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The Royal College of Surgeons in Ireland-Dubai was established in 2005 and initially located in Knowledge Village. In 2007, the campus moved to the prestigious Mohammed Bin Rashid Academic Medical Center in Dubai Healthcare City. The RCSI-Dubai Institute of Leadership is one of the schools that comprise the Royal College of Surgeons in Ireland. The Institute of Leadership also operates in RCSI's Ireland and Bahrain campuses. RCSI-Dubai offers postgraduate education, training, and consultancy in leadership, management, patient safety, and quality. Our Master's programs are accredited and designed with working healthcare professionals in mind. The Institute also provides continuing professional development and customized training programs to facilitate effective healthcare organizations. All programs have proved to be very popular in the UAE and the broader region, with many healthcare professionals traveling long distances to participate. The MSc Degree programs are the only UAE-based Level 9 programs of their kind, accredited by the Commission for Academic Accreditation (CAA). The Royal College of Surgeons in Ireland was granted a Charter on 11th February 1784. This Charter gave the College the power to control surgery and make provision for surgical education. Before that time, the surgeons were grouped with the barbers and the Barbers Surgeons Guild. The founders had no premises, so the earliest meeting was held in Dublin's boardroom of the Rotunda Hospital. Subsequently, a disused hall in Mercer Street beside Mercer's Hospital was acquired. The RCSI was established over 220 years ago and had a worldwide reputation for delivering excellent undergraduate and postgraduate education in the healthcare professions. Our programs are accredited by the National University of Ireland and by the Commission for Academic Accreditation (CAA) on behalf of the Ministry of Higher Education and Scientific Research in the UAE. Our mission is to develop your leadership and management capability, as well as that of your organization. While evidence-based, our courses focus on the practical implementation of theoretical concepts and models to solve real-world problems. Established in 2005 and located in the prestigious Mohammed Bin Rashid Academic Medical Center in Dubai Healthcare City, RCSI-Dubai now offers MSc degree programs in Healthcare Management and Quality & Safety in Healthcare Management. All programs have proved to be very popular in the UAE and the broader region, with many healthcare professionals traveling long distances to participate. Our MSc degree programs are part-time and flexible, and we use a blend of classroom and distance education designed with busy healthcare professionals in mind. Whereas most of our students complete their degrees within two years, the facility exists to cover the program for over five years. Our MSc degree programs are also the only UAE-based Level 9 programs of their kind accredited by the CAA. A wide range of health professionals, including doctors, nurses, managers, allied healthcare professionals, and healthcare insurers from many different countries, take our programs, contributing to a learning environment that is genuinely both inter-professional and international. In addition to their professional business qualifications, the majority of our faculty are qualified healthcare professionals who have all worked in healthcare and understand the challenges that face you in your day-to-day working lives.

Our mission at the Royal Academy of Art, The Hague (KABK), is to educate students to become independent and self-aware artists and designers with investigative mindsets and unique visual and conceptual abilities. Our graduates can produce original and in-depth creative work that advances their chosen discipline and contributes to society's well-being as a whole. Founded in 1682, the KABK is the oldest academy in the Netherlands and one of Europe's oldest. For centuries we have trained individuals who have made a name for themselves in the international art and design world. We embrace this important history while exploring the future of the professional field. We are proud to say that we are a player in the international arena, represented in our curriculum, our teacher and student populations, and our partnerships. The KABK provides intensive, structured, and small-scale teaching while providing students with a significant degree of freedom to shape their interests and personal ambitions. The KABK forms a community where a wealth of knowledge is synonymous with passion and offers a School for Young Talent, preparatory courses, seven bachelor and six master programs, a double degree program, Ph.D. trajectories in collaboration with Leiden University, and a partnership with the Royal Conservatoire. We offer an inspiring environment for our 850 students from more than 40 countries worldwide, with 18,000 square meters of learning space in The Hague center. Our various facilities and state-of-the-art technology allow our students to express their creativity and develop to their full potential truly. The Royal Academy of Art, The Hague (KABK) educates students to become independent and self-aware artists and designers with investigative mindsets and unique visual and conceptual abilities. They can produce original and in-depth creative work that advances their chosen disciplines and contributes to society's well-being. The Royal Academy of Art, The Hague (KABK), is founded on a vision of educational excellence. Our students' and staff's commitment, passion, and curiosity come together in a respectful and tolerant learning environment in our culturally diverse academy. Our intensive, structured, and small-scale curriculum revolves around experimentation and personal guidance. We provide students with a significant degree of freedom to shape their interests and personal ambitions. We value skill and disciplinary expertise as well as an interdisciplinary practice. We encourage innovation through collaboration and facilitate critical reflection on artist's and designers' ever-changing roles in our societies. Our graduates can become leaders in their fields, produce outstanding creative work, and dare to disturb. They can innovate, collaborate, and generate new knowledge. We inspire our students to question how art and design shape contemporary societies and contribute to cultural, economic, and social well-being in a global context. We look outwards from the academy, interacting with the communities of The Hague, the Netherlands, and beyond, and aim to contribute to an inclusive debate on issues relevant to art, culture, and society. The Royal Academy of Art, The Hague (KABK), is continuously striving to warrant and improve its education quality in the broadest sense of the term. Students, teachers, supporting staff, and management are expected to get the best out of themselves to create an optimal environment for higher art education. A quality culture characterizes the KABK: we aim for excellence in every aspect of learning. We participate in an international peer group of like-minded art academies to share experiences with quality enhancement policies and procedures. The Royal Academy of Art, The Hague (KABK) educates students to become confident artists and designers, making a meaningful contribution to their discipline and society through their passion, their in-depth expertise, and their experimental approach. We reach out to the professional field, immerse ourselves in societal trends, and seek confrontation with the audience. We do this through joint projects with external partners from various disciplines, ranging from government institutions to the cultural sector and business world.

If you are looking for an international private high school in Toronto, Canada, Royal Crown Academic School is the place to be. We offer a challenging curriculum to all students that will highlight their strengths and improve their weaknesses. Each of our classes is designed to provide our students with a challenge and help them work on their problem-solving skills so that when they graduate and move on to university and into their careers, they will be ready. Royal Crown Academic School is a private high school in Toronto, Canada that is committed to helping students excel and achieve their dreams. We are part of the Royal Group of Schools, which includes a career college students can attend. Our school welcomes international students from all over the world. Upon arrival, students are met with caring educators, a challenging curriculum, and the means to push forward to achieve success. Registered with the Ontario Ministry of Education, our school is open to both local students throughout the area and international students who want to pursue and further their education here. We provide quality education, safe housing, and challenging extracurricular activities to engage students and keep them involved in their academia while abroad. If you are ready to learn more, call us today! We know how vital a student's education is, especially as they prepare to head off to university. Our team works with each student to help them develop and advance their personal and academic goals. Through our challenging curriculum and supportive atmosphere, each student will succeed and learn as much as possible. We have a 100% success rate and are ecstatic about it! Our school welcomes international students from all over the world. Upon arrival, students are met with caring educators, a challenging curriculum, and the means to push forward to achieve success. Registered with the Ontario Ministry of Education, our school is open to both local students throughout the area and international students who want to pursue and further their education here. Whether a student wants to attend college in Canada, the United States, or any other post-secondary education, we are here to help them. Located conveniently at Bayview and Sheppard Avenue's intersection, our school is easily accessible to downtown, the airport, the bus station, and the subway. Students looking to get out and explore the Toronto area are only a few steps away from transportation and a day full of shopping or dining out.

Royal Canadian College provides secondary and English as a Second Language instruction to students, including international students and immigrants to Canada, in order that they will be able to fit more easily into Canadian society, find employment, advance to higher levels of education. Our CollegeCollegeCollege attracts students from all over the world, including Belgium, Brazil, Brunei, Canada, Colombia, China, Hong Kong, Japan, Korea, Mexico, Poland, Taiwan, Singapore, and the USA. This exposes students at Royal Canadian College to the enriching experience of learning about different cultures in one place. Royal Canadian College (RCC) was founded in January 1989 and registered as a non-profit society under British Columbia Society Act. As a society, Royal Canadian College is governed by a Board of Directors. The CollegeCollegeCollege functioned primarily as an English as a Second Language (ESL) institution at its original campus at Inverness Street in Vancouver. Students in the ESL program attended intensive conversation, grammar, reading, writing, vocabulary, and pronunciation classes. They were also offered classes in computer literacy. RCC registered with the British Columbia Ministry of Advanced Education and subsequently the Private Post-Secondary Education Commission of British Columbia (PPSEC) to offer the ESL program to post-secondary students. A second campus was opened in September 1990 at 2236 West 12th Avenue in Vancouver. RCC started offering a high school academic program (Grades 8-12), soon after being certified by the British Columbia Ministry of Education'sEducation'sEducation's Independent Schools Office. The second campus occupied initially half of the building at 2236 West 12th Avenue but expanded to occupy the entire building by May 1991. The school then closed the original campus at Inverness Street and consolidated all programs at the new campus. Our excellent high school program (Grades 8 to 12) adopts the curriculum set out by the Ministry of Education of British Columbia. With our commitment to offering additional hours of instruction (especially for English courses) and a strong emphasis on academic subjects, our Ministry of Education authorized program is specially designed to prepare students for studies at the post-secondary level properly. To obtain the British Columbia government issued a Dogwood Diploma, students must fulfill the graduation requirements laid out by the Ministry of Education. This includes completing courses in core subject areas, such as English, Mathematics, Science, and Social Studies. In compliance with the Independent School Act, Royal Canadian College maintains valid bonds on a continued basis to afford students protection on their fee deposits. All instructors at Royal Canadian College are licensed by the Teacher Regulation Branch of the Ministry of Education of British Columbia. The English as a Second Language program is an academically oriented secondary school preparation program designed for students whose native language is not English. Subjects taught in our English as a Second Language program include Academic Preparation Reading and Writing, Grammar, Vocabulary and Pronunciation, Conversation, Reading, and Writing. English as a Second Language program is offered on a year-round basis. We are committed to providing students, including international students and immigrants to Canada, with an environment conducive to learning. Experienced British Columbia teaches all classes certified teachers. Our post-secondary initiative leaped forward in January 2000 when our CollegeCollegeCollege signed an articulation agreement with Idaho in Moscow, Idaho, USA. The University of Idaho agreed to recognize first and second-year university transfer credits offered at Royal Canadian College. Our University Transfer program was officially launched in September 2000. We began to offer university preparation and university transfer courses in Arts and Social Sciences, Science (including Computer Science), and Business. Students obtaining transfers to the University of Idaho would eventually obtain a University of Idaho baccalaureate degree in their specialization area. In early 2002, the Royal Canadian College Society purchased a property at 8610 Ash Street in Vancouver. After extensive renovations to the building located within the property, in May 2002, RCC closed the old campus on West 12th Avenue and moved to its current campus at 8610 Ash Street. Today, Royal Canadian College is a dynamic and innovative institution certified by the BC Ministry of Education. RCC'sRCC'sRCC's longstanding goal is to offer high-quality programs that will adequately prepare students for future challenges. The availability of land in the RCC campus allowed the CollegeCollegeCollege to make plans for expansion to improve the physical assets of the CollegeCollegeCollege and allow for further growth in programming. In 2009, RCC obtained a building permit to construct a two-story 5,389 sq. ft. building on the existing campus grounds. The new building was completed in September 2012 and featured additional classrooms, a multi-purpose hall, a specific area, and recreational space. Extensive renovations to the campus grounds have resulted in additional car and bicycle parking spaces and a brand new outdoor multi-use sports court designed for basketball, volleyball, and other related sports. In the past two years, the original building on campus has also gone through extensive renovations, including new flooring, windows, paint, and central air-conditioning, and heating systems. With the completion of our capital project and upgrades to our original building, our plan in the foreseeable future is to work on program development and increasing student enrolment. The long-range objective of RCC is to strive to continue to be a vibrant and relevant institution that will stand the test of time.

The Royal Docks School is a purpose-built, mixed, community comprehensive school for students aged 11 to 16. There are 950 students on the school roll. The school’s facilities are exceptional and a wonderful place for young people to learn and grow and also for teaching and support staff to work and learn in. The school building which opened in 1999 has achieved national architectural recognition for its design. The Royal Docks School serves the diverse community of Newham, which, was the main host London borough of The Olympic Games in 2012. The student population is multi-ethnic and multi-cultural. It is also a fully inclusive school with a dedicated department for 25 students who have profound, severe, and multiple learning difficulties. We have a specialist PMLD team of teachers and support staff. There is a committed, dedicated and hardworking team of teachers and support staff led by a leadership team that has very high expectations of all our students and is committed to raising standards and improving the quality of teaching and learning. We are building a fully inclusive environment that celebrates achievement, aspiration, and a life-long passion for learning for all members of our community. Through rich provision, a holistic approach to learning, excellent teaching, and no ceiling on aspirations, our students will develop into young men and women who are successful, motivated, and proud to be ambassadors for themselves and their communities. Our aim: Students will be highly ambitious and achieve their full potential as they progress over five years from year 7 to 11. They will have the necessary skills and a clear pathway forward as they move on successfully to the post-16 phase of their education Students will be taught by committed teachers who have high expectations of them and set high standards Students will become highly literate and numerate with a broad and impressive skill set so that they are well prepared to be lifelong learners and successful adults Students will be a part of a learning community where it is safe to learn, where everyone is valued and included and where they become independent and highly successful learners Students will experience a full range of educational opportunities in school and after school to allow them to develop and improve their talents and interests Students will develop cooperative principles Our students will be highly literate and numerate and fully prepared to begin the next phase of their lives, able to work resiliently both as part of a team and independently. They will have a firm belief in their potential and will always look for the potential in others. They will know how to lead healthy, safe, and happy lives and will never lose a thirst for new knowledge. At The Royal Docks Community School, we believe that all students deserve access to Quality First teaching. We fully embrace the idea that provision for students with special educational needs is a matter for the school as a whole. We aim to ensure that all students, whatever their need or disability, make good progress through both pastoral and curriculum support. The SEN department has several highly committed staff, which includes the SENCo, SEN Specialist Teachers, and Teaching Assistants. To ensure high-quality support, TAs are attached to departments. TAs work in their departments to ensure that students who have SEN needs have the support and tools they need to become well-rounded students. The Royal Docks Community School is committed to the inclusion of all pupils and to promoting the highest possible standards of education through the provision of a well-ordered, secure and stimulating environment. We value the strengths that pupils bring to the school and seek to build upon these in a way that both raises all learners’ expectations and encourages diversity and tolerance. Furthermore, we recognize and actively support the notion that all pupils, regardless of gender, race, class, or ability/disability have the right of access to all areas of the curriculum. We value and support all our learners and seek to offer them the support they need to achieve their full potential.

Royal House Language School was established in September 2003. The original enrollment was 186 pupils. Now our school community has reached almost 2500 students and we continue to attract more every year. The school is located on Sakkara Road / Marrioteya. It is set on an area of 30000 m2. It serves children in stages of kindergarten up to Secondary. Royal AcaRoyal House Language School was established in September 2003. The original enrollment was 186 pupils. Now our school community has reached almost 2500 students and we continue to attract more every year. The school is located on Sakkara Road / Marrioteya. It is set on an area of 30000 m2. It serves children in stages of kindergarten up to Secondary. Royal Academy has gained a reputation as a school that does its utmost to ensure that the students in attendance experience a warm, safe, and nurturing learning environment. It is a school known for high academic standards and expectations and an ever-evolving curriculum that meets the demands of an ever-changing national and international community. Royal Academy is committed to providing distinctive high-quality education with an emphasis on each student's emotional, physical, and intellectual well-being. Each student comes to our school excited and eager to learn and it is our sincere goal to sustain that excitement and create lifelong learners through the care, support, and guidance of well-educated and dedicated teachers and staff. Through Royal Academy's well-rounded educational program students will have ample time and are encouraged to participate in a variety of extracurricular activities designed to inspire self-confidence and to promote healthy social interactions with their peers. We are always keeping an eye on the horizon and so, it is our mission to create a dynamic environment in which the pursuit of providing our students with the skills and confidence to become well-balanced and responsible global citizens while preserving their cultural identity and individualism will always dictate the direction and growth of our school/community. At Royal Academy, we strongly believe that the PARENT-STUDENT-SCHOOL link is the KEY to success! We believe that this partnership is necessary to promote the positive attitudes needed to guide and support the learning process for children. I’m always willing to discuss any comments or concerns you may have to ensure that this link remains strong throughout the year. Our mission is to empower children in mind, body, and spirit to be successful citizens while inspiring them to be lifelong learners. The priority of the school is to challenge children to achieve their full academic, social, emotional, behavioral, and physical potential. The school values academic excellence and believes that it is achieved by creating a warm and supportive atmosphere where each child is appreciated and respected. In Royal Academy School we respect our students’ individuality and different ways of learning. Our objective is to develop a child - using a well-centered approach that allows students to become self-confident, independent grown-ups. The school affirms that every child can learn and be successful. It is our philosophy and belief that children and their needs are the main concern of us all. "Our students' future rests in the hands of all of us"demy has gained a reputation as a school that does its utmost to ensure that the students in attendance experience a warm, safe and nurturing learning environment. It is a school known for high academic standards and expectations and an ever evolving curriculum that meets the demands of an ever changing national and international community. Royal Academy is committed to providing a distinctive high quality education with an emphasis on each student's emotional, physical and intellectual well being. Each student comes to our school excited and eager to learn and it is our sincere goal to sustain that excitement and create life long learners through the care, support and guidance of well educated and dedicated teachers and staff. Through Royal Academy's well rounded educational program students will have ample time and are encouraged to participate in a variety of extracurricular activities designed to inspire self- confidence and to promote healthy social interactions with their peers. We are always keeping an eye on the horizon and so, it is our mission to create a dynamic environment in which the pursuit of providing our students with the skills and confidence to become well-balanced and responsible global citizens while preserving their cultural identity and individualism will always dictate the direction and growth of our school/community. At Royal Academy we strongly believe that the PARENT-STUDENT-SCHOOL link is the KEY to success! We believe that this partnership is necessary to promote the positive attitudes needed to guide and support the learning process for children. I’m always willing to discuss any comments or concerns you may have to insure that this link remains strong throughout the year. Our mission is to empower children in mind, body and spirit to be successful citizens while inspiring them to be life long learners. The priority of school is to challenge children in order to achieve their full academic, social, emotional, behavioral, and physical potential. The school values academic excellence and believes that it is achieved by creating a warm and supportive atmosphere where each child is appreciated and respected. In Royal Academy School we respect our students’ individuality and different ways of learning. Our objective is to develop a child - using a well centered approach that allows students to become self-confident, independent grown-ups. The school affirms that every child can learn and be successful. It is our philosophy and belief that children and their needs are the main concern of us all. "Our students' future rests in the hands of all of us"

Royal House Language School was established in September 2003. The original enrollment was 186 pupils. Now our school community has reached almost 2450 students and we continue to attract more every year. It is a school known for high academic standards and expectations and an ever-evolving curriculum that meets the demands of an ever-changing national and international community. Royal House is committed to providing distinctive high-quality education with an emphasis on each student's emotional, physical, and intellectual well-being. Each student comes to our school excited and eager to learn and it is our sincere goal to sustain that excitement and create lifelong learners through the care, support, and guidance of well-educated and dedicated teachers and staff. Through Royal House's well-rounded educational program students will have ample time and are encouraged to participate in a variety of extracurricular activities designed to inspire self-confidence and to promote healthy social interactions with their peers. We are always keeping an eye on the horizon and so, it is our mission to create a dynamic environment in which the pursuit of providing our students with the skills and confidence to become well-balanced and responsible global citizens while preserving their cultural identity and individualism will always dictate the direction and growth of our school/community. At Royal House, we strongly believe that the PARENT-STUDENT-SCHOOL link is the KEY to success! We believe that this partnership is necessary to promote the positive attitudes needed to guide and support the learning process for children. I’m always willing to discuss any comments or concerns you may have to ensure that this link remains strong. Royal House's mission is to empower children in mind, body, and spirit to be successful citizens while inspiring them to be lifelong learners. The priority of the school is to challenge children to achieve their full academic, social, emotional, behavioral, and physical potential. The school values academic excellence and believes that it is achieved by creating a warm and supportive atmosphere where each child is appreciated and respected. In Royal House School we respect our students’ individuality and different ways of learning. Our objective is to develop a child - using a well-centered approach that allows students to become self-confident, independent grown-ups. The school affirms that every child can learn and be successful. It is our philosophy and belief that children and their needs are the main concern of us all. The school follows the curriculum of the Egyptian Ministry of Education. In addition, the school sets its curriculum supplemented by books of British publishers. Students learn a strong and rigorous curriculum – English Language Arts, Arabic, Math, Science, Social Studies, and Religion (Islam or Christianity). Apart from Arabic, Religion, and Social Studies, all subjects are taught through the medium of the English language. Starting from First Primary children choose a second language either French or German. Library, Music, Art, Home Economics, Technology, and Computer classes are also offered regularly. Sports and fitness play a vital part in a student’s development. Royal House Language School offers an exhilarating range of sports activities like swimming, horseback riding, football, volleyball, basketball, handball, and table tennis. Our extracurricular program provides opportunities for students to explore their interests and hobbies. It also allows the students to build up their self-confidence, positive attitude, and social skills. Sports activities allow children to participate in a group and develop a sense of fair play and teamwork. The school offers a creative and enjoyable Summer School Program during the summer vacation for Royal House Language School students and students of other schools. The Summer Program combines academics and entertainment. It features: Swimming lessons with experienced instructors from Ahly Sporting Club English, Arabic, Math classes Quran Music Art and Crafts Horseback riding Computer Cooking Outdoor activities Our kindergarteners develop control of their behavior through the guidance and support of warm, caring, and highly qualified staff. Our teachers with a strong background in early childhood education can best provide for children what they need to grow physically, emotionally, and intellectually.

Royal International School is located on the 6th of October City. It is a satellite city and part of the urban area of Cairo, Egypt, 32 km (20 miles) outside Cairo itself. It has a population ranging from some 185,000 in the city to an estimated 500,000 inhabitants in the wider area. It also hosts Egyptian students and students from the Gulf and Palestinian territories, who study at its private universities like Misr University for Science and Technology, Modern Sciences and Arts University, Nile University, October 6 University (O6U), and the Zewail City of Science and Technology.6th of October city at large is an industrial and technological community which, hosts one of the largest industrial zones in Egypt on which the entire city is established. In addition, the smart village Egypt located on the Cairo - Alexandria road just 10 Km from Royal International School(RIS), accommodates multinational and local companies, governmental and financial organizations, educational institutions and research & development centers, business parks as well as a variety of other IT products offered by Oracle, Dell, Microsoft, Raya---etc. The smart village multipurpose ecosystems are built on quality, collaboration, and trust to the satisfaction of all stakeholders in the community, especially the educational institutes, which allow the RIS students and staff to get benefit from the programs, training, workshops, and seminars offered by the smart villages' institute. The Royal International School(RIS) had been established in 2002 with only one building for the national Egyptian system. In 2006, the school campus included two buildings one for the National Division and the other is for the Canadian Nova Scotia Division. The Royal International Canadian School was dedicated to providing a quality Canadian education program and services to help the students attain their full potential academically, socially, and physically. To achieve this goal, the Royal International School had extended partnerships with the Cape Breton University in Nova Scotia - Canada, and the Canadian International College in Egypt, this is for the school to be able to start the teacher professional development program "The International Graduate Diploma In Education IGDE" between Canada and Egypt and to prepare such a high caliber of teachers, who are internationally certified. In 2009, the school staff attended the graduation celebration in Cape Breton University and the school had ten internationally certified teachers who are still working in the school campus in the school National Division and international American Division and regularly renew their international teaching license. The Royal International American School holds an administrative team for the American Division that consists of a principal, School Director, guidance counselor, and quality assurance system manager, behavior specialist,11 teachers for main subjects, and 5 others are working in both the National and International division and two part-timers instructional coaches. All teachers are certified and highly qualified by the definition of state mandates. All of them hold a bachelor's degree and five possess post-graduate diplomas in Education. The support staff includes an office manager, school secretary, media and technology specialist, two paraprofessionals, three food service workers, and four custodians. The current student enrollment is 54 students in grades tenth through twelfth. The class capacity is 24 students per class. The school buildings occupy 40% of the total area of the land leaving a spacious area for playgrounds and sports courts. In addition, the school also has an indoor gymnasium as well as safe interactive play facilities to cater to the different age groups and promote the physical development of the school community. Moreover, the school cafeteria offers students and teachers balanced meals. All school buildings are equipped with a fire escape and follow international health and safety standards. The classrooms are spacious, bright, well ventilated, air-conditioned. They are equipped with state-of-the-art smart boards and data shows. Each classroom has one laptop to accommodate inquiry-based and problem-solving learning activities. Classrooms are furnished with square tables and movable chairs to facilitate group work and cooperative learning activities. We prepare confident learners and creative thinkers to become positive and active global citizens. We strive for excellence in a happy, caring, and balanced community founded on integrity and respect. RILS is a future-focused community where learning is collaborative, fun, and engaging. The core vision for all our students is to reach their full potential and positively impact the world through the acceptance of differences and values.

As soon as visitors come to The Royal, they are struck by the warmth and family feel of the place where pupils are happy and successful. Academic excellence and a belief that outstanding pastoral care must underpin everything we do is a powerful combination in enabling that happiness and success. Innovation is at the core of The Royal’s history. It was one of the first schools opened to allow girls education and this sense of forward-thinking defines our co-educational school now. As an organization that purports modern ideas but is steeped in tradition and history, we are proud of our royal patronage and privileged to have Her Majesty Queen Elizabeth II as our Patron. We believe in the best in everyone and are dedicated to developing character in our young people. Our commitment is to ensure they are future-ready to thrive in this rapidly changing world. As a new member of United Learning, the school is embarking on some exciting developments with an ambitious building project that will see both Senior and Junior Schools united at the Hindhead site in the academic year. The accessible location, investment in state-of-the-art buildings, and sense of green, open space will make for an attractive and inspiring learning environment. Excellence is not only measured by strong A-Level grades and a prestigious university course but by the personal qualities that complement academic success. Worthwhile learning is often hard. Inspiring teaching is what gives access to difficult concepts and the thrill of intellectual discovery. We nurture and challenge each pupil to be the very best they can be. We focus on the individual, seeking to develop their talents and sparking their intellectual curiosity. We believe in a balanced approach to learning that combines academic excellence with the broader skills of resilience, caring, ambition and fun. We deliver education with character and our pupils graduate from The Royal School with the qualifications and experience they need to take up places at the highest-performing universities and enter careers that best suit their talents and interests. Each year, parents choose The Royal School for their children because we prepare young people to make a success of their lives: subject-based learning the development of talents and understanding of work and society and instilling in them a lifelong set of core values: Curiosity Courage Commitment Creativity Co-operation Compassion Confidence Our exceptional pastoral support and nurturing environment give our pupils the confidence to thrive in our changing world. Our Christian ethos encourages integrity, tolerance, and a sense of social responsibility in all. In becoming part of United Learning, we are joining a group that appreciates and promotes ‘education with the character’ this combination of academic success and the development of wider skills is something in which we believe strongly and which our excellent results demonstrate in full. The original Royal Naval School was founded as one of the earliest academic girls’ schools in England in 1840. The co-ancestor of The Royal School, The Grove School, was founded in the 1850s and was, equally, a pioneer in girls’ education. From the outset, the founders’ ambition was for the girls to become independent. There are specific reasons for this. In 1815 The Battle of Waterloo finally put an end to the Napoleonic Wars. In the following piece, the Navy was put on half or even quarter pay. Peace also brought an end to the long-established tradition of sharing the prize money of any captured ships. As the Navy had been at war pretty well non-stop since the 1770s, the potential for Senior Officers to become wealthy and to set themselves up as country gentlemen had become established. The peace brought significant change in their way of life. After Waterloo, many Naval Officers found themselves in financial difficulty. They were able to send their young sons from age 9 upwards to sea as mid-shipmen where they would gain an education and valuable experience. Their daughters, however, were in a more difficult position. They were too high up the social scale to engage in any menial work to earn their living but too poor to attract the attention of eligible husbands. Admiral Jahleel Brenton, Admiral Sir Thomas Williams, and Captain Hon. Francis Maude established The Royal Naval Female School as it was then known, specifically to provide a sound education that would enable the girls to go out into employment almost certainly as teachers and governesses. The school was founded for the daughters and sisters of Naval and Marine Officers. Queen Victoria and the Queen Dowager were among the first subscribers and from the outset the School has enjoyed the great privilege of the patronage of The Queen. Our Patron, Her Majesty Queen Elizabeth II, opened the QEII Sixth Form building in 1989 and our Royal Presidents in recent years have been loyal supporters. In 1975 Princess Anne inherited the Presidency from her uncle, Lord Mountbatten of Burma, after whom one of our teaching buildings is now named. Princess Anne has visited the School regularly, with her most recent visit for Prize Day in 2017. The Princess Anne Sports Hall was opened by her in 1986. The Royal School’s motto Per Aspera Ad Astra – Through Challenge to the Stars – is another legacy from the Royal Naval School. Our inheritance from The Grove School is interesting in terms of its intellectual adventurousness right from the start a thorough education was offered. Certainly, the founder Mrs. Lacey was devoted to the cause of women’s education at a time when it was generally considered of minor importance. The Laceys were, indeed, deeply committed both to education and the Christian faith the name frequently appears through succeeding generations within The Grove records and beyond, in educational and missionary service abroad. Apart from lessons in their establishment, extension classes at the University College of Nottingham - opened in 1881 – were well attended by both teachers and pupils. From the outset, the school combined a significant commitment to charity work among disadvantaged girls in London with academic ambition. A number of its pupils were amongst the earliest female students at Oxford and Cambridge. The second Headmistress, Miss Lacey, who took over from her mother, Mrs. Lacey, achieved a first-class degree in Modern History in the 1890s. It was not until the 1920s when Oxford formally decided to confer degrees on female pupils, that Miss Lacey was among the number of middle-aged people whose academic achievements were finally recognized. The Royal Naval School and The Grove School joined together in 1995 to create an exceptional school in this area. The school joined United Learning in November 2019 and we are delighted to be moving forward within the United Learning group. We believe that the principles of our founders, intellectual vigor, care for others, and independence remain the core values of The Royal School. Our founder schools were among the very first to take the education of girls seriously. We are grateful for their courage, ambition, and prescience. They give strength to our present and inspiration to our innovations, which will take us confidently into the future.

Provide opportunities to develop spiritual awareness and an understanding of the importance of active personal contributions in solving the problems of a diverse and challenging world Young people require integrity to make good decisions in life, based on positive values such as honesty and respect. Values assist in the development of character and the social and personal development of our young people. To assist this, RMS adopts a Values-based approach to education that spans both the academic and personal aspects of school life. Resilience and reciprocity in learning are complemented by cultivating commitment and participation as aspirational goals for pupils in their personal lives. The RMS Values Programme which is embedded in the School's ethos was developed with the original aim of making the traditional values of the School more overt and meaningful. They are present in the lives of all those who work within the RMS community. There are nine core values, one for each month of the school year Respect, Participation, and Compassion in the first term. Courage to Challenge Oneself, Responsibility and Perseverance in the second term and Honesty, Commitment and Tolerance in the third term. They are the focus for assemblies and form time during the month and students who demonstrate putting them into action in their daily life are recognized and rewarded. Each month a form in Year 8 or 9 is responsible for compiling a video, slideshow, or poster for the Value of the Month, which is displayed around the School on TV screens.

Royal Liberty is a successful school providing an excellent education for boys aged between 11-16. The achievement of boys is important to us and we believe that through learning together boys can excel. We are proud to have been recognized by Ofsted as a ‘good’ school in 2009 and again in 2013. We offer an education that is exciting and challenging for our students. Our commitment is to ensure each one of our students can become a young man who will shape the future of whatever community in which he lives. Our expectations are high. Students are encouraged to work hard, to be determined, and to recognize the value of striving hard for whatever they want to achieve in their lives. We believe in empowering our students so that they can become independent, creative, successful young men. We expect our students to treat each other with respect and to develop an understanding of people whose beliefs and culture are different from their own. To be a growth mindset community where ambition, hard work, and resilience make success for all a reality. Boys are more successful when they learn together. They thrive in an environment in which they are allowed to develop confidence, individuality, and independence. Boys at Royal Liberty succeed because they are inspired to learn, challenged to exceed expectations, and encouraged to persist in the face of adversity. All of our staff work together with students to overcome any barriers to success. We are ambitious for our students and this empowers our students to believe that with hard work persistence and determination they can achieve their goals. Our students learn in an environment firmly rooted in an ethos of respect, understanding, and empathy for others. Our students today are learning to be the young men of the future. At Royal Liberty School, we aim to provide our students with a curriculum that enables them to achieve high academic standards. Students are encouraged to be creative, independent learners. In lessons, they are given opportunities to reflect on their learning. Through regular assessment, teachers guide them into exploring what they have achieved and how they can extend their understanding. Set on one attractive site, the school's historic grade 2 listed main building along with its modern Technology block, Modern Foreign Languages & Art block, Music & Drama block, and pavilion create a magnificent blend of the past with the present. With plenty of open space, playing fields, and manicured memorial gardens, our students enjoy a beautiful and comfortable learning environment. We take great pride in the appearance of our school and developing state-of-the-art facilities to meet the needs of our students. We are committed to achieving high standards for all our students. Our expectations of students are high in terms of academic achievement and personal behavior. As a relatively small secondary school, we believe that we have the opportunity to know each of our students as individuals. Respect for other people is one of our core values and this contributes to a strong school community. Students here are encouraged to take on leadership roles and responsibilities from an early age. We have a strong program of extra-curricular activities and expect our students to make a positive contribution to school life.

The Royal High School is one of the oldest schools in Scotland and we are very proud of our history. We are situated in the west of Edinburgh and are a fully comprehensive, non-denominational high school. We deliver courses at every level up to Advanced Higher and pride ourselves in supporting all learners to achieve at the highest level possible. We believe in providing an excellent and innovative education for our young people which best prepares them for their destination of choice post-school. In addition, we offer a wide range of extra-curricular opportunities to learners. These pages will hopefully provide a flavor of the vibrancy of life in The Royal High School. The Royal High School supports every young person to achieve and attain their very best. We respect individuality and celebrate diversity. We provide opportunities for success through a variety of curricular and extra-curricular options and pathways. We encourage creativity and support our young people to build the skills and resilience they need for the future. We dare to aspire to be the very best we can be. We belong to our school and we are very proud of our tradition and heritage. Our overall aim at The Royal High School is to provide each pupil the opportunity to develop his or her talents and abilities. As parents, you will naturally wish for the best for your child. We, too, share that wish for personal achievement and our efforts are directed towards your child’s education in the widest sense. We want to provide the best possible academic education, but we are also concerned with developing a wide range of personal qualities and skills. Above all, we seek to encourage and support your child’s development into a socially responsible and independent young person. The school will play a major part in achieving these aims, but effective education depends on a partnership between home and school. To realize this partnership, we actively encourage you as parents to take a full and positive interest in your child’s education and to pursue this interest through events such as Parents' Meetings or direct personal contact. An important theme of the school is participation. We encourage our pupils to identify with the school, to be proud of its reputation, and to be involved in the life of the school. We hope that you as a parent will also take an active interest in the life and affairs of the school. The Royal High School is one of the oldest schools in Scotland. It has a unique, long-established history with a record of success and excellence. However, the reputation of the school does not just depend upon its history. The Royal High School of today enjoys an excellent reputation because of its current record of success and achievement in many areas. You will naturally have a range of questions and anxieties concerning your child’s transfer from primary to High School and we hope that this handbook will help to address some of these questions. In line with other Edinburgh schools, our handbook has information about an educational provision in Scotland and Edinburgh generally, as well as in The Royal High School, although we have tried to provide as much practical information about the school as possible. We hope that you find it useful, but if you have any questions, or would like any further information on any aspect of the school or the education of your child, please do not hesitate to contact me.

The Royal School is wholly committed to whole-person education. Pupils acquire confidence by being encouraged into new experiences outside their comfort zone. Increased self-esteem accrues from successful participation in such activities. In light of this, as many extra-curricular activities as possible are offered by the staff at the school. The Royal School Armagh aims to provide its pupils with an education which in its wholeness will enable them to achieve their full potential in academic, social, moral, and spiritual terms. The values of the School, both implicitly and explicitly, reflect and are informed by the reformed tradition of the Christian faith. The School warmly welcomes the presence of pupils and staff of other Christian traditions, other world faiths, and those with no religious convictions. The Royal School, Armagh was founded in 1608 by James I. It has been regarded since then as one of the leading schools in Ireland and a school which achieves considerable academic success. The school is co-educational with modern facilities. The school welcomes children of all faiths and offers an excellent caring and learning environment of over 700 pupils from the ages of 5 to 18 with accommodation for 90 boarders including a new dedicated sixth form boarding facility which provides an effective transitional step between school and university. All pupils study for GCSE examinations and the vast majority continue to study for A-Levels and then progress to universities and colleges throughout the United Kingdom. Situated on 27 acres of grounds, it is close to the center of Armagh – an ancient city that is widely renowned for its cultural, sporting, and educational activities. Features of the city include two Cathedrals, a Planetarium, an Astropark, attractive open spaces, excellent leisure facilities, and fine Georgian buildings. Armagh is about 45 minutes from the Belfast airports and 1 hour and 20 minutes from Dublin Airport. Courses are offered in 24 GCSE subjects and 25 A-Level subjects. Facilities include science and technology laboratories/workshops, six computer suites, a lecture theatre, a study hall, a sixth form center, and a library. Every classroom has several networked PCs and most rooms are equipped with interactive whiteboards. School teams regularly participate in inter-school competitions and to a high level. Welcome to the Royal School, Armagh. The school’s original foundation in 1608 was “For the increase of learning and good manners”. This twin objective of promoting knowledge and building sound character remains today. Whilst each year our pupils achieve the highest levels of academic success in public examinations, we believe that a good education is about more than just gaining qualifications. A good education is about one’s character and the endeavor to be a positive influence on others. The willingness and ability to learn, to lead, to serve, and to build strong relationships are what enable a life to be well-lived. We believe that by developing a strong work ethic and holding a growth mindset our pupils will go on to flourish academically, morally, and socially. The school’s ethos is its characteristic spirit or culture and it is based upon Christian values, promoting and maintaining high standards of personal conduct, striving for the best possible individual achievement, caring for each other, and getting involved in school life. This is a school where tradition and progress go hand in hand, traditional values of hard work, good manners, and respect for self and others combine with forward-thinking learning and teaching practices to ensure our young people are equipped to succeed in the modern world. Pupils joining the school encounter consistent rules, role models, and traditions that help them quickly feel part of the Royal School community, take responsibility for themselves and each other, and make a positive contribution to school life. We work hard to ensure an effective pastoral system operates which, at its core, values each pupil for their uniqueness. We are influenced by the work of the German educationalist Kurt Han whose philosophy is centered on the conviction that schools should be infused with the ideals of: Democracy Service Environmentalism Leadership Adventure Internationalism Throughout this website and by following the school’s activities on Facebook or Twitter, we believe you will see these ideas in practice. For over four centuries the Royal School, Armagh has served as one of Ireland’s premier schools. Today it flourishes as a vibrant school community for pupils aged from 3 to 19. Pupils are drawn from in and around County Armagh and also much further afield through our large international boarding department which is a valued and integral part of the school. The Royal School has a membership of the prestigious Headmasters’ and Headmistresses’ Conference (HMC). This is an association that represents the Heads of the top 250 schools in the UK. Membership is accepted as a mark of excellence in education and is an indication of the high academic standards and commitment to whole-person education in the school. Having visited the website, you are welcome to visit the school please feel at liberty to make an appointment to see our facilities for yourself.

RBAI is committed to realistic and robust self-evaluation, as an integral tool, in a school improvement strategy, which leads to raised standards of teaching for learning, for each pupil. This is alongside outstanding pastoral support to enable each student to develop academically, emotionally, personally, and socially through active and challenging learning experiences. The agreed priorities of the School Development Plan and Department Development Plans reinforce and restate what makes us successful and what will continue to provide excellent opportunities for our pupils. Resources will continue to be effectively deployed to support learning, including the use of online learning. An excellent practice is retained with a focus on student achievement and a collective sense of ownership. The priority will include consistency across the School and evidence-based planning, which will respond to internal and external requirements and which will maintain focused and monitored outcomes. The Board of Governors has traditionally regarded the education of the boys at RBAI as a cooperative process involving themselves, the Principal, SLT, the Council of Studies (Senior Management Team), the Staff, the parents, and the boys. The doors of the School are open to boys of good ability without regard to race, creed, or background it is a School of the whole community and not of a section only. Within this context the aims of the School are: To develop each pupil to his maximum academic potential and to stimulate him to enjoy the attainment of knowledge and excellence. The School will offer a broad and balanced range of subjects within which boys may choose appropriate courses. The School will provide comprehensive pastoral care. All boys will be encouraged to develop a wide range of learning skills, to acquire habits of self-study and inquiry. To provide each pupil with the knowledge and skills necessary for everyday life and working life. The broad curriculum will cover areas of the experience from the expressive and creative to the scientific and technological. Appropriate use will be made of educational technology. There will be a comprehensive careers education, information, advice, and guidance program. Extra-curricular programs will complement the academic courses. To provide and promote the conditions in which each pupil can develop as an individual and to his potential. The School will encourage tolerance, service, discipline, reliability, and responsibility. The School will help pupils to recognize their strengths and weaknesses. To prepare pupils to become responsible and active members of society. The School will foster awareness of the structure of today's societies. Pupils will develop an awareness of man's heritage in a wide range of areas. The School will encourage initiative and co-operation as well as developing suitable attitudes towards healthy competition. To stress the importance of good health, mental well-being, and physical fitness.

The Royal School Dungannon is a co-educational Voluntary Grammar School and Boarding School established by the Royal Charter in 1608. The School aims to provide pupils with an opportunity to study a broad curriculum and to develop a life-long love of learning and foster an environment within which pupils may seek and fulfill their personal development. There is an expectation that every pupil will always give his or her best and seek excellence. There is an equal expectation that in seeking excellence each pupil will do so with integrity. The School has a broad Christian ethos and this provides a moral compass for our work but no denomination is favored and all pupils, from whatever background, are warmly welcomed. The School’s motto is ‘Perseverando’ which might best be thought of as ‘achieving excellence through perseverance’. More broadly the School is committed to the following Aims. To strive for excellence in all that we do. To provide a secure, stimulating, and happy environment where life-long learning and academic rigor flourish. To foster intellectual curiosity, a spirit of inquiry, and a belief in the value of learning as an ongoing process. To develop well-balanced individuals with the intellectual courage to question and to reflect upon life and their learning. To nurture each pupil in our care so that he or she feels valued and able to develop into a confident, caring, and socially responsible individual. To make pupils aware of social and moral problems and the cultural and spiritual aspects of life. To develop a mutually supportive community in which respect, integrity, and tolerance inform our thinking and actions. To provide opportunities for pupils to acquire skills and interests that will enable them to use their leisure time purposefully, in the present and long term. To ensure that each pupil is known and valued as a person in his or her own right but conscious of their place in a corporate body, where teamwork and competition can thrive together. To encourage pupils to embrace opportunities, challenges, and change. To foster a sense of public service so that the School contributes fully to its broader community. RSD has been helping boys and girls to fulfill their potential for over 400 years. Traditions are cherished but we are also a school committed to looking forward to and embracing new opportunities. The personal development of young people is our focus and we encourage each boy and girl to learn about their favorite subjects, to find out about the world around them and to learn something about themselves. RSD is a caring community, underpinned by shared values, strong relationships, and excellent pastoral care. We are passionate about helping every girl and boy to enjoy school and to reach their potential. Opportunities to lead, take on responsibility and operate as part of a team resonate throughout school life outside the classroom and in the wider community. Pupils are encouraged to be the best that they can be with a sense of resilience and integrity. The values of an RSD education will stay with our pupils for the rest of their lives. The Royal Charter to establish a free school for boys in County Tyrone was laid down by King James I in 1608. In 1614 the Royal School Dungannon came into being at the village of Mountjoy near Lough Neagh. Sometime later, the school relocated to Dungannon, finally coming to rest at its present site in 1789 with the erection of the building we now know as the ‘Old Grey Mother’ by the Archbishop of Armagh, Richard Robinson, and the then Headmaster, Rev Dr. William Murray. The 1789 building acquired the nickname of the Old Grey Mother after the red sandstone with which it was built was rendered with cement sometime in the 19th Century. New windows and doors were required but the Board of Governors had insufficient funds for sandstone blocks and instead used handmade brick. To preserve a unified appearance, the building was covered with cement. For the generations of boys who lived and learned under its roof that old grey building must have been an object of great affection. Throughout the 19th and 20th centuries the school grew and new facilities, such as the ball alley, cloisters, and assembly hall, were added. Amalgamation with Dungannon High School for Girls in 1986 and the subsequent refurbishment and new build of 1999-2003 gave us the school we know today. Classrooms are large and well resourced. There are specialist teaching facilities in the Sciences, Design & Technology, Music and Food Technology as well as extensive computer provision, and sporting facilities such as a modern sports hall and multi-gym and a floodlit Astro-turf pitch to complement rugby and hockey pitches and tennis courts. RSD’s facilities make it a school for the 21st century.

The Royal Blind School is Scotland's only residential school specializing in the care and education of visually impaired children and young people, including those with complex needs and visual impairment. We were founded in 1835. The Royal Blind School is a community of young people who all share the common experience of vision impairment. We educate pupils from the ages of 5-19 and run a pre-school playgroup for blind babies and toddlers once a week. We have a high ratio of staff to pupils and employ nurses, habilitation specialists, and physiotherapists as well as teaching staff. The school is run by the charity Royal Blind and is regulated by Education Scotland and the Care Inspectorate. Pupils attend either daily or can board in our residential houses. We offer a variety of flexible residential packages, including weekly and term-time boarding as well as 52-week provision for those who require it. Our residential houses are fully accessible and designed to be a home away from home. We tailor the care and education that we provide to each individual according to their needs. Many of our pupils have other disabilities and additional support needs as well as vision impairment and would find the large class sizes in a mainstream school difficult to manage. We have a high ratio of staff to pupils. Our teachers either have or are working towards the Post Graduate Qualification in Education Support, Visual Impairment. All our teaching methods, and activities, and teaching resources are tailored to the needs of our pupils and our building is purpose-built for children and young people with vision impairment. Therapists are an integral part of our team. Occupational therapy enables our pupils and young people to achieve health, well–being in everyday activities and curricular access. Physiotherapists identify and maximize movement potential through health promotion, preventive healthcare, treatment, and rehabilitation. Speech and language therapists assess and treat speech, language, and communication difficulties in young people to enable them to communicate to the best of their ability. Pupils and teachers are supported by Nursery Nurses and Classroom Assistants. Our transcription staff is skilled in adapting print to Braille and adapting a range of print materials to alternative and accessible formats including Braille, audio, large print, tactile diagrams. We also bring in body awareness and relaxation techniques to aid learning - watch our video on using 'mindfulness'. The Royal Blind School is based in the Morningside area of Edinburgh and our campus was completely re-furbished in Autumn 2015. Our building has been specially designed for visually impaired pupils with: All facilities for pupils on the ground floor Wide corridors Color contrasts Handrails to facilitate independent navigation Hoists Fully equipped disabled bathrooms. Each room has a ‘signifier’ outside on the handrail – an object that resembles what is inside the room. These include a paintbrush for the art room, a telephone for the office and a handbag for the Head Teacher. These signifiers enable our pupils to know where they are within the building. Our campus has: Hydrotherapy pool Swings Traverse climbing wall Soft play Enclosed multi-use games area Sensory garden Parents’ flat for use during times of need, such as illness or initial assessment and transition. All this specialized equipment helps give vision impaired children and young people the additional support they need during their education.

We are situated in the heart of the historic Old Town of Edinburgh, yet only a short walk away from the scenic open spaces of Queens Park. With such a superb setting the school has on its doorstep a wealth of historic and cultural opportunities which are put to good use in planning the Curriculum for Excellence. We aim for our pupils to become Successful Learners, Confident Individuals, Responsible Citizens, Effective Contributors. Royal Mile is a non-denominational primary school built in 1874 which serves the south side of the City. Our planning for the Curriculum for Excellence takes full advantage of the opportunities on our doorstep to make learning exciting and relevant. Pupils across the school study Spanish and upper school classes study Gaelic and French with our Modern Languages Coordinator. An art specialist works with all pupils. A Brass Instructor works with pupils in the school. Our planning for the Curriculum for Excellence takes full advantage of the opportunities on our doorstep to make learning exciting and relevant. Pupils across the school study Spanish and upper school classes study Gaelic and French with our Modern Languages Coordinator. An art specialist works with all pupils. A Brass Instructor works with pupils in the school. Our Victorian building has spacious classrooms as well as a hall, library, and Computer Suite. The school nursery class is in a separate building adjacent to the school, with a garden and parent’s room. The Nursery offers both full and part-time places and children’s names can be put on the waiting list on their second birthday. In our nursery building, we also have a regular Mother and Toddler Group and a Parent Group as well as other courses and activities for parents and carers. The playground is on two levels with a covered area, the under-croft or tunnels, where children can shelter from the rain. Our School Eco group continues to develop the school playground, with its flowerbeds, containers, and areas planted with trees all tended by the children and staff, to make it both welcoming and a learning resource! Most pupils walk to our school using the pelican crossing on Holyrood Road and the Zebra Crossing with a crossing guard on the Canongate. Parents are asked to close the school gates, both the outside gate and the Nursery Gate, to ensure pupil safety. Unless attending Breakfast Club pupils it is best if pupils arrive at about 8.40 am ready to line up on the bell at 8.50 am. Younger pupils should be supervised by their parents or carer until the bell rings and classes go into school. Our playground is supervised between 8.40 and 8.50 am and at break and lunchtime by the Pupil Support Assistants. We also have a Playground Positive Play team of pupils called the Dynamites and a Buddy system. Our Vision is to provide innovative, high-quality learning experiences for all and to promote mutual respect and positive partnerships within a welcoming environment. We will be motivated and make every effort to reach our learning goals with the support and commitment of the whole school community pupils, parents, staff, and friends. We will work together to build self-esteem, promote individuality and value the contributions of everyone in our school community. We will actively participate in all areas of school life, and the life of the wider communities We will all show and encourage respect for others and look after everything around us.

The Royal High Primary School buildings were completed during 1931. We are all extremely proud of our listed building set within its beautiful grounds. The grounds and buildings, enjoyed by pupils, parents, and staff, help to convey our heritage and enthusiasm for learning. As an ECO school, we are delighted to have gained five Green Flags and you can see one flying proudly in front of the school. We have a strong commitment to our environment and are currently working on achieving our sixth Green Flag. Even though the Royal High Primary School, is no longer associated with the secondary school. Both schools continue to share a common motto “Music Respublica Floret” (the state flourishes by the arts) An additional support need comes from anything which is a barrier to learning. Most, or all, schools will have some children with additional support needs of some kind. The Education Act 2004 sets out a framework for the provision of school education for children and young people with additional needs. All teachers at The Royal High Primary work to the literacy and dyslexic friendly classroom guidelines and provide an all-inclusive classroom to meet the many different learning needs of our pupils. Class Ethos: Safe, supportive environment (it is okay to ask questions and make mistakes!) Opportunities for taking responsible roles Clear rules and routines that help build individual organizational skills Appropriate pace and challenge Appropriate praise and encouragement Individuals are equal and valued Teaching Methods: A multi-sensory approach to reach auditory/visual and kinaesthetic learners Clear (visual) overview of the day Each lesson begins with the ‘Big Picture’ and has a ‘summing up’ Clear instructions broken into relevant parts (visual reminders if possible) Formative assessment – focus on strengths Range of teaching strategies (thinking time, buddies, and more) Use of Literacy and Dyslexia Guidelines Relevant, differentiated resources (including ICT, colored paper, whiteboard backgrounds) Learning Assistant support where appropriate. Seating and Grouping: Children have a clear view of the teaching screen and visual prompts Children work in a variety of groupings and partners ( mixed ability unless for specific literacy/numeracy lessons) Resources labeled and easily accessible We are committed to a clean, healthy, and safe environment for all and everyone is fully engaged in this process. The School ECO Board includes a representative from each class who meets each term to take our ECO work forward. The ECO WARRIOR news sheet is published each term which keeps everyone informed of the latest news, projects, views, and competitions. To make sure that all the important jobs are done and that the highest ECO standards are maintained the following roles are responsibly carried out by nominated pupils of the Royal High Primary School: Recycling Officers, Health Promoters, The Quad Squad, The Wildlife Team, Junior Road Safety Officers, Recycling Officers, and the school Litter Patrol. Our Healthy No Snacks in Packs policy encourages pupils to eat fruit at break times and keeps litter to a minimum.

The Royal Conservatoire of Scotland is a national and international center of excellence for performing arts education. Building on our roots in 1847 as a national academy of music, we are now one of the world's most multi-disciplinary conservatoires, offering specialized and intensive teaching in dance, drama, music, production, and film. More than 1000 students are currently pursuing undergraduate and postgraduate degrees at RCS across all of our specialisms. We also teach over 2000 part-time learners each year through our Junior Conservatoire and Lifelong Learning Department, opening up access to the arts to children, young people, and adult learners. Located in the heart of Glasgow city center, RCS is also a busy performing arts center with more than 500 public performances taking place across our five professional venues each year. We welcome over 40,000 members of the public every academic year to watch our talented and passionate students perform on stage. Please use this website to find out more about the Royal Conservatoire – here; you will find information about all of our programs, summer schools, widening access programs, performances, and hopefully learn what it is like to be a student here RCS. We invite you to look at the Digital Hub, in particular, to find out more about what makes RCS distinctive and like nowhere else. First and foremost, our students train to achieve excellence in every way in their chosen specialism. But they are also exposed to a wide variety of influences, approaches, and attitudes, from one another and through the wealth of experiences we ensure they encounter at the Conservatoire. Our new artists are being prepared to become an active part of the creative communities they join. We believe our facilities are amongst the best in Europe. They include six professional performance venues, a high ratio of practice rooms per student, three recording studios, percussion studios, professional stage technology, four bespoke dance studios new studios for technical design, scenic art, set-building, and costume design and construction. We are based right in the center of Glasgow. We have occupied our home at Renfrew Street, just behind Glasgow's famous Sauchiehall Street, since 1987. Our six performance spaces and most of our program facilities are located here and a bustling café bar, where students from across the disciplines meet throughout the day. In 2011 we expanded our facilities and opened our state of the art dance, production, and ensemble rehearsal studios, The Wallace Studios, joining Scottish Opera and the National Theatre of Scotland. It is just a ten-minute walk from Renfrew Street. In May 2014, phase two of this development opened with eight new large multi-purpose ensemble studios, apt for all our specialisms and trans-disciplinary work, keeping our facilities ahead of our contemporaries. All these are backed up by the latest IT and digital technologies. Our students receive an extraordinarily rich tuition experience at the Royal Conservatoire of Scotland. We have the most significant number of full-time staff of any British conservatoire, and all our teaching staff is practicing professionals in their own right. We are also reliable in our international reach. Our visiting International Fellows are some of the most renowned artists in their field and come to work with our students several times a year. Through Masterclasses and workshops, our students are privileged to receive their tuition and inspiration. Equality and Diversity are of central importance to our working ethos. Performance is our purpose at the Royal Conservatoire. The nurturing and development of the individual creative potential inherent in every member of our community, staff, and students alike lies at our efforts' very heart. In turn, this means that the unique identity of every single individual who works or studies here is valid and is valued and respected. We welcome a diverse population of staff and students. Further, we are committed to promoting equality in all of our activities. We aim to provide a performing, learning, teaching, working, and research environment free from unlawful discrimination against applicants, staff, and students on the grounds of gender (actual or perceived), sexual orientation, disability, race, color, nationality, national or ethnic origin, marital status, age, and actual or perceived religious or similar belief. The Conservatoire fosters learning, teaching, research, and working culture, which supports Diversity, inclusion, and equity and requires those principles. We are thoroughly committed to promoting equal opportunities across all of our functions and practices, including learning and teaching, employment, representation, decision making, and procurement and partnerships. Our Equality and Diversity Forum consists of students and staff from across the institution. This forum is active, is honest, and has an impact. It represents our genuine commitment to this crucial aspect of our community and its daily life.

Since its founding in 1827, KTH Royal Institute of Technology in Stockholm has grown to become one of Europe's leading technical and engineering universities and a key center of intellectual talent and innovation. We are Sweden's largest technical research and learning institution and home to students, researchers, and faculty worldwide dedicated to advancing knowledge. KTH is working with industry and society to pursue sustainable solutions to some of humanity's most significant challenges: climate change, future energy supply, urbanization, and quality of life for the rapidly-growing elderly population. We address these with world-leading, high-impact research and education in natural sciences and all branches of engineering and architecture, industrial management, urban planning, history, and philosophy. Almost two-thirds of the SEK 4 billion turnovers relates to research. Basic and applied research is performed side-by-side at KTH, and interdisciplinary research is conducted in parallel with work in specific fields. This approach encourages versatile solutions, and the innovative climate creates many opportunities to realize great ideas. Our educational programs foster a new generation of engineers, architects, teachers, and undergraduate engineers. KTH embraces academia and the public and private sectors working together. We are part of extensive international research collaborations and participate in many educational exchanges or joint programs with universities and colleges in Europe, the U.S., Australia, Asia, and Africa. Sweden is considered one of the most technologically innovative countries globally, and Stockholm is consistently ranked as one of the world's most entrepreneurial, innovative, and attractive cities. KTH maintains close relationships with an expanding network of international companies and the industrial community in several fields, and working and studying here provides access to this network. The four KTH campuses in Greater Stockholm gather more than 12,000 full-time students, some 2,000 Ph.D. students, and approximately 3,700 full-time employees. The campuses are strategically located close to their research areas; for example, KTH Kista is situated in the middle of the Kista ICT hub, with some of the world's leading Information and Communications Technology companies. One of our other campuses, KTH Flemingsberg, is located in Northern Europe's leading medical technology centers for research and industrial activity. KTH will continue to focus on research and education for a brighter, more sustainable tomorrow. We will continuously assess our efforts in society and contribute to our student's and researchers' intellectual resources to create new approaches to some of the most critical challenges of our times. The origins of the Royal Institute of Technology in Stockholm – "Kungliga Tekniska Högskolan", KTH – go back to 1827, as the "Teknologiska Institutet" then began to offer education in technological subjects with a strong professional touch. Its education program was meant to be "popular and practical" as modern society's industrialization process was then getting underway; this called for a school that could meet the ever-increasing demand for engineers. Thus, the new institute's educational focus was set on applied technology, not on its scientific foundations. Even then, this approach was anything but an uncontroversial one. When viewing KTH's early history, this clash between industrial and academic perspectives was seen as a constant element of concern. The desire to give scientific authority to technology collided with society's demand for a practical approach to engineering in all its aspects. However, these two approaches were not incompatible, not even in the 19th century! Primary research and practical engineering did often cross-fertilize each other in those days also. An example of this was chemistry on an industrial scale. The scientific explanations of its processes were then arriving one by one. Another was electricity, originally a subject area of purely scientific interest, which was becoming something most useful in everyday life. Thus the new school of technology maintained good relations with the industrial establishment without having to renounce the academic aspect. One step on its way to academic status was introducing, in 1877, the name Kungliga Tekniska Högskolan (in Swedish, "högskola" is synonymous with the university). By and by, systematic research activities were undertaken, and the students at KTH were subjected to the requirement of completing a final degree paper. Formally, KTH's final academic recognition as an establishment of higher learning arrived in 1927, when its right to confer the degree of Doctor of Technology was promulgated. Ten years earlier, in 1917, KTH had moved into its own, specially erected buildings in the northern part of central Stockholm. This is still the core of KTH's main campus, even if our activities today include several other campuses all over the Stockholm provincial area. The housing areas of these are now comprising some 250,000 square meters in all. KTH has always been in a state of growth. As the School of Mining was incorporated in KTH in 1867, the four established main branches of study became Mining Science, Mechanical Engineering, Chemical Technology & Engineering, and Civil Engineering. Other subject areas have then been added continuously – Building Architecture in 1877, Electrical Engineering in 1901, Naval Architecture in 1912, Surveying and Engineering Physics in 1932, Computer Science in 1983, and Industrial Economics in 1990. Just as the great variety of subject areas have changed, so have society's attitudes towards "the engineers". This has affected KTH, too. In the early 1900s, the word "progress" was on everyone's lips, "technology" and "modernity" were prestigious words, and the engineering profession was one of high repute, synonymous with a safe path towards personal and social success. Consequently, many students did compete for placements here at KTH – the place of action, where things occurred! In the early 1950s, Sweden's first nuclear reactor was installed in a cellar in our campus area, while on the other side of the street, higher up, Sweden's very first TV station went on air! In short, public confidence in the blessings of technology was of a high order. However, a counter-reaction was in the making, as in the 1960s and '70s, the adverse effects of industrial production were brought into the open. The public debate became one of nuclear power or not, of ruthless exploitation of nature and the increasingly menacing development of the war industry. As a result of this darkened world outlook, interest in technical professions dwindled. Even so, the battle for technology has been a winning one in the long run. Thanks to this very knowledge of their adverse effects, the fields of technological research and study have been favorably reshaped towards greater openness and a new sense of responsibility. This process has also been helped by the steady influx of new subject areas. With each one of these being added and new technologies becoming part of Swedish everyday life, new crowds of KTH undergraduates have appeared. In the last ten-year period, such new subjects as biotechnology and IT have assumed strategic positions in modern social life and KTH's lecturing halls. Here at KTH, about 20,000 people today are active as students – of every description and background and both sexes. The traditional picture of the KTH undergraduate as being a male seems to be a die-hard one. However, today's development towards greater equality and several KTH efforts have paid off handsomely to that same effect. Many things had changed materially since 1921 when admission to the regular programs at KTH first became available to everyone, irrespective of their sex. As we entered the new century, about one-third of the first-year students here at KTH were women. This is a good start, but the university executive wishes to push this issue still further. Its ultimate target is to widen people's active interest in technology so that all the different factors today distorting the choice of profession – sex, social background, ethnic background, etc. – are eliminated.

The Royal College of Music in Stockholm educates musicians and music teachers at the highest international level. KMH traces its roots back to 1771 and has recently moved into a modern campus area – the future music college. We preserve our musical heritage, and at the same time, we are continually developing. The Royal College of Music in Stockholm is an inspiring setting for artistic learning and development – an excellent place to develop your talent and ability, deepen your understanding, and explore new fields of knowledge. At KMH, you will meet other students and skilled teachers involved in various disciplines: classical music, Nordic folk music, music from other cultures, jazz, improvisation, composition, conducting, music, and media production, as well as various forms of music education. Collaboration with KMH allows music to meet completely different areas such as technology, finance, medicine, health, etc. It also allows interaction through music at different levels, from different cultures, different genres, etc. KMH also interacts with the surrounding community through many different outreach activities. KMH receives many exchange students from various countries and is actively involved in several international organizations. KMH will be an outstanding international center for musicians and music teachers' education of the highest quality. This is our vision. The Royal College of Music in Stockholm is the only independent institution of higher education in music in Sweden. We educate students at the highest international level in folk music, jazz/pop/rock music, classical music, conducting, composition, music, media production, and various teacher education programs focusing on music. The college's main tasks are education and research in music and collaboration with the surrounding community. In order to support these areas, we need effective and quality in promoting administrative functions. The KMH vision is expressed through 15 strategic goals that reflect this. These strategic, long-term goals are then put into context and further developed in regulatory documents concerning various activity areas. The strategic goals also result in concrete, annual measurable objectives in KMH operational plan. Would you like to be part of shaping the future of Swedish music? Supporting KMH - as an individual, company, or organization - is to support music education and music research at a world-class level. KMH has an essential function in Swedish society. Here at KMH, we educate musicians and music teachers who work at all levels in Swedish music and worldwide. Our alumni, former students, can be found on the significant international scenes and classrooms to allow children and adolescents to practice music. KMH is a significant part of the so-called Swedish music miracle. The Royal College of Music in Stockholm, KMH, is one of the world's best places to study if you want to be a musician or music teacher. You can immerse yourself in different genres and instruments and take part in education programs or freestanding courses. Our programs and teachers are of high international standard. As a student at KMH, you will have access to fantastic facilities on our two campuses, Edsberg and Valhallavägen. Here we tell you about the student union, exchange studies, and studying with disabilities. Music is a significant field of knowledge and research relevant to several social areas such as health, technology, economics, learning, and cultural heritage. KMH aims to work within the subject area of music in order to be able to contribute with our specific skills to other fields of knowledge where music participates in social development and for a good life. To create, perform, and learn music, you need to understand how it works. You need to understand the traditions and specificities of different musical forms, languages, and functions, not least how they are technically constructed. KMH's many toolboxes for exploring and understanding music are continually evolving: music theory and music engineering studies to subjects such as music history, music anthropology, and music education. The research extension in education based on music education and music therapy at KMH is powerful and gives depth to musicians and music teachers' next generation. KMH acts partly as an individual specialized institution, partly in collaboration with other institutions and organizations, representing the primary subject area of music. As KMH does not yet have the entitlement to award a qualification at the postgraduate level, we are working with the CSC School at KTH Royal Institute of Technology, Stockholm University, and the Faculty of Arts at Lund University, with whom we cooperate in postgraduate studies. Also, we have national and international externally funded research projects, local research projects, a higher seminar for research in music, and faculty meetings for supervisors. Also, KMH organizes research development activities such as workshops on written assignments for teachers/supervisors and application writing workshops.

The Royal Institute of Art (RIA) in Stockholm is a leading art institution of higher education located in Stockholm with a long artistic tradition dating back to the 18th century. The education offers both undergraduate and postgraduate studies in Fine Arts and postgraduate studies in Architecture. RIA also runs an active international program with lectures, exhibitions, and publications. The Vice-Chancellor of the Royal Institute of Art is Sara Arrhenius. The Royal Institute of Art fosters an emerging research environment focusing on art, the conditions for art production, and the contemporary challenges for such a practice within and beyond the art world. The Royal Institute of Art hosts artistic research and development projects. They include artistic development projects, Ph.D. studies, Mejan Residents, and externally funded research projects. Ongoing research activities include a very diverse range of topics, approaches, and methodologies. Research processes are made public through various formats, including exhibitions, film screenings, performances, conferences, and publications. The RIA endorses reflexive practice-based artistic research – where knowledge is forged through dialogues between ideas and matter, site, and audience – capable of illuminating diverse aspects of human experience in multiple and unexpected ways. The RIA intensifies its activities connected with artistic research and artistic development projects and their relevance within the bachelor and master level programs. The workshops of the Royal Institute of Art provide students with the opportunity to expand their artistic practice by experimenting with different techniques in painting, sculpture, printmaking, wood, glass, metalwork, photography, digital media, and video, as well as interactive media and 3D. Students are free to choose which technique or combination of techniques they would like to work with and explore. Workshops offer professional, individualized guidance by lecturers and teachers and introductory courses on techniques and materials. With the students' artistic practice as a point of departure, students and teachers work together to realize experiments, sketches, models, projects, and produce art objects. Visiting artists are also invited to take advantage of the excellent facilities and technical knowledge to develop collaborative projects involving the students. The Royal Institute of Art offers undergraduate and postgraduate programs and courses in Fine Arts and postgraduate courses in Architecture and Urban Studies. Fine Arts studies at the Royal Institute of Art encourage critical thinking and practical experimentation with different artistic media and techniques. Students become familiarized and confident in reflexively working between and outside conventional frameworks of contemporary art production. The RIA's dynamic learning environment involves a combination of mixed-year collective discussion and group critiques, individualized work in the studios and workshops, and practical and theoretical workshops, courses, seminars, public lectures, and study trips. Exhibition making is an integral part of education students can exhibit their work in the RIA gallery throughout different stages of their studies. Students have access to excellent workshops led by highly skilled faculty in various fields, including painting, sculpture, printmaking, interactive systems, photography, digital media, and video. All students are provided with studio space for the full duration of their respective programs.

The RAU has achieved IS014001 - the international standard for environmental management - a regularly audited structured system to protect the environment. As part of this, we have created an Environmental Action Plan outlining ambitious targets and a program for achieving these. We also have an Environmental & Sustainability Policy, which is signed off by the Vice-Chancellor. The Sustainability team are provided with resources and a stable budget to undertake this work. The Royal Agricultural College (RAC), now the Royal Agricultural University (RAU), is the oldest agricultural college in the English-speaking world and has been at the forefront of agricultural education since 1845. "To be a center of excellence for developing the leaders of tomorrow in sustainable development relating to the rural economy, built environment and food chain, and to provide leadership regionally, nationally and internationally through its education, research, and knowledge exchange activities." The Royal Agricultural University is a limited company and a registered charity. The directors and trustees are all non-executive. There are between 12 and 18 independent governors appointed to serve for up to three terms of three years on the Governing Council. The Governing Council can also appoint up to five co-opted governors who provide unique skills to the Council or work on particular projects. Three elected staff representatives and two Student Union Officers also sit on Governing Council but are not directors or trustees. Beneath the Governing Council are a range of sub-committees that either report to it directly or through the Senior Management Group. Governors chair these sub-committees. Enterprise With a strong entrepreneurial focus, we are committed to enhancing our students' real-life business experiences. From student societies to organized workshops and awards, the RAU provides students with the opportunity to develop their business ideas and receive tailored support. Budding entrepreneurs can benefit from their lecturers' bountiful knowledge and experience, and the robust industry links the University has carefully cultivated over the years. Your Carbon Management Plan commits the RAU to a 34% decrease in CO2 by 2020, signed off by the Governing Council. To achieve this, we have invested in a range of renewables on campus, including a 500kW biomass boiler powering all lecture blocks and our new accommodation blocks. This is fuelled by locally sourced woodchips and has reduced the University's carbon footprint by over 100t/CO2 per year. We were fortunate to benefit from a grant to support this from the South West Regional Development Agency, delivered by Regen SW. We also have several solar photovoltaic arrays, rainwater harvesting systems, and air source heat pumps. Our building developments incorporate energy efficiency measures, such as LED lighting and natural ventilation. Residential carbon emissions made up 26% of our total emissions in 2015/16. Sustainability and environmental matters are a core element of our teaching, research, and consultancy activities. Much of our expertise and teaching relates to the management of natural resources and property, and, as such, sustainability underpins much of what we do. You will learn about different principles of sustainability relevant to your course and develop holistic skills such as long-term planning, critical reflection, and lateral thinking. Please take a look at our Student Sustainability Opportunities page for more information. RAU sustainability is incorporated throughout the University community, including sustainability inductions for new staff, engagement with trade union representatives, and staff and student champion schemes. If you want to find out more about this, look at our Student Sustainability Opportunities page or contact the sustainability team. The Royal Agricultural University is situated on the outskirts of the market town of Cirencester. During the summer months, accommodation is available on a bed and breakfast or dinner, bed, and breakfast. All year-round, the University is available for weddings, functions, parties, and day meetings. Several ground-floor rooms are located close to the dining areas, and accessible meeting, function rooms, and lecture theatres available for hire. The Royal Agricultural University is committed to being a community in which equality of opportunity is a reality for all applicants, students, staff, prospective staff, and the governing body. It aims to develop an inclusive culture, free from discrimination, harassment, and victimization. To help students and staff understand how the University spends its money, the RAU developed a "clear, simple way of presenting information" about its income and expenditure.