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Methodist College Belfast

methodist college belfast

6BY,

These three words encapsulate the journey to excellence that pupils experience at Methody. We believe that their education should be exciting, exacting, enriching and ennobling. We work hard to provide our pupils with opportunities to excel, and we have high ambitions for them. But it is not just the academic results that the pupils achieve in and out of the classroom that are important; it is also the type of person that they become. There is little point in producing well qualified young adults if they do not also have a sense of moral duty and social responsibility. We are ambitious for ALL of our pupils. We do our best to prepare them to meet the demands of life beyond school, to be able to contribute positively to society. We try to develop in them a passion for learning, an understanding of social justice, of equality and of fairness; instilling values, building character, developing compassion, self-awareness and independence of thought and spirit. We are about building futures – better futures, a better future for us and a better future for our community – we are about making a difference. Great by Choice Methody’s core values of opportunity, diversity and excellence will continue to drive everything that we do this year but in addition, this year has been themed and everyone has been challenged to be ‘Great by Choice’. In assemblies we have explored the meaning of ‘great’ defined as ‘outstanding, powerful, an example and influential’ and discussed how everyone can deliberately make ‘great’ choices to achieve success. The theme has just been introduced to the school community and it will evolve as the year progresses, we look forward to sharing more of this with you. Campus Creation In 1865, when Methodists in Ireland numbered only 23,000 out of a total population of six million, it was decided to build a college in Belfast, partly for the training of Methodist ministers and partly as a school for boys. Money was collected, mainly from the Irish Methodists but with help from England and America, and 15 acres of land were acquired on what were the very outskirts of the city at that time.This land included the present College Gardens as well as the site on which the College stands. The foundation stone of the New Wesleyan College at Belfast (as it was originally known) was laid on 24th August 1865 by Sir William McArthur, a Londonderry businessman, who later became Lord Mayor of London. Three years later, on 18th August 1868, the College was opened with 141 pupils. Just after the opening of the College a proposal that "young ladies" be educated on equal terms with the boys was accepted by the committee of Management, with the result that from the third month of its existence Methodist College has been a co-educational establishment.In 1891 Sir William McArthur bequeathed a large sum of money towards the foundation of the hall of residence for girl boarders. The College steadily flourished and the enrolment increased. There was a rapid growth of numbers after 1920, when the theological department moved to Edgehill College thus releasing more accommodation for the school's use. Campus Development The College has continued to grow, with each decade seeing new developments and initiatives. The extensive grounds of Pirrie Park were acquired in 1932, and Downey House, one of two Houses in the Preparatory Department, was opened shortly afterwards. The Whitla Hall, built with a bequest from Sir William Whitla, was opened in December 1935. In 1950, Fullerton House was established as a Preparatory Department on the Malone Road Campus and a major rebuilding scheme, which included the construction of 'K', 'L', and 'M' blocks, the large gymnasium, the Lecture Room, the Home Economics kitchens and canteen, and much additional renovation, was completed in 1954. New pavilions at Pirrie Park, the College boat house at Stranmillis Lock, and all-weather hockey pitches at Deramore added to the recreational facilities. The 1960s and 1970s saw continuous building on the main site. This included science laboratories, a number of general and specialist class rooms a further science block, an indoor swimming pool and a new Music department.In celebration of the Centenary, a large sum of money was raised through the generosity of 'old boys' and 'old girls', parents, staff, and others. Part of this was spent on the College Chapel. The fine organ in the chapel was a gift from Corpus Christi College, Cambridge. In 1972, a Sixth Form Centre was opened, with provision for recreational activities, private study and tutorial teaching. The 1990s saw a number of major developments: a new Sports Hall, a new Art department, the Walton Building containing suites of classrooms for Technology and laboratories for Science, a Computer Studies suite and a Heritage Centre. In June 2005, the new Boathouse was opened at Stranmillis Lock.Over the past ten years the iconic original College building, School House, and McArthur Hall have both been restored and refurbished to provide exceptional facilities that combine the architectural heritage of the College with the best of modern educational resources.

The Mara Rianda Charitable Trust

the mara rianda charitable trust

Hertfordshire

In March 2003 Richard Long travelled to the Maasai Mara for a short photographic holiday. It was during this trip that he visited the school and learned about its needs, since then he has returned at least twice a year to assist the schools and local community. The Mara Rianda Charitable Trust is a company that was incorporated in England on 5 February 2004. Its company number is 5035681. It was registered as a charity with the UK Charity Commission on 23 February 2004. Its charity number is 1102255. It is governed by the UK Company and charity legislation. The directors and trustees are: Colin Bird Nigel Hollingsworth Richard Long Our community officer in the Mara is: Julius Karia Julius has the important role of being the charity’s eyes and ears in the Mara. Although he is a full time employee of Governors’ Camp they have generously appointed him to be our local community officer and he regularly meets with the schools, students and community and reports back to the Trustees. It would be very difficult for us to operate without his hard work and dedication. A Trustee visits the local community twice a year and establishes what the needs and problems, if any, are. The Trustees meet on a regular basis and decide on the work, funding and spending of the charity. All funds raised are used to support the schools and local community. Please note that no funds are used to meet any overheads or salaries in running the charity. The directors and trustees work without any remuneration or salary.

Reform Academy

reform academy

London

Bold ideas, big conversationsReform’s report, 'Academy chains unlocked', presents results from the first survey of academy chain chief executives. It recommends reform to the funding and oversight of chains to raise standards across the country. Since first introduced under Labour, academy schools have been the main way that governments have sought to raise the standard of schools. Their popularity with policymakers means that two fifths of state-educated children in England now attend an academy. While there are different forms of academies, all have greater responsibility over the curriculum, staffing and finances than other state-funded schools. Yet the evidence that academies have improved school education is not clear cut. Labour’s academies have almost certainly led to sustainable improvements in pupil outcomes. However, the Coalition Government’s academies have had variable impact, with some lowering, some sustaining and others improving education in those schools, depending on the starting point of the school. Taken in its entirety, the evidence suggests that the recent academies are not having the transformative impact on education that was expected by government. The Conservative Government has changed its approach to academies. It now expects all new academies to join or establish an academy chain – groups of two or more academies run by the same sponsor – believing that chains will help unleash the potential of academies to spread educational excellence across the country. Yet, as with individual academies, the evidence on academy chains shows variable impact on pupil attainment. There is a dearth of information explaining why, as no research has established a full enough picture of what academy chains do.

The Blaque Room

the blaque room

The Blaque Room is an community organisation started in in the hopes of highlighting the realities of sexual assault, human trafficking and similar atrocities. Although this is the case The Blaque Room also prides itself on being a place that offers some solutions by signposting people to organizations that can help, safety apps and also by being a supplier of personal safety devices. Established in November 2020 after a viral sexual assault video took the internet by storm, The Blaque Room saw the need to make young women and boys feel safe. Therefore, put up a post detailing the plan of supplying personal safety alarms to THIRTY young people in the local area and was soon inundated with thousands of requests for an alarm, thousands in donations and thousands of messages of support and also messages of people who have overcome and are still going through various forms of abuse. People of all ages, races and genders were thrilled with the idea of there being an organization that seeks to tackle sexual assault head on and provide a deterrent/ solution. Being an open and transparent organization, anonymized messages and requests would often be shared with followers of the page to keep them updated and make them aware of the demand. Since then, The Blaque Room has had the honour of providing over seven hundred young people across England with personal safety devices for free. A significant amount of the recipients has had to use their alarms and have in fact attributed them to saving their life.

Keys To Careers

keys to careers

You are here: Home / About Us About Us EVERY CHILD MATTERS …. TO US Keys Group are a leading provider of innovative care and education services to children and young people who have complex needs – emotional, behavioural social, learning or physical needs. With a support centre in the Midlands, we operate across England and Wales with residential services and schools. We make a difference, however big or small, to children’s lives every single day and provide them with the support, guidance and structure to reach their potential. Nothing is too much trouble for our staff; often where other care or learning providers have failed, we step in. Our approach is to be as flexible and adaptable as we can to the needs and wants of every single child or young person. Nothing is cast in stone, every child has their own individual development plan or educational plan so it is the right fit in every way. Our care and learning provision is not only unique to every child, but the quality of care is exceptional due to the expertise and dedication of our staff team. Our regulatory ratings are outstanding or good in the vast majority of our schools and residential services. Where improvements are identified we always act quickly and implement any learnings across the organisation. By working closely with Local Authorities and professional bodies we provide a “joined up” approach to the children and young people we work with. This enables everyone to have the right support in place, which in turn makes a real difference to their lives.

The Culture House

the culture house

We believe in Grimsby! Established in 2010 and supported by Arts Council England, The Culture House is a leader in cultural delivery in North East Lincolnshire and beyond. We are passionate about connecting people with culture and work to hard to widen access, where little cultural opportunity exists. We work with a wide mix of outstanding artists and in a full range of spaces and places, to ensure that local people benefit from excellent and inspiring cultural experiences, plus have chance to take part in creative opportunities, no matter where they live. As a social enterprise, The Culture House is committed to: increasing engagement and participation in arts, culture and heritage using culture as a tool to impact on perceptions, well-being and place celebrating and utilising unique local landscapes, spaces and places supporting talent development providing a platform for a diverse range of artists to reach new and diverse audiences Our activity is often delivered in partnership, enabling multiple agendas to be met while progressing and widening a cultural offer for residents and visitors. Projects include: Wonderful World and Picnic in the Park – a free outdoor programme incorporating five summer dates in People’s Park, Grimsby – presenting local, regional and national artists in partnership with Without Walls (www.withoutwalls.uk.com) and featuring cross-genre quality live music Cleethorpes Jazz Weekend, a high quality event presenting the best in UK Jazz together with a free fringe programme in indoor and outdoor local spaces Working with national, regional and local stake-holders to deliver projects that achieve objectives including town centre development and audience development

Alternatives in Education

alternatives in education

London

According to Article 12 of the United Nations Convention on the Rights of the Child, children have the right to have a say on all matters which affect them. This includes their education. When children and young people are involved in decisions about their learning, they become active participants in their education and they are more motivated. Alternatives in Education - Parent's Voice Parent Voice When parents are involved in their children’s education, children do better. Research has found that parental engagement is one of the most powerful levers for school improvement. When schools listen to their parents and work with them as genuine partners they achieve the best outcomes for children and young people. Alternatives in Education - Teacher's Voice Teacher Voice Teachers are professionals and yet many feel that they have little say over their work. They are told what to teach and when and how to teach it by a government (in England) which dictates the content of the curriculum and exerts a stranglehold over schools through the testing and accountability framework. When teachers have greater autonomy to respond to the needs of the children and young people they work with, children do better. Alternatives in Education - School Community Voice School Community Voice When school leaders listen to their students, their teachers and their parents they are better able to meet the needs of the communities they exist to serve. When responsibility for the school’s vision, values and direction is shared, schools are strengthened by such collaboration and empowered to be their best.

Citizens UK

citizens uk

London

Founded in 1989, we are a single organisation with seventeen Chapters across England and Wales. Our Chapters are led by local people acting together for the common good through the method of Community Organising. The UK has a rich history of people organising for power and change such as the Levellers, the Abolitionists, the Chartists, early trade unionists like the match girls and dock strikers, and the Suffragettes. Our work at Citizens UK is influenced by a heritage which draws on the broad-based organising of our sister organisation, the Industrial Areas Foundation (IAF) and before that the US civil rights movement. Over the last thirty years we have won £1.8bn in additional wages for low paid workers, ended child detention for immigration purposes, secured an amnesty of ‘legacy cases’ for 160,000 asylum applicants as well as winning many victories at the local and regional level. We build power with people so that together we can move from the world as it is toward the world as it should be. Some of our campaigns have spun off into dedicated projects, to create long-term change. The largest and most successful of these teams is the Living Wage Foundation which now accredits a network of over 9,000 employers who pay 300,000 employees the real Living Wage. Others include Parents and Communities Together (PACT) and Sponsor Refugees. We are proud of other social innovations that have successfully spun out to become independent organisations such as Safe Passage, London Community Land Trust and Money Mentors.

DAC Tutors

dac tutors

DAC Tutors is a small family run business based in Sheffield, England. Being a small business allows us provide a high quality, personalised service because we know all our clients and staff so well. We are quick to respond to any feedback and everyone in our team is passionate about learning and education We believe that excellent tutoring goes beyond just teaching academic facts and we believe in the success of our students. So we make sure our tutors incorporate mentoring into their sessions which helps build the character and self-belief needed for our students to accomplish their goals. Additional, tailored mentoring and coaching sessions can purchased which include addressing any specific issues, study skills development, and career advice. We work closely with parents and students to understand what is going on in their world and in their school classrooms to ensure that each tutoring session is as rewarding and productive as possible Our Vision For The Future. To have a centre in Sheffield with a capacity of 100 students and 10 tutors at a time. With space for summer schools and mentoring/ coaching conferences. We want to give back to the community and start to provide scholarships and bursaries for students from under-privileged backgrounds to access our services. We want to grow our online tutoring school and allow our tutors to connect with hundreds of students across the country and help them excel academically. These are are goals for the next five years, who knows what more awaits us.