Despite having three different centres, the same programmes are run in all three centres: one in Barnstaple one in Tiverton and the other in Bideford. We rent classrooms in the towns, so the children have their lessons in the town where they stay. The same teachers teach in all three centres and the families are equally nice, so the different locations mean no difference in the quality of the course.

The time in the Centre involve a great deal of practical use of language, mainly based on what the students have done with the families or in the activities or visits. Our main aim is to build up confidence in speaking English. There are no desks and a lot of interaction and moving around. We believe that grammar work and the structures of the English language is best done over a long period of time and by their own teachers. We do not try to replicate this lessons in any way. Instead we take full advantage of the students being in England! So we make maximum use of the resources around – namely the countryside, the cultural and the people themselves. Listening and observational skills are developed in the process but are key to their success. A lot of use is made of images and audio and video recording during the visits in order to reflect on the previous day's experiences.

Some sessions may be are drama based as these offer an alternative way of building confidence in speaking, as well as using natural creativity of the students. An end of course mini-production is often organised where students present their own work to their fellow students. Usually, on the final day, after researching views, in twos or threes, from different people on various topics in the town challenge, these groups then present their research to the whole group.

In the evenings, all students will be with their host families. Tasks will be set during the day, which will encourage and support conversation with families with the students taking the lead, thus not relying on the host families to initiate every discussion or to ask all the questions. Feedback the following day also provides motivation and interest for everyone.

A language profile form has been designed to give us as much information as possible, about the language competence of each group, so valuable time will not be wasted at the start of the programme. It will help us to divide the group according to the appropriate level of understanding from the start. We are happy to have any information, requests or ideas concerning the groups in advance, for example to place a particular emphasis on the programme, such as history, the environment etc.

Rather than have placement tests, the visiting teachers, knowing their students, can help form the groups much better than a written test after a tiring journey. We welcome all visiting teachers to be present with the students whilst in our Centre – many enjoy seeing them at work with native speaker and to hear feedback and opinions. We do ask that teachers supervise the students during breaks between sessions.