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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.

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2489 (bridge of don) squadron air training corps

This brief history tells how the RAF Air Cadets was formed. As an essential part of the RAF, supplying better-trained and experienced personnel during times of war, it has evolved into the largest air cadet organisation in the world. The first cadets In 1859 several schools around the country began forming armed, uniformed units of adults and older boys with the purpose of protecting Britain in the event of an attack from overseas. By the turn of the century there were units in more than 100 schools and, in 1908, the units were re-titled the Officer Training Corps (OTC). Many ex-cadets and officers served with distinction during the First World War. By the 1930s the beginnings of today’s CCF (RAF) appeared in the form of OTC Air Sections. In Army uniform, but with an RAF armband, they trained very much like today. Air Commodore Chamier, the Air League and the ADCC It was a simple enough idea. The Second World War was on the horizon and if aircraft were to be used as a major combat strength, then the RAF would need a serious amount of combat-ready pilots and competent support crew to keep them in the air. That idea came from Air Commodore J A Chamier, now known as the father of the air cadets. He served in the army, the Royal Flying Corps and the RAF in 1919 (not long after it formed). With his love for aviation, he was determined to get British people aware of the RAF and its vital role in any future war. He wanted to establish an air cadet corps, encouraging young people to consider a career in aviation - pretty exciting at a time when very few people ever got the chance to fly. His experience in World War I, where training time was very limited, convinced him that the sooner training began the better prepared and experienced a person would be in combat. So, in 1938 the Air Defence Cadet Corps (ADCC) was founded by Air Commodore Chamier who was then Secretary-General of the Air League – an organisation made up of people who wanted to make the British public aware of the importance of military aviation. Demand for places was high and squadrons were set up in as many towns around the UK as possible. Local people ran them and each squadron aimed to prepare cadets for joining the RAF or the Fleet Air Arm (the Royal Navy's aircraft division). They also helped form the diverse programme of activities that our cadets enjoy today. During World War II, with many instructors being drafted into the RAF and squadron buildings being used by the military, cadets were sent to work on RAF stations. They carried messages, handled aircraft and moved equipment. They filled thousands of sandbags and loaded miles of belts of ammunition. They were invaluable. By the end of the war, in just 7 years since the formation of the ADCC, almost 100,000 cadets had joined the RAF. The ATC and CCF Towards the end of 1940, the government realised the value of the cadet force and took control of the ADCC. It reorganised and renamed it, and on the 5th February 1941 the Air Training Corps was officially established with King George VI as the Air Commodore-in-Chief.

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enfield turkish cypriot association

London

ETCA is an organisation which grew from modest beginnings. In 1991 A few Turkish Cypriots in Enfield, had the vision or creating an association to serve Enfield's subs~antial, but voiceless Turkish Cypriot population by providing and facilitating access to, appropriate services sensitive to their culture, language and religion. In October 1994 a steering committee was elected and completed all the groundwork for the organisation's inaugural Annual General Meeting. At this meeting, held in January oj 1995, the organisation elected its first Management Committee and ratified its constitution. Since those early days, the organisation has gone from strength to strength, initiating and operating voluntary prf!jects in many key areas including Elders provision, Education, Health!nformation &Advice, Youth & Sports. In May 1996 a new Management Committee was elected. They continued the organisation's development, consolidating' ETCA's existing projects, initiating new ones. They" secured much needed self contained office space, for the expanded organisation, in Community House. The Association also achieved its first substantial grant funding from the National Lottery Charities Board for the Health Project, followed shortly by a grant for an Education consortium bringing together nearly all the Turkish Schools in Enfield. Throughout 1997 & 1998 the organisati'ln continued to increase its capacity to help more Turkish Cypriots in more ways. ETCA launched a Women's Group, extended the Sports project to incorporate two new youth football teams and a Table Tennis team and initiated the much needed Home Careproject. Today the organisation provides support, advice and help for thousands of Turkish Cypriots within Enfield and is subsequently one of England's biggest and most effective organisation in its field of work. Last year Lejke Elders Project was launched together with the Homelessness Project, Sure Start Project and Day Respite Service Project. ETCA, 1991 yılındaki mütevazi bir başlangıçtan bugünlere gelen bir örgüttür. Enfield'de bir kaç Kıbrıslı Türk, Enfield'in sayıca çok ama sesi pek duyulmayan Kıbrıslı Türk nüfüsun kültürüne, dil ve dinine uygun hizmetleri sağlamaya ya da bu hizmetlere ulaşmanın yollarını bulmaya yardımcı olacak bir dernek yaratma düşüncesindeydiler. Ekim 1994'te bir kurucu komite seçildive örgütün kurucu kongresi için bütün ön çalışmaları tamamladı. Ocak1995'te yapılan bu kongrede örgüt ilk Yönetim Kurulunu seçti ve tüzüğünü onayladı. O günlerden bu yana örgüt, Yaşlılara Hizmet, Eğitim, Sağlık, Bilgi ve Danışma, Gençlik ve Spor da dahil olmak üzere birçok temel alanada gönüllü projeler başlatıp işleterek güç kazandı. Mayıs 1996'da yeni bir Yönetim Kurulu seçildi.Y eniYönetim Kurulu örgütün gelişmesi, ETCA'nın varolan projelerinin sağlamlaştırılması ve yeni projelerin başlatılmasi çalışmalarına devam etti. Toplum Evi'nde ( CommunityHouse) artık genişlemiş olan örgütün çok ihtiyaç duyduğu, kendine ait bir ofis sağladl. Dernek ayrıca Milli Piyango Vakıflar Kurumu'ndan Sağlık Projesi i!çin ilk büyük mali yardımı almayı başardı. Bunu kısa süre sonra Enfield'deki Türk Okullarının hemen hemen hepsini biraraya getiren Eğitim Konsorsiyumu yardımı izledi. 1998'de örgüt, kadın projesini başlatarak, spor projesini iki yeni futbol takımı ve bir masa tenisi takımını kapsayacak şekilde genişleterek ve dört gözle beklenen Evde- Bakım projesine girişerek gücüne güç katmaya, saygınlıgını artırmaya devam etti. Bügün dernek, belediye sınırları içinde binlerce Kıbrıslı Tiürk'e destek, danışma ve yardım sağlayan,kendi alanında ingiltere'nin en büyük ve en etkin kuruluşlarından biridir. Geçtiğimiz dönemde 'Lefke ve Bölgesi Yaşlılarevi' projesini hayata geçiren ETCA, ayrıca evsizler, 0-4 yaş arası çocuğu olan anneler veya hamile kadınlar ve ailesinden birisine bakmakta olan kimselere manevi destek sağlayan kişilere destek veren projeleri de hayata geçirmiştir.

melanie murphy

Sutton

I believe that when we take time to slow down and listen to our bodies we can begin to hear what’s truly needed to feel grounded, balanced and whole. This is why I’ve dedicated the past 20 years to studying and practicing Breathwork, Life Purpose Coaching, EFT (Tapping), Kinesiology, Integrated nutrition and movement, asking the body to guide me and my clients back to wellness. My purpose is to support people to heal, transform the pain of the past, to feel deeply by listening and connecting to their bodies and their inner wisdom so that they can create a future full of joy, purpose and love whilst embracing the full spectrum of the human experience. And I understand my clients concerns & frustrations because I’ve been out of balance too. Over the years I’ve navigated PTSD, postnatal depression, candida, digestive issues, total disconnect from my body and felt that life was not flowing smoothly. Armed with the knowledge and wisdom of my professional practise I’ve been able to create protocols and commit to daily rituals, bringing myself back into alignment. My work is to support people to reconnect to themselves, heal, transform the past and to create a future full of joy, purpose and love whilst embracing the full spectrum of the human experience. Embodiment encourages you to reconnect with your wholeness guiding you to make better decisions about your health, wellbeing and all aspects of your life. Over the years I have deepened my relationship with nature and the earth which has inspired me to follow the Priestess path and to be initiated as a Fire Tender, this means that I create fire ceremonies, for myself, for events and communities such as Sisters of the Wild [http://www.sistersofthewild.com/]. Although at first it could seem that the two are not connected I’ve come to understand that we are nature and if we take care of our own bodies we are taking care of the earth. The great loves of my life are my son, dancing, breathwork, trauma healing & nature.

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cognivity

London

Welcome to Cognivity Coaching CIC, I hope you find all the information you require in the following pages, Please contact me directly for an informal chat or for any additional information, thank you, Eileen. Cognition offers us the ability to think, learn, respond and recall. A healthy cognition enables us to efficiently receive, understand, store, retrieve and use information, ensuring a more fulfilled, productive and independent life. Creativity is the use of ones imagination to create something new, original, different from before. Creativity is within all of us, so too is Cognition which can be trained to function effectively at any stage of a persons life. It is never too late to start over, look at things differently, achieve the goals set. Cognivity was formed in 2009 as a practice facilitating self development for individuals and groups. Creative thinking and implementation has always been a catalyst for change and Cognivity continues to use creative applications as a means of supporting people to develop skills which positively impact health, business and education. In March 2015 Cognivity became a Community Interest Company and is now a slightly bigger organisation welcoming a range of people who assist in delivering workshops, teaching, creating and coaching, all of whom share in the values of promoting Creativity and Wellness. Facilitating and coaching creatively is at the heart of what Cognivity does: facilitating business success and coaching individuals to embrace their strengths and the challenges ahead of them* With 23 years of technical, managerial and teaching experience gained whilst in industry, manufacturing, business, educational and training establishments; Cognivity has successfully: • Enabled individuals and groups to achieve specific, measurable goals • Delivered training and teaching programs in industry and education • Supported teams in their development including conflict resolution • Developed and implemented improved cost effective systems • Increased productivity • Reduced return rates and claim costs • Improved quality on a wide range of merchandise world wide • Defined and made transparent departmental roles • Improved manufacturing methods • Implemented cost effective quality systems • Reduced transport costs and identified problematic infrastructures • Addressed and acted upon environmental issues improving sustainability So, whether you are A student or potential student wishing to improve, prioritise or focus with one to one coaching or mentoring Someone who is presently lacking direction and would like some time to consider ways forward In a place or position at work that you wish to move on from and would like help clarifying a direct route Have an important challenge to face and would like support A team or organisation that is stuck and or wants to inject new creative ideas for growth Read through the sections on Coaching, Mentoring and Training or give me a call on 07742312828 and I will be pleased to chat about options. As a qualified business coach, mentor and teacher my experience combines industrial, managerial and educational expertise to deliver a range of coaching and training programs, workshops and courses. I use Action Learning and Occupational Psychometric Testing amongst other learning, business and development tools to help clients achieve their aims. “As Quality Control manager for a large buying office in Hong Kong / China Eileen strived hard demonstrating resilience and tenacity in her pursuit to create transparency not only within the quality department, but even more so with the hundreds of suppliers. The end result was much better relationships with those suppliers and a substantially higher level of satisfaction with customers” Koert Tulleners Chief Executive officer Freemans & Grattan Formerly, Managing Director Otto International Asia

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vital pilates

Bristol

We run group matwork classes in Westbury Park, and Chew Valley. Our mat courses run in 10 week blocks continuously throughout the year. We cater for all levels and our classes are taught in small groups. Level 1 This Pilates class is suitable for complete beginners or someone who has only attended a few classes. Level 2 This Pilates class is suitable for someone who has done some Pilates and is looking for a bit more of a challenge. Level 3 This is a faster paced Pilates class aimed at someone who has a lot of Pilates experience and is looking for an even greater challenge. Level 4 This is our most advanced Pilates class and particularly suited to someone with good knowledge of all the original Pilates repertoire and also likes a challenging and flowing class. Barre A barre class combines the framework of ballet techniques with Pilates for increased flexibility and strength. It is a fun, energising class which will give you a full body workout. Barre is accessible to everyone and there’s no need to have any previous movement experience. Vinyasa Flow Yoga Vinyasa means linking body movement to breath ‘to place in a special way’. Every class is linked to one of the 4 elements, Earth, Water, Fire & Air corresponding to opening different parts of the physical body to link body, mind and spirit. Hatha Flow Yoga This is an energising and fluid class with an emphasis on holding poses for longer and synchronising movement with breath. All poses are offered in stages starting from beginners to more advanced levels giving students an opportunity to choose the right one for them. The class will finish with regenerating practices and shavasana/deep relaxation pose. Studio Equipment Classes At our Westbury Park studio and Chew Valley studio we have a more personal experience with studio equipment based Pilates. The exercises and intensity are carefully tailored to meet your specific needs and goals. The exercises are performed on a Reformer, Cadillac and split pedal stability chairs. We also work with smaller pieces of equipment such as balls, bands, foam rollers, and Arc Barrels. The Reformer This is the most popular and versatile piece of Pilates equipment. The carriage glides on rails, moving in response to the use of attached springs, pulleys and ropes. The reformer facilitates hundreds of strengthening and stretching exercises. The Cadillac/Trapeze Table This is a raised horizontal table topped by a four- poster canopy frame on which bars, straps and springs are attached. A wide variety of exercises can be performed on the Cadillac. From gentle, spring assisted movement to advanced acrobatics. The Wunda Chair This is a box with 4 springs and a split pedal. The exercises enhance stability, balance and body control. It focuses on upper and lower body strength and conditioning and makes the chair a great tool for improving general fitness. Open Studio Classes At our Westbury Park studio and Chew Valley studio we run Open Studio classes. Our Open Studio classes are taught as circuits that utilise all the Pilates equipment and small props. Over 5 weeks you are invited to practice a variety of moves on each piece of equipment, including The Reformer, The Cadillac and The Wunda Chair. The emphasis is on repeating the same circuit each week for 5 weeks to build your confidence and improve your practice.

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kathmandu university-school of arts

Kathmandu University (KU) is an autonomous, not-for-profit, self-funding public institution established by an Act of Parliament in December 1991. It is an institution of higher learning dedicated to maintaining the standard of academic excellence in various classical and professional disciplines. The mission statement of the University is “to provide quality education for leadership”. The vision is “to become a world-class university devoted to bringing knowledge and technology to the service of mankind”. The University aspires to serve the nation by fulfilling the needs of the society through the motto of taking knowledge and skills “from the campus to the community.” The University’s broadly perceived signature features include autonomous administration, financial self-sustenance, regular maintenance of the academic calendar, sustained trust of the international academic community, optimum contact between faculties and students and student-friendly environment, among others. Similarly, the University’s graduates are widely known for attributes such as substantive exposure to the industry and the community, research competence, technological literacy, moderate to high-level communicative competence, teamwork and leadership spirit and global compatibility. The Senate is the apex body of the University. It comprises University authorities, dignified educationists, government secretaries, donors, mayors of local municipalities, teacher representatives, student representative, and representatives from affiliated institutions and industries. The Prime Minister, who is the Chancellor of the University, chairs the Senate. The Minister of Education is the Pro-Chancellor. The Executive Council and Academic Council develop internal policies and programs to run the University. The University’s Board of Trustees, which comprises renowned personalities including the founding fathers, is entrusted with the responsibilities of advising long-term plans and generating and managing of resources. The University operates through seven Schools: (i) School of Arts, (ii) School of Education, (iii) School of Engineering, (iv) School of Law, (v) School of Management, (vi) School of Medical Sciences and (vii) School of Science. At present, the University offers more than 200 long-term and short-term academic programs and courses from intermediate to Ph.D. levels. As of June 2022, the University has produced 38,339 graduates. Student fees cover 60% in KU’s financial management. The same percentage of student fees goes into salary and allowances. Other sources cover 40%, whereas the government support is 10%. A total of about 10% of the students studying in the University at various levels receive scholarships apart from educational loan facilities and other sponsoring schemes from different organizations. KU runs academic programs most of which are credited for being introduced for the first time in the country. Business Administration, Pharmacy, Environmental Science, Biotechnology, Human Biology, Mechanical Engineering, Computer Engineering, Electrical and Electronics Engineering, Geomatics Engineering, Development Studies, Social Work, Technical Education, Media Studies, Civil Engineering with Specialization in Hydropower, Landscape Management and Heritage studies, Doctor of Medicine (DM) in Gastroenterology, DM in Neurology and MS by Research in Glaciology count among the pioneering programs in Nepal. The University marked the year 2016 as its Silver Jubilee Year. On the occasion of the Silver Jubilee celebrations, Prof. Dr. Ram Kantha Makaju Shrestha, the then Vice-Chancellor, brought forward a vision document, Silver Jubilee Initiatives – Vision 2030, which pledges thrust for quality, innovation, equity, identity, impact and global engagement. These initiatives, founded on the University’s key achievements for 25 years in quality education, will remain instrumental towards achieving the status of a world-class university.

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uniguide

London

Which? and The Student Room have worked together to ensure that valuable content from the award-winning Which? University website could continue to be easily available to students, parents and teachers. From 3 February 2020, the course and university search tools and much of the independent expert advice developed by Which? to help students make informed choices is now owned and operated by The Student Room, as The Uni Guide. The site retains its design and the key student-facing services. It also maintains the Which? University ethos of focusing on the needs of the student and delivering the highest quality expert advice and guidance, independently and free of bias. “We are delighted to have found a great new home for much of our excellent university content," says Jenni Allen, Director of Content at Which?. "We chose to work with the Student Room as they share our mission to be a trusted, independent source of information for students. "We are exceptionally proud of the fact that we have helped millions of prospective students and their families make informed choices about all aspects of their higher education over the years, and our agreement with The Student Room ensures that many more will benefit in future.” “As part of The Student Room family, The Uni Guide will allow us to help even more students in their educational journey," says Pete Barnes, managing director of The Student Room. "We will continue to develop the site as a market-leading source of guidance and will be introducing new services to deepen the support we offer to university applicants.” For student finance and other information now available on the Which? site The Uni Guide is a free and unbiased university advice service from the The Student Room, which is based on content that was originally hosted on Which? University. Our mission is to help students make the best possible choices and get the most out of their educational career. The Uni Guide does this through interactive tools, straightforward advice, and key stats (including explaining what these numbers actually mean). This way, you have everything you need to decide with confidence where you want to spend the next three years of your life studying. We can help you… Find a university course: search, sort, compare and shortlist from more than 30,000 full-time and part-time degree courses via UCAS. Match your predicted or actual grades to courses’ entry requirements to narrow down your search. Our course profiles contain full entry requirements, tuition fees, modules and course-content info, and satisfaction ratings from students. Learn more about a university or college: view over 300 university and college profiles to get the latest league-table ranking, comments from current students and more. Match your A-levels to degree course possibilities: enter your subjects into our A-level Explorer to see the full breadth of degree subjects you could study (including ones that weren’t on your radar). If you’re a Year 11 student choosing A-levels, you can use the Explorer to see where different combinations will leave you in two years’ time (particularly useful if you already have a degree subject in mind). Enter the ones you’re mulling over and see whether they’ll lead you down the right path. Get tips and advice at each stage: you don’t have to make the journey to university alone. Read jargon-free advice and guides, including guest posts from external experts (admission tutors and careers advisers) and personal student stories.

yasmin zaman - the portable guru

For 20 years I’ve dedicated my life to inspiring others by teaching the self-awareness and self-care practices of connecting to the body and mind through various styles of yoga, mindfulness meditation, physical activity & trauma sensitive approaches to healing and recovery. My own life, and decades of working with diverse groups of people all over the world, taught me that when we take good care of ourselves, we value and appreciate others, and forge a better connection with the natural world on which we depend. My Bio includes more on my background, training, research papers and publications About four decades ago, yoga originally began as a way to care for my sore bones and tender tissues traumatized by a childhood fall, taught by a specialist teacher, practising what was then known as remedial yoga, today commonly referred to as yoga therapy. I know, without a doubt, that yoga and mindfulness meditation can heal the body, centre and focus the mind and restore sagging spirits. But being human and subject to the pressures of life, I didn’t always listen! Insecurity had me chasing a career: from teaching to working my way to senior roles alongside the great and the good in global Public Relations and communications for various not-for-profits and humanitarian organisations. The stress levels were stratospheric though it provided a dubious kind of glamour! Then one day I was diagnosed with a TIA (a stroke). And I listened. You don’t have to go through the same! Today, my work is varied: working therapeutically with patients referred for psychiatric care in a team of psychiatrists, psychotherapists and others; to teaching mindfulness-based and yoga classes & courses to the public who come in all shapes, colours and sizes. I am also interested in healing traditions from other cultures as a pathway to wholeness, e.g., shamanism. It’s been my privilege to lead programmes in partnership with local government agencies, GPs, academics, schools and corporate organisations to support everyone from children, young adults, working people, stressed, anxious and clinically depressed people, & those suffering with trauma diagnoses to learn ways to restore their wellbeing with skills and knowledge with an evidence base in science, mindfulness and yoga-based traditions. I have enhanced DBS and teach either group or one-to-one sessions online or in person: Weekly group yoga and mindfulness-based meditation classes (online & in person) One-to-one sessions and courses (online & in person) Yoga and mindfulness courses & workshops for all levels (dates to be confirmed) A blog and social media posts to inspire and provide resources to oil the wheels of your week (irregular!) A few retreats a year where you can immerse yourself in learning body wisdom and mind craft among kind, friendly and welcoming groups of like-souled people. In my free time I enjoy travel or watching travel documentaries, learning languages, walks with Mother Nature, the gym (not really but I do resistance exercise), music, art and dancing – Argentine tango and historical dances from the Baroque and Regency periods with the Winchester Baroque Dancers and Duke of Wellington’s Dancers. I am a Jane Austen superfan or Janeite and appear in a BBC documentary commemorating 200 years of her death in 2017! I have twin nephews and a niece, who all started practising yoga while very young. I’m hoping to add a rescue pug to the family very soon.

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the abbey college

Abbey College Abbey College in Malvern is Number 1 for student progress out of 4470 Schools and Colleges in England (most recently published by the Department of Education). Abbey College offers a variety of high quality and flexible programmes, in the academic field, pre-university level and in the English language field. We are a boarding school with traditional values, and our diverse international student body gives us a very modern outlook. We offer a fully residential package with fees covering the majority of what students need from the moment of arrival to the moment of departure. Abbey College Mission Statement – To be a learning community of global citizens, helping individuals to achieve their potential and study at the university of their choice. Academic Courses Academic courses are any that last for eight or more weeks and occur during term time. Academic courses are divided in two main bodies. Our younger students concentrate on preparation for pre-IGCSE/IGCSE examinations. At the higher level, students work towards either the traditional AS and A Level qualifications or our specialist university foundation programmes, both of which lead directly to university entry. Abbey College in Malvern Academic Courses A Message From The Principal Welcome to Abbey College in Malvern Situated in the outstandingly beautiful Malvern Hills, near the stunning and culturally rich town of Great Malvern, Abbey College provides an internationally recognised education and pastoral care you can trust. Having developed our high quality education and boarding with a family atmosphere over more than half a century, today’s school welcomes students from around the world onto British academic courses as well as onto English language courses. Whether you join us to study IGCSEs and A levels or for a two-week summer course in English, you become part of the Abbey College family. We are an inclusive school where standards of achievement are high. Our academic courses lead to world-renowned British qualifications. Examination results have been outstanding in recent years. Our experienced teachers and boarding staff are professionals who go the extra mile to ensure that all students are offered the opportunity to fulfil their potential both in and beyond the classroom. The result is that, whether they are seeking places at top universities in Britain and around the world, or returning to continue their education in their home country, Abbey College students are well-equipped to take the next step in their education. We are equally proud of our excellent academic performance and of the extra-curricular opportunities for sport and the arts, community service, touristic visits and adventurous activity that are available at Abbey College in Malvern. We take seriously our responsibility to prepare young people to make their way in life as confident, caring and responsible citizens of the world. The health and well-being of our students remains a priority and despite the prevalence of the coronavirus (COVID-19) the College has implemented measures that aim to minimise the risk of infection for both students and staff. If you would like to find out whether Abbey College is the right school for you, we would be delighted to hear from you. Daniel Booker – Principal Local Enquiries You’re invited to contact us at any time to arrange a tour of the school. Activities on the day will include: School Tour Meeting the Teachers Hear from our Headmaster Learn More About our Scholarships

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