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NE London Driving School

ne london driving school

NE London Driving School is based and located in the heart of East London in Tower Hamlets where we provide professional driving classes and lessons to all individuals of the right age, locally. We primarily offer an all-inclusive range of driving courses to all individuals regardless of the level of experience or skills they have. Whether you are a beginner or an intermediate driver, our experienced instructors at NE London Driving School will ensure to impart expert driving skills along with all the traffic, road and driving rules and regulations that hold significance value for a safe drive. We take pride in our long-standing applied expertise that enables us to deliver great services to all our pupils. Thus, our professional commitment has empowered us to earn a long-term experience of more than 14 years in the field, further allowing us and our instructors to oblige our pupils with nothing less than the best experience with us. All our instructors possess specialised qualifications, training and experience that motivates them to impart safe driving skills in pupils that will benefit them throughout their lives. All our instructors are licensed, ADI approved, CRB checked and are regularly assessed by the Driver Vehicle Standard Agency (DVSA). Hence, our expert instructors ensure to use informative yet a friendly approach to put all the pupils at complete ease, having them drive with utmost confidence in the shortest time possible. As important as it is to have adequate driving skills, it is equally essential to know, be aware of and understand the rules that are compulsory to follow on the roads in the UK. We at, NE London Driving School, ensure to teach all the necessary skills (basic & advance) required to drive safely on the roads of UK. Additionally, our instructors make it certain to teach all the significant traffic and driving rules to the pupils in order to ensure complete safety on road and hassle-free driving. Our profound knowledge of the country’s roads, traffic, rules, signs and drivers allow us to deliver a completely reliable driving course to our pupils. Hence, our instructors train the learners’ through a step-by-step guide that includes awareness of various types of traffic signs, local direction signs, sharp bends, reserved lanes, use of lights (headlights, front fog & spot lights), parking or overtaking, being careful while pulling out of junctions, one-way streets and at roundabouts, correct adjustments of all belts (front/ rear seats & harnesses) and more. Nevertheless, our aim is to teach comprehensive driving skills to pupils combined with complete awareness of the laws, giving them confidence to drive safely on busy roads. We value our learners and acknowledge their individual time priorities and distinct learning capabilities. Therefore, we provide and arrange tailored driving lessons in accordance to their own suited time, location and convenience. With a one-to-one driving lesson plan, our instructors provide the learners additional comfort by picking and dropping them at the start and end of each driving lesson at their chosen location. Looking for something more? NE London Driving School is a one-stop solution for all your driving fundamentals. Choose and pick your own driving package that will be tailored to suit your needs at the most affordable fee. No matter what time, day, location or driving level you are seeking, we are highly equipped to deliver to your expectations. Try a driving lesson with us today.

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Dog Training with Amy

dog training with amy

I believe that dog training is a vital part of caring for your dog, and something which is often overlooked. It is our way of communicating with our dog – imagine starting a new job, and your boss or colleagues didn’t tell you what was expected of you, but got frustrated when you got something wrong? Now imagine, this is where you lived and had no escape from these expectations. It is our responsibility as our dogs guardian to show them what we expect of them, and not set them up to fail. Training is not just about getting your dog to carry out tricks or walk at a perfect heel. I believe we should be celebrating our dogs character and working with our dogs to ensure that we reach our goals together. You will be amazed how different your walks can be when your dog learns to walk on a loose lead – much more relaxing for you and your dog. I have recently graduated as an SA Pro Trainer. This means that I completed Julie Naismiths Separation Anxiety Pro Trainer course, and passed all three assessments. I am also a proud member of the Pet Professional Guild which is a force free organisation. Who am I? I am Amy, and have been passionate about animals for as long as I can remember. Growing up, I had a wide variety of pets, from goldfish and hamsters, to dogs and cats, to snakes and bearded dragons. I have always been fascinated in animal behaviour and why animals act how they do. From a young age, I always felt a close connection with animals and was able to read their behaviour fairly early on. I currently live with my rottweiler, Coco who you will probably see make an appearance in many photos and videos, and a desert king snake called Shesha. So… why choose me as your dog trainer? I have over 10 years of experience working with animals. I find many of the core principles in dog training can be applied with any animal. Whilst at university I learnt how to train various animals even including meercats and a serval! I spent 6 years working with and training birds of prey, and was lucky enough to be heavily involved with training our Raven, Millie. I have lots of experience training dogs, and have learnt about them both practically, as well as learning the theory behind why they do what they do. To back up my experience, I have many qualifications listed to the left. I am regularly attending seminars and short courses to further my knowledge and ensure that I am following the most up to date best practices. I will never suggest or use aversive methods – this is something which causes your dog pain or discomfort. There are many trainers who still use these outdated methods for easy and fast results. I do not believe in taking short cuts when it comes to the welfare of your dog. Choke chains, slip leads, prong collars and e-collars have no place in the world of modern dog training. I will always be honest with you – if the behavioural problem your dog is presenting is something beyond my remit, I will let you know and be happy to advise you on where to look for further assistance. I am fully insured meet all regulations, so feel free to get in touch to find out how I can improve the relationship between you and your dog today.

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Decolonise The Curriculum

decolonise the curriculum

London

Decolonizing the Curriculum Project (DCP) at UoK (funded by Teaching Enhancement Award and led by Dr Suhraiya Jivraj, Senior Lecturer in Law) Students are increasingly demanding a ‘liberated curriculum’ that represents their diversity as we see from #liberatemydegree, ‘Why is My Curriculum White?’ and other movements mentioned above as well as Kent Student Union campaign ‘Diversify My Curriculum’. Also at UoK law and politics students on the Race, Religion and Law module (convened by Dr Suhraiya Jivraj) have relished the opportunity both in workshops and through their assessment to explore both historical and contemporary issues that enable them to acquire ‘consciousness of their own position and struggle’ in society and education. The UoK EDI Project phase II strategy acknowledges this need in affirming that the ‘white curriculum acts as a barrier to inclusivity’ including because ‘it fails to legitimise contributions to knowledge from people of colour’. Phase II therefore seeks to ensure that ‘our curriculum reflects and addresses a range of perspectives’ and asks how this can be operationalised specifically at UoK. Modules like RRL and others in KLS are already operationalising a more inclusive curriculum requiring students to engage with key works from critical race/religion and decolonial studies which offer alternative perspectives to those heteronormative and euro-centric perspectives of white, able-bodied men dominating the western canon. This project will go one significant step further by placing students of colour as well as knowledge produced by people of colour at the centre. Being a student led project is crucial as it empowers them to become change actors and co-producers of knowledge, shaping the agenda and curriculum that seeks to include them. Moreover, it enables them to be ‘assets’ rather than see themselves represented as quantitative data in University diversity reports which does not capture the nuance and complexity of their lived realities. Empowerment for self-determination at the grassroots level is key as is apparent from student led movements that have already effected change in the curriculum. The desire for self and culturally intelligible knowledge is now well documented including in the University of Kent, Student Success (EDI) Project, Phase I:Report 2 ‘Theory and research on race and attainment in UK higher education’ by Hensby and Mitton (2017). This project seeks to operationalise this further and more broadly through the following three interlinked activities: 1) Focus groups: · Up to five stage 3 students will lead focus groups of five to ten BAME students from across the KLS UG programme. · The focus group leaders will form a research team and design the format and questions collaboratively, under the supervision of Dr Jivraj, using naturalistic methods and going through the KLS ethics approval process. 2) Publication of findings: · The data from the focus groups will be collated by the research team and will produce an accessible output such as a ‘manifesto of suggestions’ on making the curriculum more inclusive and a co-authored e-book. · The research team will also be supported in publishing findings via a blog and social media. 3) Student led conference · The workshop committee will organise a half day student led conference to discuss the findings and invite speakers from campaigns such as the NUS #liberatemydegree campaign; Why is My Curriculum White? (based at UCL); Decolonising our Minds SOAS; and the #Rhodesmustfall student movements and at least one academic speaker. Watch this space for further details.

Roundwood Park School

roundwood park school

Hertfordshire

With Grammar schools in nearby St Albans, that meant that it was in reality a secondary modern school although as its pupils reached school leaving age (15 in those days) it soon became apparent that many wanted to stay on into the fifth year and take ‘O’ levels so that facility was provided. The school opened with three teaching blocks – still recognizable as ‘B’ block, ‘C’ block and the hall, gym etc. where the staff room and offices were. There were three forms, one in each of the second, third and fourth years and three first year forms, making a total of 179 pupils. There were ten teachers including the first head teacher – Mr Arthur Foxwell. The school was organised into four houses – Braille, Campbell, Grenfell and Nightingale – thus providing a competitive element for the popular Sports Day and, from 1961 when the town’s pool was opened, the Swimming Gala. After three years, the school had reached its planned maximum size but often exceeded that over subsequent years due to its increasing popularity with local residents as well as those in Wheathampstead and Redbourn. Now we receive many pupils from the other villages – Markyate, Flamstead and Kimpton. This is partly due to the closure of smaller secondary schools in Redbourn and Wheathampstead so that the ‘economies of scale’ can be taken advantage of, full comprehensive provision within Hertfordshire and also due to parental preference. Mr Foxwell retired in 1976 after 20 years as Headteacher and Mr Turnbull took over for 2 years, being followed by Mr Haydon Luke who stayed for 17 years. Andy Cunningham stayed for 6 years and was replaced by Mr Nick Daymond who also stayed for 6 years until he was succeeded by the current Headteacher, Mr Alan Henshall. At various times in between, the Deputy Heads have held the fort – Mr Lucas, Mr Surtees and Ms Linda Graham – all contributing to the continuity and stability that have been part of the Roundwood ethos. Roundwood21There have been many changes over the past 60 years resulting in upheaval and disruption – increasingly frequent times when the site appeared more like a building site as a new Sixth Form/Modern Foreign Languages block was constructed, soon to be followed by a new Maths/Music building and a Sports Centre. The school is also now an Academy. The changes have not affected the ethos of the school and Roundwood Park remains the same, continuing to educate local children in a caring and supportive way that encourages them to develop their best talents through a broad and balanced curriculum. This article is adapted from the original produced for the 50th celebrations by Ruth Martin & Christine Hood. UPDATE On 13 September 2018 Roundwood Park was proud to officially open a state of the art 3G artificial pitch on the school site. A joint venture with Harpenden Colts FC, and with a £500,000 grant from the Premier League and the FA Facilities Fund, it allowed us to replace the existing grass pitch, which was unsuitable for football during the winter months. The new pitch is used by all students and players from the school as well as Harpenden Colts FC, who operate around 60 teams across eight different training venues. Watford FC Community Sports and Education Trust also use the pitch to deliver sessions for female and disabled football, as well as its use for regular summer holiday camps and coach education workshops.

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Athena Studies

athena studies

London

Our tutors are ambitious, social and enthusiastic top tier students who excel in their field of study and have an affinity with teaching. This is what we seek in a tutor in order to provide the best lessons for the student. Only with an 8 or higher and a genuine interest in the relevant subject will such a top tier student be selected. After an initial interview, it is up to the selected candidate to show us how he or she teaches. If that is sufficient, the teacher who has been hired will enter the training process, consisting of one or more trial lessons in which an actual lesson is simulated. During the entire period up to the first lesson and after that, the (prospective) teacher is extensively supervised by a quality manager who has several years of teaching experience and has shown superior results. Only tutors who are evaluated by students with an 8.0 average or higher for multiple actual lessons are given a permanent place in our team of tutors. All permanent lecturers take part in an advanced training programme, which focuses on improving teaching fundamentals, such as didactics, pedagogy, interpersonal communication and presentation skills. View our tutor vacancy if you want to be a part of this. Our method At the heart of every course, active learning is the basis. Students are often tempted to (only) make summaries and re-read or highlight textbooks, with the misleading idea that this improves their study results. Based on the available evidence, these study techniques are rated as being low utility learning (Dulonsky et al. 2013). At AthenaStudies, we are constantly analysing the most recent studies and assess student needs in order to find the most effective study methods to ensure the highest grades. It is proven that the most effective study method is retrieving the information out of the brain, instead of putting information into the brain. Spitzer et al. (1939) found that students who did one extra practice test scored about 10-15% better on their exam that students who did not. A more recent study from Butler et al. (2010) suggest an even bigger difference, with an estimated 30%. Hence, practice is key. Karpicke & Blunt (2011) takes this idea one step further and found that a group of students who read a topic four times scored less than students who practiced with the topic only once. Our tech team has created an ideal online environment where our teaching methods can flourish. Every course given by AthenaStudies is interactive and includes a lot of exam level practice material. It gives the students the opportunity to practice during the course and think for themselves. With every course, a summary of the full exam curriculum is provided and sent to the home address of the students. References: Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(5), 1118. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775. Spitzer, H. F. (1939). Studies in retention. Journal of Educational Psychology, 30(9), 641.

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Spectrum Sen

spectrum sen

London

Spectrum SEN services provide help and support to both young children with special educational needs (SEN) and their families. Our services are completely bespoke and individualised as we fully appreciate that not ‘one cap' fits all. We believe in teaching and developing our students, creating tailor-made educational plans that encompasses their strengths and interests. This method has proven to be successful in aiding engagement, development and making learning fun! Our highly experienced consultants specialise in supporting individuals from start to finish, ensuring they reach their full potentials, equipping them with the foundations required to build on - to successfully pave the way to unlock the door for future opportunities and achieving their aspirations. Our consultants are devoted to making a difference in supporting SEN children and realise the barriers and challenges that families go through to best support their children. Spectrum Sen's dedicated team are here to support both the students and their families every step on the way! Each student will be assigned a tutoring consultant who will meet, discuss EHCP needs and options, before making sure all parties are happy with the devised educational plan. We want to help our SEN children become more independent, and more resilient by helping them identify their triggers, and teaching them how best to manage them. Our education, social development and life skills programmes is key in preparing them their next chapter of life or a further educational provision. We specialise is working with children with ASD, ADHD, Depression, Anxiety, Dyslexia Dispraxia and children with complex overlaps. Our company director has a background in psychology and has over 20-years’ experience in special educational needs. Along with supporting families and young children in various schools across the South East, she has first-hand experience living with her own SEN children, (now teenagers) that identify with ASD, ADHD, Depression, Dyslexia, Dyspraxia, Speech and language needs, Development delay and sensory difficulties. With many sleepiness nights and lots of failed school placements she made it her mission spending years studying and researching ways to understand the world 'as her children saw it' in order to best understand and help them. She now puts her knowledge to good use by supporting and training others. It is her aim to provide our young students with a better understanding of 'self' and boost self-awareness and self-esteem. She believes in children being able to express themselves freely, find their own identity and have the power to be autonomous. We incorporate a hands-on kinaesthetic learning to gain real-world and life skills - which builds confidence, that they will use daily for the rest of their lives. Our holistic approach promotes young minds, wellbeing and develops trusting rapports. Spectrum SEN has been formed to help and support young people and their families to achieve their goals. Our friendly and nurturing team work closely with parents, children, and local councils, ensuring the best possible support is provided. We believe in the personal approach and collaborate with a variety of professionals and therapists. All of our consultants are highly compassionate and experienced in supporting young people with SEN, fully DBS checked and safeguard trained. funding is generally granted by local councils through EHCPs or personal budgets, however, please do get in touch if you are in the process of applying for this, or you would like to use our services privately. All services are tailor made to each individual, we accommodate both full and part-time placements. We welcome parents, schools, colleges, and local councils to make enquires to discuss the needs of any individuals requiring support.

Strone Primary School Information

strone primary school information

The Education Committee recommended at its meeting of 21 August 1997 that – ‘the adoption of a distinctive dress code chosen to enhance the ethos of the school should be encouraged in all schools’. Given that there is substantial parental and public approval of uniform, schools in Argyll and Bute are free to encourage the wearing of school uniform. In Strone Primary School, the suggested uniform is as follows: BOYS: Strone School sweatshirt (which is bright red and bears the school logo, plain red jumper or cardigan.) Black or grey trousers. White shirt or school polo shirt Black School Shoes GIRLS: Strone School sweatshirt (which is bright red and bears the school logo, plain red jumper or cardigan.) Black or grey skirts or trousers. White blouse or school polo shirt Black School Shoes PE KIT: T-shirt, shorts, training shoes. Indoor and outdoor training shoes required. T-shirt and training shoes should be kept in a bag with pupil’s name on it. At Strone Primary we use the outdoor environment as a valuable resource for our curriculum. The children are frequently outdoors and therefore we would ask that they all have a pair of wellies that they can keep in school. We are able to provide waterproof jackets and trousers for all our pupils. Please note that school uniform is not compulsory and it is not policy to insist on pupils wearing uniform or having specialist items of clothing in order to engage in all of the activities of the curriculum. As such, pupils will not be deprived of any educational benefit as a result of not wearing uniform. However, there are forms of dress which are unacceptable in school, such as items of clothing which: potentially encourage faction (such as football colours); could cause offence (such as anti-religious symbolism or political slogans); could cause health and safety difficulties (such as loose fitting clothing, dangling earrings); are made from a flammable material, for example shell suits in practical classes; could cause damage to flooring; carry advertising, particularly for alcohol or tobacco; and could be used to inflict damage on other pupils or be used by others to do so. All clothing brought to school should be labelled or marked in some way, as it is difficult for children to distinguish their own clothing from others. School Clothing Grants Grants of £100 are available for any child who will attend an Argyll and Bute Council school and whose parent(s) receive: Income Support Income Based Job Seekers Allowance Income related element of employment and Support allowance Council Tax or Housing Benefit Child Tax Credit and Working Tax Credit (Income should not exceed £6900) Pupils aged between 16 and 18 years who receive any of the above benefits in their own right also qualify. To complete an online application form please visit https://www.argyll-bute.gov.uk/education-and-learning/childcare-school-and-education-grants-0. Alternatively, please contact Customer Services: Education on 01369 708548 or your local benefit enquiry office. Please note that the above eligibility criteria is correct at time of publishing (November 2019) and may be subject to change by the start of August 2020. The link above will contain the most up-to-date information. If you are not eligible for any of the benefits listed above there is a separate application process available and you should contact either 01369 708548 or your local benefit enquiry office for details.

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E Clinic

e clinic

London

Every year as we approach the year end, I like to take stock of where we are and write a letter to clients. This is in part to thank you for your much valued business, but also to tell you how things are going here at e-clinic and let you know a little of what we have planned for the coming year. I hope you’ve all had a good 2015 and are looking forward to taking some time out over the festive period. The feedback we’re getting from clients is that the market in most sectors has improved this year and that whilst there is some way to go, things are certainly easier than they have been in the last few years. 2015 has been a good year for e-clinic, with healthy increases in both revenue and profit. Indeed, it’s fair to say that our company is in the strongest position it has ever been. I tell you this as hopefully it gives you reassurance that, having been around for a long time already, we intend to be around for a very long time to come, and that can only happen if our business is stable and profitable. Most of the increased revenue has, of course, gone back into improving the business, rather than into my guitar collection! Our team has almost doubled in size over the last year, which has enabled me to focus much more on development than in previous years. It has also enabled us to reduce support response times significantly. Our performance is independently monitored by ZenDesk and currently we sit in the world’s top 4% of software companies who use ZenDesk in terms of support team performance. I think this is something we can be very proud of and I know many of you have taken the time to comment on the quality of service you receive from Robin and his team. They have worked very hard this year and I am, as always, very much indebted to them. The development team has continued to work away behind the scenes on ideas for the next version of e-clinic. We recently completed the work on Healthcode integration for insurance invoicing, along with a full integration with Xero Accounts. Currently Dillip is looking at ways to better implement email marketing from within e-clinic, including the reporting of outcomes such as emails opened and clicked through directly within the patient record. Hannah is doing some very exciting stuff with web and Facebook and Joe is beavering away on some interface improvements to bring us more in line with current trends and to improve our mobile options. The growing sales and marketing team also continues to improve client communications and we have a number of plans in this regard for next year, particularly in terms of improving our web site for mobile users. I’ll be spending a little more time than usual at home with my family (and my guitars) over Christmas, but for those of you who have to work over the holidays, we will be providing support during business hours as we always do (more details lower down). I’d like to finish by thanking you all for your business over the past year. I hope you all have a wonderful time over Christmas and the New Year and return refreshed and excited for what will hopefully be an excellent year for us all in 2016.

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Tolworth Girls' School And Sixth Form

tolworth girls' school and sixth form

4.2(6)

Surrey,

'Let your light so shine - Be the best you can be.' We believe that every student should have the opportunity to achieve their academic potential and realise their dream We value every student as an individual with their own spiritual, cultural and individual strengths that enrich our school community We celebrate the achievements of all, encouraging our students to flourish and to value each other At Tolworth Girls' School we aim to: To provide a secure, nurturing and inspirational learning environment To develop confident and happy young people who make a positive contribution to our society To encourage respect for others, resilience and a love of learning in all students To engender in our students the skills needed so that they can shape their own future

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Queen Elizabeth's School

queen elizabeth's school

4.2(5)

Hertfordshire

Explore Queen Elizabeth's rich and varied history.Queen Elizabeth’s School has been part of the Barnet community since its foundation in 1573 by royal charter.

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