 0 PGTs 10 6 4 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 16187.4256 (in Acres.) 4 Built up Area in (in sq. Mtrs.) 9940.625 Whether the School at one site or two site NO Area of Playground (in sq. Mtrs.) 6070.284 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 47 No. of Urinals/Lavatories Separately for Girls 47 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 1800 Periodicals 40 Dailies 6 Reference Books 800 Magazine 12 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium Yes Music Rooms Yes Hostel Yes Health and Medical Check up Yes View full school

Academy Of Modern Learning was established in the year 2010. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2131837, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2022. It is located in the Budaun district of Uttar Pradesh and is currently being managed by the Academy Of Modern Learning Trust, Uttar Pradesh. It is presently under the principal -administration of Shahzeb Akhtar, with a total of 14 staff members. There are a total of 41 rooms, 3 Labs, and 1 Library present in the school. The nearest railway station is Babrala and it is 5 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 Babrala Distance in KM 5 Nearest Police Station BabralaGunnaur Distance in KM 2 Nearest Nationalised Bank State Bank of India Distance in KM 2 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 0 0 I-V 5 198 VI-VIII 3 102 IX-X 0 0 XI-XII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 41 3 1 7 29 5 45522 31382 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 15 20 25 Composite Science Lab 1 20 30 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 20 30 Computer Science Lab 1 20 30 Home Science Lab 0 0 0 Library 1 20 30 Other Rooms 4 20 25 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 7 7 0 TGTs 5 5 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 0 0 0 Physical Size Area of Campus (in sq. Mtrs.) 14123.528836 (in Acres.) 3.49 Built up Area in (in sq. Mtrs.) 2287 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 10657 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 12 No. of Urinals/Lavatories Separately for Girls 12 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 3343 Periodicals 32 Dailies 5 Reference Books 2265 Magazine 32 SPORTS & GAMES Swimming Pool Yes Indoor Games Yes Dance Rooms Yes Gymnasium Yes Music Rooms Yes Hostel No Health and Medical Check up Yes View full school

Applewood Academy For Progressive Learning is a therapeutic boarding school for students requiring individualized academic, clinical, and behavior-management solutions. Think of it as academic support and clinical treatment under one roof – around the clock. We provide a small group, structured, boarding school environment. Classrooms groups are less than 12, with a 4:1 student to staff ratio. This allows students with special needs to either maintain or re-establish positive attitudes towards learning. The services we provide are more intense than those found in regular special education or alternative school setting. We develop a curriculum within the Ontario Ministry of Education guidelines and implement it through a Certified Teacher. Additional academic support is provided through Child and Youth Workers. CYWs also assist in establishing a structured environment and behavioral management. We believe that students benefit from active learning. We believe that educators, in combination with trained professionals, are the facilitators of this learning. We believe that everyone is an equal member of the treatment team. Every stage of life brings exciting challenges as well as problematic obstacles. At Applewood Academy for Progressive Learning, we offer students a confidential and safe classroom to learn the necessary skills to manage. Applewood Academy for Progressive Learning began building its team of educational and mental health professionals in 2001. Students and families are offered dedicated staff with specialized experience in Special Education, Psychiatry, Psychology, Psychometry, and Social Work. The elementary school program at Applewood Academy for Progressive Learning has been issued a Board Student Identification Number (BSID). It is listed as a private school on the Ontario Ministry of Education website. Our mission is to provide individualized, therapeutically supported educational programming for students from kindergarten to grade 8, whose learning has been impacted by challenges from developmental, medical, and mental health conditions. At Applewood Academy for Progressive Learning, our primary goal is to provide children with opportunities for academic success and thereby create a positive attitude toward an environment that is often avoided, due to their previous negative experiences. Applewood Academy for Progressive Learning’s mission is to maintain the child’s academic placement through the development of therapeutic relationships, the application of behavioral management techniques, the implementation of individualized learning programs, and continuous clinical and academic support. Applewood Academy’s vision is that children with specialized treatment needs will have access to high quality, compassionate, and therapeutic educational programming that allows for the simultaneous delivery of educational and therapeutic interventions. The Anger Management program employs a cognitive-behavioral and solution-focused approach. The students assess their level of anger, review employed strategies for dealing with anger, discuss physiological and psychological constructs of anger, present strategies for reducing anger, and restructuring of cognitive errors. The program attempts to improve communication skills, develop conflict resolution skills, problem-solving, and assertiveness skills. The format includes exchanges, modeling, various “anger workouts,” and pen/paper assignments. The Social Skills program is part of our therapeutic boarding schools focus on developing pro-social skills, such as listening, self-image, accepting the consequences, exercising self-control, problem-solving, dealing with feelings, and dealing with peer pressure. A structured learning approach is used, consisting of four components: (1) modeling, (2) role-playing, (3) discussion of performance, and (4) use in real-life situations. Behavioral Therapy addresses students who have deficits in behavioral coping skills and emotional dysregulation; furthermore, students may struggle with extreme thinking, regulating emotions, emotional vulnerability, emotional sensitivity, and intense response to stimuli, resulting in inappropriate behaviors and an inability to organize self or self-soothe. Content includes how to use powerful solution-focused strategies, skills-building training, emotional regulation, interpersonal effectiveness, distress tolerance, relaxation training, learned optimism and non-judgemental observation, and exploration of mindfulness and self-awareness. Stress Management Therapy’s goal is to quickly and effectively elicit realistic positive change through the development of self-control and emotional modulation skills in a therapeutic setting. Each student is to effectively establish a “self-management” plan that focuses on building upon existing strengths and coping skills. Therapeutic Play or Play Therapy is a form of psychotherapy for children, using play situations for diagnosis and treatment. Play provides a way for students to express their experiences and feelings through a natural, self-guided, self-healing process. As a student’s experiences and knowledge are often communicated through play, it becomes an essential vehicle for them to know and accept themselves. Dependent on treatment needs, individual counseling is offered to allow students to explore the links between their thoughts, feelings, and symptoms. Strategies taught within group sessions are reinforced within the individual sessions. Any coexisting psychological difficulties are integrated into the student’s treatment plan. Specific Therapy targeted at enhancing the student’s motivation for change occurs. Students at our therapeutic boarding schools learn to assess their readiness for change and explore ways in which their life might improve if they took on their learning style more forcefully. Cognitive Behavior Therapy encourages students to look at the ways their thinking influences their feelings and behaviors. Students address “faulty thinking” patterns or cognitive distortions in which their underlying assumptions about themselves or their needs are challenged. All or none thinking is addressed. As students begin to shift their thinking patterns, they are encouraged to develop different action plans to help modify behavior. Cognitive Behavioral techniques also are taught to help with stress, anxiety, depression, and anger management, as indicated within a student’s treatment plan. The Brief Solution-Focused Therapy approach is designed to utilize goal-oriented questioning and the student’s success to elicit positive change that is both achievable and behavioral. By focusing on the procedure of solution building, the model can be implemented within a limited period to treat a wide range of problems. Dramatic play therapy is a group model where the therapeutic powers of play help students resolve psychosocial difficulties and achieve optimal growth and development. Through the activities and dramatic skits, further insight is forged into underlying issues, with the opportunity to physically and mentally engage in alternative forms of behavior or try out alternative perspectives. Group topics are determined by a needs review at the outset of the group. Some students find it easier to express themselves using images rather than words. The use of a variety of mediums such as clay and playdoh, paints, and collage are used to explore feelings, discover unconscious thoughts, and help students integrate physical sensations, emotions, thoughts, and memories. Also, poetry writing, story writing, and journaling are encouraged to help students get in touch with innermost thoughts and emotions. Interpersonal Therapy focuses on the student’s relationships with talented individuals in their lives and how these relationships are affected by their learning style and possible diagnosis. Each student is a part of a therapeutic community where healthy childhood development is emphasized. Each student is held responsible for helping in the creation of a positive educational environment. There is a daily exercise program. Emphasis is on mind /body connection and use of exercise appropriately and healthily. This group teaches the importance of proper nutrition. It covers the different food groups and teaches students how to set up adequate menus. It includes some supervised food preparation. The development of a healthy balanced lifestyle is something most people strive for in their day-to-day living. The group works from the perspective that the whole person is essential, as is all their life facets. Applewood Academy for Progressive Learning strives to offer a wide range of assessment and clinical services within the educational program and through our valued partners. Applewood Academy also recognizes that a wide variety of services are available in the community that students may benefit from. Policies and procedures in this area reflect the goal of meeting our students’ individual and unique needs by accessing appropriate community-based services that are not offered in the context of our educational program. View full school

Diya Academy Of Learning was established in the year 1995. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 830420, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It lies in the Bengaluru district of Karnataka and is currently being managed by the August Foundation, Karnataka. It is presently under the principal -administration of MOUSUMI CHAKRABORTY, with a total of 20 staff members. There are a total of 39 rooms, 5 Labs, and 1 Library present in the school. The nearest railway station is K. R Puram 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 K. R Puram Distance in KM 4 Nearest Police Station K. R PuramK. R Puram Distance in KM 3 Nearest Nationalised Bank Ing Vysa Bank Distance in KM 2 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 5 150 I-V 6 110 VI-VIII 1 9 IX-X 0 0 XI-XII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 39 5 1 0 35 4 19424 7445 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Computer Science Lab 1 30 26 Home Science Lab 0 0 0 Library 1 30 26 Other Rooms 12 30 26 Class Room 12 30 26 Composite Science Lab 1 30 26 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 30 13 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 7 6 1 PRTs 7 7 0 TGTs 3 3 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 19424.91072 (in Acres.) 4.8 Built up Area in (in sq. Mtrs.) 1954 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 16000 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 1635 Periodicals 3 Dailies 3 Reference Books 358 Magazine 12 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes View full school

We teach an alternative curriculum to young people who struggle in the mainstream arena. We aim to provide high-quality education and pastoral care to pupils who struggle within the mainstream education system. We work with pupils on a one-to-one basis or in small groups. We work with families, schools, and other agencies to promote effective inclusion of all students, to ensure they achieve their full potential, and, where possible, return to mainstream schools. The Local Authority and any Private Sector Establishments are the admissions authority for MVLA. The final decision on referrals and placements rests with the Proprietor and headteacher of MVLA. Pupils may be admitted to MVLA at any point during the school year. Pupils may be dually registered, which means that the mainstream/short stay school/other establishment and MVLA will work together in providing appropriate individual educational programs. All of our teaching staff are qualified teachers. Our teachers are experienced in dealing with students who struggle with their behavior and we offer specialized support for students with special educational needs or who speak English as an additional language. We have a Health and Safety advisor who is responsible for overseeing our risk assessments and ensuring correct measures are put in place to monitor and minimize risks. All staff possesses an enhanced DBS disclosure. MVLA recognizes that each child is an individual. We provide a nurturing, safe and stimulating environment for our learners, to achieve their full potential – educationally, socially, and emotionally. Admission will only take place after consultation between the Headteacher, referrer, parent/carer, and student. Our students study GCSEs in Maths, English Language, English Literature, Biology, RE and Citizenship, we also offer a range of vocational subjects and PE. Lessons are taught to small groups so that teachers can cater to an individual’s specific personal and academic needs. All children will be taught in groups based on their ability, allowing them to receive the support that they require. As well as one-to-one and small group support, extra support will also be offered to EAL pupils by qualified teachers. Each child’s progress both from a pastoral and academic view will be carefully monitored with regular feedback to carers, schools, and other relevant agencies. We pride ourselves in our positive relationships with partner schools, with many of our students successful returning to mainstream provision. Students are supported and guided with applying for Colleges/Sixth Forms by their Employability Career Advisors. Over the year, the students will be making some big decisions about their future. We are using ‘Connexions’ for careers advice within our school. During the year the students will take part in a one to one career guidance interviews in school with their Career Advisor. Pupils are often able to attend careers fairs at referring schools where students can talk to local colleges, training, and apprenticeship providers so they can carefully consider their future options. The program includes school visits, career talks with colleges, apprenticeship and training providers, employers and professionals, exhibitions, workshops, and inspirational speakers. Our career advisor works closely with KS3 pupils to set targets and goals for the future. Pupils receive guidance throughout the year. Young people are now expected to stay in education or training up until the age of 18. Teachers will plan lessons so that pupils with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving. Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects. We all have a statutory duty to “safeguard and promote the welfare of children”. To maintain a professional attitude of “it could happen here” where safeguarding is concerned. All staff is encouraged to report any concerns that they have and not see these as insignificant. On occasions, a referral is justified by a single incident such as an injury or disclosure of abuse. More often, however, concerns accumulate over some time and are evidenced by building up a picture of harm over time this is particularly true in cases of emotional abuse and neglect. In these circumstances, it is crucial that staff record and pass on concerns by this policy to allow the Designated Safeguarding Lead to build up a picture and access support for the child at the earliest opportunity. At MVLA we offer an excellent pastoral service and make daily contact with schools, parents/carers, and other agencies. We hold regular review meetings and ensure the pupils meet all targets set by MVLA and the school. Schools are contacted regularly via email/phone to inform them about attendance and behavior. We welcome visits from any schools or agencies at any time by prior arrangement. View full school

London Christian Learning Centre was started in 1990 through the home-school of the Bolus family. Rev. Ricardo Bolus and his wife, Ida Bolus, founded the school in Finsbury Park, North London. They pioneered the school with their children and later partnered with other missionary parents in training their children. After much prayer and waiting, in June 2005, LCLC obtained the DFES registration and was officially recognized by the government as an Independent school. The school is now situated at 639-643 Romford Road, Manor Park, London E12 5AD where we are hoping to enlarge our facilities. With a humble beginning of just six students, the school has grown. We believe as God continues to entrust us with the resources, LCLC will endeavor to educate more and more students in the future. We Believe in the Sovereignty and grace of God the Father, God the Son, and God the Holy Spirit in creation, providence, revelation, redemption, and final judgment. The divine inspiration of the Holy Scripture and its consequent entire trustworthiness and supreme authority in all matters of faith and conduct.The universal sinfulness and guilt of fallen man making him subject to God's wrath and condemnation.The substitutionary sacrifice of the incarnate Son of God as the sole and all-sufficient ground of redemption from the guilt and power of sin and its eternal consequences. The justification of the sinner solely by the grace of God through faith in Christ crucified and risen from the dead. Our Vision is to make available an education that is Biblically based and academically excellent in a godly environment. Our Mission is to glorify God by leading boys and girls to a personal knowledge of our Lord Jesus Christ and help them grow to Christ-like maturity and discover their life's purpose. Our objectives for Students : That each child will accept the Lord Jesus Christ as their personal Saviour. That each one will grow in this faith to become an obedient disciple of the Lord Jesus Christ. That each one will learn to serve and thus find and follow God's call on their life. That they will strive for excellence in the gifts that God has given. On the surface, most schools look alike—buildings, personnel, curriculum, and budgets. The A.C.E. program is different. For over 40 years, it has been the trendsetter in Biblical educational reform. Its philosophy is built on basic principles of the Word of God. Students are taught to see life from God’s point of view, to take responsibility for their learning, and to walk in Godly wisdom and character. Accelerated Christian Education® is not just a publisher but a comprehensive Bible-based program that serves both the campus-based school and the homeschool. We want to prepare children for the world today and give them the academic and spiritual tools necessary to achieve their God-given potential. At A.C.E., our purpose in providing educational materials goes beyond simply helping students learn the academics required to enter college or get a good job. We desire to build in students a life-long burning passion to learn and grow spiritually. It is one thing to want children to be successful and quite another to provide the academic and character training to ensure this accomplishment. Godly character training is part of the A.C.E. learning experience, and it prepares students to welcome and accept challenges and future opportunities. Sixty character traits, such as kindness, loyalty, and honesty, are taught within the curriculum. Students can observe character development in the true-to-life character strips and then apply the Godly character lessons to their own lives. Challenging and highly effective, the A.C.E. program is an extraordinary educational approach, Biblical in its core, that prepares students for tomorrow’s world while giving them traditional moral values that will last a lifetime. Accelerated Christian Education—a unique program for this time in history—is building Godly citizens and Christian leaders of tomorrow. A.C.E. is your servant to meet the educational needs of today, with the traditional values of yesterday, and the technology of tomorrow. With A.C.E.’s concept of individualized learning, students don’t just get by—they get ahead! To God be the glory! View full school

Wellspring Learning Community aims to establish an inquiry-based learning environment in which students from diverse backgrounds are given every opportunity to realize their social, emotional, and academic capacities and talents. Our students will become confident, resourceful, creative, caring, responsible, and thinking citizens prepared to use their education to contribute in meaningful ways toward improving society, both locally and internationally. In support of the mission, teachers and administrators work collaboratively in an atmosphere of mutual respect and trust to design, plan and provide a positive learning environment that builds on an ongoing process of self-assessment, evidence-based decision making, and continual improvement. At Wellspring we are committed to the following guiding principles: Establishing a safe and collaborative learning community that meets the needs of the students, school personnel, and parents. Maintaining well-kept, clean, and vibrant physical campus environments. Giving attention to the whole child by supporting students’ development in all domains, including the academic, linguistic, social, emotional, ethical, artistic, and physical. Making education relevant to the real world and children’s life experiences. Honoring diversity and individual differences. Promoting the development of strong multilingual abilities. Delivering an equitable education for all students. Holding ourselves accountable for students’ learning and school-based development. Putting in practice an interactive, creative approach to teaching and learning that combines the best elements of a variety of modern classroom instructional strategies to meet different learning abilities. Empowering teachers as professional decision-makers. Wellspring Learning Community is the realization of a dream shared by a team of dedicated educators who believe that all the children of Lebanon and those coming from abroad deserve to study in a high-quality learning environment that opens up a space for developing all their talents and intellectual potential, as well as their capacity for understanding and caring about the world around them. Our dream can only be fully realized through the learning, accomplishments, and future needs of our students as they journey through life. Wellspring literally means the source. Historians tell us that one of the leading theories of how Beirut was named is related to the Arabic word for a well or a source of water. Indeed the land on which the Wellspring Learning Community Mathaf campus now sits, located “jamb il Mathaf” was once rich in agricultural resources, full of olive and pomegranate groves. In naming the school, we had all this in mind, however, our true aim was to capture our belief that children are an infinitely renewable source of ideas, energy, and knowledge. We hope that our school will promote children’s natural predisposition to inquire and make sense of their experience in the world around them. Wellspring Learning Community City Centre Campus Lamma Street, Ain El Roumaneh Area +961 1 283683 View full school

We feel that it is most important for a child to understand how special they are. We help them do this by showering them sincerely with love in the same way that we shower them with English, in a safe and secure environment. We believe that this is the first step in helping them to recognize how precious their family, friends, teachers, and the whole of nature is. We feel that by finding out about the customs and cultures of other countries and trying to understand and accept differences, they come to know the wonderfulness of their own country and also develop a global attitude. English is an essential part of this, providing a tool to express their feelings and thoughts. Throughout their education at the learning tree, we want them to courageously engage in any situation while still enjoying themselves. By keeping a positive mind and remembering to be kind to others, we hope to further expand their endeavors and sustain their pure-hearted dreams. Here at Learning Tree, we believe that the time before your child starts attending school, while his or her mind and personality are already rapidly developing, is extremely important. We aim to provide a thorough, attentive, "at home"-style environment with a low student-to-teacher ratio, that will foster not only the assertiveness and self-expression often associated with Western education systems but also the manners, modesty, and gentleness of Japanese society. Moreover, we aim to create an environment that thoroughly advances your child's speaking ability, to make your child functionally bilingual. Here at Learning Tree, to make parents, students, staff, and teachers into a community that helps and supports one another, we have adopted the following guidelines as part of our school policy. We believe in the importance of only accepting families who are satisfied with and approve of our school policies, and whose own family policies are in agreement with ours. This way we believe we can build a trustworthy relationship with each family in our community. Every term we hold parent-teacher conferences, which are our best chance to talk about the children's achievements, attitude, level of understanding, and future goals. Our schedule, detailed curricula for each class, class and event photos, and school letters are conveniently placed on our school's web page. Any important information about what is happening at school is placed there for easy viewing and is updated regularly. For a better appreciation and understanding of the children's progress in class, we hold an "Open Class" once a term, we give each child a progress test at the end of each term, and we write and present report cards. Learning Tree's "Family Support System" is available. This system is aimed at people who, due to other commitments, cannot take their children to an event, or to or from school on time. Joining and using the system is purely voluntary, however, as more people join we hope to create a more positive and helping community for everyone.' As always, thank you for your continued support of Learning Tree. Your support keeps our school improves. While we rely on our teachers to provide for the well-being of our students, we do understand that there are times when we must consult a professional. We care about the progress of our children whether it is their emotional or physical progress. If we feel that an expert must be consulted, we have an on-call school counselor that can assist. Learning Tree is starting an exciting new program to continue your child’s international education. We understand that some families have an interest in attending Japanese elementary schools, but hope that their children will maintain and improve their English level. We also know that there are families that value our style of education and would like an opportunity to continue with us after kindergarten. In April 2015, we started an elementary education program designed to work alongside your child’s elementary school. The curriculum will be based around the new Common Core standards used by schools in the United States. After the Academic year, each student will be given an officially proctored exam that shows that they have achieved national standards for that grade level. We will be using a standardized test that is commonly taken by American private schools, public schools, and even home-schooled children. We also hold After School and Summer School English classes to provide further English education into the future. Primarily aimed (but not limited to) at elementary or middle school students, we hold a variety of classes tailored to your child's English ability, including science class, current events, and newspaper classes to name just a few. By focusing on skills such as presentation, discussion, and essay writing, students can develop their English ability and can aim for a proficiency close to that of Eiken level 2 by the end of their first year of elementary school, and level Pre-1 by the time of graduation, which is extremely beneficial for their school entrance exams! View full school

Ebbw Fawr Learning Community an award-winning 3-16 campus with state-of-the-art facilities providing a truly modern and inspirational learning environment for your children. At every point from Nursery to Primary, from Primary to Secondary, and from Secondary to the Learning Zone we will provide the best possible education, care, and support for your child. Your child will be known and valued this knowledge will travel with them as they grow. Thereby ensuring that they reach their full potential as independent learners equipped with the broad range of skills they need to lead successful lives in an ever-changing world. Ebbw Fawr Learning Community, the first 3-16 maintained school in Wales, opened in September 2012. Our new £57M state-of-the-art facilities provide a modern learning environment for all students in Ebbw Vale. Ebbw Fawr offers a secure and caring environment for your child. At every point of transition from home to Early Years, from Early Years to Primary, from Primary to Secondary, and from Secondary to the Learning Zone, we aim to provide the best possible care and support. Our highly skilled and experienced staff work to maintain outstanding standards of behavior and attainment. We want every student to be able to work in a positive learning environment, to achieve the highest possible results. Ambitious targets for all students are set by learning areas and monitored by senior staff. A computerized tracking and assessment system enables teachers to monitor effectively individuals’ progress and to update parents/carers regularly about their child’s attainments, progress, and targets. We believe that our excellent facilities, in conjunction with high-quality teaching, assessment, and learning, will offer your child an opportunity to succeed at every stage of their education. As well as setting rigorous academic standards, we will strive to develop the moral and spiritual values and skills of all our young people so that they can become active and considerate global citizens. We will endeavor to provide support and opportunity for students of all abilities, through our curriculum and pastoral programs, and also through a wide range of extra-curricular opportunities. View full school

At Camden Centre, for Learning, we are committed to providing the highest quality provision and learning experience for young people. We are passionate about supporting each student to re-engage in learning and fulfill their potential. We provide personalized learning opportunities and a broad and flexible range of curriculum pathways to ensure all our students can achieve and be successful. We have a team of professional experienced and dedicated staff who strive relentlessly to ensure we are providing the best possible opportunities for the young people who attend to gain the highest level of achievement and personal development. We have an integrated multiagency team that provides coherent and responsive approaches to meet the holistic needs of our young people and their families. We believe each student and family are individual and deserve to be treated with respect and dignity. Camden Centre for Learning (CCfL) is Camden’s educational provision for secondary-aged students whose primary need is their social, emotional, or mental health development. It is comprised of the three specialist services in Camden that currently provide support for secondary aged children and young people with social, emotional, and mental health difficulties: The SEMH Special School The KS3 Pupil Referral Unit The KS4 Pupil Referral Unit We cater for up to 100 young people who require specialist SEMH provision, including students: Identified as requiring such provision through a statement/EHCP of SEN (SEMH), Who have been permanently excluded from mainstream school, or who are at significant risk of being permanently excluded, and Who requires a managed short-term intervention to prevent permanent exclusion. Our Vision: Challenge Yourself – We believe every student and adult should challenge themselves to achieve their best and fulfill their potential. Celebrate Achievement – We personalize our learning programs to ensure all students can achieve and we take every opportunity to celebrate student achievements at all levels. Focus on Success – We focus on what a student can do, identifying individual targets to support students to succeed in the next step in their learning as well as to make the right choice in their behavior. Learn for Life – The education we provide is designed to improve a student’s life chances and should support a student’s learning not only whilst in school but support the students to continue to learn at all stages of their life. Our Aims: To provide a more flexible continuum of provision to meet students’ needs from short-term re-engagement programs to long-term placements for students with the most complex needs. To provide personalized learning opportunities and a broader more flexible range of curriculum pathways to ensure all students can achieve. To provide coherent and integrated multi-agency provision for the young people and their families and to ensure effective and responsive approaches to meeting the holistic needs of young people and their families. View full school

The Hurstbridge Learning Co-operative is a parent-run, alternative primary school situated in beautiful bushland close to the township of Hurstbridge, Victoria. Established in 1973, the Co-op is a community of families committed to providing the resources and experiences needed to create a more stimulating alternative to the mainstream classroom. We believe that every member of the community can contribute to the learning and raising of its children. At Co-op, children are given a true voice. They work alongside their friends, parents, and teachers to develop their unique passions. Enrollments are kept to around thirty children. The intimate size of the Co-op creates a community much like an extended family. The Co-op values play and child-inspired learning. Child-inspired learning creates an environment where parents learn also, not only from the children but from each other as well. The very name ‘the Co-op” acknowledges this reciprocal effect. Activities and projects provide opportunities for parents and children to participate and learn together. Excursions, camps, and visitors to the school enhance this shared experience of learning. We believe that, when provided with a positive and supportive environment, children have a natural curiosity and desire to learn. Natural curiosity and passion are at the heart of both the teaching and learning philosophy at the Co-op. Co-op is seen to be part of a life-long learning process, which doesn’t start and finish with the school day. The aim is to respect each child, accept their individual development and recognize the child’s ownership of their learning. We also support non-authoritarian conflict resolution processes that respect differences and empower the children to develop solutions that meet everyone’s needs. The Learning Co-operative is committed to the fundamental belief that all individuals are unique and, as such, we each have our unique learning agenda and preferred ways of learning. We, therefore, strive to create an environment where children are free to explore their creativity and individuality and those of others. Choice, co-operation, open-mindedness, non-judgemental attitudes, wonder, and curiosity are defining features of the learning environment. We are committed to the principles of self-awareness and empowerment where individuals have input into their learning and personal development. We are committed to the process of consensus, where each individual believes that their opinion, thoughts, or feelings are respected, acknowledged, and validated and they have an obligation to both express and articulate their needs and views and listen to others do the same. We are committed to creating an environment that is nurturing and caring of the individual both in times of achievement and in times of struggle. We are committed to an environment that fosters and promotes a love of learning, sharing, and collaboration, peace, and non-violence. We believe that good education must enhance our humanity and foster the values that will enable us to live in harmony with our fellow human beings and with our environment. Education must focus on the person as ‘person’ and not just as ‘student’. We believe that the Learning Co-operative is a diverse environment. We are inspired by and committed to, this diversity. We believe it is integral to our philosophy and fundamental principles. These principles are tolerance, patience, understanding, forgiveness, cooperation, respect, trust, compassion, diversity for oneself and the community in which we live, consensus, empowerment, and personal integrity. We believe that an environment and community that aspires to these principles can create a place where children will develop a strong sense of self, as well as empathy for others. We believe that this then will enable children to pursue their natural curiosity, wonder, and inquiry and help them develop their clear values and visions for life. View full school