Exploring the three major monotheistic religions

Now the exams are over for this year, start the course for next year’s GCSE students with a simple introductory talk on the three monotheistic faiths, or a detailed analysis of their differences and similarities, from an expert with knowledge of Arabic (very rare in this country) and Islam, or Christian or Jewish speakers.

These talks are free.

Please email us at office@middleeastedu.co.uk with choices of possible dates and topics .

See our website: www.middleeastedu.co.uk for details of possible topics, speakers, feedback, etc.

Dates are available this term and throughout the next academic year.

How can one tell if a school is functioning near to its fullest potential? 

It is an interesting question, and one that is perhaps not asked very often.  Although discussions about school improvement and school efficiency have been going on for a long time very few educators raise such questions as:

How can we tell if we have reached the school’s potential?  If we haven’t how can we reach that potential more rapidly?

In short, asking the question: could the school, given the local conditions, financial restrictions and the like, be doing better, and if so, what steps can we practically take to get there?

One way to answer this is to consider what it is that schools which are functioning to their fullest potential have, which other schools don’t?

And one answer to that, which many would give, is that a fully functioning school working at the highest level has a very highly empowered staff.

Which of course is helpful, but much as it leads to an answer to the question, it also raises another question: how do you know that your staff are fully empowered?

My view, and that of my colleagues, is that this is a very difficult question to answer, not least because we are all used to dealing with our colleagues in our school, and it is often tempting to assume that colleagues are as empowered as they can be.

You encourage them to come forward with new ideas and thoughts, there is open discussion in staff and management meetings… is there really any more that could be done?

My colleagues and I have been working on this issue for some time, and I’m happy to share our findings and conclusions with you. You can see what we have discovered on our presentation.

Why do we have holes?

A new survey by the Institute of Hole Technology considers the universality of the hole and what we can do with them.

There is a gigantic hole in the universe. Not a black hole, but a gigantic region without galaxies or stars or anything else.  Which is considered by those who know of such things to be a bit odd.

There are also holes in my favourite pair of tennis shoes making them unbearable in wet weather.  That’s not odd but it is annoying.

And every single road I drive along on my way to school each day is covered in holes.

Indeed so bad is it where I live that I wrote to the local council and suggested that if they lowered the level of all the roads in the area by four inches they would get rid of all the holes without having to do any road repairs at all.

Sadly they chose not to reply to my email.

But what, I hear you cry, does this have to do with your school?

The answer is the arrival of Tarmax, an instant and permanent repair product for all types of damaged and eroded pathways and roads, to any depth and for any size of hole.

Now this is important, because technically anyone who damages a car or bike or person while driving or walking over any road owned by the school could make a bit of a fuss.  So could the parent of a child who slips in a hole and suffers as a result.

Especially since Tarmax is such a simple product to use, so it can be used almost anywhere and instantly: driveways, footpaths, car parks, ramps, floors…

What’s more, not only does Tarmax reduce accidents, but it reduces congestion while you wait to get the hole repaired, for once applied the path or roadway can be used at once.

There is no mixing, primer, heat or any of 101 other things that you might expect, and you don’t have to wait for certain weather to apply it. There are more details, including a new special offer for you at https://www.maxam.co.uk/the-schools-tarmax/

Or to simply ask specific questions relating to your own premises please call 0800 0922 923,  or email: john.edwards@maxam.co.uk

Looking forward to doing my very best for you.

Make sure your nursery is at the front of the queue

At last!  Parliament is listening to the needs of Early Years. A report ‘Mental Health in Childhood’ was published on 26th June by an All-Party Parliamentary Group.  This is expected to influence over the next few months government funding and policies to transform children’s mental health.

When they are, there is expected to be a rush to train or recruit play therapy practitioners who meet the report’s recommendations, to work with young children showing signs of social, emotional and behaviour problems.

To get ahead, you can take advantage, at virtually no cost, of the APAC/Leeds Beckett University placement scheme for trainees.  During the Autumn term we expect to have 200 new trainees available for a placement.

The scheme will provide 100 hours of therapy for your children at no cost for one year.  They will provide a complete service including briefing your staff, assessments, parent interviews and communications as well regular activity and outcome reports meeting all professional and data protection requirements.

The only ‘costs’ to your school are the provision of a suitable room with equipment and materials which you probably already have and a few hours of staff time for referral and review meetings.

We have thirteen training venues throughout the UK so whilst we cannot guarantee that a placement will be available in your area, there’s a very good chance, especially if you apply now.

Of course, as an alternative, you can guarantee a trainee by funding a member of your staff.

Please contact me at mokijep@majemail.com for more information on placement and training opportunities.