UK Schools Partnerships in Middle-East & Africa
The Institute of Innovation, Development & Leadership have exclusive license available for opening & operating the Historical & High Ranking schools in the Middle-East and Africa Region.
1. Queen Elizabeth Hospital School
2. King Edwards VI (Shakespear) School
3. Oldham Hulme Grammar School
4. Giggleswick Boarding School
5. Doverbroeck's Oxford School
Contact schools@instituteidl.com for more information on investments, licensing and other business opportunities.
The Institute of Innovation, Development & Leadership have exclusive license available for opening & operating the Historical & High Ranking schools in the Middle-East and Africa Region.
1. Queen Elizabeth Hospital School
2. King Edwards VI (Shakespear) School
3. Oldham Hulme Grammar School
4. Giggleswick Boarding School
5. Doverbroeck's Oxford School
Contact schools@instituteidl.com for more information on investments, licensing and other business opportunities.
International Campus for UK Schools with Overseas Partners UK SCHOOL PARTNERSHIPS Investments & Licensing Opportunities in Middle-East & Africa
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- Page 4 and 5: Queen Elizabeth’s Hospital School
- Page 6: JUNIOR: Years 3 - 7 QEH Junior Scho
- Page 9: QEH Establishments Queen Elizabeth'
- Page 13 and 14: HIGH SCHOOL: 11 - 16 OFSTED Inspect
- Page 16: Academic excellence in its fullest
- Page 19 and 20: The Diamond Model Oldham Hulme Gram
- Page 21 and 22: GIGGLESWICK SCHOOL “The school su
- Page 23: Pre-School: Years 2 - 4 Children ar
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- Page 29 and 30: d’Overbroeck’s was founded in 1
- Page 31: D’OVERBROECK’s OXFORD D’OVERB
- Page 34 and 35: A level Results 2018 1 in 4 entries
International Campus for <strong>UK</strong> <strong>Schools</strong> with Overseas Partners<br />
<strong>UK</strong> SCHOOL PARTNERSHIPS<br />
Investments & Licens<strong>in</strong>g Opportunities <strong>in</strong> <strong>Middle</strong>-<strong>East</strong> & <strong>Africa</strong>
IDL Services <strong>in</strong> establish<strong>in</strong>g<br />
International <strong>Schools</strong><br />
School Set-up<br />
We work with you to ref<strong>in</strong>e the vision for<br />
your School, and become the steward of<br />
that vision every step along the way. We<br />
assist you <strong>in</strong> develop<strong>in</strong>g the School that<br />
best meets the needs of your community<br />
and ensures a world-class education for<br />
every student. IDL has earned a worldwide<br />
reputation for professionalism and first-<strong>in</strong>class<br />
service.<br />
Our <strong>in</strong>terest is creat<strong>in</strong>g the f<strong>in</strong>est<br />
educational establishments <strong>in</strong> the world. Our<br />
clients have the security of know<strong>in</strong>g they are<br />
partner<strong>in</strong>g with the recognized leader <strong>in</strong><br />
<strong>in</strong>ternational <strong>Schools</strong> development.<br />
School Improvements<br />
We have observed that school management<br />
often f<strong>in</strong>ds it difficult to secure the return on<br />
educational <strong>in</strong>vestment and <strong>in</strong>crease<br />
educational productivity.<br />
This could be due to lacunae <strong>in</strong> plann<strong>in</strong>g<br />
unduly fast-tracked school setup process,<br />
improper organizational structure, unstudied<br />
choice of educational program for the target<br />
student community, <strong>in</strong>ability to estimate &<br />
plan f<strong>in</strong>ances, <strong>in</strong>efficient spend<strong>in</strong>g, lack of<br />
technological awareness, <strong>in</strong>sufficient<br />
admissions, failure to figure out competition,<br />
improper brand<strong>in</strong>g, <strong>in</strong>ability to stay abreast<br />
of 21st-century trends.<br />
School Management<br />
On Start of the School, the focus is on<br />
enroll<strong>in</strong>g students, achiev<strong>in</strong>g the learn<strong>in</strong>g<br />
outcomes and effective operations with<strong>in</strong><br />
budget. This can be cumbersome, when<br />
management is unable to dedicate the<br />
desired time to manage operations, market<br />
the school wisely, source skills and<br />
materials on time.<br />
We have had the privilege of build<strong>in</strong>g,<br />
manag<strong>in</strong>g schools and deliver<strong>in</strong>g the<br />
learn<strong>in</strong>g outcomes. Services provided dur<strong>in</strong>g<br />
the plann<strong>in</strong>g and establishment stage will<br />
cont<strong>in</strong>ue to cover campus development and<br />
expansion.
1<br />
2<br />
3<br />
4<br />
5<br />
Queen Elizabeth Hospital School<br />
K<strong>in</strong>g Edward VI School<br />
Shakespeare School<br />
Oldham Hulme Grammar School<br />
Giggleswick Board<strong>in</strong>g School<br />
Dóverbroeck’s Oxford School
Queen Elizabeth’s<br />
Hospital School
Queen Elizabeth's Hospital (also known as QEH) is an<br />
<strong>in</strong>dependent school <strong>in</strong> Clifton, Bristol, England founded <strong>in</strong><br />
1586. Stephen Holliday has served as Headmaster s<strong>in</strong>ce<br />
2000, hav<strong>in</strong>g succeeded Dr Richard Gliddon. The Queen<br />
is the School's patron, although QEH is named after its<br />
orig<strong>in</strong>al patron Queen Elizabeth I.<br />
Known traditionally as "The City School", Queen<br />
Elizabeth's Hospital was founded by the will of affluent<br />
merchant John Carr <strong>in</strong> 1586, ga<strong>in</strong><strong>in</strong>g its first Royal Charter<br />
<strong>in</strong> 1590. The school accepts from ages 7 to 18.<br />
The school began as a board<strong>in</strong>g school, accept<strong>in</strong>g 'day<br />
boys' for the first time <strong>in</strong> the early 1920s. Boarders<br />
cont<strong>in</strong>ued to wear the traditional blue coat uniform on a<br />
daily basis until the 1980s. After that, it was only worn on<br />
special occasions. A Junior School opened <strong>in</strong> September<br />
2007 <strong>in</strong> terraced Georgian town houses <strong>in</strong> Upper Berkeley<br />
Place, adjacent to the ma<strong>in</strong> school.<br />
The school is located <strong>in</strong> central Bristol, near Cabot Tower,<br />
<strong>in</strong> a build<strong>in</strong>g built of Brandon stone, It has been<br />
designated by English Heritage as listed build<strong>in</strong>g.<br />
To celebrate 425 years s<strong>in</strong>ce the school's open<strong>in</strong>g, a new<br />
school song was composed <strong>in</strong> 2015.
JUNIOR: Years 3 - 7<br />
QEH Junior School established itself<br />
with an enviable reputation, provid<strong>in</strong>g<br />
the very best <strong>in</strong> junior education with<br />
an excit<strong>in</strong>g, vibrant and holistic<br />
curriculum.<br />
SENIOR: Years 8 - 15<br />
QEH, traditionally known as The City<br />
School is renowned nationally for<br />
achievements <strong>in</strong> public exam<strong>in</strong>ations,<br />
sport, music and drama is today a<br />
thriv<strong>in</strong>g <strong>in</strong>dependent school.<br />
COLLEGE: Years 16 - 18<br />
QEH Sixth form offers academically<br />
stimulat<strong>in</strong>g curriculum with 28 subject<br />
options, to achieve outstand<strong>in</strong>g A-<br />
level results & pursue your first-choice<br />
degree course at a top university.
Exam Results<br />
QEH students cont<strong>in</strong>ue to perform well <strong>in</strong> League Tables<br />
published by the national press.<br />
A-Level<br />
In 2018 QEH celebrated another set of outstand<strong>in</strong>g set of A-level results. One third of students<br />
achieved straight A*/A grades, with the top grades mak<strong>in</strong>g up half of all results awarded. This<br />
success has extended right across the curriculum. Two thirds of students study<strong>in</strong>g a STEM<br />
subject (Further Maths, Maths, Biology, Chemistry, Physics) achieved the top A*/A grades, while<br />
95% of Modern Foreign Language students achieved A*- B grades. Once aga<strong>in</strong> Oxbridge and<br />
other Russell Group universities will be welcom<strong>in</strong>g a large cohort of QEH students.<br />
GCSE<br />
Over half of all students tak<strong>in</strong>g GCSEs at QEH this year have been celebrat<strong>in</strong>g straight 9/8/7<br />
grades, with more than a quarter of pupils achiev<strong>in</strong>g 10 or more 9/8/A* grades.<br />
“Nationally 4% of grades have been awarded at level 9 and QEH pupils have achieved over 20%<br />
of their grades at this exceptionally high level. Once aga<strong>in</strong> QEH have demonstrated success<br />
across all areas of the curriculum, with two thirds of grades awarded at 9/8/7/A*/A. The vast<br />
majority are now look<strong>in</strong>g forward to jo<strong>in</strong><strong>in</strong>g QEH thriv<strong>in</strong>g co-educational Sixth Form. It is an<br />
excit<strong>in</strong>g time to be a student at QEH!”<br />
ISI School Report<br />
The ma<strong>in</strong> f<strong>in</strong>d<strong>in</strong>gs state: "The Queen Elizabeth’s Hospital Junior School is highly successful <strong>in</strong><br />
meet<strong>in</strong>g its aims. The achievements of the pupils are excellent, both <strong>in</strong> their academic studies<br />
and also <strong>in</strong> the wide range of sport<strong>in</strong>g, musical, dramatic and extra-curricular activities. Their<br />
enthusiastic and positive approach to learn<strong>in</strong>g is a strength of the school.” The report also says:<br />
“The pupils’ personal development and the school’s provision of personal care are both excellent.<br />
Strong spiritual, moral, social and cultural outcomes can be seen <strong>in</strong> the pupils’ self-confidence,<br />
ability to reflect and social awareness.”
QEH Establishments<br />
Queen Elizabeth's Hospital (also known as QEH) is an <strong>in</strong>dependent school <strong>in</strong> Clifton,<br />
Bristol, England founded <strong>in</strong> 1586<br />
Top Value Education<br />
QEH leads the table <strong>in</strong> the Bristol area <strong>in</strong> the Government's recently published Value Added tables which<br />
show how much added value each school gives to its students. Based on their GCSE results, a prediction is<br />
made on the outcome a student should achieve at A-level. If a student gets the predicted results, the value<br />
added score reads 1000. If a student gets better results, the value added reads above 1000 and for worse<br />
results, below 1000. The VA score at QEH is 1028.5. Headmaster, Stephen Holliday, said: "It is now widely<br />
accepted that Value Added is a more reliable measure of the academic success of a school than raw results<br />
given <strong>in</strong> the A-level and GCSE tables. Our score betters many of the country's top academic names<br />
<strong>in</strong>clud<strong>in</strong>g Eton, and W<strong>in</strong>chester <strong>Schools</strong>."<br />
The Elizabethan (Alumni) Society<br />
The Elizabethan Society allows Alumni’s to stay connected to QEH, and to each other, wherever they are <strong>in</strong><br />
the world now. As alumni of QEH you are part of a network bound together by our shared school connection<br />
and our collective experiences. Through the society, you can reunite with old friends, relive your youth,<br />
network with former students, discover what is happen<strong>in</strong>g at QEH today, or give back to the school by<br />
donat<strong>in</strong>g or mentor<strong>in</strong>g. The Society is here for support<strong>in</strong>g QEH with network<strong>in</strong>g, mentorship, scholarships<br />
and other opportunities.<br />
Wells Golf Club<br />
Wells Golf Club, established <strong>in</strong> 1893, is situated <strong>in</strong> the heart of Somerset, and is a beautiful 18-hole parkland<br />
course that always offers new challenges. Known as an extremely friendly club, we provide a warm<br />
welcome to visitors, societies and new members alike. Situated on the outskirts of the historic City of Wells,<br />
the views from the upper reaches of Wells Golf Club are some of the very f<strong>in</strong>est <strong>in</strong> the West Country. The<br />
panoramic splendour, which <strong>in</strong>cludes the magnificent cathedral, Glastonbury Tor and the Mendip Hills,<br />
produce a feel<strong>in</strong>g of tranquillity and peace of m<strong>in</strong>d which alone makes a visit to Wells so worthwhile.
The Grammar School of K<strong>in</strong>g Edward VI at Stratford-upon-Avon can<br />
trace its orig<strong>in</strong>s to May 1295, when <strong>in</strong> the Register of Deacons of the<br />
Diocese of Worcester there is the record of the ord<strong>in</strong>ation of Richard as<br />
rector scholarum. William Shakespeare attended this school, lead<strong>in</strong>g to<br />
the school describ<strong>in</strong>g itself as "Shakespeare's School“<br />
K<strong>in</strong>g Edward VI School (K.E.S.) is recognised as one of the f<strong>in</strong>est<br />
grammar schools <strong>in</strong> the country today. It has a long and<br />
dist<strong>in</strong>guished history, a reputation for high academic standards,<br />
and an outstand<strong>in</strong>g extracurricular programme.<br />
K.E.S. is a forward-look<strong>in</strong>g school which cherishes its traditions.<br />
Traditional subjects like Lat<strong>in</strong>, languages and the arts are taught<br />
alongside the latest developments <strong>in</strong> science, comput<strong>in</strong>g and technology.<br />
Lessons still take place <strong>in</strong> the Guildhall, more than 400 years after<br />
William Shakespeare studied there. As you would expect at<br />
Shakespeare's School, drama is so good that it receives <strong>in</strong>ternational<br />
acclaim.<br />
The Trustees of K.E.S. have led the project to restore Shakespeare's<br />
Schoolroom & Guildhall and open it to the public. This has ensured that<br />
the Guildhall's rich history will be shared with local people, as well as with<br />
national and <strong>in</strong>ternational visitors. It has also ensured that the Guildhall<br />
will cont<strong>in</strong>ue to be used for teach<strong>in</strong>g, just as it has been for more than<br />
450 years.
HIGH SCHOOL: 11 - 16<br />
OFSTED Inspection Report: GRADE 1 - (Summary Extracts)<br />
Source: http://www.kes.net/files/cms/25_Ofsted-report-27-September-2006.pdf<br />
K<strong>in</strong>g Edward V1 is an outstand<strong>in</strong>g school where pupils thrive and achieve<br />
exceptionally well. Their achievement is exemplified by the consistency<br />
with which they meet challeng<strong>in</strong>g targets, the exceptionally high<br />
standards they produce year after year, their highly developed learn<strong>in</strong>g<br />
skills and the good or better progress they make <strong>in</strong> lessons. The high<br />
emphasis placed on creative arts and sport means that many also<br />
become accomplished artists, musicians or sportsmen.<br />
The curriculum is very well tailored to the needs of pupils and the range<br />
and uptake of extra-curricular activities is outstand<strong>in</strong>g. The school is<br />
highly regarded both <strong>in</strong> the community and by parents. The school<br />
provides first class opportunities for personal and social development to<br />
which pupils respond very positively. This means that they are often<br />
exceptionally well prepared for their future lives.<br />
The school provides excellent care, guidance and support which is why<br />
so many of its pupils are successful <strong>in</strong> meet<strong>in</strong>g both their academic and<br />
personal goals. The well-be<strong>in</strong>g of pupils is given high priority and the<br />
school provides a safe learn<strong>in</strong>g environment. Very good specialist<br />
teach<strong>in</strong>g of personal health topics means that pupils make a very good<br />
start <strong>in</strong> adopt<strong>in</strong>g healthy lifestyles. Regular sport lessons, <strong>in</strong>clud<strong>in</strong>g <strong>in</strong> the<br />
sixth form, help to promote good levels of fitness and an appreciation of<br />
the value of physical exercise.
SIXTH FORM COLLEGE: 16 - 18<br />
OFSTED Inspection Report: GRADE 1 - (Summary Extracts)<br />
Source: http://www.kes.net/files/cms/25_Ofsted-report-27-September-2006.pdf<br />
The highly popular sixth form with a broad curriculum ensures that nearly<br />
all students regularly stay on and almost all complete their courses. A<br />
small number of students from other schools also jo<strong>in</strong> and they are<br />
quickly <strong>in</strong>tegrated <strong>in</strong> an exemplary way. Achievement is very good and<br />
students develop very high levels of analytical and evaluative skills. They<br />
are constantly challenged and extended by outstand<strong>in</strong>g teach<strong>in</strong>g and<br />
learn very quickly. Students develop as well-rounded, confident young<br />
men and a high percentage are successful <strong>in</strong> progress<strong>in</strong>g to their first<br />
choice of university. The guidance provided for this and for other postschool<br />
options is very good <strong>in</strong>deed.<br />
Pupils achieve exceptionally high standards and have done so<br />
consistently for a number of years. The school regularly meets all its<br />
statutory targets and, <strong>in</strong> addition, sets very challeng<strong>in</strong>g <strong>in</strong>ternal targets,<br />
which are nearly always met. Results at Key Stage 3 <strong>in</strong> both 2005 and<br />
2006 were outstand<strong>in</strong>g. At Key Stage 4, all pupils have achieved at least<br />
five GCSE A*C grades, <strong>in</strong>clud<strong>in</strong>g English and mathematics, for the last<br />
two years and a substantial number achieve many more than this. The<br />
percentage of pupils ga<strong>in</strong><strong>in</strong>g A* or A grades at GCSE is high and rose <strong>in</strong><br />
2006. However, the school is work<strong>in</strong>g hard to improve this percentage<br />
still further. Students <strong>in</strong> the sixth form achieve extremely well and the<br />
percentage of high grades are both high and have improved over recent<br />
years.
Academic excellence <strong>in</strong> its fullest sense<br />
The school was founded <strong>in</strong> the 19th century under the Endowed <strong>Schools</strong> Act 1869. The foundation of<br />
the school followed some time after an earlier Oldham Grammar school, dat<strong>in</strong>g from 1611, became<br />
defunct. Hulme Grammar School sometimes claims to have been founded <strong>in</strong> 1611, though the claim to<br />
be a cont<strong>in</strong>uation of this earlier school is contentious. When the school was founded it obta<strong>in</strong>ed some<br />
money from a charitable trust created <strong>in</strong> 1691 by a bequest from William Hulme, after whom the school<br />
is named. The school was a direct grant grammar school from 1946 until 1976. It reverted to<br />
<strong>in</strong>dependence with the phas<strong>in</strong>g-out of the Direct Grant scheme, and is now an <strong>in</strong>dependent school<br />
which selects its students by exam<strong>in</strong>ation and <strong>in</strong>terview. The ma<strong>in</strong> build<strong>in</strong>gs were erected <strong>in</strong> 1895 by<br />
the Hulme Trust.<br />
The school has undergone several transformations s<strong>in</strong>ce it was orig<strong>in</strong>ally founded <strong>in</strong> 1611, and<br />
provides a high quality modern education underp<strong>in</strong>ned with traditional values. Proud to be ethnically<br />
and socially diverse, we are a ‘diamond model’ school where the Nursery, Infants, Juniors and Sixth<br />
form Collge are fully co-educational, whilst Years 7-11 are taught <strong>in</strong> s<strong>in</strong>gle sex classes, yet able to mix<br />
socially outside of the classroom.<br />
Our approach to education is holistic and we encourage all our students to fulfil their potential both<br />
academically and through the wide range of extra-curricular opportunities that we offer. Hulme helps to<br />
mould students who are well-rounded, confident and successful; our alumni <strong>in</strong>clude Professor Brian<br />
Cox (physicist), Sarah Lancashire (actress), Dr David Nott (surgeon), Nicola White (Olympic Gold<br />
medallist) and Nedum Onuoha (Championship footballer). We are proud of our students, who year on<br />
year produce excellent public exam<strong>in</strong>ation results, compete at a high level on the sports field and excel<br />
<strong>in</strong> music, drama and other extra-curricular areas.<br />
From nursery to the sixth form, Oldham Hulme is a happy school where pupils, staff, parents and<br />
visitors alike regard out family atmosphere as a def<strong>in</strong><strong>in</strong>g feature. Please feel free to visit us anytime<br />
and you will be guaranteed a very warm welcome.
Nursery & Infants<br />
Years 3 - 7<br />
Juniors<br />
Years 7 - 11<br />
Seniors<br />
Years 11 - 16<br />
Sixth Form College<br />
Years 16 - 18<br />
Children are able to start attend<strong>in</strong>g our<br />
Nursery <strong>in</strong> the term <strong>in</strong> which they turn<br />
three. Our Early Years children are<br />
taught <strong>in</strong> small classes with each class<br />
hav<strong>in</strong>g at least one teacher, and one<br />
level 3 nursery nurse. Each child has<br />
their own key worker who is responsible<br />
for tak<strong>in</strong>g particular care of that child,<br />
and liais<strong>in</strong>g with their family to ensure<br />
that their <strong>in</strong>dividual needs are identified<br />
and met.<br />
The Early Years curriculum allows each<br />
child to learn <strong>in</strong> an <strong>in</strong>dividual and<br />
unique way. The children have daily<br />
Maths and English lessons and are<br />
taught a new ‘jolly phonic’ sound each<br />
week. They are able to explore the<br />
world through carefully planned play<br />
and <strong>in</strong>vestigative activities.<br />
We follow the National Curriculum and<br />
assess the children us<strong>in</strong>g age related<br />
standardised scores. Our children do<br />
not do the SATs tests at the end of year<br />
6, but they do sit the entrance exam <strong>in</strong><br />
January <strong>in</strong> year 6 for our senior school.<br />
Children are taught by primary<br />
specialists for Maths, English, PSHE<br />
and Humanities to ensure cont<strong>in</strong>uity <strong>in</strong><br />
their pastoral care.<br />
They are taught by subject specialist<br />
teachers for PE, Music, Science (Y5-6),<br />
Art/ DT and Languages. In Year 5 and<br />
6, our children use senior school<br />
facilities for Science and Art. All of our<br />
children use the school swimm<strong>in</strong>g pool<br />
for swimm<strong>in</strong>g lessons, and the school’s<br />
sports facilities for Games and PE as<br />
appropriate.<br />
We tailor the curriculum to <strong>in</strong>dividual<br />
needs and circumstance. For example,<br />
some year 8&9 students have Learn<strong>in</strong>g<br />
Support <strong>in</strong> place of a second foreign<br />
language. We ensure that the most<br />
able students are fully challenged by<br />
their academic work, for example<br />
through Separate Science GCSE for<br />
the higher sets. And <strong>in</strong> the plann<strong>in</strong>g of<br />
lessons, the aptitudes, needs and prior<br />
atta<strong>in</strong>ments of pupils are taken <strong>in</strong>to<br />
account.<br />
We have small forms allow<strong>in</strong>g us to<br />
know our pupils well and to give<br />
<strong>in</strong>dividual care. There is close<br />
communication with parents and our<br />
pupils are nurtured <strong>in</strong> a car<strong>in</strong>g<br />
environment.<br />
We aim to prepare our students for top<br />
universities and successful careers<br />
beyond their academic study. As with<br />
all sections of the school, we believe<br />
that small class sizes, and <strong>in</strong>dividual<br />
care and attention are the key to<br />
effective pastoral and academic<br />
support. Each student is assigned a<br />
form tutor with no more than 12<br />
students to a tutor group. Over the two<br />
years they develop a strong, supportive<br />
relationship with their students and their<br />
families.<br />
Academic progress is further supported<br />
by the sixth form academic tutor as well<br />
as subject teachers. A strong pastoral<br />
care system keeps a close eye on each<br />
student’s welfare as they progress<br />
through their A level studies.
The Diamond Model<br />
Oldham Hulme Grammar School is a ‘diamond model’ school. The youngest children are<br />
taught <strong>in</strong> co-educational teach<strong>in</strong>g groups <strong>in</strong> the purpose built Nursery and recently renovated<br />
Thornycroft build<strong>in</strong>g. The co-educational teach<strong>in</strong>g cont<strong>in</strong>ues throughout the Junior years<br />
(Years 3-6), the Lower Juniors <strong>in</strong> Hulme Court and Upper Juniors <strong>in</strong> the Estcourt build<strong>in</strong>g.<br />
Senior School (Years 7-11) pupils are taught <strong>in</strong> s<strong>in</strong>gle sex teach<strong>in</strong>g groups which cont<strong>in</strong>ues<br />
until the students complete their GCSEs, when they progress <strong>in</strong>to the co-educational sixth<br />
form for their A Level study.<br />
We believe that our model provides the ‘best of both worlds’ with<strong>in</strong> our family of schools.<br />
Dur<strong>in</strong>g the pupils’ formative years (between ages 11-16) they have the focus of s<strong>in</strong>gle sex<br />
teach<strong>in</strong>g and tutor groups which allow lessons to be specifically tailored to their needs.<br />
However, pupils are able to mix socially outside of lessons and extra-curricular activities can<br />
be co-educational. As students prepare for university and the world of work, the coeducational<br />
sixth form bridges the gap. Our structure enables us to offer small classes and a<br />
broad range of subjects to A Level.<br />
At Hulme we expect much of our pupils <strong>in</strong> the classroom. However, we also expect much of<br />
them outside of it as well! We take a holistic approach to education and a dynamic and<br />
vibrant extra-curricular programme is a key part of what we can offer your child. Our extracurricular<br />
programme is rich and varied and runs across the age range.<br />
We believe that what sets Hulme apart <strong>in</strong> this regard is the level of participation <strong>in</strong> our extracurricular<br />
programme – it’s not just the preserve of the few. Our PE departments run teams <strong>in</strong><br />
sports that are too numerous to list here; 115 of our students take <strong>in</strong>strumental music<br />
lessons, our Comb<strong>in</strong>ed Cadet Force is flourish<strong>in</strong>g and challenges its cadets <strong>in</strong> a range of<br />
excit<strong>in</strong>g ways. 88% of our Year 9 are undertak<strong>in</strong>g Duke of Ed<strong>in</strong>burgh Bronze Awards; 54% of<br />
our Year 12 Gold awards. The award has stood the test of time build<strong>in</strong>g resilience, teamwork<br />
and community spirit <strong>in</strong> our pupils.
Academic Achievements<br />
Our 2018 results show that academic success cont<strong>in</strong>ues to be central to the life of the school<br />
and I am delighted to report that last year’s Year 13 and Year 11 carried on our proud<br />
traditions <strong>in</strong> this regard.<br />
Our sixth form students have achieved another set of excellent A Level results this summer.<br />
Almost a third of grades achieved (32%) were at A*/A, and <strong>in</strong> total 57% of Hulme’s grades<br />
were at A*-B level. 32% of students achieved at least 2 A grades and 20% of the cohort<br />
secured at least 1 A*.Hulme’s Year 11 students are celebrat<strong>in</strong>g hav<strong>in</strong>g achieved a superb set<br />
of GCSE results this summer. The overall pass rate (A*-C / 9-4) has risen to 99%, the highest<br />
the school has ever achieved; with 97% of students achiev<strong>in</strong>g the national benchmark of 5<br />
A*-C / 9-4 grades <strong>in</strong>clud<strong>in</strong>g English and Maths.<br />
The % of the very top grades (A* / 9-8) rose by 12% and was also a school record at 32%.<br />
Well over half of Hulme’s grades (55%) were at A*-A / 9-7 level, an <strong>in</strong>crease of 6% from last<br />
year. 44% of the cohort achieved the threshold of at least 7xA /7 grades for one of Hulme’s<br />
academic scholarships to enter the sixth form, <strong>in</strong>clud<strong>in</strong>g 16 students who ga<strong>in</strong>ed 9 or more<br />
A*- A / 9-7 grades.<br />
We are academically selective. The pursuit of academic excellence is at the very heart of<br />
who we are as a school. As a result our students achieve highly. In 2016 our Year 11 students<br />
achieved a pass rate of 97%, with over half (54%) of those grades at A* or A.<br />
98%achieved the national benchmark of 5 x A*- C grades <strong>in</strong>clud<strong>in</strong>g English and Maths. 43%<br />
of Hulme’s Year 11 achieved <strong>in</strong> excess of 7A* - A grades and 11 achieved 11A*/A grades.<br />
In 2016 our over all pass rate was 99% with over 70% top grades (A*-B) achieved. 11 of our<br />
students achieved <strong>in</strong> excess of 3 x A grades. Our top performers secured 5, 4, 3A * grades<br />
respectively. We are proud of our success <strong>in</strong> STEM subjects at A Level. This year 76% of<br />
grades <strong>in</strong> Maths and 79% grades <strong>in</strong> Physics at A Level were A* to B.
GIGGLESWICK<br />
SCHOOL<br />
“The school successfully achieves its aims of provid<strong>in</strong>g a supportive and<br />
stimulat<strong>in</strong>g education. Its core values of participation, respect and<br />
excellence permeate throughout.”<br />
Independent <strong>Schools</strong> Inspectorate (ISI), 2015
GIGGLESWICK<br />
SCHOOL<br />
Giggleswick is one of the <strong>UK</strong>’s oldest and most<br />
dist<strong>in</strong>guished schools, founded <strong>in</strong> 1512 and over 500<br />
years later we proudly ma<strong>in</strong>ta<strong>in</strong> its reputation as one of<br />
the top co-educational board<strong>in</strong>g schools <strong>in</strong> the north of<br />
England. Our forward-th<strong>in</strong>k<strong>in</strong>g approach to education is<br />
not just about excellent academic achievement, but<br />
provid<strong>in</strong>g a well-rounded education, equipp<strong>in</strong>g young<br />
people with the skills, confidence and self-belief they<br />
need to embrace their world beyond school.<br />
The modern Giggleswick is a warm and vibrant school<br />
of some 500 pupils between the ages of 3 and 18,<br />
offer<strong>in</strong>g both board<strong>in</strong>g and day provision for boys and<br />
girls <strong>in</strong> a highly supportive and <strong>in</strong>spir<strong>in</strong>g environment.<br />
The enrich<strong>in</strong>g experience of our board<strong>in</strong>g ethos<br />
permeates throughout the junior and senior school,<br />
allow<strong>in</strong>g our day pupils as well as boarders to benefit<br />
from the close community, outstand<strong>in</strong>g facilities and<br />
vast range of activities available throughout the<br />
extended day and weekends too.<br />
Our unique brand is further def<strong>in</strong>ed by our amaz<strong>in</strong>g<br />
location <strong>in</strong> the beautiful Yorkshire Dales National Park.<br />
Our idyllic and iconic English sett<strong>in</strong>g gives life a sense<br />
of adventure and discovery at Giggleswick. Our pupils<br />
enjoy the strong sense of community and the freedom<br />
and space they need to grow as <strong>in</strong>dividuals.<br />
Giggleswick is not just a school: it is a way of life.
Pre-School: Years 2 - 4<br />
Children are naturally <strong>in</strong>quisitive and<br />
curious to explore the excit<strong>in</strong>g world<br />
around them, and at Mill House our<br />
aim is to nurture these enquir<strong>in</strong>g<br />
young m<strong>in</strong>ds <strong>in</strong> a stimulat<strong>in</strong>g, fun<br />
and safe learn<strong>in</strong>g environment.<br />
Here, play is at the heart of a<br />
genu<strong>in</strong>ely unique pre-school<br />
experience for our youngest<br />
learners, aged 2 to 4 years.<br />
Junior: Years 5 - 10<br />
We are blessed with fantastic<br />
facilities and grounds, which provide<br />
endless opportunities for learn<strong>in</strong>g<br />
through discovery. We also benefit<br />
from the use of the wider school’s<br />
theatre, chapel, sports grounds,<br />
swimm<strong>in</strong>g pool & design workshops.<br />
Giggleswick has been voted ‘One of<br />
the <strong>UK</strong>’s Top 10 Best Value School<br />
by The Telegraph, acknowledg<strong>in</strong>g our<br />
outstand<strong>in</strong>g teach<strong>in</strong>g and facilities.<br />
Senior: Years 11 - 18<br />
Our academic standards are high<br />
across a broad curriculum and we<br />
embrace a breadth of ability,<br />
support<strong>in</strong>g each child to achieve their<br />
personal best.<br />
At Giggleswick, success is not just<br />
about grades and academic skills. We<br />
put an equal emphasis on personal<br />
development, help<strong>in</strong>g young people to<br />
build confidence, resilience &<br />
<strong>in</strong>dependence, to take responsibility<br />
and <strong>in</strong>itiatives towards success.
GIGGLESWICK<br />
SCHOOL<br />
The most dist<strong>in</strong>ctive aspect of a Giggleswick education is its real focus on<br />
personal development and participation. The School is exceptionally good at<br />
discover<strong>in</strong>g and develop<strong>in</strong>g <strong>in</strong>dividuals’ strengths, nurtur<strong>in</strong>g the whole person<br />
with a breadth of educational opportunities and activities, and a ‘can do’<br />
philosophy encouraged by a close and supportive community. Giggleswick is a<br />
values-driven community and places a strong emphasis on participation,<br />
ambition and respect, encourag<strong>in</strong>g all to be creative, aspirational and resilient<br />
whilst look<strong>in</strong>g firmly to the outside world. The Giggleswick Learner profile<br />
def<strong>in</strong>es the character the School encourages <strong>in</strong> its pupils to give them the very<br />
best opportunities beyond school.<br />
Academic Excellence<br />
Academic standards are high, with the Giggleswick Learner be<strong>in</strong>g encouraged<br />
to aspire beyond his or her immediate horizons <strong>in</strong> all areas. Pupils achieve<br />
some 70% A*-B grades at A level and over 60% of pupils progress to<br />
Russell/1994 Group Universities, the most senior and prestigious<br />
establishments with<strong>in</strong> <strong>UK</strong> tertiary education. Teach<strong>in</strong>g staff live on, or close to<br />
the Giggleswick campus, ensur<strong>in</strong>g a personal approach to classroom learn<strong>in</strong>g<br />
from Early Years right through to GCSE and A Level, and a spirit of <strong>in</strong>vestigative<br />
research is nurtured through the School’s participation <strong>in</strong> the Extended Project<br />
Qualification, where outstand<strong>in</strong>g results are obta<strong>in</strong>ed year on year.<br />
Participation, Ambition and Respect<br />
While the School always encourages its pupils to be ambitious with their<br />
academic outcomes, it also recognises that an education that is based on<br />
breadth helps build character. All pupils participate <strong>in</strong> Giggleswick’s extensive<br />
sport<strong>in</strong>g programme, with the best achiev<strong>in</strong>g national and <strong>in</strong>ternational<br />
standards and each, irrespective of ability, grow<strong>in</strong>g <strong>in</strong> confidence through the<br />
opportunity to participate.
GIGGLESWICK<br />
SCHOOL<br />
The Board and Executive of Giggleswick firmly believe that the qualities of<br />
their dist<strong>in</strong>guished and renowned brand can now be shared to mutually<br />
beneficial effect with an esteemed and respected <strong>in</strong>ternational partner. A<br />
Giggleswick <strong>in</strong>ternational partner school or cha<strong>in</strong> of schools will foster new<br />
levels of educational creativity and excellence with<strong>in</strong> the partner’s community,<br />
whilst spread<strong>in</strong>g awareness of the Giggleswick brand and enabl<strong>in</strong>g both the<br />
partner and the home school to achieve their f<strong>in</strong>ancial objectives.<br />
The Giggleswick Board has carefully researched the challenges and<br />
opportunities presented by <strong>in</strong>ternational expansion and is now ready to commit<br />
swiftly to such a venture once a partnership has been established.<br />
Giggleswick has extensive experience and expertise <strong>in</strong> shap<strong>in</strong>g and<br />
implement<strong>in</strong>g an educational vision based on an all-age K-12, co-educational<br />
day and board<strong>in</strong>g environment located on a s<strong>in</strong>gle site. Yet whilst the<br />
Giggleswick board recognises that such experience will be ideally suited to<br />
many <strong>in</strong>ternational schools, it is, (whilst naturally wish<strong>in</strong>g to reta<strong>in</strong> suitable<br />
<strong>in</strong>fluence), open-m<strong>in</strong>ded about the way its brand should be developed <strong>in</strong> terms<br />
of location, age range and price po<strong>in</strong>t.<br />
Giggleswick has a broad range of options with<strong>in</strong> its fee structure, rang<strong>in</strong>g from<br />
excellent value to premium, and recognises that an <strong>in</strong>ternational partnership<br />
venture will only succeed if the new school or cha<strong>in</strong> of schools reflects both<br />
the best of its and the partner’s own culture.<br />
Giggleswick has a strong <strong>in</strong>ternational outlook, currently nurtur<strong>in</strong>g students<br />
from 14 different countries with<strong>in</strong> a British educational environment. It was also<br />
the first school <strong>in</strong> the <strong>UK</strong> to offer a specialist Pre-A level programme for<br />
<strong>in</strong>ternational students. The School encourages a tolerant, plural and diverse<br />
approach amongst its pupil body and it is envisaged that the new Giggleswick<br />
International School will reflect these values.
Exam Results<br />
Giggleswick School sees <strong>in</strong>crease <strong>in</strong> top grades at A level<br />
A-Level<br />
Giggleswick celebrated yet another 100% A level pass rate with 36% achiev<strong>in</strong>g A*A grades - an<br />
impressive 38% <strong>in</strong>crease on last year's record results. We have enjoyed a long tradition of<br />
excellence <strong>in</strong> Perform<strong>in</strong>g Arts and this year’s A level students achieved 100% A*-B grades <strong>in</strong><br />
Theatre Studies and <strong>in</strong> Music too. Results <strong>in</strong> Modern Languages were also strong with 100% of<br />
students achiev<strong>in</strong>g A*-B grades. Other highlights <strong>in</strong>cluded our large cohort of Maths students who<br />
achieved 90% A*-B grades and our art students celebrated 88% A*-B grades.<br />
Rather than tak<strong>in</strong>g a fourth A level, all of our A level students also take an EPQ (Extended Project<br />
Qualification), with over 78% achiev<strong>in</strong>g A*-B grades this year. More and more students are also<br />
choos<strong>in</strong>g to study BTEC’s and 72% of our BTEC Bus<strong>in</strong>ess and Sport students have achieved the<br />
top two grades, offer<strong>in</strong>g them the same access to lead<strong>in</strong>g universities as top A levels can provide.<br />
Maths students performed well, with 90 per cent achiev<strong>in</strong>g A* to B, while of those tak<strong>in</strong>g art A<br />
level, 88 per cent achieved the top A* to B. Instead of tak<strong>in</strong>g a fourth A level, all at the school take<br />
an Extended Project Qualification (EPQ), with 78 per cent achiev<strong>in</strong>g A* to B grades. More and<br />
more students are also choos<strong>in</strong>g to study BTECs and 72 per cent achieved the top two grades,<br />
provid<strong>in</strong>g them with the same access to lead<strong>in</strong>g universities as top A levels.<br />
Many of the school's pupils have secured their first choices for university, <strong>in</strong>clud<strong>in</strong>g Imperial<br />
College, London; St Andrew's, Scotland; Durham and Nott<strong>in</strong>gham, where they will be study<strong>in</strong>g a<br />
range of subjects <strong>in</strong>clud<strong>in</strong>g eng<strong>in</strong>eer<strong>in</strong>g, architecture, biochemistry, law and film.<br />
GCSE<br />
Giggleswick pupils exceeded national expectations by achiev<strong>in</strong>g record top grade results and an<br />
impressive 94% overall pass rate this year, despite concerns over the new, tougher, numerically<br />
graded GCSEs. 46% of candidates achieved A*A equivalent (7-9) grades, compared with a<br />
20.5% national average, and the overall A*-C equivalent pass rate <strong>in</strong>creased to 94%, compared<br />
with a 66.9% national figure.<br />
Our scientists have been top performers aga<strong>in</strong> this year with an impressive 87% achiev<strong>in</strong>g grades<br />
7-9 <strong>in</strong> chemistry, 81% <strong>in</strong> physics, and all science subjects record<strong>in</strong>g a 100% pass rate. There was<br />
more success <strong>in</strong> drama, music, German, further maths and PE, with a clean sweep of 100%<br />
passes <strong>in</strong> these subjects too.
d’Overbroeck’s was founded <strong>in</strong> 1977 by Malcolm van Biervliet.<br />
(d’Overbroeck is a part of his family name which has Flemish orig<strong>in</strong>s.)<br />
Malcolm was, <strong>in</strong>deed is, an <strong>in</strong>spirational teacher. He left it to others to<br />
run the school while he devoted himself to what he enjoyed best:<br />
teach<strong>in</strong>g. For thirty years, from 1977 until he retired <strong>in</strong> 2007, he was a<br />
full time teacher (of French and Spanish) and head of the modern<br />
languages department. Malcolm led by example, and his legacy is still<br />
very much <strong>in</strong> evidence <strong>in</strong> the ethos and educational approach of the<br />
d’Overbroeck’s of today.<br />
In a city and a county which boast many <strong>in</strong>dependent schools with<br />
resound<strong>in</strong>g names and long histories, d’Overbroeck’s has, <strong>in</strong> a<br />
comparatively short time, established itself as a thriv<strong>in</strong>g, forwardlook<strong>in</strong>g<br />
and highly successful school with a robustly dist<strong>in</strong>ctive ethos,<br />
an outstand<strong>in</strong>g staff team, and a strong reputation for the quality of its<br />
educational and pastoral provision.<br />
This year has seen some significant developments at the school with<br />
the open<strong>in</strong>g of our new Sixth Form facilities at 333 Banbury Road and<br />
our new board<strong>in</strong>g house opposite.<br />
These new developments give us substantially more physical space<br />
and enable the school to take its facilities and its educational provision<br />
to a whole new level. The fact that this is a new build<strong>in</strong>g has given us<br />
the opportunity to design every aspect of it to be exactly as we want it<br />
- with spacious, light, well equipped classrooms, spaces for private<br />
study <strong>in</strong> different parts of the build<strong>in</strong>g, a new and much bigger library,<br />
state-of-the-art science laboratories, spacious and very well equipped<br />
suites for Art, Drama and Music and a large common room.<br />
The external design and the landscap<strong>in</strong>g of the site makes for a very<br />
attractive sett<strong>in</strong>g. And the new, beautifully designed Hall provides<br />
d<strong>in</strong><strong>in</strong>g facilities for students and staff, as well as a new Auditorium for<br />
music and drama performances and all k<strong>in</strong>ds of other school events.
d’Overbroeck’s offers an exceptional academic and extra-curricular programme<br />
that provides excellent opportunities for <strong>in</strong>dividual growth through shared values<br />
and an ethos of commitment to each other.<br />
We’re often asked what makes d’Overbroeck’s different from other schools. Well<br />
of course we offer a progressive and far-reach<strong>in</strong>g academic curriculum delivered<br />
by committed and brilliant staff <strong>in</strong> excellent facilities. And of course, the learn<strong>in</strong>g<br />
environment is supported by a huge range of sport<strong>in</strong>g, cultural and academic<br />
extra-curriculum activities. The school’s success <strong>in</strong> deliver<strong>in</strong>g this programme of<br />
excellence is evident <strong>in</strong> our exceptional exam results, <strong>in</strong> students’ joyful<br />
achievements <strong>in</strong> their extra-curricular activities and <strong>in</strong> the enthusiastic<br />
endorsement we receive from current and former parents and students.<br />
This success is not accidental. It’s based on an ethos of support for each and<br />
every <strong>in</strong>dividual, on the development of shared values, and on offer<strong>in</strong>g a car<strong>in</strong>g,<br />
creative, nurtur<strong>in</strong>g and relatively <strong>in</strong>formal environment that encourages every<br />
s<strong>in</strong>gle student to create the very best versions of themselves, both for today and<br />
for the future.<br />
But it’s not just about <strong>in</strong>dividual achievement. At d’Overbroeck’s, we embrace the<br />
understand<strong>in</strong>g that we are all <strong>in</strong> this journey together, that each person – staff as<br />
well as students – contributes to the life of the school and of the wider community<br />
<strong>in</strong> their own unique and valuable way. It’s an ethos that recognises that humans<br />
do not exist <strong>in</strong> isolation; that we depend on connection, community, and car<strong>in</strong>g –<br />
quite simply, our humanity depends on each other. In the words of the great<br />
South <strong>Africa</strong>n Archbishop Desmond Tutu – “A person is a person through other<br />
persons.” This philosophy, which demands a conscious shift <strong>in</strong> how we th<strong>in</strong>k<br />
about ourselves and others, is at the heart of the d’Overbroeck’s philosophy, and<br />
it produces community members who are mature, car<strong>in</strong>g, enthusiastic and<br />
engaged, and who are set on the road not merely for great academic careers but<br />
for truly great lives.
D’OVERBROECK’s<br />
OXFORD<br />
D’OVERBROECK’s<br />
OXFORD<br />
D’OVERBROECK’s<br />
OXFORD<br />
JUNIOR: Years 7 - 11<br />
That journey beg<strong>in</strong>s <strong>in</strong> Year 7 (or <strong>in</strong><br />
Year 9 for those jo<strong>in</strong><strong>in</strong>g us from Prep<br />
schools), where this potential is<br />
identified, challenged and given every<br />
opportunity to grow. At the heart of our<br />
ethos is the knowledge and<br />
celebration of each of our students as<br />
an <strong>in</strong>dividual. Our consistently proven<br />
academic excellence comes as a<br />
result of this ethos, as does our<br />
community of students who are<br />
engaged, happy and at ease with<br />
themselves and their peers.<br />
SENIOR: Years 11 - 15<br />
For the second year runn<strong>in</strong>g,<br />
d’Overbroeck’s is the top school <strong>in</strong><br />
Oxfordshire for progress at A level<br />
(value added) and is ranked, for<br />
progress at A level, among the top 2% of<br />
schools <strong>in</strong> England. The value added<br />
scores describe how much progress<br />
students who studied A levels at a<br />
particular school or college made<br />
between the end of key stage 4 and the<br />
end of their A level studies, compared to<br />
similar students across England.<br />
COLLEGE: Years 16 - 18<br />
d’Overbroeck’s started life <strong>in</strong> Oxford as<br />
a Sixth Form. Over the years, we have<br />
evolved and grown to become a<br />
successful 11 – 18 school; yet we<br />
rema<strong>in</strong> a school with a big, thriv<strong>in</strong>g and<br />
high-achiev<strong>in</strong>g Sixth Form.<br />
The comb<strong>in</strong>ation of the compell<strong>in</strong>gly<br />
dist<strong>in</strong>ctive ethos and more ‘grown up’<br />
environment that we have here, the<br />
quality of teach<strong>in</strong>g and pastoral care<br />
that we provide and the high calibre of<br />
our students’ academic and other<br />
achievements.
GCSE Results 2018<br />
32% of all entries achieved 9/8 (A*) grades<br />
• A third of all entries awarded grades 9/8 (A*)<br />
• 58% of all entries awarded grades 9/8/7 (A*/A)<br />
• 100% of entries <strong>in</strong> English at grade 4 and above<br />
• 100% of entries <strong>in</strong> Maths at grade 4 and above<br />
• 1 <strong>in</strong> 7 students achieved all 9-7 (A*/A) grades<br />
58% of all our entries were graded at 9, 8 or 7 which is up on our tally of A*/A<br />
grades last year and which cont<strong>in</strong>ues our year on year improvement. This<br />
constitutes a significant achievement given all the changes which GCSE is<br />
undergo<strong>in</strong>g at the moment and I’d like to congratulate all the students, staff<br />
and, of course, our parents for all their commitment, dedication and hard work.<br />
It just proves once aga<strong>in</strong> that a small, happy, nurtur<strong>in</strong>g environment can really<br />
deliver the academic goods. We offer a full and broad curriculum with a strong<br />
academic core. Although based on the National Curriculum, we tailor our<br />
offer<strong>in</strong>g to the needs of our students and go significantly beyond national<br />
standards. Our curriculum covers the full range of subjects <strong>in</strong> the sciences,<br />
humanities, arts and modern languages; it <strong>in</strong>cludes music, drama and sport,<br />
both as curriculum subjects and as extracurricular activities.
A level Results 2018<br />
1 <strong>in</strong> 4 entries achieved A*<br />
• Grade A*: 25%<br />
• Grade A*/A: 55%<br />
• 1 <strong>in</strong> 4 entries achieved A*<br />
• More than half our entries ga<strong>in</strong>ed A*/A<br />
• Over a third of all our students achieved 3 or<br />
more A* or A grades<br />
Academic enrichment<br />
In addition to their studies <strong>in</strong> class students will benefit from many speakers, visits, workshops<br />
and conferences that are part of their course <strong>in</strong> many subjects. This will enhance their learn<strong>in</strong>g<br />
<strong>in</strong> the classroom and ensure their studies are relevant, active and engag<strong>in</strong>g. d’Overbroeck’s<br />
Plus: a specialist preparation programme for the most competitive courses and universities. Our<br />
Independent Learn<strong>in</strong>g Skills course is available to all students who would like to work for short<br />
periods of time on specific skills such as organis<strong>in</strong>g their revisions, structur<strong>in</strong>g an essay or note<br />
tak<strong>in</strong>g Subject workshops: these are offered by different departments at relevant times dur<strong>in</strong>g<br />
the academic year. They <strong>in</strong>clude support sessions for those want<strong>in</strong>g help on a particular aspect<br />
of the subject .<br />
Extended Project Qualification: The EPQ is an excit<strong>in</strong>g option for students want<strong>in</strong>g to pursue a<br />
particular area of <strong>in</strong>terest. There are some general classes to develop research skills but each<br />
student has a personal supervisor to support their work. Most of the projects are focused on a<br />
written report on an academic area but they have also <strong>in</strong>cluded the creation of a poem, a film ,<br />
dance choreography and a musical composition.
88-90 Hatton Garden<br />
London, EC1N 8PN, <strong>UK</strong><br />
schools@<strong>in</strong>stituteidl.com<br />
www.<strong>in</strong>stituteidl.com