425 Educators providing Courses

Online Pony Club

online pony club

The Pony Club is an international voluntary youth organisation for young people interested in ponies and riding. Founded in England in 1929, and granted independent charitable status on 1st January 1997, there are around 330 Branches and 400 Centres in the UK alone. The Pony Club has been the starting point for a large majority of equestrian team members and medal winners. The Pony Club is represented in no less than 27 countries with a worldwide membership exceeding 110,000 making it the largest association of young riders in the world. Objectives The objectives of The Pony Club are: to encourage young people to ride and to learn to enjoy all kinds of sport connected with horses and riding to give instruction in riding and horsemastership and to educate Members to look after and to take proper care of their animal to promote the highest ideals of sportsmanship, citizenship and loyalty to create strength of character and self-discipline Membership Membership is open at any young person under the age of 25. Structure The Pony Club Office is based at Lowlands Equestrian Centre, Warwickshire from where The Pony Club is managed by a permanent staff responsible to The Board of Trustees and the Management Committee. Incorporated as a Company Limited by Guarantee Registered Company Number: 3072475 Registered Charity Number: 1050146 Areas The Pony Club is split into 19 Areas, with a number of Branches and Centres in each, across the country. Each Area has an Area Representative who will represent their Branches and Centres at Area Representatives meetings. Branches Each Branch covers a geographical area and is organised using the purposes and the rules of The Pony Club. Every Branch is administered by a voluntary District Commissioner helped by a Committee made up of voluntary members. Pony Club Branch Membership is open to anyone under 25 years of age. Members should have access to a horse or pony, by ownership or loan, and have the means to transport the horse or pony to and from rallies and events. Centres In 1998, the Centre Membership scheme was launched for those, without their own pony who ride at riding schools, to become Members and take part in all that The Pony Club has to offer. There are currently around 400 Pony Club Centres spread across the UK. Activities at the Centre are run by the Proprietor and their Coaches. New Pony Club Centre Membership is open to anyone under 25 years of age who does not own a pony. Members pay an annual subscription and receive instruction at a Pony Club linked Centre, this subscription constitutes Membership of the Club and includes third party insurance. Since January 2016, Centre Plus Membership is also available for young riders with their own pony who ride at a Pony Club Linked Centre.

The Dance Zone

the dance zone

Berkshire,

Becky Hi, I’m Becky, the Principal here at The Dance Zone. I began dancing at the age of 4, learning Freestyle, Ballroom and Latin American. At the age of 14 I became a Student Teacher and fell in love with teaching. I enjoy studying the theory side of dance and went on to take the Associate Teacher qualification in both Ballroom and Latin American with the IDTA; and Ballroom with the ISTD. I now have the pleasure of passing this knowledge on to any of our student teachers who wish to train to become qualified dance teachers and fulfil their own dance dreams. Quite some time ago, I discovered a love of authentic Street dance and still enjoy attending classes in this discipline. Over the years I have achieved qualifications to teach Zumba, Zumba Toning and Mash It Up Fitness, all great and fun exercise programs. I have had the pleasure of partnering students at competitions in the Blackpool Tower Ballroom, something I will never forget. I do not have a favourite style, I just love to dance; even my holiday every year is at a dance convention! Yes, dance is my passion, but it’s more than that, it’s who I am. Amy Amy Hi, I’m Amy, and I’ve been dancing at The Dance Zone since it opened in 2011 but have been dancing for 13 years. I have been a student teacher since 2017, I also take lessons in Tap dancing elsewhere. I have loved growing up and spending time with the other amazing student teachers and getting to know all the kids. Going to dance just provides me with a good opportunity to have fun and learn something new at the same time. Beth Beth Hi, I’m Beth, and I have been dancing since I was 3 years old. I started off doing ballet then moved to The Dance Zone at the age of 6. Dance was always something that I have loved so it’s amazing I have been able to continue dancing my whole life. I competed in several competition as part of a Street dance crew. I have taught dance since I was 12, I love being able to share my passion with the kids and being able to teach and dance with them. It’s rewarding to see the kids perform knowing that you helped to lead and encourage them. My favourite style of dance is street as it’s fun and allows for you to add your own style to routines. I have grown up with The Dance Zone and had the opportunity to be taught by and dance with amazing people and have amazing memories.

International Yachtmaster Training

international yachtmaster training

London

The company, with the home office in Kelowna, British Columbia, Canada, certifies more boating courses with more government approvals through more schools, in more countries and in more languages than any other boating organization in the world. IYT Worldwide is the trusted standard of excellence in yacht training, maritime certification and safety around the world. IYT has achieved the highest level of internationally recognized and sanctioned best practices (ISO 9001:2015) certification through the Government of Canada’s “Canadian General Standards Board”. Our quality policy is as follows: IYT Worldwide is committed to: Providing its partner schools with quality training products and services Meeting its customer’s needs, the requirements of its regulatory authorities, MCA and ISO certifying bodies Establishing and maintaining a Quality Management System Creating and maintaining an environment that encourages it training centres towards excellence in education, teamwork, cooperation, leadership, and continuous professional development Ensuring objectives are established and measured using metrics, course reviews, risk analysis and internal audits IYT’s founders represent 40 years of seafaring and yachting leadership and experience. This expertise has been adopted and endorsed by the world’s leading regulatory authorities (MCA, USCG, The Marshall Islands, PADI), representing the gold standard for professional and recreational marine training and accreditation. In over 24 jurisdictions worldwide and a growing number of maritime associations recognize IYT certifications. Over 300 schools in 58 countries have adopted the IYT curriculum. IYT’s courses are offered worldwide through a network of partner schools. Through these schools the company offers an entire range of recreational courses from entry-level sailing and powerboat courses up to Yachtmaster Ocean. IYT is renowned for its professional yachting courses such as the Master of Yachts Coastal, Limited and Unlimited, Superyacht Chef, Superyacht Deck Crew, Professional Superyacht Hospitality and STCW Training. No other organization offers such a diverse range of nautical training or is as internationally accepted as IYT. Company Values Our company values allow us to remain a stalwart in the world of yachting, sailing and boating: Discipline – professionalism and safety above all else. Wisdom – world-class depth of maritime knowledge. Innovation – create and maintain worldwide standards. Reliability – collaborate and support the success of our students, schools and partners. Adventure – celebrate the spirit and adventure of maritime experiences. Service – consistent delivery with the highest level of quality. Accountable – responsible and accessible to all stakeholders. Heritage – respect and support maritime history and traditions. Our professional yachting courses are recognized by 24 different governments worldwide for commercial use including the British Maritime and Coastguard Agency (MCA). Our commitment to standards of excellence, hands-on practical training, and quality instruction have made IYT the world’s number one choice for nautical training. IYT is proud to be a member of the Canadian Safe Boating Council and the British Marine Federation.

Queen Elizabeth Grammar School Penrith

queen elizabeth grammar school penrith

Penrith

This is a busy, happy and successful school with well motivated and conscientious pupils, a highly experienced and committed teaching staff, and outstanding parental support. We have a very clear recognition here between teachers and pupils that we are on the same side, we are working together. We all share the same vision to do our best to ensure that everyone achieves their full potential in the time they are in the school. Queen Elizabeth Grammar School is about taking the best aspects of the traditional grammar school ethos and blending them with the most useful elements of good practice in modern education. The grammar school ethos is about offering an academic curriculum, encouraging our pupils to have high aspirations and working in a disciplined environment which has a high regard for the community, for honesty and mutual respect. There is considerable extra-curricular provision in sport and the performing and creative arts. We also have an extensive programme of educational visits. ‘Preparing our students to succeed in tomorrow’s world’ is our ethos statement. This is achieved in a happy, safe culture where students and staff work together towards shared goals. Academic outcomes at both GCSE and ‘A’ Level are excellent and are well above national averages every year. Students also excel in sports and the arts, with a rich array of extra-curricular activities on offer to all year groups .The musical drama productions and sporting achievements are particularly impressive and indicative of what our students can achieve beyond the curriculum. The dedicated and committed staff at QEGS bring out the best in every student. Students are presented with many opportunities and encouraged to be aspirational in everything they do. All staff work closely with parents to ensure that students get the right level of challenge and support to flourish. Additional support is always available through our excellent pastoral system, where necessary. The school has been graded ‘Outstanding’ by Ofsted at our last inspection, but we are never complacent about this and are constantly striving to raise expectations and achievement, for all members of our community. Tradition is important at QEGS and our ethos is infused with the traditional values of respect, honesty, responsibility and self-discipline. At the same time we are preparing our students to excel in the 21st century with its many and varied challenges. We make effective use of the latest technology and are constantly developing our learning resources and pedagogy. A new suite of classrooms for the Modern Foreign Languages Department opened last year, for example, with the latest interactive facilities to aid student learning. Queen Elizabeth Grammar School is a thriving community where every student is valued and every student succeeds. If you would like more information, or to arrange a visit, please contact the school.

Faith Brooke Academy

faith brooke academy

London

Founded in 2013, Grace Brook Academy is a Christian School, located in Syokimau. We enrich the lives of our pupils, their families and the community through dedication to the principles of academics, discipline and faith. Our diverse student body, comprised of children from different regions, benefits from a progressive, modern, and congenial school setting, designed to foster academic achievement. We provide a safe, positive, learning environment that encourages the scholastic achievement of our pupils, as well as the development of their spiritual and social lives. Our staff is committed to providing high quality relationships, including faith in God, and practical skills as part of our school and life preparation. MISSION STATEMENT The mission of Grace Brook Academy is to provide a Caring, Christ-centered education producing students who thrive in the word. This is derived from the acronym CARE – Christ-centered: GBA sees its primary purpose to be a welcoming school where students can be exposed to the rich life of God’s love by knowing Christ personally. It is our desire that every student comes to a point where Christ is the center of their life, influencing every thought that they have and action they make, and in so doing they can spread His Word even further. Accessibility/Affordability: Allowing Christ to influence every thought and action, we model our school after Jesus’ example of making Himself available to all that would come to Him. He did not set Himself aside for the most privileged or most affluent, but rather was welcoming to all that wanted to hear Him. Following His lead, our goal is to be accessible to the greatest number of students and families possible. Real-Relationships: Motivated by love, God sacrificed His own Son, so that we could have a real eternal relationship with Him (John 3:16). Likewise, the evidence that we have a vital relationship with Christ shows up in the way we love one another. Having a personal relationship with Christ is central to every other relationship we have and as we pursue this relationship with Him, He will increase our desire to serve one another. Educational Excellence: Finally, as a school, these values are expressed in an excellent Christian education. We don’t believe excellence is compromised with accessibility and therefore we dedicate ourselves in the pursuit of academic excellence unmatched by both public and other private schools. It is our desire that each student develop a lifelong love of learning and improving themselves for the future. Our Vision To be a leading Christian based institution for early childhood education and to become a center for academic excellence. Objectives and Goals Grace Brook Academy is committed to preparing all students to thrive in the 21st century by providing a solid foundation in Christ and an education that will allow them to excel in college and beyond. GBA strives to develop critical thinkers who can give well-reasoned answers to challenging questions.

Copleston High School

copleston high school

Ipswich

It is my pleasure as the Principal of Copleston High School School to welcome you to our website. I hope that you find all the information you are looking for. We are a dynamic and successful 11-18 school serving the Ipswich community. We have students of all abilities and from a wide variety of backgrounds, all of whom contribute to the richness and diversity of our school population. Copleston High School is an exceptional learning environment with a real community spirit. We provide students with a high degree of challenge combined with excellent support and as a result the outcomes that students achieve are very strong. Our staff share a commitment to delivering interesting and engaging lessons and to raising attainment. Relationships between staff and students are excellent and discipline is very good. We treat one another with respect and understanding. We have a genuinely comprehensive intake and we work hard to meet the needs of all our students, from those who come to us with exceptional talents and abilities to those who require additional support to succeed. Our expectations of students at Copleston and our ethos remain consistent. We strive for excellence in all that we do. Our strap line “Achieving Success Together” guides us all- students and staff. Over the past few years we have developed a series of clear and consistent practices about how we teach and the qualities that we wish to develop in our learners; the Copleston DNA. They are at the heart of our success. We are well resourced in our staffing and we have a modern, well-equipped estate which supports learning. The Copleston site is impressive with a brand new multi-million pound purpose-built school that has recently been completed. The school also has an excellent sports centre that hosts national basketball fixtures on a frequent and we are have a brand new 3G “All-Weather” sports pitch. We believe strongly that all resources should be maintained and equipped to the highest standards to meet the expectations and demands of today's students, their parents, and the wide-ranging timetable we offer. We also cater for the needs of the community where the school is used every evening for various activities and at the weekends it is the home of the Coplestonians Football Club which has a long and proud association with the school. We offer a wide range of leadership and extra-curricular opportunities to our students at Copleston. My staff team and I are committed to ensuring our young people progress to college, university and working life, fulfilling their aspirations. We provide a first-rate education at Copleston because we equip our students with the skills, knowledge and attitude required to be good citizens and to succeed in the 21st century. At Copleston we have very high expectations of everyone who is involved with the school - from students and staff to parents and governors. Our goal is to see all students become highly-skilled learners, achieving excellent standards and leading fulfilling and exciting lives. Students and teachers alike enjoy lessons, which make for a positive and purposeful atmosphere throughout the school. Our commitment to equal opportunities is reflected in all aspects of school life and we welcome young people from all cultures, backgrounds and beliefs. We aim for our students to leave Copleston as well-educated, knowledgeable, confident and well-rounded individuals.

Clear View Training & Consultancy

clear view training & consultancy

London

We specialize in consultancy and training in OO analysis and design, UML modelling, BPMN, Metadata Management, Model Driven Architecture (MDA), requirements engineering and software engineering process design and implementation. New book - Interactive Computational Geometry in Python! Interactive Computational Geometry in Python, is now released. Click on the link in the sidebar for information and preview chapters. This book is an updated and expanded version of our popular “Interactive Computational Geometry - a taxonomic approach” ported from Mathematica to Python. It has some very useful extra material and greatly improved demonstrations and text. If you are not an experienced Mathematica programmer, you will find the Python code is much easier to undestand. In fact, when we made the port, we were delighted by just how simple and elegant the Python code turned out to be. We will no longer update the Mathematica version (although it will always remain available) and we consider “Interactive Computational Geometry in Python” to now be the definitive version of the text. Python is a great language for this sort of thing, and we hope and expect that moving to Python will make the book accessible to a much wider audience. We are very excited about this book! We have developed a complete process, including software, for creating long-form texts as interactive Jupyter notebooks and this book is the first result of our efforts. If you need help writing your own book in Jupyter, or just need help working with notebooks, please contact us for training and consultancy. Books Jim and Ila are authors of several best selling books on UML, BPMN and Model Driven Architecture. Our latest modeling book is “Secrets of Analysis”. This describes an approach to object oriented analysis called Generative Analysis. It tells you how to take unstructured, informal information, and, through a well-defined process of transformation, produce precise, structured information and ultimately UML models. If you ever wanted to learn the secrets of how experts perform great analysis and produce great UML analysis models, then this book is for you! We expect it will help re-establish OOA as a key discipline for the UML modeller/Business Analyst. Fed up with semantically weak user stories? Want to put some rigour back into your analysis process? This is the answer. Also be sure to check out our “Introduction to BPMN 2”. We believe that this is the first interactive modeling textbook ever produced. It is an enhanced ebook with animations and interactive figures for the iPad and Mac. Animations show you precisely how the various BPMN modeling element work. The interactive edition is available in Apple iBook Store. It is also available in a non interactive PDF version for all other readers from Amazon. Bespoke technical authoring We can help you author interactive texts in: - Apple iBooks - Jupyter - Wolfram Language Future books More or less as a hobby, Jim has been writing an interactive textbook on mathematics, music and musical set theory. There is a Wolfram Language version (which is rally just a scatch pad) and a version in Jupyter that will be published when Jim gets around to finishing it. If you are interested in these topics, contact us for details. Training courses Universities - we offer all of our training materials free to universities. All we ask in rerturn is that if there is a book associated with the materials, it is recommended as a course book. Commercial organizations - all of our training courses are available for delivery or licensing. Contact us for details. We offer: - UML 2 and the Unified Process (of course!) - Introduction to BPMN 2 - Miscellaneous OOAD/MDA/Metadata Management courses - Bespoke courses: if it is anything to do with modelling or UML we can do it! - Any of the advanced topics from “Secrets of Analysis" We have had very many satisfied clients including, JP Morgan, British Airways, Vodafone, AVIVA etc. etc.

Pownall Hall School

pownall hall school

Cheshire,

I am delighted that you are considering Pownall for this very important stage of your child’s education, and I hope that our website will introduce you to all the academic, sporting and co-curricular opportunities available here at Pownall Hall. As a preparatory school, we thoroughly prepare our pupils for the top performing independent schools in the North West. Our ‘up-levelled’ core curriculum allows pupils to aspire and achieve the results required to attend the very best academic schools in the region. This combined with a rich and diverse range of specialist taught subjects means that we provide the very best academic opportunities possible: science in our laboratory, art and design and design technology in our studio, music and drama in our very own Boddington theatre, three languages and extensive grounds, an astro and a sports hall for our specialist PE and Games lessons. Our co-curricular programme of wellbeing, mental health and growth mindset enables us to educate the whole child, developing them both socially and emotionally to become curious, hard-working, aspirational, inquisitive, kind and caring children. Many families aspire for their children to attend top performing schools for their senior phase, yet still wish for them to be at a co-educational, local school in their formative years. At Pownall, we are the very best of both and will provide your child with the strong academic foundations required for the demands of 11+ whilst remaining a small class size, nurturing and family based school. At Pownall Hall we are a family, a family of pupils, staff, parents, governors and friends, all working together to ensure an excellent academic outcome in a caring, safe environment. Our curriculum is creative, broad, active and diverse, wrapped in a caring ethos and all of this is underpinned by a no-compromise approach to the safeguarding of our children, ensuring a happy and safe place for your child to flourish. We are very fortunate to have over 8 acres of beautiful grounds allowing us to have outdoor classrooms, a wildlife pond and forest school provision within our woodland areas; all of which provides excellent learning opportunities for all ages, with free flow inside/outside learning in all our early years provision. Pastoral care is paramount at Pownall. Our staff really get to know your child and will always encourage them to talk if there is something on their mind; this of course will be shared with you, transparency is key. It is crucial that each family knows and understands their son or daughter in the same way that our teaching and support staff do. We will work together to ensure your child’s happiness. We also operate a buddy system between the children from the lower and upper parts of the school, further encouraging the importance of kindness. We have a whole child approach at Pownall. Your child’s social and emotional development is very important to us and has a direct correlation to their personal progress and success. As well as the bespoke areas, there is an essential focus on wellbeing and mindfulness that enables your child to develop a growth mindset that will ensure that they flourish. We believe that these values as well as mental health and wellbeing are just as important as the academic rigour we provide to achieving success in life. We want our children to see themselves as part of a bigger picture, we want them to see beyond themselves and how social values and the qualities of humility, kindness, compassion, discipline, and honesty, are such a very important part of who they will become and what they can be.

Streetgames UK

streetgames uk

Manchester

StreetGames harnesses the power of sport to create positive change in the lives of disadvantaged young people right across the UK. StreetGames' work helps to make young people and their communities healthier, safer and more successful. WHY SPORT? Sport is energetic, inclusive and enjoyable, but StreetGames' goal isn’t just about having fun. StreetGames believes in the power of sport to transform lives and to broaden ambitions. Sport teaches key skills such as teamwork, understanding and self-discipline, brings people together, creates pride in a community, breaks down social boundaries, and inspires people to make a difference in their own lives and for others. Through sport, StreetGames can empower young people to kick-start a cycle of positive change that echoes throughout their entire community. StreetGames' central programme: 'Doorstep Sport' encapsulates many of these important qualities, offering fun and informal sports clubs that work to meet the needs of today's disadvantaged young people - a staggering 70% of whom are not involved in structured activity elsewhere. They do this by operating according to the 'Five Rights of StreetGames': being carried out at the right time, in the right place, with the right people, for the right price and in the right style to suit the needs of these LSEG youth. TEAMWORK StreetGames' work is delivered in partnership with the StreetGames Alliance of around 1,000 Locally Trusted Organisations, working in disadvantaged communities across the UK. The collective power and reach of this alliance enables unparalleled access to young people growing up in over 4,000 poverty-hit localities. These organisations are the lifeblood of their neighbourhoods. They have earned their spurs, built trust and won the right to make a difference in their community. They understand what will work and what’s needed on their patch. They reach those that others find ‘hard to reach’ and are able to collaborate with StreetGames to replicate what works at scale and at pace. The organisations that make up the StreetGames Alliance maintain industry standards for safeguarding, insurance, health and safety, and equalities and diversity. Each is a self-determining organisation that is independently managed and funded. Most are charities, legally constituted community groups or Community Interest Companies. All are embedded in their ‘hard to reach’ neighbourhood. LEVELLING THE PLAYING FIELD 3.5 million UK children currently live in poverty. Fewer than 1/4 meet national guidelines for recommended daily activity. Young people from the lowest economic bracket are 3 times more likely to suffer with mental illness than a counterpart from the highest-earning group. The UK’s poorest children live an average of 3.6 to 5 years fewer than their more affluent peers These same children also spend an additional 16.5 years in poor health. Screenshot 2020-08-06 at 13.01.07.png "StreetGames has turned my life around. If it wasn't for them I don't know where I'd be right now" LYNDSEY DAWN - STREETGAMES PARTICIPANT. StreetGames believes in fair play, both in sport and in life. With only £3.21 to spend on sports activities per week – compared to the national average of £12.11 – struggling families just can’t afford to keep pace. That’s why StreetGames has made it its mission to level the playing field. Here’s how. StreetGames is committed to making communities healthier, safer and more successful. StreetGames' programmes are conducted in the ‘Right Way’ - offering projects at the right time, in the right place, and for the right price to suit the needs of young participants. Through StreetGames' pioneering Doorstep Sport approach, the organisation improves young lives through sport, giving access to positive role models, volunteering opportunities and diversionary activities. Through Fit and Fed, StreetGames tackles the hidden issue of holiday hunger and inactivity, through nutritious meals and fun, healthy activities. Through Us Girls, StreetGames work to empower young women within a holistic and supportive environment - tackling the everyday sexism that presents a barrier to participation in sport.

West Coventry Academy

west coventry academy

Coventry

In practice, this means that we expect students, staff, parents and governors to model these core values. Student Expectations Respectful Students show respect for themselves, their peers, staff and the community. Communicate with others in a calm and respectful manner Listen and respect other people’s views Have respect for the school site and learning environment Have a healthy, active and proactive lifestyle, with self-respect and self-discipline Recognition that respect for effort brings reward Responsible Students are responsible for their own behaviour and their consequences. Students are responsible for their own learning Students are responsible for wearing the correct uniform, bringing the correct books and equipment to school. Students are responsible to complete their work (including homework) Students are responsible to attend/complete any sanctions issued due to inappropriate behaviour or missed work. Students are responsible to report any inappropriate behaviour to an appropriate adult Resilient Students become more resilient when they realise that it is important to make mistakes and learn from them When finding work difficult, students should not just give up Re-read the work, look at previous work, have another go! Only ask for help when the above has been done Have high expectations of yourself Learn from experiences, in order to become stronger and better at tackling the next challenge Ready to Learn Students attend school in correct uniform, on time and with the correct equipment books Be punctual for all lessons, enter rooms calmly, take out equipment and start the Do Now in silence Make sure all home and prior learning tasks have been completed Have the right attitude to learn and actively engage in lessons Staff Expectations Respectful Staff model respectful behaviour to promote a culture of mutual respect Communicate with others in a calm and respectful manner Feedback on work respectfully, showing students that their work and effort has been valued. Show respect through being fair and consistent when dealing with students Promote that respect for effort brings reward Responsible Staff are responsible for creating a positive and calm learning environment Teachers are responsible for delivering well planned and meaningful learning experiences Teachers understand the responsibility of their role as a tutor Staff understand the responsibility of working in a school Staff are responsible for modelling expectations Staff are responsible for challenging poor behaviour and uphold school policies consistently. Resilient Support the whole school community to build resilience Identify vulnerable students that may have barriers to learning, support them in reducing barriers and equip them with the skills to build their resilience Praise student’s efforts Teach students that we learn from make mistakes Be open and flexible to new initiatives Develop a Growth Mindset Ready to Learn Ensure lessons are well planned and have impact for all students Ensure you are punctual to lessons and greet the students in a positive way Ensure school rules are applied consistently and fairly Listen to student concerns and help students overcome barriers to learning Empower students to become independent learners Parent Expectations Respectful Promote respectful behaviour within their families Communicate with the school in a calm and respectful manner Respect that all school decisions they are made with best interests of the students Respect the school rules and explain to their child the importance of them Respect the importance of education and teach their child the value of it Promote that respect for effort brings reward Responsible Parents are responsible for their child’s attendance and behaviour Parents are responsible to ensure their child is kept safe and well. Parents are responsible to ensure their child has the correct uniform and equipment. Parents are responsible for communicating with the school to flag any issues that may affect their child’s learning. Parents are responsible challenge poor behaviour and celebrate success Resilient Build up their child’s resilience through supporting them emotionally and helping them to show determination in the face of adversity Promote the importance of “Learning from mistakes” Demonstrate a positive attitude about education and their child Praise their child’s efforts and not just their academic achievements Ready to Learn Ensure their child attends school on time, in the correct uniform and with the right books/equipment Support their child with their learning Develop a partnership with the school Keep track of their child’s homework and behaviour by accessing classcharts regularly Encourage their child to read and to become an independent learner