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Alternative Education with a Difference Identifying pupils at risk isn’t always easy... Could you tell? WelcometoEducationalWellbeing(EW) p.3 TheVision p.4 AboutEducationalWellbeing p.4 AlternativeEducationwithaDifference p.5 TheEvidence p.6 TheCycleofInfluence p.7 WorkingTogethertoCreateSolutions p.8 PupilAttainment p.9 TheResults–IntheWordsoftheenduser p.9 EducationalWellbeingServices p.10 ~ CoreOffertoPupils,ParentsandSchools ~ ImportanceofParticipationandPartners ImportanceofParticipationandPartners p.11 PersonalisationandInclusion p.11 InnovationTeachingMethod p.12 PreparingPupilsforRegenerationintoSchools p.12 QualityAssurance p.13 ~ Diversity/EqualOpportunities ~ OFSTED ~ Health&Safety ~ Securityofourpremise,pupils&staff StudentCamps p.13 OurFacilities p.14 ~ NottinghamFacilities ~ LondonFacilities OurcurrentPartnershipswithSchools p.15 ContactUS p.16 “ A smiling face can be a mask “ hiding deep rooted sadness. C G Thomas Welcome to Educational Wellbeing WelcometoEducationalWellbeing(EW)wherewebelievethateverychild,regardlessofbackgroundandcircumstance, deservestheopportunitytosucceedinlife. Our Philosophy is that empowerment, self-management, education and responsibility allows for individuality, personal growthandlifechoices. Today’schildrenandyoungpeoplefaceallkindsofchallengesthatthreatentoderailthem,fromgangcultureonourstreets toabuseathome.Unlesstheyaregiventhemeanstocope,theirfeelingsofsadness,fearandangercaneasilyspilloverin theclassroom–andinsociety.Andwhilstsomechildrenmaybecomedisruptive,otherswillwithdrawcompletely,shutting everyoneout. Our mission is to ensure that every child and family who enters our doors at Educational Wellbeing has an enhanced experiencethatwillhavealong-termimpactontheirlifeandwellbeing. Oneofthewaysinwhichwebelievethatthiscanbeachievedisthroughparents/carers,educationalandfamilysupport agencies working together to develop flexible services around the needs of the child and their family. Added to that, effectivesignpostingandreferralrouteswithinschoolsisanessentialingredienttothesuccessofearlyinterventionfor pupilsatrisk,exclusionanddisadvantage. Ourservicesempowerandeducatechildren,youngpeopleandfamiliestoworkwithustocreateapersonalisedpackage ofsupportsothat,together,wecanminimisetherisksofdisadvantageandaswellasprovidetoolsforsocialmobility,life opportunitiesandwellbeing. Wealsothinkitisimportanttoenhancechildrenandyoungpeople’slifechancesthroughvocationalexperienceandhave thereforealsobuildcollaborativepartnershipswithbusinessesandcommunitygroupsinthelocalareawhowouldbewilling toofferourstudentsthementoring,shadowing,apprenticeshipsandinternships. AtEducationWellbeing,alternativeeducationwithadifferencemeanstakingaholisticwholefamilyapproachtotackle disadvantage,inequalityandexclusion.Weareconfidentthatourapproachwillensurethatallchildrenatriskandthose whoqualifyforPupilPremiumwillhavethechancetoreachtheirfullpotential,beloved,valued,andrespectedregardless oftheirpersonalcircumstances. Weallhavechoicesbutsometimesourchoicesbecomelimitedandimpactonourabilitytosucceedinlife.Weareexcited thatEducationalWellbeingispositionedtoenhancethosechoicesforchildren,youngpeopleandfamiliesforgenerationsto comeandlookforwardtosharingthelessonsthatwewillalllearnalongtheway.Wehopethatyouwilltakesometimeto readaboutEducationalWellbeingandour‘AlternativeEducationProvisionwithaDifference’andbeapartofthatjourney withus... Mike Kelly J P Thangavalu MikeKelly JThangavalu FoundingPartnersofEducationalWellbeing “Education isof key limb a “ in the body Wellbeing. Claire Kelly The Vision Asa‘CommunityVoiceandSpecialistSolutionProvider’ IOW is a strategic partner with central government Increase the social mobility and wellbeing of pupils regularly contributing to policy development. The IOW and families through personalised and proactive is committed to achieving its vision of mainstreaming ‘alternativeeducationprovision’.Throughtheprinciples wellbeingthrougheducationandworkingwithlike-minded of education, empowerment, self-management organisationstodeliverthehigheststandardsofwellbeing and strategic partnerships, our goal is enhance life serviceprovisionsupporttoindividualsandfamilies. opportunitiesandreducetheriskofexclusiontobreak thecycleofdisadvantage. Educational Excellence (EE) isanalternativeeducation About Educational providerthatofferseducationsolutionsthatarerealistic, focussedanddrivenforpupilswhoareriskofexclusion Wellbeing andunderachieving. Educational Wellbeing is a joint initiative of Institute EE’s motto is “inspired, motivated and involved”, It was of Wellbeing and Educational Excellence. We are establishedin2005byMrThangavalu.Duringhis15years specialistexpertswithover15yearsexperienceanda experience gained through teaching children of diverse proventrackrecordinthefieldofeducation,wellbeing ethnic backgrounds from across the socio-economic andFamilySupport. spectrum, Mr Thangavalu’s training and expertise has allowedhimtobringhispassiontoinspire,motivateand involve children to be responsible for their own learning throughtheEducationalExcellencetutorialcollege. EE’s work also includes mentoring and the delivery of individual coping strategies for the many pupils with challenging backgrounds. This additional support helps pupilstodevelopconfidenceintacklingdailyroutinesina positiveandemotionallybalancedway. The Institute of Wellbeing (IOW) is a national organisation specialising in total wellbeing and family support through a range of lifestyle/personal development programmes, self-management techniques, private therapies, relationship, parenting andchildren’sservices. IOW was established in 1999, as the brainchild of founder and C.E.O, Mike Kelly, and offers a unique cultural sensitivity “whole person” approach, passionate about inspiring people, young and old to‘bethebestthatyoucanbe’.IOWmottois‘your life, you way’, its products and services are geared aroundearlyintervention,empowerment,growthand balance. “You only stop growing, when you stop raising your standards. “ C G Thomas 4 Alternative Education with a Difference EducationalWellbeingaimsto: •Ensure Pupil Personalisation-Retainapersonalised and flexible service in a nurturing environment in which • Raise Awareness - To work in partnership with academic,socialandemotionalneedscanbeaddressed schools and policy makers to raise awareness on byhighlytrainedstaffwithspecificexpertise.Webelieve existingperceptionsaround‘pupilsatrisk’,exclusion it is possible to improve educational performance and anddisadvantagesothatschoolscanimplementcost enhanceayoungperson’ssocialandemotionalwell-being effective preventative strategies to remove stigmas by taking a holistic whole person approach around associated with exclusion, risk and disadvantage. the primary influence triggers (see section on Cycle of We know from our case studies that there are a InfluenceDiagramonpage7). number of perceptions and stereotypes on how the educationsystemcurrentlyclassifies‘PupilsatRisk”. Wethinkthatraisingawarenessonthisissuewillhelp •Take a Multi-Agency Approach-Workcollaborative indevelopingtherightsolutions,particularlywiththe with schools, local communities, businesses and public emerginggovernmentinitiativePupilPremium. services to create multi-agency networks for effective referral routes and signposting on alternative education and the pupil premium provision. We recognise that partnershipworkingisanimportantfactorforsuccessful deliveryandtobettersupportourpupilsaswellasfuture sustainability capability. The overarching outcome of a partnership approach means that we increase access andchoicefortheenduser,throughthesharingofbest practicesandtheworkingtowardajointstrategicservice. • Influence Change - Bring about a step change to alternative education and wellbeing through evidence-based provision on ‘whole person approach’ forimprovingsocialmobility,reducingrisk,exclusionand disadvantage. • Engage Parents as part of the Solution - “ Life affords a parent no greater responsibility than raising the “ Facilitate and sustain parental involvement through next generation. parenting and family support interventions by having a dedicated EW family liaison lead for each young personwhoseeducationalpathwayshavebeenmost severelydisrupted.Ourservicesoffervalueformoney andasocialreturnoninvestmentbyalsoaddressing challenging circumstances at home and offering parents/carersanalternativelevelofsupport. 5 The Evidence Research tells us that there are a number of factors that influence a child’s life trigger and their future outcomes.Thediagrambelowillustrates: For most children the school is the best place to learn, There is overwhelming research that shows parenting but for some children, an education outside of school outstrips every single other factor: including social class, can be the most appropriate option. Often the only ethnicity or disability – in its impact on attainment children’s provision for education outside of school arranged outcomes. A Parents’ influence is one of the single most by LA’s or schools is called alternative provision. It important factors in shaping a children’s well-being, can range from pupil referral units (PRUs) and further achievements and prospects. Furthermore, research also education colleges to voluntary or private sector shows that parents’ and carers’ involvement in children’s projects. learning and development is a key factor in determining children’s attainment, behaviour and attendance. We It is estimated that over 135,000 young people know that warm, authoritative and responsive parenting spend time in alternative provision, a third in PRU’s is important for building resilience and preventing children and the remainder in various institutions, depending from developing behaviour problems. Harsh, negative on LA provision. Government Guidelines allow up and inconsistent discipline, lack of emotional warmth to £6,000 to be withdrawn per or supervision and parental conflict expulsion depending on when all increase the risk that children in the school year the pupil is will develop emotional and excluded. behavioural problems. Again we can also conclude from this that conversely if parents are struggling SChOOl PAREnTS with their relationships and parenting, this will have a negative impact and is likely to increase the ChIlD & chances of pupils being at YOung PERSOn risk and exclusion. The effects of social media MEDIA & PEERS Teens are faced with peer and commercialisation on COMMERCIAlISATIOn pressure on a daily basis. young people have been Depending upon what type paid more attention in recent of peer pressure they’re years. It has been suggested being faced with, there that materialistically minded could be dire consequences children and those heavily increasing the chances of risk influenced by social media and exclusion. tend to do less well at school. The Government has picked up these concerns and has Teenage is the phase of beginning to become commissioned an analysis of evidence on the effects independent in life; the years of forming ideals and of commercialisation on children to understand principles, the years that shape personality and the years more fully the benefits and downsides of children’s that introduce you to your own self. exposure to the commercial world It is that phase of life when young people are exposed to the world outside. These are the years when young people spend most of their time with their friends. Adolescents often spend most of their daily time with friends and owing to this vulnerable age, they tend to imitate their friends. The people around them are bound to influence them. Parents and teachers have a vital role to play during this phase of a person’s life because the effect of the influences of the masses is greater during teen years. 6 The Cycle of Influence? There is substantial evidence built up over more This evidence shows that complex social problems than a decade that shows that young people who can be addressed by educational and social reform. have been permanently excluded from school are We recognise that such is the complexity; severity and at greater risk of a variety of negative outcomes, deep-rooted nature of the difficulties faced by many including prolonged periods out of education youngpeoplethatitisunlikelythatpermanentexclusion and/or employment; poor mental and physical istheanswer. health; involvement in crime; and homelessness (Audit Commission, 1996; Donovan, 1998; Social Illustrated another way, we have further explored the Exclusion Unit, 1998; Lyon et al, 2000; Berridge evidenceandanalysedthatthesecyclesofinfluencehave etal,2001;Colesetal,2002;Danielsetal,2003; apowerfulaffectonourchildrenandyoungpeopleand Ofsted,2004;Ofsted,2005).Onlyabouthalfofthe can create a number of risks highlighted in the diagram 141 young people tracked by Daniels et al (2003) below: were in education, training or employment two yearsaftertheirpermanentexclusion. lack of mental and emotional support, positive role models or mentoring/coaching opportunities all impact on educational performance negative socio-economic external influences RISkS (housing situation, parent/s WIThIn ThE unemployment, home life, negative Peer Pressure CYClE Of lack of parental influence and the impact of InfluEnCE and lack of leisurely activity poverty on thoughts, or creative stimulation) behaviours values, life aspirations A school intervention strategy on risk and exclusion that lacks appropriate educational stimulation. Incomprehensive school reintegration strategy. lack of external educational support, emotional understanding and parental engagement as partners “ The greatest is to continually fear make in life, mistake you can “ that you will make one. Elbert Hubbard 7 Working Together to Create Today’s children and young people face all kinds of challengesthatthreatentoderailthem,fromissuesthat Solutions rangefromgangcultureonourstreetstoabuseathome. Unless they are given the means to cope, their feelings Over the years, the evidence from DfE research of sadness, fear and anger can easily spill over in the conducted from interviews with young people, classroom – and in society. And whilst some children their parents and a large range of service providers maybecomedisruptive,otherswillwithdrawcompletely, suggeststhatwhatmakesthedifferencetoalternative shuttingeveryoneout. educationisthequalityofthepersonalrelationships. It is these, rather than the search for more perfect In considering the evidence, it is clear that parents and forms of accountability and education methods that teachers need to be careful while dealing with children ultimatelymakethedifferenceforsomeyoungpeople. and young people at risk. We need to have a clearer understandingonwhatrisksareouttherethatinfluence Added to that, we believe that it isn’t just the pupils achild’slifeandtakeajointupapproachtotacklingthat who are failing, but also the system, surroundings, risk. and communities in which they are taught and labelled.Fromthevastamountofevidenceavailable A strong support from family and school, an ability to werecognisethatour‘hardtoreach’childrenrequire differentiate between the positive and the negative, as aseriesofalternativesupportmethodsinalternative well as the skills to choose friends from the peers is a educationtoavoidthedownwardspiralintheirlife. three-pronged strategy that presents educators with a costeffectiveframeworkinwhichtominimisetheriskand negativepressures. A growing body of research has shown that early interventioncanresultinmeasurablereductionsinyouth crime,anti-socialanddelinquentbehaviour,childabuse, school behavioural and attendance problems and child and adolescent mental health problems. But if families havefeweropportunitiestoaccesstheappropriatecost effective early support, this will lead to higher potential coststothestate.Thisraisestheveryimportantquestion - ‘Why is parenting support not a common feature of alternative education provision?’ The current cost ratio of up to £6,000 per child for exclusion does not offer Value for Money because unfortunatelymostofthetimetheseinterventionstendto primarilyfocusonimprovingeducationalattainmentand performance. When considering success measures, we mustaskourselvesthequestion- ‘When these children grow up, as adults– how many of them will go onto to become ‘adults at risk’ and therefore further excluded / disadvantaged in society?’ WeknowfromeconomicanalysisonFamilySupportthat approxevery£1investedinearlyandtargetedintervention potentially equate to millions of pounds in health and socialcaresavingstotheState. EW offers a more cost effective model of alternative educationthatencompassessupportandchallengewithin theareasofinfluenceinachild/youngperson’slife.By workinginpartnershipwithschools&parents,Educational Wellbeing maximises the support through interventions that tackle a larger proportion of the underlining risk factors. This means that we stand a greater chance in minimising the risk to those children and young people becomingtomorrow’s‘adultsatrisk’.EWoffersasolution thatprovideslongertermsocialreturnoninvestmentby asreducesburdensontheState. 8 National Pupil Attainment Our Course Feedback Pupil attainment in PRUs, care and alternative “Verywellputtogether,thoughtprovokingandIenjoyed education is (by almost every threshold indicator), theinteraction” considerablybelowthenationalaverageforallpupils -PositiveParentingCourse-LocalAuthorityOfficer includingpupilsincare. “Yes.Thiscoursewouldbeveryhelpfulforparentswho This is demonstrated in the table which shows the are having a difficult time and preventing their children percentofpupilsattainingfiveormoreA*–CGCSEs fromgoingintothecaresystem” 2005–2008. -PositiveParentingCourse-Parent In2008: “I found the course enlightening and an eye opener, • 64% of all pupils nationally attained five or more especiallygettingotherpeople’sopinionsonparenting A*–CGCSEsatKeyStage4 -PositiveParentingCourse-CareManager •16%ofchildrenincareattainedfiveormoreA*–C GCSEsatKeyStage4 • 2% of pupils in PRUs attained five or more A*–C GCSEsatKeyStage4 Our Results Our results speak for themselves and show that we are a leading academic institution in GCSE and A Level,parentalsupportandwellbeing. •100%passrateforallAEPpupilsandprivatetuition forthepastthreeyears. •EEhasthehighestalternativeplacementinLondon. 2009-2010-3699placements. • 100% reintegration rate back into mainstream schooling. • The most efficient and fastest placement system offeredtoanyschool. 70 National 65 60 ChildreninCare 55 PRUs 50 45 40 35 30 25 20 Table 1: 15 Percent of pupils 10 attaining five or 5 more A*-C gCSEs 0 2005-2008 2005 2006 2007 2008 9 Educational Wellbeing Core Offer to schools, Services pupils and parents Webelievethatthereispositivepotentialinallyoung The table below lists our core curriculum subjects, peopleandthatiswhywetakeaproactiveapproach vocational training, personal development programmes with our teaching and personal development andtargetedinterventions. programmes. national Curriculum & Vocational Subjects An enhanced learning environment at EW provides a caring and yet firm teaching method in managing Maths pupils who demonstrate behavioural issues when English difficultissuesariseaswellassupportingtheparents Science inaddressingtheirrole. BeautyTherapy EWisfullyqualifiedandresourcedtotakeresponsibility MotorMechanics in supplying pupils with work in line with school Art curriculum,aslongastheschoolisabletoprovidethe Drama keystagedetails,subjectgrade,examboards,topic FilmMaking ofcurrentstudyandanyapplicableexamdates. Photography Wehavealltheteachingmaterialsforallsubjectsfrom MusicProduction/Engineering Key Stage 2 through to Key Stage 5. This includes Multi-media all Schemes of Work, textbooks, writing materials, ICT past exam papers, revision guides, PowerPoint presentations and apparatus for science practical lessons. Personal Development, Self Management life Skills Programmes Every teacher has access to a laptop and projector URSChoicesforYoungPeople thatisnetworkedtoourcollege’sstaffareaforaccess URSEarlyChoiceforChildren to the ICT resources available to them. All buildings havefullwirelesscapability. LifeChoicesforParentsandCarers PositiveParenting PartnershipinPractice PositiveFathering AngerManagement SelfEsteem&Confidence LeadershipforYoungPeople DifferentButEqualforschools EncouragingSocialEnterprise StudentCamps CreativeArts=CreativeMindsSchemes PupilPremiumSupport holistic Targeted Interventions (Available face to face or online) Counselling Managing Demand Coaching Mentoring As we have a high demand for placements, to guarantee pupil placements, we request that all Shadowing paymentsmustbepaidinadvancefortheacademic Peertopeersupport year.Dailyrateforplacementsareavailableperpupil TelephoneHelpline (ratecardsavailableuponrequest. InformationandAdviceReferralSupport MassageandAromatherapy MusicTherapy 10 Importance of Participation Personalisation & Induction & Partners We know a ‘one size fits all’ approach doesn’t work and that is why our modular programmes use principle The participation of children, parents and schools enablersthatallowforapersonalisedapproach. areseenasinformeddecision-makersandtherefore an important feature of our delivery approach to On referral, an induction interview is arranged with the preventionandlongtermsuccessmeasures/benefits. headteacher in discussion with the pupil, parent, and Thisisbestsummarisedas: school to define the type of support needed and agree a bespoke package of support with meaningful and Delivery - participationinthedevelopmentofservices appropriatesuccessmeasures. and building schools, pupil and parent relationship. Engaging all participants in service development is Oncethereferralneedsareestablished,aServiceLevel oftenassociatedwithbuildingasenseofself-efficacy Agreement is drawn up. Throughout the placement, through involvement in making both small and (againstagreedsuccessmeasures)wewillevaluateand relatively large decisions about provision, ranging report on progress with data collected on performance fromthechoiceofaparticularactivitytoinvolvement and academic progress, pupil behaviour, parental in designing products. These opportunities and the engagement and support. We will ensure that we hold respect for children, parents and schools are highly regular Keep in Touch (KIT) meetings with schools and valuedbytheendusersconcerned. parentstoaddressanyongoingconcerns. Social Return on Investment (SROI) - Children’s This referral assessment process forms the basis of an and families pathways out of exclusion, poverty ‘ongoing dialogue’ with all four parties. In particular, we and disadvantage. End users particularly value know that parents and carers highly value opportunities collaborating with practitioners to plan what they to work in partnership with the school and us to create can do and how they could access other services, solutions that sustain their children’s journey out of risk, which would address their family needs. Our family socialexclusionanddisadvantage. and parenting preventative work strand therefore encompassesworkingonthebarrierstoinclusionas Most importantly, the induction process also creates well as building the mental capacity of children and ownership and responsibility, a sense of ‘clean slate familiestodealwiththem. and starting over’andthateverybodyistheretoachieve onegoalandthatistosucceed.Itespeciallyencourages thepupilandparentsastheyfeelsupportedandincluded increatingtheirownsolutionsatEWandhome. “ Manydid not realise how close who of life’s failures are people they were to success when they “ gave up. Thomas Edison 11 Teaching Innovative Pupils for Preparing Methods Reintegration in schools Our Zero Tolerance Policy and innovative teaching Ourresultsshowthatattheendoftheirplacement,pupils methods advocates the right culture for success. are reintegrated into a mainstream classroom/ school Pupils and teachers alike must be smartly dressed, settingwithagreateracceptanceoftheirresponsibility. use appropriate use of language and conduct themselvesinlinewithEWpolicy. The working relationship and developed personal disciplines between pupil and parents, ensure that We have found that pupils in this environment, feel positiveoutcomesbothacademicallyandsociallywillbe respected and are motivated. They gain first hand achieved. experience in life skills and function effectively as a citizenwithinsocietyasawhole. Exit surveys have demonstrated that pupils on typical placementprogrammesgobackintotheirnormalschool Our focus on empowerment and self-management environmentwithhighlymotivatedattitudesandpositive encourages pupils and parents to explore their consequences at school and home, however this is individuality, aspirations and life goals. Our qualified usuallyshortlived. coachesareathandtoturnthoseaspirationsintolife plansandjourneygoals. Beyond the placement, EW continues to work with the schoolsandbuildonthealternativeeducationprovision andfamilysupport.Tomaximisetheresults,wethinkits iscriticalthattheschoolandparentscontinuetonurture the relationships built over the placement period and prideourselvesinbeingabletocontinuetofacilitatethat throughourextendedservicesandonlineprovision. “ Angood teacher explains. A average teacher tells. A superior teacher demonstrates. “ A great teacher inspires. William Arthur Ward 12 Quality Assurance Student Camps Diversity/Equal Opportunities - EW is committed As a reward for performance, Educational Wellbeing to a policy of Equal Opportunities in training, organisesannualtripsforstudents. employment and education. We oppose all forms ofunlawfulorunfairdiscriminationonthegroundsof Thesetripshaveincludedanumberofteambuilding ethnic origin, nationality, age religion, gender, sexual camps,wherestudentsareinspiredtosupporteach orientation,maritalstatusordisability.EW’spolicyisto other in through a number of sporting events & fully comply with all legislation prohibiting workplace challengingactivities. discriminations. OfSTED, and BACP approved - We are certified and registered with OFSTED and BACP approved. Wearealsolistedonthevoluntarychildcareregister. health and Safety - There is at least one Medical officer,whoisfirstaidtrainedisondutyatalltimes. All staff have full CRB checks completed at regular intervals,withallChildProtectionpolicies,aswellas Insurance,FireplusBuildingHealth&Safetypolicies alsofulladheredtoandarefirmlyinplace. Security of our Premises, pupils and staff-Security isparamountinallourcentres.Wealwaysensurethat thereisadesignatedchildprotectionofficerassigned. Our premises has an electronic door entry system, as well a strict ‘sign in/sign out’ policy. Our building isfullyarmedandisinstalledwithCCTVcameras.If necessary, we can exercise our rights (as a private institution) to conduct a legal search of a person or personalpropertyitemsshouldwebelievethatthere are illegal substances of objects that have been broughtintoourpremises. “Coming together is a beginning. keeping together is progress. Working together “ is success. Henry Ford 13 Our Croydons Facilities Our Nottingham Facilities Educational Excellence is prominently situated in the Weoccupya5000sqfttwostoreydetachedbuildingon heartofSouthCroydon,Surrey(whichfringesLondon). aselfcontained0.3acresite. The3,500sqftpremisesboastthefollowingfacilities: 30-seatercomputerlab The premises (former Red Cross HQ, 1.5 miles from thecitycentre)issituatedinaprominentlocationatthe 8classrooms junction of Abbey Bridge Road and Gregory Street in a 1sciencelab mixed commercial & residential area near the Queens Dramahall MedicalCentreandoppositethehistoricLentonPriory. StudentGym Hairdressing&beautysalon Followingamajorrefurbishment,thepremisesoffersthe followingfacilities: 2x6cargarages ArtStudio ScienceLaboratory MusicRecordingStudio VideoMediaSuite BeautySalon(nails&hair) 2carmechanicalgarage 20-seaterCoffeeBar Counseling&Coachingsuite Main100-seaterconferencehall Genericclassrooms Drama&dancestudio Our London Facilities Computersuite SituatedintheheartofLondonDocklands,thevenue provides: 2conference/trainingsuites Amultimediasuite Counsellingandcoachingrooms Breakoutandrefreshmentsarea Selfcateringandkitchenfacilities 14 School Partnerships 1. Addington high School 18. Shirley high School (Mr.JamesMalley–AssistantHead) (MrNBrown–HeadTeacher) 2. Bridge To School Pru – lea 19. St. Andrews high School (Mr.PeterJones–HeadTeacher) (MrDavidMathews–HeadTeacher) 20. St.Bedes School 3. Conningsby Pru (A.Adams–AssistantHead) (MsKMay/MsLMcaffery–HeadTeacher) 21. St. Michael & Angels Academy 4. Croydon Council (MrsAngelaMckell) (MsV.B.Walker/MrsL.Wright/ MrP.B.Jones–Inclusions,Sen) 22. The Archbishop lanfranc School (MsJoMccarthy–AssistantHead) 5. harris Academy – Peckham (MsV.Ray–HeadTeacher) 23. The Charter School (MrMarvinCharles–InclusionsOfficer) 6. harris Academy – South norwood (MsKarenSitch–Manager) 24. Thomas Moore Catholic School (MrsMalcroone–HeadTeacher) 7. harris Academy – Purley (MsJakieAddison–AssistantHead) 25. Tudor lodge School 8. langley Park School for Boys 26. Warlingham School (MsAnnMcgregor-DeputyHeadTeacher) (MrsTinaNeeds–AssistantHead 9. lewisham Council 27. Westwood girls language College (MrsJennyDodd-Inclusions) (Mrs.MargretHedley-HeadTeacher) 10. norbury Manor Business And Enterprise 28. Woodcote high School College for girls - (MrSouthworth–HeadTeacher) (MrsB.Rudge–AssistantHead) 29. Archbishop Tenison’s CofE high School 11. Phil Edwards Centre Pru – lea (RichardParrish,MA(Oxon) (Mr.PeterJones–HeadTeacher) 30. St John’s CofE Primary School 12. The Moving On Pru – lea (MartinaMartin) (MrsSueWelling–HeadTeacher) 31. Evelyn grace Academy 13. Oasis Academy Coulsdon (KeishaJohn) (MrJohnMurphy–ExecutivePrincipal) 32. Oasis Academy Coulsdon 14. Oasis Academy Shirley Park (SharonMarett-Gregory) (MsLisaThompson) 33. Coulsdon & Woodcote Extended 15. Edenham high School Schools Cluster (Mr.RichardRudd–HeadTeacher) (SharonMarett-Gregory) 16. Riddlesdown high School 34. Coulsdon Sixth form College (MrsCaralynShaw–DeputyHead) 35. Wyvil Primary School 17. Selsdon high School / Quest Academy 36. Stockwell Primary School (MrsKarenBenton-HeadTeacher) Please feel free to contact these schools for a reference on our service provision. 15 Contact us Nottingham Regional Office 31GregoryStreet Lenton Nottingham NG72PA Tel:01159706622 Fax:01159706655 Croydon Regional Office 49–55BrightonRoad SouthCroydon Surrey CR26ED Tel:02086888665 Fax:02086817667 London Regional Office 16SkylineVillages SouthQuay Docklands LondonE149TS Tel:07002222700 Fax:02086817667 GeneralInformatione-mail firstname.lastname@example.org SchoolsAdministrativeDepartmentse-mail email@example.com firstname.lastname@example.org PrivateTuitionInformatione-mail email@example.com Website:www.educationalwellbeing.com Website: www.tiow.org Website: www.educationalexcellence.org.uk EducationalExcellenceTutorialCollegeLimited &TheInstituteofWellbeingLimitedaretrading partnersofEducationalWellbeingLimitedCompany RegistrationNo.7326869
"with a Difference"