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sullivan upper preparatory department

9EP,

Sullivan Upper is a co-educational, inter-denominational, voluntary grammar school. The school was founded in 1877 and, since 1939, has occupied extensive grounds on the edge of Holywood. The school’s aims remain very much as they originally were: to provide the best possible education for all pupils, regardless of race, sex, background or religious denomination. Pupils come to Sullivan from a large catchment area, covering North Down, Ards and East Belfast. We provide for all our pupils as broad and balanced a curriculum as possible; we support it (as our motto lamh foisdineach an uachtar ‘the gentle hand foremost’ suggests) with a much-praised pastoral care system; and we extend it through a tremendous range of games, clubs, societies and other extracurricular activities. A truly dedicated team of teaching and non-teaching staff helps all of our pupils to develop their talents to the full and to prepare themselves effectively for the challenges and responsibilities of adult life. Our emphasis is strongly academic and we place a high value on academic achievement. Pupils entering the school at age 11 begin a 5-year course of study leading to GCSE examinations, in which they will be expected to enter for at least 9 subjects, and it is anticipated that the vast majority of those who take GCSE examinations will remain at school for a further 2 years to take GCE AS and Advanced Level courses before heading off to universities at home or across the water, including Oxford and Cambridge. Our proud record of tremendous results in public examinations shows that all pupils are empowered to realise their potential.

high grange school

0DR,

High Grange School’s multi-disciplinary approach incorporates best practices and autism-friendly strategies and supports in order to meet the educational needs of students who have ASD. Our students learn how to develop and use effective compensatory strategies to overcome difficulties in social and emotional processing, communication and flexibility in thinking and behaviour, all of which can combine to have a negative impact on their learning. The design of the school; its environment and facilities; and the structure and delivery of our educational programmes are created to reduce the stress and anxieties often associated with an autism spectrum condition. Our enabling teaching approach provides multiple physical and practical opportunities as well as visual supports for learning. This helps students to achieve their full potential by understanding and dealing with personal challenges while making the most of their abilities and strengths. Managing expectations realistically is a core part of our educational programme. Individualised Learning Plans are created for all students with input from the school’s specialist therapists. These plans include strategies to enable students to manage their anxieties; to regulate their emotional responses; and to reduce or eliminate negative and inappropriate behaviours which are preventing effective learning and positive social interactions. During the school day students have access to a varied and stimulating curriculum. The Classes are grouped by Key Stage and students are taught in small groups of up to 6. Teachers use detailed planning to ensure each individual is enabled to achieve in all areas. Classrooms are well-equipped and include specialist facilities for Music, Art & Design, D&T, Science, Computer Science and ICT, Food Technology and Performing Arts. High Grange has excellent PE facilities, including a swimming pool, large gymnasium, hard court areas and extensive grassed areas.

enterprise squad

London

After the purchase of a 1958 Pontiac hearse for $250, Enterprise Rescue Squad answered its first call in 1963. Seven members of the community trained in American Red Cross First Aid volunteered to staff the fledgling service which was headquartered on Main Street by Glover Avenue. Over time the service grew and acquired new ambulances and better equipment. In 1981 Dr. Andy Kirk put together the Service’s first structured Emergency Medical curriculum and “attendants” became EMT’s providing much better care for the community. As our ranks grew, we began to see the need for a new facility. In 1994 after much fund raising and hard work, Enterprise Rescue moved to our current location at 205 W. Lee Street. Our station includes a dayroom, kitchen, communications room, sleeping quarters, and a bay that houses 4 ambulances and a service lift. As the City of Enterprise grew and the demand for Emergency Medical Services increased, it became obvious that the change from volunteer to paid service was neccesary. In 1997 Enterprise Rescue Squad became Enterprise Rescue, Inc. Now with almost 20 years as a paid system, Enterprise Rescue has over 40 employees and 7 ambulances. We currently average over 11000 calls a year and operate three 24/7 ambulances and one day ambulance in Enterprise as well as one 24/7 ambulance and one day ambulance in Elba. With the addition of a separate administration and training building at 519 E. Lee Street, Enterprise Rescue has become a regional training facility for various programs and agencies. We hold over 100 classes a year ranging from basic first aid and CPR to critical care and specialty courses for advanced medical providers. Enterprise Rescue strives to provide the very best medical care for our coverage area. We are constantly finding ways to improve the quality of our services. From the newest state-of-the-art medical equipment and vehicles to ongoing training in the latest developments in emergency medicine, we will continue to serve our community with professionalism and pride.

adderley nursery school

1HN,

Adderley is a very child-centred nursery, which means that children spend much of their day engaged in self-directed learning. The majority of the day is free-flow, meaning children choose to engage in a range of different activities, indoors and outdoors. Children engage in activities independently and with their friends, as well as taking part in adult facilitated activities that are planned from children's interests and developmental needs. We believe that at this young age children learn best through a play-based curriculum, with support from our experienced staff team who engage with children in their play to support social interaction, language development and further learning opportunities. Some key attributes we seek to develop in children include self-confidence, problem solving and independence. 2-4s Unlike many other settings, at Adderley our two to four year olds are all part of the same unit. They share the same space and access the same activities. The Nursery is led by qualified early years' teachers and experienced qualified Nursery Practitioners. Key Person Each child & family has a named key practitioner. This offers the opportunity for a special relationship to develop. The key practitioner builds a close relationship by acting as a companion for the child & being mindful to the needs of the child during each day. The key practitioner acts as a champion for child & parent. Sharing information and creating opportunities to talk with parents builds trust & partnership. Settling-in is a crucial time. Transitions Each child and family is unique. Before starting Nursery, we offer all children and families a pre-entry induction meeting at Nursery and sometimes a home visit. We have new children starting every term. We have a range of base areas that offer a place of security for children to explore the Nursery. The Loft Room and Green Room provision support our youngest children to make smooth transitions from home to Nursery. There are seamless internal transitions to Studio 1 and Studio 2 for older children. Studio 1 and Studio 2 offer continuity and progression. We work together to support the settling process. When parents feel comfortable in the setting it helps their children to settle. During the Summer Term we work closely with neighbouring primary schools to offer smooth transitions to Reception. Children leave with excellent primary school readiness. Rhythm of the Day Adderley feels like home. We create Rhythm in the Nursery through our daily routine. Some children arrive early for breakfast and stay for tea. These are nurturing, social times. For most children in Nursery the day begins with meeting & greeting by the key person. A group time with the key person takes place on entry to meet & plan learning (breathing in) (15 minutes). This is followed by a period of child-initiated play indoors & outdoors (breathing out & exploring the world) (90 minutes). A group time at end of the session to share food, reflect, share stories and singing (breathing in) (15 minutes). About the Nursery Rhythm also comes through personal care routines. Nappy changing, changing clothes, washing, eating, quiet/resting/sleeping times are learning and development times for key person and child. Children experience the seasons and feel connected to nature and its lifecycle. There is a planned yearly timetable for looking after the garden and visits to parks. There are unplanned spontaneous experiences connected to weather. Children participate in real experiences like shopping, gardening, cooking and caring for living creatures and plants Food and Nutrition We are passionate about fresh, healthy food that tastes great. The right nutrients can affect everyone's mood, behaviour, health, growth and even their ability to concentrate. Encouraging a well-balanced diet establishes healthy eating now and for the future. We offer hot meals that are brought onto site by specialist caterers in education establishments. The children also have access to a morning snack of fruit with water available throughout the day. We offer breakfast and tea to children who are with us for longer days. The children grow some of our food in the garden. Governing Body The Governing body plays a key role in overseeing the practice and ethos of the school. They provide challenge and support to the Executive Head teacher and leadership team. If you would like to be involved please ask at Reception. Annual Data At Adderley we track children's learning and development termly, seeking to ensure that children make good or better progress and continue to be stimulated and challenged by their nursery experiences. This information is shared with families at termly reviews. We also use this data to identify curriculum development priorities. Working with Parents We value parental input very highly. We are always looking for parents to join our Governing Body which s a way to be involved in the direction that Adderley takes moving forwards. Each term parents meet with their child's Key person and contribute to identifying 'next steps' for their child's learning and development. We encourage families to share children's learning experiences from home through the Tapestry documentation tool.

e-learning matters

London

E-Learning Matters Home About Me Blog Portfolio Contact E-learning Matters You are here:Home/Blog/Blog/E-learning/E-learning Matters E-LEARNING MATTERS WELCOME Hello and welcome to E-learning Matters. This is the obligatory (well, it’s not really obligatory, but it feels so) blog post about myself and the website. THE OBLIGATORY INTRODUCTION Introductions first: My name’s Gareth Davies and I’m from south Wales in the UK. I’m an e-learning professional with an MA in Online and Distance Education, but more importantly, I’m someone that is very passionate about education and technology’s role within it. WHY HAVE YOU MADE THIS SITE? This website is the successor of my Multiple Tracks blog which was a free WordPress blog site. I chose to go down the route of getting my own hosting to increase my options on what I can do with my content and, crucially, for me to learn how to create my own website using WordPress. WHAT WILL E-LEARNING MATTERS BE ABOUT? The content I’ll be writing about will naturally revolve around e-learning. However, what is e-learning and why should you care about it? The ‘e’ in e-learning stands for ‘electronic’, so e-learning is learning using electronic technologies. This learning can be a part of a course or curriculum or it can account for their entirety. Typically, e-learning is seen purely as online learning where learners engage with materials via the Internet. This website will not be solely looking at online learning, however. I’ll be discussing the wide variety of issues that fall under the roof of technology enhanced learning or educational technology. The link to the left is to the wikipedia entry for educational technology. I’ll be doing this in all my blog posts when a particular term comes up that I feel readers may be interested in because I am committed to making this website a hub for people to learn about the field of educational technology. A place where readers can find not only original content but a starting off point for further reading to achieve a deeper understanding of the subjects covered. I’ll be writing about subjects such as the future of education, new developments in technology that will and are having an impact on education, and existing and burgeoning learning theories that relate to these technologies use in learning. I’ll also be writing about any of my own experiences that I feel will be of use to people studying and working in the field. Anyway, welcome and please feel free to make comments. I’d love to hear from you. Click here to add your own text PAGES About Me Blog Contact Home Portfolio CATEGORIES Blog digital competence E-learning e-learning MOOC new and emerging technology

work skills learning

London

Work Skills Learning was established in 2005. We teach children, young people and adult students in different settings. We enable them to develop new skills and achieve qualifications to secure their entry into the world of work. At Work Skills Learning all learners are valued as individuals, and we use innovative ideas and practices to maximise their potential. Children & Young People Aged 16 – 25: Work Skills Learning provides a range of educational opportunities for children and young people facing barriers to their education. Our provisions are co-educational and cater for those who may have special educational needs associated with communication and interaction, cognition and learning, and/or social, emotional and mental health difficulties. Adult Learners: Work Skills Learning offers a variety of accredited courses for those looking to gain recognised skills qualifications acquired whilst working in their sector or for those just starting out on a new path. All courses aim to boost the confidence and improve the skills of course participants. Work Skills Learning works with a variety of partners on multiple sites across London. Our Past Work Skills Learning was founded in 2005 by Dayo Adeagbo. From 2000-2005 Dayo was the Head of Education at Feltham Young Offenders, responsible for providing education for children aged 11-17 and 18-21. In 2006 Work Skills Learning started providing academic and vocational courses for children and young adults. Another major development was our partnership with Hackney Learning Trust and The Urswick School, which continues to the present day, where we teach adult classes on Saturday mornings. Work Skills Learning has delivered a wide range of courses, to communities across Hackney. One of the most significant developments has been our work to train teaching assistants. Our Present We have extended our work with Local Authorities with the aim of helping as many children and young people as possible. We work closely with each child to ensure that they can play a full part in society and to give them the additional skills to move forward with their lives. We have facilities to deliver a wide curriculum from Entry Level to GCSE and beyond, as well as accredited skills-based courses, including an Arts & Crafts facility, music, design and ICT, all designed to give our students the best possible chance in gaining new qualifications. We are in our 10th year of delivering adult courses for individuals who wish to establish a career as a teaching assistant. This is offered to all schools, which enables us to train those who are already in the workforce, helping them to achieve career progression, using our specialism in SEN to support their learning. We have outstanding specialists who deliver the course with us. To date we have taught over 600 students, many of whom are now working in schools across London. This has been life changing for many of those who have studied with us.