text:
Cherry Tree Primary School
Cherry Tree Primary School
Hardy Road
Headteacher: Mrs Helen Graham
reveal email address
Website: www.cherrytree.warrington.sch.uk
School holidays for Cherry Tree Primary School via Warrington council
Last updated: June 19, 2014
Primary — Community School
- 111150
- Education phase
- Primary
- Establishment type
- Community School
- Establishment #
- 2335
- OSGB coordinates
- Easting: 367443, Northing: 386812
- GPS coordinates
- Latitude: 53.377, Longitude: -2.4909
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- April 21, 2010
- Region › Const. › Ward
- North West › Warrington South › Lymm
- Area
- Town and Fringe - less sparse
- Free school meals %
- 2.70
Schools nearby
- 0.5 miles Statham Community Primary School WA139BE (213 pupils)
- 0.5 miles Cornerstones WA130GH (15 pupils)
- 0.6 miles Westlegh PNEU School WA139BA
- 0.7 miles The Winterley Project WA139BS
- 0.9 miles Ravenbank Community Primary School WA130JT (391 pupils)
- 1 mile Massey Hall School WA43JQ
- 1.3 mile Lymm High Voluntary Controlled School WA130RB
- 1.3 mile Chaigeley School WA42TE (35 pupils)
- 1.3 mile Lymm High School WA130RB (1860 pupils)
- 1.4 mile Oughtrington Community Primary School WA139EH (423 pupils)
- 1.6 mile Thelwall Community Junior School WA42HX (149 pupils)
- 1.7 mile The Winterley Project School WA42TB
- 2 miles Thelwall Community Infant School WA42HF (130 pupils)
- 2.2 miles Bradshaw Community Primary School WA42QN (174 pupils)
- 2.3 miles High Legh Primary School WA166NW (122 pupils)
- 2.3 miles Grappenhall St Wilfrid's CofE Primary School WA43EP (395 pupils)
- 2.3 miles Grappenhall Hall School WA43EU (51 pupils)
- 2.5 miles Woolston Community Primary School WA14NW (249 pupils)
- 2.5 miles Woolston CofE Aided Primary School WA14QL (212 pupils)
- 2.5 miles St Peter's Catholic Primary School WA14PQ (209 pupils)
- 2.8 miles Woolston Community High School WA14LS
- 2.9 miles Appleton Thorn Primary School WA44RW (209 pupils)
- 2.9 miles Hollins Green St Helen's CofE (Aided) Primary School WA36JS (124 pupils)
- 2.9 miles Green Lane Community Special School WA14JL (135 pupils)
Ofsted report: latest issued April 21, 2010.
Cherry Tree Primary School
Unique Reference Number | 111150 |
Local Authority | Warrington |
Inspection number | 337628 |
Inspection dates | 21–22 April 2010 |
Reporting inspector | Paul Bamber |
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school | Primary |
School category | Community |
Age range of pupils | 4–11 |
Gender of pupils | Mixed |
Number of pupils on the school roll | 211 |
Appropriate authority | The governing body |
Chair | Cllr S Woodyatt MBE |
Headteacher | Mrs H Hall |
Date of previous school inspection | 16 July 2007 |
School address | Hardy Road |
Lymm | |
Cheshire WA13 0NX | |
Telephone number | 01925 755885 |
Fax number | 01925 758245 |
Email address | email@example.com |
Age group | 4–11 |
Inspection dates | 21–22 April 2010 |
Inspection number | 337628 |
© Crown copyright 2009
This inspection was carried out by three additional inspectors. The inspectors visited 14 lessons and observed nine different teachers. They held meetings with staff, groups of pupils, governors and parents and carers. They observed the school's work, looked at pupils' books and documentation related to safeguarding, pupils' progress, teachers' assessments and development planning. In total, 69 parents' and carers' questionnaires were analysed, seven of which were submitted too late to be included in the table that appears later in this report.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
- whether boys and pupils with special educational needs and/or disabilities are making good enough progress
- the degree to which pupils are involved in their own learning, especially in assessment and target-setting.
Information about the school
Most of the pupils who attend this average size school are of White British heritage. A smaller than average proportion is from a minority ethnic background. Very few pupils speak English as an additional language, none of whom is at an early stage of learning English. A much lower than average proportion is known to be eligible for a free school meal. Lower percentages than normal have special educational needs and/or disabilities or have a statement of special educational needs. Pupils have access to a breakfast club and after-school club. These are managed by a private provider and are subject to a separate inspection and report.
The school's provision in the arts, in information and communication technology, sport and in promoting healthy living has been acknowledged by a number of awards, including the Primary Quality Mark. The governing body has gained the Financial Management in Schools status. Since the last inspection a new headteacher was appointed in September 2007.
Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate |
Please turn to the glossary for a description of the grades and inspection terms |
Inspection judgements
Overall effectiveness: how good is the school? | 1 |
The school's capacity for sustained improvement | 1 |
Main findings
This is an excellent school. Since the last inspection, extremely effective leadership and very accurate self-evaluation have led to extensive improvements in many aspects of its work. The relentless way in which the headteacher and senior leaders pursue excellence and improvement has an extremely positive impact on pupils' outcomes and the quality of provision. Standards are significantly above average, pupils make outstanding progress overall and the quality of learning is excellent. Parents and carers are very keen for their children to attend this school and hold extremely positive views about its work. Very strong teaching, combined with a rich curriculum and the rigorous tracking of pupils' progress, ensure that overall, pupils make rapid strides in their learning. Although good, progress in writing in Key Stage 2 especially that of boys is not as strong as that in reading and mathematics. The high quality care, guidance and support pupils receive plays a significant role in ensuring that pupils are safe, that their attendance is high, that they behave well and that they are extremely well looked after.
The school is a harmonious and inclusive community in which every child is valued and enabled to achieve as well as he or she can. Pupils, and pupils and staff get on extremely well together and lessons are characterised by much good humour, mutual support and the frequent celebration of individual achievement. Particularly strong is the quality of assessment. Pupils are much involved in their own learning, particularly through assessing their own work and that of others, and through a strong knowledge of their targets for improvement. Pupils are socially very adept and have strong moral values. Their development is less strong in their awareness and understanding of different cultures.
Leaders are vigilant about spotting any relative weakness in pupils' progress and attainment. For example, Key Stage 2 boys and pupils with special educational needs and/or disabilities did not perform as well as expected in 2009 national tests. Robust analysis of the reasons for this, allied with very effective interventions, has much improved these two groups' performance this year. This very effective response, combined with the highly successful work since the last inspection to improve standards and pupils' progress in Key Stage 1, provide compelling evidence to support the judgement that the school has an outstanding capacity to sustain improvement. Despite the overall excellence of leadership and management, there is an understanding that the school needs to do more to promote pupils' awareness of different communities in the wider United Kingdom and abroad.
What does the school need to do to improve further?
- Ensure that Key Stage 2 pupils, especially boys, make the same exceptional progress in writing as they do in reading and in mathematics.
- Improve the promotion of community cohesion and pupils' cultural development, by:
- establishing sustainable links with diverse schools and communities in different parts of the United Kingdom and internationally
- ensuring that more formal systems are put into place to monitor and evaluate the impact of the school's work on pupils' attitudes and values in these areas.
Outcomes for individuals and groups of pupils | 1 |
Pupils thoroughly enjoy learning and they achieve extremely well. Typically, pupils are conscientious and very keen to learn and to succeed. They take considerable pride in their work and show great delight in reaching their targets and overcoming challenges. They persevere through difficulties, listen carefully to instructions, work very cooperatively in pairs and groups and are confident in expressing their point of view or in articulating their thinking. These very positive characteristics underpin the excellent overall progress they make throughout the school and their significantly above average attainment. The excellent support provided for pupils with special educational needs and/or disabilities or who are more vulnerable than most, enables them to progress extremely well and to often reach expected standards by Year 6.
Pupils love their school, feel very safe and are keenly aware of the benefits of eating sensibly and taking regular exercise. They seize any opportunity to take responsibility and carry out their duties diligently. They make a very valuable contribution to the smooth running of the school and to the well-being of other pupils. They feel that their opinions and suggestions are valued and that they have a strong influence on decision making. Pupils are environmentally aware, are concerned about sustainability and they are extensively involved in community activities. Their excellent basic skills, combined with their excellent attendance and punctuality, equip them very well for their next steps in life and education.
These are the grades for pupils' outcomes
Pupils' achievement and the extent to which they enjoy their learning Taking into account: Pupils' attainment¹ The quality of pupils' learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress | 1 |
1 | |
1 | |
1 | |
The extent to which pupils feel safe | 1 |
Pupils' behaviour | 2 |
The extent to which pupils adopt healthy lifestyles | 1 |
The extent to which pupils contribute to the school and wider community | 1 |
The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils' attendance¹ | 1 |
1 | |
The extent of pupils' spiritual, moral, social and cultural development | 2 |
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
How effective is the provision?
All teaching is at least good and a substantial proportion is outstanding. Together with very rigorous assessment this ensures that pupils' quality of learning is excellent and that they make fast progress. Lessons are typically very purposeful, pacy and meticulously planned, with tasks extremely well matched to the needs of all pupils. Class teachers work closely and very productively with other adults to support and challenge pupils and to provide them with interesting and appropriate tasks. High expectations and challenging targets are set to which pupils respond very enthusiastically. Resources, including the use of information and communication technology (ICT) are used extensively and creatively to promote learning and pupils' interest. Teachers are acutely aware of how well pupils are doing and as a result, are in an excellent position to plan the next stage in learning. Pupils understand in detail how to improve their work and respond actively to teachers' very helpful marking.
Pupils have many rich experiences which enhance their learning. They thoroughly enjoy their visits out of school and welcome visitors who bring learning to life and promote their wider personal development and well-being. They have specialist teaching for French, participate in a wide range of extra-curricular clubs and receive specialist support from a range of external providers that considerably enhance their sporting and aesthetic development. Cross-curricular links are very well developed, which enable pupils to apply their excellent basic literacy, numeracy and ICT skills to support their work in a range of subjects.
Significant features of the high quality care, support and guidance pupils receive are the welcoming environment, the quality of information and guidance provided for parents and carers to help them to support their child's learning, and the perceptive deployment of staff and resources to support those pupils who have more difficulty learning or attaining at expected levels. Parents are full of praise for the time and effort staff put in to ensure that pupils are nurtured, reassured and encouraged to become confident and healthy young people.
These are the grades for the quality of provision
The quality of teaching Taking into account: The use of assessment to support learning | 1 |
1 | |
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships | 1 |
The effectiveness of care, guidance and support | 1 |
How effective are leadership and management?
The headteacher is outstandingly successful in promoting a shared ambition and determination that all pupils will have maximum benefit from their schooling. Over the last three years, marked improvements have taken place in pupils' attainment, progress and in the quality of teaching and learning and in assessment. Extremely rigorous performance management systems have underpinned these improvements and led to much more challenging performance targets being set, which have always been met and often exceeded. Staff are very adept at analysing and using data about how well pupils are doing in order to adapt their teaching or to initiate targeted support to help pupils overcome difficulties or to accelerate their progress. Very rigorous checks on the quality of teaching have led to considerable improvements in classroom practice and in pupils' learning and progress.
The governing body is well qualified to provide strong support for leaders and to challenge the school's performance. Governors are prudent financial managers. Currently, their contribution is good rather than outstanding because there are aspects of their oversight of the school's promotion of community cohesion that need sharpening. While community cohesion is very strong within the school and in the local community, links with other areas of the United Kingdom and abroad are tenuous or at the planning stage. The governing body also acknowledges that it could have closer, more direct contact with pupils in order to elicit their views. The school's partnerships with parents and carers and with other agencies are excellent. Parents and carers feel very included in their child's education. They state that the school listens carefully and responds appropriately and promptly to their concerns, and enables them, through the Parents' Forum and through workshops, to voice their opinions and to support their child's learning at home. Partnerships with other schools, colleges, universities and external providers and organisations, all contribute very significantly to the well-being and experiences of all pupils. Good safeguarding procedures follow recommended best practice and it is evident that the school emphasises safety to pupils in lessons and within the curriculum. Providing equality of opportunity is at the heart of the school's work and the extremely robust monitoring of pupils' achievement and of their participation in all aspects of school life ensures that this is a reality. The outstanding outcomes for pupils and the very efficient use of resources ensure that there is excellent value for money.
These are the grades for leadership and management
The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning | 1 |
1 | |
The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met | 2 |
The effectiveness of the school's engagement with parents and carers | 1 |
The effectiveness of partnerships in promoting learning and well-being | 1 |
The effectiveness with which the school promotes equality of opportunity and tackles discrimination | 1 |
The effectiveness of safeguarding procedures | 2 |
The effectiveness with which the school promotes community cohesion | 2 |
The effectiveness with which the school deploys resources to achieve value for money | 1 |
Early Years Foundation Stage
Excellent induction procedures that fully involve parents and carers and feeder nurseries ensure that children happily enter the Reception class and are well prepared. They are supported outstandingly by very experienced staff, in both their learning and to ensure that all their welfare needs are fully met. Children enter the Reception class with overall broadly average skills for their age. They make excellent progress in all areas of their learning but especially in reading, number and in their personal, social and emotional development. Their progress is observed and recorded daily which enables staff to plan well matched tasks to children's needs. Children also initiate their own learning, suggesting developments to and extensions of the activities in which they participate. Parents and carers are kept extremely well informed about their child's progress and welfare and given very helpful guidance about how they can support and extend children's learning and development at home. The Early Years Foundation Stage manager leads a very strong team outstandingly well and ensures that improvements are implemented effectively. Excellent provision and leadership ensure that many children enter Year 1 having exceeded the expected levels in most areas of their learning.
These are the grades for the Early Years Foundation Stage
Overall effectiveness of the Early Years Foundation Stage Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage | 1 |
1 | |
1 | |
1 |
Views of parents and carers
'My children love going to school which is fantastic. Their enthusiasm and motivation are well directed and they are performing brilliantly', typifies the sentiments of most parents and carers. Nearly a third of parents and carers responded to the questionnaire they were asked to complete prior to the inspection. In addition, inspectors met with 10 parents and carers during the inspection to hear their views. Nearly all the parents and carers who responded were very supportive of the school's work. A hundred per cent of respondents said their children enjoyed school, that the school took account of their suggestions and concerns, and that the school was led and managed well. In all other areas there were very high positive returns. In a very small minority of cases where concerns were expressed, inspectors were assured that they were known to the school and had been or were in the process of being addressed.
Responses from parents and carers to Ofsted's questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Cherry Tree Primary School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.
The inspection team received 69 completed questionnaires by the end of the on-site inspection. In total, there are 211 pupils registered at the school.
Statements | Strongly agree | Agree | Disagree | Strongly disagree | ||||
Total | % | Total | % | Total | % | Total | % | |
My child enjoys school | 52 | 75 | 17 | 25 | 0 | 0 | 0 | 0 |
The school keeps my child safe | 56 | 81 | 11 | 16 | 2 | 3 | 0 | 0 |
My school informs me about my child's progress | 45 | 65 | 21 | 30 | 3 | 4 | 0 | 0 |
My child is making enough progress at this school | 43 | 62 | 24 | 35 | 2 | 3 | 0 | 0 |
The teaching is good at this school | 50 | 72 | 17 | 25 | 2 | 3 | 0 | 0 |
The school helps me to support my child's learning | 51 | 74 | 15 | 22 | 2 | 3 | 0 | 0 |
The school helps my child to have a healthy lifestyle | 49 | 71 | 16 | 23 | 3 | 4 | 0 | 0 |
The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) | 42 | 61 | 19 | 28 | 2 | 3 | 0 | 0 |
The school meets my child's particular needs | 43 | 62 | 23 | 33 | 3 | 4 | 0 | 0 |
The school deals effectively with unacceptable behaviour | 43 | 62 | 20 | 29 | 3 | 4 | 2 | 3 |
The school takes account of my suggestions and concerns | 46 | 67 | 21 | 30 | 0 | 0 | 0 | 0 |
The school is led and managed effectively | 53 | 77 | 15 | 22 | 0 | 0 | 0 | 0 |
Overall, I am happy with my child's experience at this school | 54 | 78 | 13 | 19 | 2 | 3 | 0 | 0 |
The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.
What inspection judgements mean
Grade | Judgement | Description |
Grade 1 | Outstanding | These features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs. |
Grade 2 | Good | These are very positive features of a school. A school that is good is serving its pupils well. |
Grade 3 | Satisfactory | These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. |
Grade 4 | Inadequate | These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves. |
Overall effectiveness of schools
Overall effectiveness judgement (percentage of schools) | ||||
Type of school | Outstanding | Good | Satisfactory | Inadequate |
Nursery schools | 51 | 45 | 0 | 4 |
Primary schools | 6 | 41 | 42 | 10 |
Secondary schools | 8 | 34 | 44 | 14 |
Sixth forms | 10 | 37 | 50 | 3 |
Special schools | 32 | 38 | 25 | 5 |
Pupil referral units | 12 | 43 | 31 | 14 |
All schools | 9 | 40 | 40 | 10 |
The data in the table above is for the period 1 September to 31 December 2009 and is the most recently published data available (see ofsted.gov.uk). Please note that the sample of schools inspected during the autumn term 2009 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.
Common terminology used by inspectors
Achievement: | the progress and success of a pupil in their learning, development or training. |
Attainment: | the standard of the pupils' work shown by test and examination results and in lessons. |
Capacity to improve: | the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement. |
Leadership and management: | the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school. |
Learning: | how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners. |
Overall effectiveness: | inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be. |
| |
Progress: | the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started. |
This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.
23 April 2010
Dear Pupils
Inspection of Cherry Tree Primary School, Lymm, WA13 0NX
On behalf of my colleagues and myself may I thank you very much for your most warm welcome when we inspected your school recently. I am sure you will be delighted to know that we judge your school to be outstanding. I know that Year 6 pupils know what this word means because I was in the literacy lesson when they were being challenged to produce some 'outstanding' writing.
There are so many things that your school does so very well. Some of these are:
- the excellent teaching helps you to do really well with your work
- the way in which it helps you all get on so well together, behave sensibly and attend so often
- the many exciting things you have to do in and out of class
- how well you are looked after and supported
- the excellent way in which the school is run.
Even in outstanding schools there are still things that can be improved. To help with this your headteacher and the governors agree with me that:
- those of you in Years 3 to 6, especially the boys, could be helped to make even better progress in writing so that you improve as fast as you do in reading and mathematics
- you should understand more about, and link up with, people who live in different parts of the United Kingdom and in other parts of the world.
Thank you again for helping with the inspection.
Yours sincerely
Mr Paul Bamber
Lead inspector
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email email@example.com. |


text:
Offbeat Attraction
Science City |
Science City snapshot
Rank 7
Ranked 7 of 857,Sightseeing in Ahmedabad |
Science City
Average Rating
About Science City
- Not Allowed: Pets
Timings - Opening & Closing: Monday - Friday: 10.00 AM - 10.00 PM , Saturday: 10.00 AM - 10.00 PM , Sunday: 10.00 AM - 10.00 PM , Public Holidays: 10.00 AM - 10.00 PM
Science City is an educational centre, which is focused on science and technology. This science city was set up in 1960, with a motive to spread awareness about the progression of science and its application in human life. Ventured by state government of Gujarat, this science city is a blend of education and entertainment.
Spread over an area of 1,069,976.7 sq. metre, this science city houses IMAX 3D Theatre, exhibition hall, amphitheatre and thrill rides. Musical Dancing Fountain, Aquamobil and ride simulations are the other attractions of the city. This science city has two wings, Energy Education Park and Life Science Park. In the Life Science Park, visitors can spot varieties of butterflies and rare cacti plants.
At the IMAX 3D Theatre, there are several shows throughout the day, which start at 2:30 pm and last till 7:30 pm. The Musical Fountain show starts at 6:30 pm and visitors can catch a glimpse of last show at 8:40 pmCleanliness Quotient
1. Title should summarise your review
2. Elaborate. Instead of 'Good sightseeing place', write, 'Beautiful temple with intricate architecture' or 'Kid-friendly park but limited rides'
What travellers are saying about this Sightseeing
Experience scale- Excellent 4
- Very Good 0
- Good 0
- Average 0
- Below Average 0
- Poor 0
- Terrible 0
Travellers recommend- Best Time: During Day
- Length of visit: More than 3hrs
Facilities available- Food available for purchase
- Bathroom facilities
- Camera/Video allowed
- Wearing of shoes/footwear allowed
- Lockers/Storage
4 traveller reviews for Science City
WRITE A REVIEW- Ujjawal Kedia
- Lives in Ahmedabad
- 8 Reviews
"Awesome Place To view Different Science Models"
- Posted Dec 22, 2014
This is huge place where you will be not able to locate without science city map. Similar to imagica. Here there are huge rides and huge collection of different science models on different Principles.
More » « Less- Was this review useful?
- 22 votes
- Hemal Desai
- Lives in Ahmedabad
- 3 Reviews
- Posted Oct 25, 2013
A great place to educate and entertain children and orient them towards science.
More » « Less- Was this review useful?
- 23 votes
- Khusboo soni
- 3 Reviews
"Detailed information available"
- Posted Oct 6, 2013
It is a nice experience and detailed information was available.
More » « Less- Was this review useful?
- 24 votes
- Guru Raj
- Cityslicker
- Lives in Chennai
- 3 photos
- 6 Reviews
- Posted Aug 3, 2013
Best place of knowledge for children below 15.
More » « Less
Even the canteen facilities are available. Toilets are neat and clean. Helpful security people. They give a map while entering to guide you through.- Was this review useful?
- 22 votes
- Excellent 4
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Thu, 7th May temperature in Ahmedabad is 26° C, It is Mostly cloudy overnight.
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subset: commoncrawl


text:
ATD losses deepen; sales up 28%
Comments EmailHUNTERSVILLE, N.C. (May 19, 2014) — American Tire Distributors Holdings Inc. fell deeper into the red on both an operating and net basis in the quarter ended April 5 despite 28-percent higher sales.
ATD cited higher operating costs, including a four-fold increase in "transaction expenses," as reasons for its operating loss of $24.4 million, which together with higher interest expenses helped double the net loss to $34 million.
Sales for quarter jumped to $1.08 billion, driven primarily by the first-time contributions on Hercules Tire & Rubber Co. and Terry's Tire Town, both acquired during the first quarter, as well as from three acquisitions in Canada during 2013—Wholesale Tire Distributors, Tire Distributors Inc. and Regional Tire Distributors.
These entities contributed $167.5 million in incremental sales during the period, ATD said, while five extra business days in the 2014 quarter vs. the 2013 period added $47 million in additional sales. Organic unit sales growth yielded $98.9 million in additional revenue.
Lower net pricing offset these gains by $30.2 million, ATD said.
TB Reader Poll
Do so-called "Religious Freedom" laws in place in some states impact how companies do business, and do you support them?
I support them and don't think they have any effect on how I do business | |
I don't support them; they have a negative effect on businesses | |
I think more research should be done about these laws' impact before they're enacted | |
They're horrible, an infringement on the rights of certain groups or individuals and shouldn't be the law anywhere |


text:
Hello Team and Families,
I hope all is well here after the season. This is just a reminder regarding the banquet coming up this Sunday at 5pm at Oak Marsh Golf Course. Coach Ness, Coach Gramer and I, along with team members and families, are looking forward to seeing you there. This is a 'dress up' event. Please also bring your uniform if you were on the state team (or happen to still have it as we will start turning over names this coming week or so).
Again, we really enjoyed coaching all of you. Good luck to those who are involved with a winter sport right now. Congrats to the boys and girls team members who ran in the Nike Regional Meet last weekend.
If any of you would like to continue racing, there is a race called the Turkey Trek 5K at Colby (familiar route to us). $5 from each registration is being donated to a local food shelf. Each $5 dollar donation equals $50.00 in food. -- more information at http://www.eraamn.com or http://www.active.com/running/woodbury-mn/turkey-trek-5k-2012
Also, the race director friend of mine, who donates to our team every year for our involvement in the St. Paul Tri, has many races throughout the year. He has a "black Friday" sale coming up where all his 2013 races, including tri's, are half off. His site is: http://www.frontrunnerusa.com (Remember, you aren't allowed to do a 5K race during the CC season.)
See you all soon.
Coach Cronin


text:
Load spoons with sweet, sticky bases like peanut butter, melted chocolate or Nutella, then top them with candy, spices or cookie crumbles. The only limit is your imagination -- and the size of your cutlery collection! Let the spoons set in the fridge, then serve them with hot drinks. The best part? Everyone gets to lick the spoon!
Get quick and easy recipes for dinner tonight! Start now!9 Flavorful Spoons
Show your guests who's the real barista by offering them sweet spoons to swirl extra flavor into coffee or hot chocolate.
Photograph by Johnny Miller


text:
To: | "'firstname.lastname@example.com'" <email@example.com> |
Subject: | [TowerTalk] Using Trylon Sections to Support Rohn 25? |
From: | Colburn <email@example.com> |
Reply-to: | email@example.com |
Date: | Thu, 13 Nov 2003 23:51:17 -0500 |
List-post: | <mailto:firstname.lastname@example.com> |
Tomorrow I am acquiring 100' of 10' sections of 12"/side Trylon tower. From the picture these appear to be made of angle iron. Once the house is built, or perhaps while it is being built, I plan to erect a 60' Rohn 25 tower (hate climbing anything taller). Since I am only paying $100. for the Trylon I have a thought of saving the hassle of guy wires by setting 50' of the Trylon on each side of the Rohn 25 to provide strength. Good, bad, ugly idea? Why? If I can find a base hinge I also have thoughts of using the Trylon to stabilize the Rohn 25 during raising and lowering (I have a couple of extra sections of Rohn 25 to set in concrete for the 60' section to rest upon). Am I missing anything or does this sound OK as well? Thanks & 73, doc kd4e _______________________________________________ See: http://www.mscomputer.com for "Self Supporting Towers", "Wireless Weather Stations", and lot's more. Call Toll Free, 1-800-333-9041 with any questions and ask for Sherman, W2FLA. _______________________________________________ TowerTalk mailing list email@example.com http://lists.contesting.com/mailman/listinfo/towertalk |
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Start going to the YMCA and get on a regular exercise program, you will feel so much better. I am 53 and run 15-20 miles a week, do Zumba classes 2-3 times a week, swim once a week, and kickboxing twice a week. I eat a lot of fruit , vegetables and milk. I feel so much better when I exercise, it is good for you entire body and you will sleep so much better. Have you ever thought of going to Victoria's Secret and buying yourself some nice lacy underthings to wear JUST FOR YOU? I am sure you deserve it.
we live in a world that worships youth... when we loose that appeal, then we feel bad about ourselves. im 54 and getting older , yet, i have discovered that with age comes something else, wisdom....while we loose our youthful looks, we gain the look of wisdom, and honestly, its a good thing to acquire.
your actually very beautiful for your age...Dont know why you think your ugly..You have gorgeous eyes and great features...I hope when im 60 I age well like you.
Try being 57 with a 22 yr old wife.. she thinks I am great..her friends call me awsome...the younger boys call me old and ugly...yet they dont cross me...I am thinking they are just jealous...good for me ..you have to remember that no matter what "game" they want to play...we wrote the rules years ago..
I would love to talk with you one on one. I truly believe how we feel about ourselves is important to every aspect of our lives. It affects us profoundly when we don't feel "attractive." My advice? Change it up. Get a make-over. Learn to look hot at any age...it can be done! If you want advice, send me a private email. I'm 63. I might wish I were younger BUT I love they way I look and feel. xoxoD
I am so sick and tired of being sick and tired - ever since I retired I feel useless and I don't know what to do with myself to bring any spark back
No true woman in this world would ever suit the word ugly... just beautiful.

Regardless of age and appearance.

Suck that up :)
I way told once by a 90 year old "You are as old as the last person you managed to go to bed with" now he was sure she was 50 be he couldn't remember
seldom. i doll myself up every day...hair, makeup...the works. down to shoes! it's amazing how much it does for the ole self esteem ;)
Girl just feel lucky that no matter what you look like, some man is going to find you attractive... Now for me i'm doomed... I'm gay and no man wants me or looks at me.. Gay males are different in their choices and no one wants an aged old troll .. I have been cursed on all levels .. and i have been ready to go for a very long while.
hugs to you, jaymetal..
Add a response...
female just turned 60. ho hum. 40 I still looked hot. At 45 I was called "seasoned" like a turkey that you baste every half hour! 52 started menopause didn't feel so hot except for hotflashes. A guy at work said "hey Ann you look hot", I thought he meant "I look HOT!" So I said , thank you and they all laughed. They thought I was making a joke but I wasn't!!!! Modified. But I laughed with them as if I didn't have a care in the world. I wanted to cry. At 55 I
At 55. I went to work with my hair curled, like I use to curl it with hot rollers when I was young, I was getting weird looks, only to realize that at 55 I no longer looked cute in curls, instead I looked like whatever happened to baby jane!!! All I needed was bright red lipstick , it wasn't pretty. At 60 came the appiffany there is no turning back, no "I'll go on the diet tomorrow" , oh no, this is it, now or never, there may not be a tomorrow. So I cut out carbs and lost 50lbs. It wasn't hard, I just stopped. I feel much better except now I think young men are lusting after me. but that's okay. Maybe they are?
Add a response...
I'm 63, too. A male. I saw a recent picture of myself and I look old and ugly. I was never handsome, but was always considered young for my age. Just a few years ago, I looked pretty good. Now... "chicken neck", face sagging. If I try to lose weight, I look worst, the fat goes from my face first and I have sunken cheeks. If you look at AARP magazine, they only feature people who don't look their age. Doesn't matter what you've accomplished, you'll only be featured if you don't look your age. When I was a kid, I never paid attention to how old people looked. I only cared if they were nice. Now, in this world of visual media, appearance is the only thing that matters. I shouldn't pay attention to it, but I do. All I can say is that I empathize, I DO feel old and ugly. I wish, as in previous times, I was respected for my experience rather than appearance.
you can keep wishing till the sun comes up, it's not gonna come true so get up off your rump and start having fun. when a woman see a man that's self confident and loving life that turns her on!
I read all the coments hog wash. I am 75 and I am old yes I hurt my my knees hurt my bac is bad and yes I am OLD. I hear 2o and 30 40 but get tomy age and yes I am okd. Thats who I wanted to hear ftom old people.
I am 63 also and feel old and fat and ugly --- feeling like I should jusst give up.............................................................. Sick of me
this is your time now. treat yourself to the spa, walks, enjoy the scenery, watch a 'happy' fun movie, enjoy a breakfast out, visit the museums, or botanical gardens with a book. A long candle lit bath, meditate, enjoy......
no, no, no, that's how I felt when I turned 60 . one look from the side view mirror and I wanted to hang myself! I lost 50 lbs and what a change! cut out the complex carbs no bread , etc, you can do it. get out and walk. when you lose weight it makes such a big difference. you wont feel twenty but when you feel good, you look good.
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Hello I have a zink xr2 in black with typical lanyard wear 8/10 . Would like to trade for quack shack outlaw acrylic double reed.
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Percy Harvin
Thursday Night Football Fantasy Starters: Rodgers, Wilson And Harvin Are Must Plays
Fantasy football players are also ready to go all-in on Thursday night. Finding favorable matchups in the first game on the schedule each week gives a player a big edge going into Sunday.
The Many Highs, Few Lows Of 2013 Seattle Seahawks
When you win the Super Bowl, there isn't much to complain about as far as overall team performance is concerned. But here is a look back at what the Seahawks excelled at and aspects of their game that they will need to tighten up next season.
Nerves, Seahawks Get Better Of Broncos
Peyton Manning couldn't cap the greatest season any NFL quarterback ever had or secure his legacy as the best QB in history Sunday night.
He's Back? Harvin Expected To Suit Up For Super Bowl
With Seattle having just a handful of players listed on the injury report and with Denver in the double digits, things are looking good for the 'Hawks.
Harvin Out For NFC Championship
Just like in the regular season Percy Harvin's return to the field in the postseason was short lived as Harvin will not be playing against San Francisco this weekend.
Carlos Rogers And Will Tukuafu Likely To Play, Same Can't Be Said For Percy Harvin
The 3 big names dealing with injuries heading into the NFC Championship Game could all play. The 49ers figure to have both Carlos Rogers and Will Tukuafu ready to go, while Seattle's Percy Harvin is a big question mark and will remain so up until kickoff.
Harvin Set For Seahawks Practices This Week
When Seattle traded for Percy Harvin during the offseason, they weren't expecting to only have him for one game this season. Now that the Playoffs are set, it looks like Harvin may be able to return for Seattle's next game.


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1950's Electro-Voice Regency III pair.....Been in my family for as long as I can remember. Purchased one at a time by my father...first for a mono system and the second was added a couple of years later when he went "Stereo". My mom is downsizing and really has no place for them. Original purchase price was around $400 each. Each is fitted with a 15 inch 15W woofer, a T25A mid-range driver attached to an 8HD diffraction horn, a T35 horn tweeter, an X8 mid range crossover with AT37 level control and an X36 high frequency crossover also with an AT37 level control. Both are fully functional and overall condition is as good or better than any I've seen at sale in the recent past.....However, if you look carefully you will see a "plant ring" on one (not too severe), a small 1/4 inch tear in one of the grill cloths and some light to moderate scratching on both tops. I'm trying to say that these are really very nice but THEY ARE NOT PERFECT !!!Because of their age and the complexity of shipping these are sold as-is but gauranteed not DOA. Please check my response....I am not here tocreate any dissatisfaction or enemies.
Each speaker weighs approx 135 pounds. Dimensions are 34 inches wide, 30 inches high and 19 inches deep. I'll crate them (I believe the will fit on one pallet) for about $200.00 if needed and/or will ship them anywhere you are willing to pay for. I will not be responsible for any duties or any type of extraneous charges incurred for passage into another country. I am willing to ship YRC, BAX GLOBAL, Forward Air or even Greyhound. Whatever your preference you need to email before offerding so we can come up with a fairly accurate amount. You may also pick them up but payment must be made in full prior to your arrival.
I accept all traditional forms of payment.....and payment must be received within 72 hours of sale close. Non Paying buyer will be met with negative response. offerding to start at just $1.00 with . Thanks for looking!
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Walkthroughs and guides for LostWinds
ID | Walkthrough | Size | Version |
15688 | Walkthrough (Wii) by LinkGanonSlayer | May 28th 2008 |
24kB | 1.02 |
15708 | Walkthrough (Wii) by TrulyDexterous | Jun 4th 2008 |
111kB | 1.11 |
There are no discussions open for LostWinds yet.
165Here Lies What Was Left Of The SC Forums (Or Soon To Come)
47Attempted hijacking on United Airlines
8Aaron Hernandez Found Guilty, Gets Life
Get Involved and join the fun. Go to our LostWinds forums to talk about the game, or visit our other forums to chat to gamers.


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The client has made the following changes to the job.
Client prefers freelancers from:
You are still able to submit a proposal for this job.
The client prefers freelancers from
a different location.
We are looking for a professional to design a low-cost SMD circuit of a frequency generator capable of the following:
1. Generate 30kHz monophasic square wave with small positive offset 0.25V
2. Generate 1khz monophasic square wave with small positive offset of 0.25V
3. build in Battery monitor LED
4. closed circuit check, either constantly or upon starting the frequency generation
5. maximum of 2 switches (for example : Select/Start)
6. can be either analog or digital, whichever way is cheaper.
7. LED for when generating a frequency.
8. Max. output 9V / 10mA
9. Driven by a 9 V battery.
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Pyrrho of Elis
Pyrrho of Elis (c.360-c.270), Greek philosopher, founder of the Skeptical school.
All philosophers are confident that rational thinking is the road to truth. Except for Pyrrho of Elis, who entertained some doubts about the quest for knowledge.
He argued that we can not fully comprehend nature, do not know for certain whether a statement is true or false, and are unable to build an ethical system on so weak a fundament. People would be happier, he argued, if they gave up these useless intellectual exercises and postponed their judgment. The result was a conservative political philosophy, because Pyrrho recommended that, even though we had no moral absolutes, we should live by time-honored traditions.
The weakness of his system is, of course, twofold:
- one can not postpone a judgment forever, because sometimes action has to be undertaken;
- how can one be certain that certain knowledge is impossible?
Pyrrho's world-view is called Skepticism, and may be compared to the postmodernist philosophy of the 1980'\s.


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Um... Wraith console, right?
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No, its ancient, considering its not organic I would have thought that obvious :P Not to mention it says in the description...
wraith consoles/screens were kinda like colored mist coming down from ceiling and such,
They also have some on a stretched skin rack thing...
oh yea, but those were used on consoles only, kinda like wraith Ipad or so xD
I Looks pretty good, I agree it doesn't look like anything the Wraith made(the lines are too straight)
i wish there would be chance that it can be made moving like in the show, i have screensavers on pc what could be used as some clips, but as far as i have looked around, there is no chance in that.
Not yet anyway, a way eventually crawled out for Oblivion but they made the model code for that disappear int he latest version of .nif that they used for Skyrim. There will be a way eventually since there are models that have the appearance of animated in vanilla skyrim.
mm yea but cool stuff takes time lol, there will be lots of cool stuff available for skyrim eventually
Ah. Something on the grid gave me that impression.
It's out when it is out, only way you will ever get a release date is when you find someone who can predict the future.
An screen the ancients and asurans used in majority of places, they will come with different style and screen picture (the one here was Deep Space Observation Screen for tracking ancient ships in show)


text: Carolyn Woodson of Hammond, Ind. is going to Hollywood courtesy of the Hoosier Lottery. She is the third lucky player to win a trip-for-four to Hollywood in the Hoosier Lottery's Wheel of Fortune® mylottery second chance promotion. Woodson's name was drawn in the January 4 drawing. The day-care provider said her initial reaction to winning involved "screaming and hollering" and she has been pinching herself ever since. "I can't believe that out of everyone who played they drew my name!" said Woodson. Read more of Carolyn's story here.


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ABC Selects Directing Program Participants
ABC has selected 10 directors and two alternate helmers to participate in the annual Directing Program.
The Disney/ABC Television Group teams with its current programing, development and Creative Talent Development and Inclusion executives as well as exec producers from the group's current slate and the Directors Guild of America members to identify promising candidates from more than 1,000 applications. Panelists this year included producers from ABC's Scandal, Castle and Disney Channel's Liv & Maddie and Crash and Bernstein.
The 10 participating directors selected this year are: comedy writer/journalist Tessa Blake (The Huffington Post), documentary director Benjamin DeJesus (Tales From a Ghetto Klown); comedy director Angela Barnes Gomes (Let's Stay Together); theater director Eli Gonda (Harvey Fierstein — A Night of Scenes); actor Devon Gummersall (My So-Called Life); script supervisor Paula Hunziker (Pretty Little Liars); former News Corp. China producer Xuan Jiang, feature director Amin Matalqa (Disney's The United); co-chair of the DGA's Latino Steering Committee David Rodriguez and litePOST postproduction house co-owner Kevin Sweeney. The two alternate directors joining the lineup are editor Ishai Setton (Glee) and DGA award-winning filmmaker John Paul Su (The Refuse).
Launched in 2001, Creative Talent Development & Inclusion redesigned the program in 2010 and has since secured more than 15 directing assignments on Disney-owned network series. The outgoing program directors who landed helming assignments include Regina King(Scandal), former key grip Rob Greenlea (Grey's Anatomy); music video director Nzingha Stewart (The Fosters); comedy writer Maxine Lapiduss (Jessie) and actor Kimberly McCullough (Shake It Up!). Other Directing Program alums include Ryan Coogler (Fruitvale Station), Seith Mann (The Walking Dead) and Zetna Fuentes (Switched at Birth).
"Our production is always on the lookout for untapped talent with a unique perspective," Scandal co-executive producer/director Tom Verica said. "We are proud to support the Disney/ABC Directing Program. The Creative Talent Development team provides invaluable opportunities to a wide range of enormous talent. It has been our pleasure to work with several of them. We look forward to meeting the next group of talented filmmakers."
Added Tim McNeal, vp Creative Talent Development and Inclusion: "Given that historically directing has been a male-dominated area in the industry, we are particularly proud that our directing program has not only successfully launched the directing careers of six talented female directors, but also through the program a total of seven diverse directors have secured directing assignments on DATG series."


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Funding & Grants
The 2015 Sports Bursaries application are now open
Please note the deadline for all applications is the of the 17th July 2015
Player Bursary Award
Are you an aspiring athlete?
Do you need help with:
-Coaching Fees
-Purchase of Equipment and clothing to assist with sports performance
-Training Courses
-Travelling expenses
We offer awards of up to £250 to help young people with their training costs to gain local, national and international recognition in their sport. The Award Scheme has been established to acknowledge young sporting achievements.
To apply online click the application forms below:
or alternatively you download the PDF.
Deadline for applications 17 July 2015
Coach Bursary Award
The Coach Bursary Award scheme aims to acknowledge the vital contribution coaches make to sport and aims to raise the profile of coaches as well as enhancing coach education in the Royal Borough. The Bursaries are awarded to people from all sports and are aiming to help towards:
-Coaching Fees
-Purchase of equipment and clothing to assist with sports clothing
-Coaching Courses
-Travelling Expenses
To apply online click the applications below:
Coach Endorsement
or alternatively you download the PDF version
Deadline for applications 17 July 2015
Lifetime Achievement Award
The Lifetime Achievement award is presented once a year to an individual who has made a significant contribution to sport within the Royal Borough over a number of years.
To apply online please click the application below:
To nominate a person for this award, Please complete and return the form below
Deadline for Applications 17 July 2015
Sportivate is a £32 million programme funded by the national lottery which will run for 4 years. This national project which forms the Play strand of Sport England's London 2012 mass participation legacy programme 'Places People Play' will bring the inspiration and magic of a home Olympic and Paralympic Games into the heart of local communities by encouraging more people to get involved in sport. The target group for Sportivate is 14-25 year olds who may not seek out sporting opportunities themselves or would not prioritise doing sport in their own time.
For more information about Sportivate please visit the Get Berkshire Active website (http://www.getberkshireactive.org/515/news/article/sportivate/).
Sportsaid provides funding to talented young sports people to support training, travel and equipment costs. To view the criteria visit the SportsAid Website or telephone 0207 273 2975 for more information.
Ron Pickering Memorial Fund
The Ron Pickering Memorial Fund provides grants for young track and field athletes who are in education and may need financial help towards training or provision of equipment.
To view the criteria visit the Ron Pickering Memorial Fund Website (http://www.rpmf.org.uk/grants.htm) or telephone 01438 715814 for more information.
Torch Trophy Trust Bursaries
The Torch Trophy Trust offers Bursaries to help volunteers to improve their skills as coaches or officials but are unable to do so without funding. The minimum Bursary available is £100 and the maximum is £1000 and it would not be for more than 50% of the total coasts involved.
To view the criteria visit the Torch Trophy Trust Website (http://wwwtorchtrophytrust.org/bursaries.htm) or telephone 020 7976 3900 for more information.
The Talented Athlete Scholarship Scheme
The Talented Athlete Scholarship Scheme (TASS) government backed partnership between talented young athleted, educational institutes and National Governing bodies of sport. TASS provides athletes with a tailored package of service worth up to £3,500 in value.
For more information visit the TASS Website (http://www.tass.gov.uk/).
The Mark Lees Foundation
The MLF acts as a hardship fund dedicated to supporting male and female rowers who are in full or part time education or those who are in part time or no regular employment and are aspiring to achieve the highest standards of rowing.
For further information visit the MLF website (http://www.markleesfoundation.org/index.htm).
Big Lottery Fund
The Big Lottery Fund runs a range of different funding programmes. To find out about the grants programmes currently available visit the Big Lottery Fund website or contact the fund by telephone on 020 7211 1800.
Sport England - Small Grants
Grants of between £300 and £10,000 to not-for-profit organisations to deliver new community projects to either grow or sustain participation in sport or to support talent development. For further information visit the Sport England website (http://www.sportengland.org/funding/small_grants.aspx) or telephone the Sport England Advice line on 08458 508 508
Sport England - Sportsmatch
Sportsmatch makes awards to not-for-profit organisations that have secured sponsorship to deliver new community projects to grow or sustain participation in sport. Awards of between £1,000 and £100,000 can be made to match funding from no more than five sponsors, with each sponsor contributing a minimum of £1,000. Sport England funding for the project must be spent 31st March 2012. For further information visit the Sport England Website (http://www.sportengland.org/funding/sportsmatch.aspx) or telephone the Sport England Advice Line on 08458 508 508.
Sport England - Other Grants
In addition to the small grants programme Sport England also run other funding programmes. If you are interested in finding out whether your Sports Club or project are eligible for a grant visit the Sport England Lottery Fund Website or telephone Sport England on 08458 508 508 to discuss your idea.
Football Foundation
The Football Foundation provides financial help for football at all levels, including grassroots development and using football as a tool within local communities. Visit the Football Foundation website to find details of the Trust's many grant opportunities or telephone the Trust on 0207 534 4210.
Lawn Tennis Association
The Lawn Tennis Association provides funding for capital projects that will increase the number of adults and juniors playing tennis on a regular basis. Funding is normally offered in the form of a 50% grant 50% loan allocation. Applicants will need to have as a minimum source funding from other sources for 25% if the project costs.
For further information visit the LTA website (http://www.lta.org.uk/clubs-schools/Develop-Your-Facilities/Funding-guidelines/).
Cash 4 Clubs
Cash 4 Clubs offers all sports clubs in the UK the chance to win grants ranging from £250 to £1,000. To view the criteria visit the Cash 4 Clubs Website (http://www.cash-4-clubs.com/).
The Wells Sports Foundation
The Wells Sports Foundation to provide financial and motivational support to sustainable grassroots sports projects. For further information visit the Wells Sports Foundation Website (http://www.wellssportsfoundation.org/).
Mars in the Community
The Mars in the Community grant programme makes grants of between £500 and £2,000 under the themes of Healthy Active Lifestyles; Environment or Pet Welfare. To be eligible for funding your project must be within a 10 mile radius of Slough. For further information visit the Mars in the Community Website (http://www.marsinthecommunity.co.uk/register-home.aspx) or telephone 0118 930 3021.
Berkshire Community Foundation
The Berkshire Community Foundation manages funds on behalf of a range of different donors and funding bodies and has a variety of grants available to voluntary organisations or groups established for charitable purposes ranging from £50 to £10,000. Funding is available for sports focused projects if they tackle a wider social need.
For further information visit the Berkshire Community Foundation website (http://www.berkshirecommunityfoundation.org.uk/apply-for-a-grant/eligibility-and-exclusions/) or telephone 0118 930 3021.
The Prince Philip Trust Fund
Funding is available for recreation facilities, training for young volunteers and cultural projects in the Windsor and Maidenhead area. For further information please contact the trust on 01737 228000.
The Peter Harrison Foundation
The Foundation gives grants to people with disabilities and people who are disadvantaged. One of the programmes is 'Opportunities through Sport', for further information visit the PHF webiste (http://peterharrisonfoundation.org/programme.htm) or telephone them on 01737 228000.


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