Tag Archive | schooling

Inside the Education System: ‘I was taught really how to con the community’*

Inside the Education System: ‘I was taught really how to con the community’*

By Isaac Davis

Charlotte Iserbyt has a long history of work with the U.S. Department of Education as a former policy advisor during the Reagan administration, as well as having worked for local school districts. In her seminal book, The Deliberate Dumbing Down of America, she tells the story of how her interest in educating children was overshadowed by the dark truth of the modern education system, and the top-down plan to overhaul education to achieve statist aims.

As the reality that education is used against us sinks in for everyday Americans, her work becomes ever more valuable, and of the many startling truths she has revealed, one fact stands out as particularly relevant to today’s environment, where the nanny state increasingly usurps authority over individual and family decisions, turning us into de facto agents of state control.

Speaking in an interview, Iserbyt explains how school system functionaries are trained to identify resistors, the parents among us whom would dare to object to the unreasonable changes in schools and educational programs.

‘I was trained to identify the resistors. The resistors to the sex-ed, drug-ed, alcohol-ed, suicide-ed, death-ed, those sgood, smart Americans who realize that anything that education hanging off the end of it is probably not what they’re looking for. I was trained to identify those good people, and to go up against them, and actually to go and try to get them to join us through the group process system. Make them feel important, get them on a committee… and that just blew my mind.” ~Charlotte Iserbyt

How does the school system manage to force programs onto local districts which would never want such programs? How do they con people into accepting new ideas for education that really don’t make sense for their communities?

The answer is that the system actually trains members of the school system to identify, target, and recruit the right people in a community, so that others will play follow-the-leader with people whom they trust.

“Not only was I trained to identify the resistors, I was trained to go to the important people, high profile, highly thought of people in the community, with the Rotary, Chamber of Commerce Garden Club, you name it. The different groups in our towns. Go to them and convince them of the importance of these new programs… and get them on your side, because when you can get the leadership in a community to go along with it, then the newspaper comes in and says, a committee’s been set up with the head of the Rotary, and this and that, and they’re all getting behind this task force to discuss whether we’re going to have a new sex education program. And then, when Mary Jones, who would ordinarily think, why would we want to have a sex education program when we don’t have any problems with kids having sex or anything… she reads that her best friend who’s the head of the Garden Club is on this committee… it must be OK.” ~Charlotte Iserbyt

Iserbyt talks briefly about the training manual for district employees which teaches them to be good agents of the state. Written by Professor Ronald Havelock, Innovations in Education: A Change Agent’s Guide is the manual for turning the American school system into a Stasi-like program of group think and mindless acquiescence. Yes, there really is a manual which teaches educators how to monitor and interdict parents who wish to have a say in how their children are educated, and according to Iserbyt, it is quite revolting, and very effective.

The end result of a government program which targets and neutralizes dissenters and resistors is nation-wide conformity with educational objectives which serve the interest of the corporate state while failing children and families.


Related Topics:

Multiple Paths to One World Government*

A Child’s Personal Sovereignty… Stolen!*

Start Them Young: Reviving the Proletariat

Ecuador Education Rank Soars, Beating Finland in Quality Access*

The Invention of Adolescence*

States Take a Stand against the Increasing Centralization of Education*

Assistant Head Teacher Resigns in Powerful Letter to U.Ks Education Secretary*

Michigan Education Board Secretly Keeping Parents Out of Gender Decisions for Children*

National Education Association Long Campaign for Gay ‘Marriage’*

1984: Just When You Think U.S. Education Couldn’t Get Any Worse*

UN Urges States to Monitor and Regulate Private Education Providers*

Education, Philosophy and Science Beyond Mind Control*

Texas School Triples Recess Time, Solving Attention Deficit Disorder*

Texas School Triples Recess Time, Solving Attention Deficit Disorder*

By Vic Bishop

Public education is more stressful than ever for our children, as standardized testing requirements increase and programs like art, music and physical education are being phased out. The result of this type of environment is predictable, and the medical establishment and big pharma are making a killing by drugging active children with ADHD medications and other psychotropic drugs in order to ensure conformity.

There are better solutions. Meditation in schools is highly effective at reducing school violence and increasing concentration for learning. Higher quality nutritious and organic foods, rather than processed snack foods and fast foods, when served in school cafeterias are another part of creating an environment more conducive to the needs of children.

The most common sense, natural solution to inattentive behaviour in school children, however, may be the basic idea of giving children more time to free play and to engage their bodies in physical activity. It’s such a simple notion in such unusual times that it actually sounds revolutionary, and several schools in Texas are being hailed for trying a new program which solves behavioral problems by doing nothing more than allowing children to play outside more often during the school day.

Simple ideas like this have been proven to work well in places like Finland, where students’ test scores improved along with increased play time, a case which serves as the inspiration for a program in Texas schools which have quadrupled the amount of outdoor recreational time, seeing amazing results in terms of overall increase in focus and decreases in distraction and behavioral interruptions.

According to Today, the Eagle Mountain Elementary in Fort Worth, Texas, has been giving kindergarten and first-grade students two 15-minute recess breaks every morning and two 15-minute breaks every afternoon to go play outside. At first teachers were worried about losing the classroom time and being able to cover all the material they needed with what was left, but now that the experiment has been going on for about five months, teachers say the kids are actually learning more because they’re better able to focus in class and pay attention without fidgeting.” [Source]

The key to the success of the program is ‘unstructured play’ four times a day to break up the physical and mental monotony of the classroom, allowing developing minds and bodies to constructively use their energies, so that there may be more effectively applied in learning.

While administrators in schools trying the program initially thought it would negatively affect testing results, the results have proven that the opposite is in fact true, which is in line with how the American Academy of Pediatrics sees playtime.

“The American Academy of Paediatrics agrees, calling recess “a crucial and necessary component of a child’s development.” Studies show it offers important cognitive, social, emotional, and physical benefits, yet many schools are cutting down on breaks to squeeze in more lessons, which may be counterproductive, it warns.” [Source]

Medicating restless children for them to better fit in to a dumbed down education system is a grave mistake, criminal even. Programs like these desperately need to be implemented nation wide.

“You start putting 15 minutes of what I call ‘reboot’ into these kids every so often and… it gives the platform for them to be able to function at their best level.” ~ Dr. Debbie Rhea, creator and director of the Liink Program


Related Topics:

Bringing Adventure, Nature and Imagination Back into Children’s Play Time*

Childhood Play Decreasing as Childhood Mental Disorders Increases*

The Original Playstation

Children Need the Outdoors Like Earth Needs Rain!

Report Confirms Common Core Officially Makes Children “More Stupid”*

U.S. Students Behind in Math*

One Mother Shows How 2012 Top Maths Students Fail in Common Core Maths*

The Death of U.S. Education as We Know It?

How a Generation Lost Its Common Culture*

How History Dies in the Syllabus*

How History Dies in the Syllabus*

If historians can’t at times makes sense of history, what hope do regular folk have? This was one of the threads discussed at the session titled ‘Skewed history: How history dies in the syllabus’ at the opening day of the KLF on Friday.

Moderated by Baela Raza Jamil, a public policy specialist, the session raised questions regarding the business of crafting history within the framework of Pakistan, and the several disruptions that halted the teaching of history, which was then replaced by Pakistan Studies.

Educationist and author of The Footprints of Partition: Narratives of Four Generations of Pakistanis and Indians, Anam Zakaria introduced the aspect of how personal recollections or memories can also be changed and manipulated according to the state narrative.

“Before we resurrect history and make changes, it is important to understand that the syllabus does not exist in a vacuum; it exists within the larger mainstream discourse of society. And high history, oral history or even micro-perspectives all inform each [other] and get entrenched.

“To understand how we are interpreting history, we need to first find out where are the teachers coming from and what are their different sources as they are not just using textbooks.”

Oral history, she believes, plays a very important role as what you hear from family, and their experiences, shape your perspective on historical events.

Qasim Aslam’s work has also incorporated how historical narratives have been shaped by states, and he is co-founder of The History Project Limited, which is a dual-narrative approach that pitted the Pakistani and Indian versions of the same event in history against one another.

Aslam recalled the origins of the project and how it took the two contradictory versions to the classroom for Pakistani and Indian students to judge.

“What we realised in our interactions was that it is the questions that stand the test of time, and the answers become outdated.”

Another problem they observed in the classroom, which he believes is not just restricted to the discipline of history but can be generalised to the entire education system, is how the “assessment system fundamentally drives what is going to happen inside the classroom.”

If a child, he explained, writes something that is not mentioned in his textbook, he is derided by his teachers as well as by society and the system at large.

Abbas Husain, director of the Teachers’ Development Centre, agreed with Aslam and shared his experience of working in close connection with teachers.

Husain believes that the problem is not so much the quality or the lack thereof of the textbooks used in schools. “The issue is of the enormous weightage the teacher gives to the textbook. This is a kind of enslavement to it with the teacher believing that everything written in the textbook ought to be regurgitated by the child, in the notepaper, in the examination answer, within an examination system that fosters this kind of intellectual study.”

Historian Newal Osman, who also teaches university students, shared how teaching freshmen history and questioning their definition of it yielded some interesting responses.

History is essentially a version of the past and that raises the question of whose version is it. This opens up within them the possibility of a multiplicity of narratives.

“History is looking at something which is absent, as it involves studying the past which has definitively gone and we have to construct a version of it using limited sources and traces. So it can never be a complete version of the past and remains fragmented,” she explained.

History must be taught, she explained, in a manner which allows students to look closely into their prejudices, which is clearly lacking from the primary and secondary level in schools in Pakistan.


Related Topics:

Censorship of History Curriculum: Students Employ Civil Disobedience*

Black History Month and Indigenous Americans*

When Lies about your People are Taught to you in History Class*

France’s Debt to Haiti Remains Despite Hollande’s and Martelly’s Attempt to Rewrite History*

Israel’s Role in Guatemala’s Dirty War*

There Were 88 Media Companies… Now There Are 6 which get their News from Rothschild*

The Suppressed History of Dutch Atrocities in Indonesia*

Yellow Journalism, and the Truth Behind the Jonestown Massacre*

22 Years of Fake “Islamic Terror”*

Winston Churchill’s Brutal Oppression of the liberty-loving Irish*

American Civil War: When Russia Blocked British-led Intervention against the Union


Education Secretary DeVos Blocked by Protesters in First School Visit*

Education Secretary DeVos Blocked by Protesters in First School Visit*

New U.S. Education Secretary Betsy DeVos

New U.S. Education Secretary Betsy DeVos

U.S. Education Secretary Betsy DeVos

Education Secretary Betsy DeVos had to be escorted away from a public school when protesters physically obstructed the entrance. The controversial reformer eventually made it inside, and also heard from members of the teachers’ union.

Devos’ first official visit to a public school since narrowly being confirmed as the new secretary of the U.S. Department of Education indicated that she might be the most divisive figure in President Donald Trump’s Cabinet.

“She does not represent anything that they stand for!” one protester yelled while using her arms and body to block a stairway to Jefferson Middle School Academy in the District of Columbia on Friday morning.

Sec. DeVos physically blocked by protesters from entering DC school–turned away and left. Unclear if she attempted another door. @ABC7Newspic.twitter.com/buNgmOJbya

— Sam Sweeney (@SweeneyABC) February 10, 2017

Another demonstrator badgered Devos as she walked away with her security detail.

“Keep giving money to senators and buying your way into the position,” he said, adding, “You should be so proud of yourself!” before breaking out into a chant of “Shame! Shame!”

The Washington Teachers Union, while not taking part in blocking DeVos’ visit, did show their opposition to her agenda. One teacher held a sign saying, “Ms. DeVos: Our children are not props,”according to the Washington Post. Others took the time to express to the secretary their disagreements, while wishing her success in giving all students an equal opportunity to free public education.

WJLA‘s Tim Barber reported that DC Police arrested a male protester for assault on an officer, and that police were investigating allegations that DeVos was also assaulted.

Inside the school, DeVos toured classrooms and met with the school’s teachers and principal as well as the district’s chancellor.

“Focusing on their students and families is at the heart of Jefferson Academy’s approach, and that’s exactly what I believe is at the heart of providing an exceptional education,” DeVos said in a statement.

“Great teachers and leaders help make great schools, and I was honoured to speak with Jefferson’s team about our shared commitment to strengthening public education.”

In response to the protest, she said: “I respect peaceful protest, and I will not be deterred in executing the vital mission of the Department of Education. No school door in America will be blocked from those seeking to help our nation’s school children.”


Related Topics:

Report Confirms Common Core Officially Makes Children “More Stupid”*

States Take a Stand against the Increasing Centralization of Education*

Michigan Education Board Secretly Keeping Parents Out of Gender Decisions for Children*

National Education Association Long Campaign for Gay ‘Marriage’*

No Child Left Behind Common Core Deductions*

How a Black-Owned School is Revolutionizing Education for the Gifted*

1984: Just When You Think U.S. Education Couldn’t Get Any Worse*

Report Confirms Common Core Officially Makes Children “More Stupid”*

Report Confirms Common Core Officially Makes Children “More Stupid”*

They recently released the results of a worldwide exam administered every three years to 15-year-olds in 72 countries. The exam monitors reading, math and science knowledge.

Based on their findings, the United States saw an 11-point drop in math scores and nearly flat levels for reading and science.

The Land of the Free, Home of the Brave, fell below the OECD average – and failed to crack the top ten in all three categories.

In other words, thanks to the Obama administration’s education policies, kids in the Slovac Republic are more proficient in multiplication.

The comforting news is that your children can name all 58 genders and recite the Islamic conversion prayer (Shahada) by memory.

This was of course by design. Barrack Hussein Obama had nothing but contempt for American exceptionalism. If American children excel and reach levels of greatness that will bring innovation to the world, that would somehow be oppressive to people who aren’t ‘privileged’ so he had to make sure that mediocrity was rewarded.

Thank God Donald Trump is bringing back the competitive spirit that made America so great! For starters, Common Core needs to be completely abolished. This will remove Islamic indoctrination from our schools as well. Our children should be learning reading, writing and arithmetic, not being brainwashed with Marxist platitudes.


Related Topics:

U.S. School Kids Opt-Out En Masse against Common Core*

U.S. Places “Gag Order” on Weather Agency Employees, Inserts Geo-engineering Propaganda into ‘Common Core’ Syllabus*

“Common Core” Education Making our Children Stupid!

Common Core is for Your Kids not Bill Gates’*

One Mother Shows How 2012 Top Maths Students Fail in Common Core Maths*

School Forced to Allow ‘After-School Satan’ Club or Face Costly Lawsuits*

U.S. Students Behind in Math*

Against the Odds: Girl from Gaza Takes 1st International Math Prize*


Innocent Mom Jailed, Children Kidnapped by Police, for Homeschooling*

Innocent Mom Jailed, Children Kidnapped by Police, for Homeschooling*

By Jay Syrmopoulos

In a case that highlights the drastic overreach of the state into the private lives of citizens, single mother Kiarre Harris was arrested and her children thrown into foster care after she was charged with “educational neglect” for officially removing them from public school and enrolling them in a homeschooling program.

It’s now been three weeks since Harris has seen her children after their legalized kidnapping by the state.

“I felt that the district was failing my children and that’s when I made the decision to homeschool,” Harris told WKBW 7.

According to Harris, she began researching homeschooling last November, after deciding the failing Buffalo Public School system wasn’t providing her children with the necessary tools for a successful academic future.

Harris says she was methodical in filing documents at Buffalo City Hall, following all the necessary procedures, and informing the school district of her intention to homeschool her children.

Harris provided the officially stamped documents to WKBW, which verified the school district had received them on December 7.

“I spoke directly to the homeschool coordinator and she told me from this point on my children were officially un-enrolled from school,” said Harris.

Only a week after un-enrolling the children from public school, Child Protective Services (CPS) called Harris to inquire as to why her kids weren’t in school.

“I told them that my kids were homeschooled now and that I could furnish the documents if they need to see them,” Harris told WKBW.

Harris then went on with her regular homeschooling routine thinking everything was settled, but she was blissfully unaware of what was transpiring. Less than a month later Harris was confronted by police and CPS workers, who claimed they had a court order to take her children. When Harris told them they could not take her children she was arrested for obstruction of justice.


Related Topics:

Public School System Exposed for Reporting Parents to CPS for Homeschooling*


Parents Now Being Thrown in Jail in America for Homeschooling Their Children*

Homeschooling Family Sues CPS*

National Educational Association Blasts Homeschooling*

Bored with School, Homeschooling Gave Tanishq what he Needed to Excel*

Police Seize 10 Children from “Off-Grid” Homeschooling Family*

19-year-old Homeschooled pro-Lifer Wins Ontario Election by a Landslide*

Homeschooled 8-Year-Old Starts a Baking Business After Mother Teaches Him the Basics of Entrepreneurship*

CPS Case against Texas Homeschool Family Dismissed but Children are Traumatized*

Blackburn Muslim Schools Come Top of U.K. Education Progress Table*

Blackburn Muslim Schools Come Top of U.K. Education Progress Table*


Tauheedul Islam Boys’ School

Tauheedul Islam Boys’ School


Two Muslim schools in Blackburn have come first and second in the Department for Education’s national league tables.

The DfE’s latest performance tables, published on Thursday — including 2016’s GCSE exams and ranked by its new Progress 8 measure — reveals that the best schools in England are those which make the greatest advances in their pupils’ grades.

At the top of the national Progress 8 league table sit two faith schools in Blackburn run by the Tauheedul multi-academy trust – Tauheedul Islamic Boys’ high school and Tauheedul Islamic Girls’ high school. In 10th place was Preston Muslim Girls School.

The new measure of progress is calculated using a pupil’s best eight exam scores — with extra emphasis on Math and English — and then comparing the final results with a pupil’s expected scores based on previous performance.

Those schools that recorded positive progress scores among their pupils outperformed the national average, while those that returned a negative score did worse.

Tauheedul Islam Girls’ High School Blackburn Blackburn with Darwen   1.37
Tauheedul Islam Boys’ High School Blackburn Blackburn with Darwen   1.15
Harris Academy Battersea London Wandsworth   1.14
Ark King Solomon Academy London Westminster   1.08
St Andrew’s Catholic School Leatherhead Surrey   1.08
The City Academy, Hackney London Hackney   1.02
Harris Girls’ Academy East Dulwich London Southwark   0.93
Outwood Academy Portland Worksop Nottinghamshire   0.93
Sheffield Park Academy Sheffield Sheffield   0.93
Preston Muslim Girls High School Preston Lancashire   0.92
The St Thomas the Apostle College London Southwark   0.91
Uffculme School Cullompton Devon   0.91
Tunbridge Wells Girls’ Grammar School Tunbridge Wells Kent   0.82
Forest Gate Community School London Newham   0.81
City of London Academy Islington London Islington   0.81
Sacred Heart Catholic School London Southwark   0.8
The Oxford Academy Oxford Oxfordshire   0.8
The Compton School London Barnet   0.79
Bridlington School Bridlington East Riding of Yorkshire   0.79
Wren Academy London Barnet   0.78
Mossbourne Community Academy London Hackney   0.78
St Augustine’s Catholic High School Redditch Worcestershire   0.78
Ursuline High School Wimbledon London Merton   0.76
Ark St Alban’s Academy Birmingham Birmingham   0.76
Tonbridge Grammar School Tonbridge Kent   0.75
Bolton Muslim Girls School Bolton Bolton   0.75
Harris Academy Chafford Hundred Grays Thurrock   0.75
St Mark’s Catholic School Hounslow Hounslow   0.75
St Thomas More Catholic Comprehensive School London Greenwich   0.74
Paddington Academy London Westminster   0.74
Nonsuch High School for Girls Sutton Sutton   0.73
Woodford County High School Woodford Green Redbridge   0.73
St Paul’s Catholic College Sunbury-on-Thames Surrey   0.73
The Tiffin Girls’ School Kingston upon Thames Kingston upon Thames   0.72
Brampton Manor Academy London Newham   0.71
Fulham Cross Girls’ School and Language College London Hammersmith and Fulham   0.71
Queen Elizabeth’s School, Barnet Barnet Barnet   0.7
Wallington High School for Girls Wallington Sutton   0.7
Bethnal Green Academy London Tower Hamlets   0.7
Harris Academy Beckenham Beckenham Bromley   0.7
Bentley Wood High School Stanmore Harrow   0.7
Clacton County High School Clacton-on-Sea Essex   0.7
Gordon’s School Woking Surrey   0.69
The Hertfordshire & Essex High School and Science College Bishop’s Stortford Hertfordshire   0.69
Our Lady & St. Bede Catholic Academy Stockton-on-Tees Stockton-on-Tees   0.69
St John the Baptist Catholic Comprehensive School, Woking Woking Surrey   0.69
Dr Challoner’s Grammar School Amersham Buckinghamshire   0.68
The Rochester Grammar School Rochester Medway   0.68
Westminster Academy London Westminster   0.68
Hethersett Academy Norwich Norfolk   0.68
Aston Manor Academy Birmingham Birmingham   0.68
Wembley High Technology College Wembley Brent   0.67
Waldegrave School Twickenham Richmond upon Thames   0.67
Bishop Thomas Grant Catholic Secondary School London Lambeth   0.67
Harris Academy Morden Morden Merton   0.67
The Skinners’ School Tunbridge Wells Kent   0.66
Wallington County Grammar School Wallington Sutton   0.66
Westcliff High School for Boys Academy Westcliff-on-Sea Southend-on-Sea   0.66
St Anne’s Catholic High School for Girls London Enfield   0.66
The Heathland School Hounslow Hounslow   0.66
Beauchamp College Leicester Leicestershire   0.66
Samuel Ryder Academy St Albans Hertfordshire   0.66
Reading School Reading Reading   0.65
Tiffin School Kingston upon Thames Kingston upon Thames   0.65
Upton Court Grammar School Slough Slough   0.65
Painsley Catholic College Stoke-on-Trent Staffordshire   0.65
Central Foundation Boys’ School London Islington   0.65
Millais School Horsham West Sussex   0.65
St Mary’s RC High School Hereford Herefordshire, County of   0.65
The Cardinal Wiseman Catholic School Greenford Ealing   0.65
Harrogate Grammar School Harrogate North Yorkshire   0.65
President Kennedy School Academy Coventry Coventry   0.65
Feversham College Bradford Bradford   0.64
Impington Village College Cambridge Cambridgeshire   0.64
The Piggott School Reading Wokingham   0.64
St Francis Xavier School Richmond North Yorkshire   0.63
Walthamstow School for Girls London Waltham Forest   0.63
Whitmore High School Harrow Harrow   0.63
Outwood Academy Acklam Middlesbrough Middlesbrough   0.63
All Hallows Catholic School Farnham Surrey   0.63
Invicta Grammar School Maidstone Kent   0.62
Simon Balle All-Through School Hertford Hertfordshire   0.62
Valentines High School Ilford Redbridge   0.62
Hadley Learning Community – Secondary Phase Telford Telford and Wrekin   0.62
Ormiston Chadwick Academy Widnes Halton   0.61
Acklam Grange School Middlesbrough Middlesbrough   0.61
St Albans Girls’ School St Albans Hertfordshire   0.61
Balcarras School Cheltenham Gloucestershire   0.61
Torquay Academy Torquay Torbay   0.61
Al-Hijrah School Birmingham Birmingham   0.6
West Park School Derby Derby   0.6
Hitchin Girls’ School Hitchin Hertfordshire   0.6
Parkside Community College Cambridge Cambridgeshire   0.6
Sidney Stringer Academy Coventry Coventry   0.6
The Holt School Wokingham Wokingham   0.6
Sexey’s School Bruton Somerset   0.6
South Hunsley School and Sixth Form College North Ferriby East Riding of Yorkshire   0.59
Connaught School for Girls London Waltham Forest   0.59
St Mary’s College Hull Kingston Upon Hull, City of   0.59
Kingsbridge Academy Kingsbridge Devon   0.59
St Peter’s Catholic School Guildford Surrey   0.59
Saint George Catholic Voluntary Aided College Southampton Southampton Southampton   0.59
Buxton School London Waltham Forest   0.59
Bowland High Clitheroe Lancashire   0.59
The Judd School Tonbridge Kent   0.58
Dr Challoner’s High School Amersham Buckinghamshire   0.58
Wilson’s School Wallington Sutton   0.58
King Edward VI Camp Hill School for Boys Birmingham Birmingham   0.58
Challney High School for Boys Luton Luton   0.58
Sandringham School St Albans Hertfordshire   0.58
Queensmead School Ruislip Hillingdon   0.58
Harris Academy Upper Norwood London Croydon   0.58
St Benedict’s Catholic School Bury St Edmunds Suffolk   0.58
Tudor Grange Academy, Solihull Solihull Solihull   0.58
The Eastwood Academy Leigh-on-Sea Southend-on-Sea   0.58
St Bede’s School Redhill Surrey   0.58
Colchester County High School for Girls Colchester Essex   0.57
St Michael’s Catholic Grammar School London Barnet   0.57
Ashmole Academy London Barnet   0.57
Holyrood Academy Chard Somerset   0.57
The County High School Leftwich Northwich Cheshire West & Chester   0.57
Kendrick School Reading Reading   0.56
Beaconsfield High School Beaconsfield Buckinghamshire   0.56
King David High School Liverpool Liverpool   0.56
Holland Park School London Kensington and Chelsea   0.56
Gunnersbury Catholic School Brentford Hounslow   0.56
St Richard’s Catholic College Bexhill-on-Sea East Sussex   0.56
The Farnley Academy Leeds Leeds   0.56
Moorside High School Stoke-on-Trent Staffordshire   0.56
The Henrietta Barnett School London Barnet   0.55
Parkstone Grammar School Poole Poole   0.55
The King’s (The Cathedral) School Peterborough Peterborough   0.55
Platanos College London Lambeth   0.55
Harris Academy Merton Mitcham Merton   0.55
Norton Hill Academy Radstock Bath and North East Somerset   0.55
The Holy Cross School New Malden Kingston upon Thames   0.55
Settle College Settle North Yorkshire   0.55
Weald School, the Billingshurst West Sussex   0.55
Alperton Community School Wembley Brent   0.55
Dartford Grammar School Dartford Kent   0.54
Weald of Kent Grammar School Tonbridge Kent   0.54
King Solomon High School Ilford Redbridge   0.54
Rodillian Academy Wakefield Leeds   0.54

Mufti Hamid Patel CBE, Chief Executive of Tauheedul Education Trust, said:

“Our schools are heavily invested in ensuring that pupils make excellent progress and our staff go above and beyond the call of duty to give all of our learners the support they need to achieve, and surpass, expectations.

“To see the effects of this hard work reflected in the Performance League Tables – by having not one, but two of our schools amongst the top three in the country – is hugely rewarding, and we are thrilled that TIGHS and TIBHS are having such a positive impact on pupil outcomes and opening the window of opportunity for so many of our students.

“This achievement is a testament to the efforts and expertise of staff at both schools, the diligence and dedication of our pupils, and the outstanding quality of provision that all TET schools strive to deliver.

“We are committed to nurturing today’s young people and inspiring tomorrow’s leaders and we want to ensure that our pupils – regardless of their starting points – are immersed in an environment where educational excellence is promoted, expected and celebrated.

“It is immensely gratifying to see that we are achieving this vision, and we hope to continue to build on this success. Congratulations to all involved.”


Related Topics:

Muslim Schools Continue to Surpass National GCSE Average*

U.K. Students March for Free Education*

U.K. to Privatise ALL State Schools in England*

A Bleak Future for British Youth*

U.K. Public School tried to Punish Teacher who Shared Biblical Marriage Views with Student*

English Teenagers ‘are Most Illiterate in the Developed World’*

U.S: Education Standards Fall as Scores Drop

U.S. Students Behind in Math*

Iraqi Engineering Students Share their Graduation Ceremony with Iraq’s Orphans*

Schools in France Want Muslim Students to become Objects of Worthlessness*

12-Year-Old Gypsy Girl Outsmarts Stephen Hawking and Albert Einstein*