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It is with great pleasure that we welcome you to Yerbury Primary School. At Yerbury, we are proud not only to provide the highest quality of a broad and balanced education, but we also place a lot of importance on our children becoming happy, confident, and fulfilled individuals. We believe that our children should be encouraged to do well academically, and should also be exposed to a fun and varied curriculum so that they develop a thirst and love for learning. We do this by encouraging our children to explore, discover and question through a range of exciting learning opportunities, where we nurture creativity, independence, and individuality. We work together at Yerbury in a culture of collaboration and support, committed to providing a calm and stimulating environment. Mutual respect amongst and between adults and children is an integral part of our culture, where everyone is valued. We believe that these things all contribute to the warm and welcoming atmosphere which so many visitors comment on when coming to Yerbury. Yerbury is a richly diverse learning community that values the uniqueness of every child. We know that happy, interested, and secure children learn best. We offer a caring and stimulating environment which allows children to become independent and grow. Staff, children, parents, and carers work together in a culture of collaboration and mutual support. We foster the long-term development and personal achievements of every child within our broad curriculum and in immeasurable learning beyond it. We provide a challenging, relevant, and creative school experience which nurtures a sense of social responsibility and inspires life-long learning. Our hope for the Yerbury child is that they have happy, wondrous, and long childhoods. We want them to feel loved, be confident and feel safe enough to be creative. We want them to have found something they are passionate about and to have nurtured it. They will have had many opportunities to feel a sense of achievement, pride, and excitement about themselves and their learning during their years here. We also hope that the Yerbury child cares about others, can challenge intolerance, and can relate and communicate with others to build and maintain relationships. They are resilient, know that satisfaction comes from effort, and are intrinsically motivated. They know what it is to have fun, to be happy, and to have been nurtured by a sense of belonging. When they leave us, they might be beginning to know what their place in the world may be and have a secure set of moral values. We want them to be full of hope for their future and always feel part of the Yerbury family. We want our children to leave Yerbury School with a lifelong love of learning. We work hard to promote curiosity, resilience, independence whilst ensuring that children enjoy their time here. Our curriculum is taught through term long PROJECTS that are used to tie together the different subject areas. This approach has many advantages including giving a focus of interest for the children and making it easier for parents to be involved in their children’s learning. All projects include educational visits and often also a special event such as Year 2’s puppet show. All the National Curriculum subjects (ie English, Maths, Science, Computing, History, Geography, Design and Technology, Art, Physical Education, Religious Education, and Music) are covered in this way wherever possible. We are enthusiastic about music and the other arts so all classes have two music sessions each week and we run an orchestra and three choirs. We have theme days and weeks each term in which the whole school focuses on, for instance, a particular painting or place. In addition to these subjects we are committed to providing the children with as wide an education as possible so that we also look at personal, social, and health issues and at events occurring both locally and nationally. In this way, we aim to help our children to develop as rounded individuals with, for instance, confidence, social skills, and an inquisitive mind. All our children are taught in mixed ability classes. Activities are differentiated to match the abilities of each child so that they have appropriate challenges and can progress at their rate. The children are usually taught as a whole class but may also work with adults in smaller groups or individually. “Every child deserves the best possible start in life and support to fulfill their potential. A child’s experience in the early years has a major impact on their future life chances.” View full school

Yenton Primary School is a state establishment for children aged 4 to 11 years. We can admit up to 60 children each year in September (30 children per class). The main school building has Reception, Year 1 and Year 2 on the ground floor. Years 3, 4, 5, and 6 occupy the first floor. In the former Infant building, the school leases out the building to several privately run child care facilities. We believe we offer an extremely comprehensive service to families with children from 6 weeks to 11 years both during and outside school hours. Yenton Primary School strives to maintain a relaxed, happy and caring atmosphere, where through the provision of a broad and balanced curriculum, children may realize their full potential academically and socially. Our Vision at Yenton Primary is to develop: A lifetime enjoyment for learning, Self-worth and confidence, Responsible citizens who contribute positively to society, Independent thinking and creativity. Yenton Primary, in partnership with home, aims to: Promote the spiritual, moral, and cultural development of children, including an understanding and appreciation of the various ethnic minority groups who make up our society. Enable children to acquire knowledge of their environment from a scientific, historical, and geographical point of view. Develop the thinking process and learning skills which will enable the child to take control of their learning. Provide a variety of teaching styles and strategies to engage and motivate all children. Give children the opportunity to evaluate their learning through sharing expectations, objectives and setting future targets. Provide an all-inclusive curriculum incorporating enjoyment, experience, and opportunity. When in school, children are given the opportunities to grow emotionally, physically, mentally, and educationally. This is achieved through careful expectations (eg. rarely will you hear staff shouting at children, but children have rules explained to them calmly). Staff role model - they dress appropriately, walk around the whole school calmly, encourage, support, and talk with respect and tolerance towards everyone. Through modeling, we ensure children leave Yenton enriched, well-rounded and happy. Important life skills are taught (bike-ability, swimming to 25 meters, e-safety, first aid, residential and caring for yourself, handling your emotions) and constantly reinforced through circle times, PATHS project, assemblies, awards, and responsibilities. Yenton Primary tries to cater to the full academic, emotional, social, and moral development of all its pupils. We believe in a rich curriculum that engages all learners to do their very best. A variety of teaching styles are used to deliver the curriculum effectively according to age, experience, and ability. For the youngest children at Foundation Stage, the emphasis is on teaching through structured play (child-initiated and adult-led) to develop the 7 areas of learning. A strong early years’ curriculum ensures that we have solid foundations, from which children can grow and develop. At Yenton Primary School the most important underlying principle of our curriculum is to help children learn, and deepen their understanding and skills across all subjects. We believe that a successful curriculum is brought to life by high-quality teaching inspirational learning activities and opportunities to listen and plan for the developing interests and motivations of children. Yenton is an inclusive school that looks to educate the leaders for tomorrow. We embrace a growth mindset and believe that every child has the potential to achieve. We pride ourselves on working to ensure that your child makes the start in life that all children deserve. All parents want their children to be safe, happy, and well-educated and these are three key goals for us as well. We have worked hard to maintain the friendly, warm atmosphere that makes this school such an enjoyable and creative place to learn, whilst ensuring that standards continue to rise. For the last three years, children have left this school with attainment that equals or exceeds national expectations in reading, writing, and maths. More importantly, the progress that children make during their time here has been consistently good. As well as those core subjects, we enjoy a wide, rich, and balanced curriculum delivered through our broad and creative curriculum. Success in Art, PE, Science, Computing, and Music are all encouraged, developed, and celebrated, as are children's out-of-school interests. We have a varied program of visiting speakers, out-of-school visits, and a residential trip in y6 to further enhance our rich and varied curriculum. We as a school understand the ever-changing needs and demands of our education system and we look to prepare our pupils to thrive in the future. The teaching team here is far from complacent as we look to embrace new and exciting educational initiatives. With a dedicated team of teachers and teaching assistants, fantastic parental support, and, of course, our lively and enthusiastic children we will continue striving to improve our school for our children. View full school

We pride ourselves on being a community school and value our strong link with parents, local organizations, and the surrounding community. We aim to provide an environment of mutual respect, encouragement, and cooperation where your child will thrive. We firmly believe in the importance of the partnership between home and school and seize every opportunity to involve parents in the life and work of the school so that you can support and enhance your children's learning. The school places great value on the development of high self-esteem and the involvement of children in their learning. The Staff and Governors work hard to ensure that there are the best possible facilities, resources, and teaching programs available to the children. This will provide every child with a full, varied, balanced, and exciting education. The school offers a rich and varied range of extracurricular activities to support all aspects of learning. We aim to assist each pupil to fulfill their own potential both academically and socially and to create a caring environment where pupils are valued for who they are, not just for what they can do. We have an array of systems and people in place to assist us from Learning Mentors to Peer Ambassadors. At Yeading Junior School we believe it is vitally important that pupils have a voice. We have an elected voice box which is used as an opportunity to promote and teach about democracy and the electoral process. The representative from each year group meets with the learning mentors at the school regularly. In this way, concerns and ideas can be communicated between pupils and staff. Once term representatives from the voice box meet with the Head to discuss wider issues At Yeading Junior School, Character Education is at the heart of learning and threaded through the curriculum as well as the school culture and is a part of everyday school life. Through Character Education the school engages in tailored projects which provide an important vehicle for children to develop. Character Education incorporates a range of activities and projects – embracing volunteering for a charity, caring for someone in the community, campaigning, or fundraising for a specific cause. The curriculum is carefully planned to both motivate and challenge all children. The subjects of the National Curriculum are approached in an interesting and stimulating manner and are supplemented by learning which ensures the round development of the individual child. Teachers maintain high and appropriate expectations of behavior and achievement from each child at all times and expect parental support in this. Children are currently working in mixed ability groups within the classroom. Children at Yeading Junior School are encouraged to be independent learners and thinkers. We invite children to select their task to complete after the input by the class teacher. Children are provided with a selection of tasks with varying difficulty. Teachers encourage children to demonstrate their learning and depth of understanding through the completion of the chosen challenge. Children at our school enjoy the element of choice and strive to be challenged. Children receive scaffolding and support to achieve success in the tasks set. Teachers plan their work in year groups bearing in mind the children's previous progress and ability. There is a mixture of individual, group, and whole-class teaching depending on the activities involved. There may be several kinds of activity going on at any one time. At Yeading Junior School there are several extra-curricular clubs and opportunities where children are given the freedom to choose to participate. This program helps to inspire young people's dreams and aspirations to reach their potential and encourages integration and fulfillment. It generates self-confidence and self-esteem that enables children to take responsibility for themselves. View full school

We are one of the largest infant schools in Hillingdon with 480 children between three and seven years of age. We have a very busy and successful children’s center which offers support, advice, and a variety of services for our parents, families, and community. We have a large team of terrific teachers and superb support staff. We work hard to make our school a beautiful place and are very proud of the quality of our learning environment. We place learning at the center of our school. We aim to encourage children in their strengths, whilst supporting them to embrace new challenges. Our school philosophy is to provide our children with the best possible all-around education in a safe caring and loving environment. We aim to create a culture where thinking and learning flourish. We hope to lay good foundations for future learning so that our children can become full and active members of society. ‘Across the school the curriculum is outstanding’. At Yeading Infants, we continuously endeavor to “sow the seeds of success” which we do very well by working with parents to nurture our children through these four very important years of education. We are an ambitious school and believe in success for all. Our school Achievement Awards include The Basic Skills Quality Mark, The National Healthy Schools Standard, International Award, Active Mark for PE, Eco Flag, and Investors in People status. At Yeading Infant and Nursery School, these values are regularly promoted through high-quality teaching, a rounded program of assemblies, and a positive behavior policy that allows pupils to develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. At Yeading Infant and Nursery, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for young pupils to make informed choices, through a safe environment and an empowering education. Children are given the freedom to make choices, for example, whether it is through the choice of challenge, how they record their work, or by choosing to participate in our numerous extra-curricular clubs and opportunities. Part of our school ethos and behavior policy has revolved around core values as recommended by Jenny Mosley’s Golden rules which promote ‘respect’ and ‘working together. During the academic year, children have been part of discussions and assemblies related to what this means and how it is shown. The school’s vision and aims promote respect for others and this is reiterated through classroom rules and school expectations, as well as our behavior policy. Yeading Infant and Nursery School is a highly diverse school. We actively promote diversity through our celebrations of different faiths and cultures, many of which are represented at our school. Religious Education lessons and PSHE lessons reinforce messages of tolerance and respect for others. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. View full school

As a school, we strive to achieve for each individual their maximum potential for academic, physical, and social achievement. All pupils must take the next step in their learning at the earliest opportunity they are ready to do so. We would also be failing if we did not promote equally important social skills such as a positive attitude to competition, co-operation, tolerance, care for oneself and others, and good manners. The school has a very strong work ethos. Pupils are expected to work hard and to the best of their ability at all times. Courtesy and good behavior are prerequisites. There are positive attitudes towards self-discipline whilst enjoying school life. Pupils come to school to learn and enjoy themselves. If lessons are enjoyed more is learned. If all behave sensibly all can enjoy themselves and learn. Promote equality of opportunity for all pupils and staff Meet children's individual and collective needs Promote positive self-image and high emotional intelligence Promote self-discipline, respect for others, and a caring attitude Provide an environment that is friendly and secure whilst promoting effort and endeavor Promote a feeling of "ownership" by all those concerned in the life of the school Encourage pupils to take responsibility for their learning Promote learning as a means to enjoyment Enable pupils to develop high levels of attainment in core and foundation subjects Promote learning through investigation and problem solving Promote a positive attitude to competition and co-operation Children in Key Stage 1 and Key Stage 2 are taught the National Curriculum. Also included in Yardley's curriculum are Thinking Skills, Emotional Intelligence, Health Education, and French. Programs of Study (work to be covered) are prescribed for each Key Stage. Some subjects are taught as the focus of topics. These are ‘blocked’ into units to be taught at various times during the year. Some teaching time is not allocated to specific subjects. The teacher decides the curriculum to teach during this time allocation. The topics tackled will reflect the interests and needs of the particular class being taught. During the school year classes often make educational trips to complement work being done in school. Physical Education is a major feature of school life and older children compete in a competition against other schools in football, netball, cross country running, cricket, athletics, and rounders. We feel competition is an element of life and should be experienced within the school. Dealing with winning and losing is an essential part of growing up. Many of our PE lessons are taught by specialist coaches. In addition to the timetabled curriculum, there is individual and group music tuition is given by specialist teachers to junior pupils who wish to participate and show some aptitude with a specific instrument, string, woodwind, or brass. Specialist coaches teach sports and there are numerous sports clubs and inter-school competitions. View full school

Wyvil Primary School and Centre for Children with Speech and Language Impairment have been providing education to local children since 1876. Pupils at the school make excellent progress and this is reflected in national test scores that exceed national averages. We also have forged relationships with world-class partners that have led to the children having unique experiences. Notably, as one of only six schools to have partner status with the South Bank Centre, the pupils have had regular opportunities to perform, create and even undertake work experience at an internationally renowned venue for the arts. The staff at Wyvil are a combination of the established and those at the earlier stages of their careers. There is an excellent array of skills and a shared commitment to the school. During the last academic year colleagues successfully led the school to achieve national awards for ICT, environmental education, and commitment to inclusion. All of our stakeholders share in our high expectations and highly value our family ethos. The school educates over 500 pupils aged 3-11. The school serves a range of pupils that represent the diversity of the local area. This is reflected in our rich and engaging creative curriculum, which was recognized in the school’s last Ofsted Inspection 2013, ‘Teachers plan interesting and engaging activities that enable all learners to be fully involved in their learning.’ The school offers an array of opportunities designed to inspire pupils’ academic, creative, musical, and sporting talents. All Wyvil School asks of you, is your dedication to improving the prospects of our pupils and your support in making our school the pride of its community. At Wyvil School and Centres for Speech and Language Impairment and Autism, the best interests of the child are at the heart of all of our actions. Wyvil aims to develop every child’s personality, unique talents, and abilities to the full. Through the school’s stimulating and inspiring curriculum, the school aims to equip pupils with the resilience and perseverance to become creative and independent thinkers and to become learners for life within an ever-changing world. The school actively encourages and supports respect for human rights, as well as respect for pupils’ parents, their own and other cultures, and the environment. The school aims to create a working environment that is positive, respectful, and trustworthy, in which the development of all school staff is actively promoted. High expectations and achievement for all pupils are invigorated through highly effective teaching, world-class opportunities, and a supportive family ethos. The Wyvil Core Values are essential to the way we foster a learning community within our school. They form the basis of the way pupils form relationships with each other and the adults in school they act as a reference for how to respond to challenging situations and they provide the guidance that pupils need to develop effective habits of successful learners. At Wyvil Primary School we ensure that through our school values, rules, curriculum, and teaching we promote respect for all cultures, faiths, and lifestyles. We value the ethnic backgrounds of all our pupils and families and undertake a variety of events and lessons to celebrate and explore these alongside other cultures in our country. Through this approach, we teach an understanding of, and respect for the differences in our community and the wider world. View full school

Our vision is to develop a community where children can enjoy a welcoming, secure, happy, and healthy environment, all members can develop self-confidence, self-esteem, self-motivation, independence, compassion, tolerance, and understanding. A copy of this is displayed in every classroom and the staff and children are reminded of the vision at the beginning of each new term and then as the need arises. The school also has a Home School Agreement that we expect parents and pupils to support and adhere to. School Aims: We want to create a school where: There are high standards of achievement. All lessons taught are good or better. A clear emphasis is placed on Reading, Writing, and Mathematics. Challenges are given to our children to achieve their full potential. We want to create a school where children: Are happy and safe. Achieve behavior and standards we are proud of. Are independent in their learning. Begin the journey of lifelong learners. Promote respect for themselves, others, and the environment. Develop enquiring minds and a spirit of curiosity. We aim to create a school where: We make the most of the local environment in children’s learning. Staff is committed to their learning journey and the sharing of quality practice. The school achieves value for money. The school provides training and career professional development from outside agencies. We aim to create a school where: The leadership and management strive for excellence at all times. Leaders are created at all levels. We aim to communicate effectively with all stakeholders. We aim to create a school which will: Emphasize having fun. Place a strong emphasis on music, sport, art, and drama. Encourage staff, parents, and the local community to work together as a Team. Embrace technology. Provide a range of experiences through educational visits and visitors. Enable pupils to have a voice. View full school

Welcome to Wykeham Primary School, a vibrant, inclusive, and popular primary school where excellence is celebrated and rewarded. Like so many schools in the inner city, we are a multi-cultural school and we reflect this in our curriculum and in the values we seek to encourage. At Wykeham, we have a positive learning philosophy where children build on their skills and understanding and develop and progress to their full potential. Over the years, my dedicated and committed staff have enabled our pupils to attain high standards in the core curriculum subjects of English, Mathematics, and Science. We also place great importance on developing the children’s social skills, empowering them to build good relationships, and being sensitive to the feelings and needs of others. Our children are inspired in an environment that encourages individuality, creativity, and independence in our happy, safe and supportive school. Wykeham Primary School is in an inner-city area in the London Borough of Brent with an intake of 525 pupils between the ages of three and eleven from a wide and diverse community. It has two forms of entry except in two-year groups where there are three forms of entry. There are 48 pupils attending Nursery which consists of both full-time and part-time places. We have our swimming pool, a spacious Computing Suite with 3D facilities, a well-resourced library, sports field, and gardening area. The majority of children live in either rented or council accommodation. Fifty-seven pupils (11%) are on the Special Educational Needs and Disabilities register with ten pupils (1.9%) having an Educational Health and Care Plan. 66% of pupils are eligible for Free School Meals. For pupils entitled to the Universal Free School Meals in Key Stage 1, 95% receive this. 72% of pupils speak English as an additional language. The main languages, other than English, spoken by our pupils are Somali and Arabic At Wykeham Primary School, we believe that education both influences and reflects the values of our society, and the kind of society we want to be. Therefore, we provide high-quality learning and teaching in a supportive and caring environment to develop the potential of every pupil, working with governors and parents to build a strong partnership. Our Aims: To demonstrate respect for all and to value the individual. To provide the highest standard of learning for all pupils. To maintain a happy, secure, and stimulating environment. To provide the highest standard of teaching for all pupils in all aspects of the school. To enhance the partnership with the whole school community. Our Values: Everyone has equal rights and deserves equal opportunity. Each child is entitled to the maximum chance of success. Each child has the right to learn and the teachers the right to teach without disruption. All staff has a responsibility to pupils for setting and maintaining the highest professional standards. Everyone has a responsibility for all our children's education. View full school

Wycombe Abbey is an exceptional place it operates as a modern full boarding school for 640 girls and we are committed to the development of each one. Built on the firm foundation of more than 120 years of educating young women, our vision is to provide a world-class education. We are excited about encouraging curiosity, bold ideas, innovation, leadership, and delight in learning – inside and outside the classroom. Superb academic outcomes are the hallmark of a Wycombe Abbey education and girls regularly secure places at the most prestigious universities globally. However, we understand the importance of looking beyond the narrow confines of excellent examination results to define success. Our rich co-curricular program includes an array of activities and opportunities, ensuring that every girl develops her passions and explores new possibilities. These experiences, in turn, help to build the skills, discipline, and character that will support her future life. Ultimately, schools are about people and at the heart of Wycombe Abbey’s success is our total commitment to pastoral care through boarding. The values of mutual respect, encouragement, and trust underpin everything we do in this happy and close-knit community everyone is known as an individual, friendships flourish and girls enjoy each other’s company, all within the wonderful surroundings of 170 acres of magnificent parkland. Wycombe Abbey enables girls to open their minds and develop their passions. The learning environment is supportive, yet challenging, with a sense that pupils and their teachers are on an educational journey together. We pride ourselves on the outstanding teaching provided by our specialists who communicate a genuine love of their subject and serve to inspire the girls they teach. We believe that education should not simply be about delivering a curriculum and examination syllabus, but that real learning stems from stimulating intellectual curiosity and nurturing a love for the subjects being taught, which will stay with our girls throughout their lives. Our VisionWycombe Abbey has been at the forefront of girls’ education for the last 120 years. We aim to maintain that position in today’s hyper-competitive world. Academic excellence hallmark of a Wycombe Abbey education Our reputation for academic excellence is established beyond the curriculum and by a love of learning for its own sake. To ensure that future generations of Wycombe Abbey girls are prepared for the challenges ahead, we strive to foster in our girls a culture of independent learning and a curiosity of the world in its many facets. A Rich Culturel wonderful world where all girls flourish Happy people are successful people and at Wycombe Abbey, every girl is empowered to make the most of her abilities. Our diverse co-curricular program aims to imbue in every girl the skills required to succeed, including creativity, emotional intelligence, teamwork, and leadership. Academic aspirations are not the only important thing in life. We realize that girls need balance and opportunities to relax. We offer a wide range of recreational activities on our site, including dance, fencing, and even bee-keeping, so that girls’ leisure time is fun and they have the freedom to relax and spend time with friends. Advancing the School’s LegacyInvesting for the future Over the next decade, we are investing in new, world-class facilities that will transform our 170 acres of magnificent grounds for the benefit of every pupil at Wycombe Abbey. The next ten years will see the renewal of all our boarding accommodation, the refurbishment of the main Abbey Building, and a new Science, Technology, Engineering and Mathematics (STEM) center. This process began with the building of two superb new boarding houses which opened in September 2017. Wycombe 2020 states its vision and aims are for Wycombe Abbey to continue to be at the forefront of girls’ boarding education in the world through – The pursuit of academic excellence, The development of each individual’s talents in creative, physical, and social skills, and The encouragement of faith in God and service to other people, All in a happy, fulfilling, and caring community. View full school

Pupils at Wycliffe College enjoy life in a safe and secure countryside campus set over 52-acres on the outskirts of Stonehouse in Gloucestershire, just 90 minutes from London. The college successfully blends the traditional and the modern, not only with its striking architecture but also with its broad curriculum and forward-thinking ethos. We offer co-educational day, Flexi, and full boarding options and caters to pupils with a wide range of abilities from diverse backgrounds. Wycliffe is a pupil-centric environment where individuality is encouraged and respected. It fosters a pioneering spirit, developing independence of thought and deed in every pupil’s approach to learning and life. We believe that education is a rounded experience and involves the development of the person as an individual, not just the delivery of academic knowledge. The Wycliffe ‘experience’ is something that is enjoyed for its intrinsic value. Where pupils benefit from being part of a diverse, positive, and inclusive community and where they learn skills and confidence that will benefit them throughout their lives. Inspire and educate every individual in mind, body, and soul. Wycliffe will promote a pioneering spirit and encourage individuals to flourish and embrace their futures as global citizens. Achieve their full academic, spiritual, physical, and creative potential. Behave with ‘unassuming confidence’*, showing the generosity of spirit, respect for others, and appreciation of diversity. Cultivate social and environmental awareness and an understanding of their role as global citizens. Develop skills, self-knowledge, and resilience to face positively all future challenges. Exhibit creativity, innovation, and independence in their approach to learning and life. Feel happy and secure. John Wycliffe was a 14th Century English philosopher, theologian, and reformer. His qualities of “independence, a sturdy Protestant attitude towards life and a pioneering spirit…” reflected what our founder, G.W. Sibly, wanted to see in his staff and pupils, leading to him naming the new school Wycliffe College. Seven centuries later, it is to Wycliffe that our values of independence and ‘pioneering spirit’ can be traced. G.W. Sibly taught all his life and brought “fresh vigor and thinking” to his classrooms. He wanted to create a school where pupils could truly be themselves, develop their independence of thought and deed discover their talents and abilities. The same ethos is true today. Wycliffe is a Day and Boarding School for around 700 boys and girls from 3 to 18 years old. Based in Stonehouse, Gloucestershire, pupils enjoy life in safe and secure countryside campuses set over 52 acres. Wycliffe is conveniently nestled within a small town, with direct rail links to London in 90 minutes. Our size makes for an environment where each pupil thrives as an individual, supported in a community where they are known. With approximately 420 pupils from Year 9 to Year 13, the Senior School is a perfect size – small enough that all pupils are known and valued, and with superior facilities to give a diverse extra-curricular program and deliver an academic curriculum of great choice. We engender in our pupils a ‘pioneering spirit’, independence of thought and deed, and a global outlook so that they leave us fully prepared for an ever-changing world. View full school

We aim to provide education of the highest quality in a well-rounded and happy environment our small size and family atmosphere allow us to achieve the best possible outcome for each girl without intense pressure. We are deeply committed to producing young people with integrity, a strong sense of self-worth, independence of thought, and the confidence to build careers and personal lives that will do them great credit. ISI (The Independent Schools Inspectorate) undertakes rigorous inspection of schools at regular intervals and Wychwood’s last inspection was in November 2018. A copy of the report is available on request from the school or may be viewed on the ISI website. The Boarding inspection aspect of the ISI report relates to the National Minimum Standards for Boarding, which covers the full range of welfare, health and safety, and policy issues. At Wychwood, we believe that education is about more than just the exams which our pupils take, but we recognize that these exams are their passport for the future and therefore we take them seriously. Academic life is the backbone of our school day. Girls are taught in groups of varying sizes, depending on their age and stage. In Years 7 to 9 (ages 11-14), they can expect to work in groups of 10 to 25, depending on whether they are in full or half classes. At GCSE, group sizes vary from about 5 to 20 and at A-Level the maximum size for a teaching group will be 10. It is possible to have individual tuition in some subjects. Whatever the class size, girls benefit from much skilled, individual tuition within the curriculum. Each girl is encouraged to measure her progress and success against her own previous best rather than to compete with her peers. As a result, we see our girls achieve academic success way beyond that which may have been predicted at age 11, and they move on to each stage of their education with the confidence and will to learn which enables them to cope with the demands of the curriculum or the examination system. All girls follow broadly the same curriculum for the first three years and the curriculum is intended to give a broad base foundation as an introduction to GCSE courses in Years 10 and 11. Girls study the National Curriculum core subjects (mathematics, English, and science) and the foundation subjects (history, geography, art and design, music, PE, modern foreign languages, and computing). All girls also study religious education, drama, and PHSEE. The Lower Transits (Year 9) may start Spanish as a second foreign language, having had an introductory course in Inters (Year 8). The sciences are studied as separate sciences – biology, chemistry, and physics – taught by subject specialists. This gives girls choice and flexibility about whether they will take trilogy science (2 GCSEs) or separate biology, chemistry, and physics examinations at GCSE, so they can work to their strengths. All girls take GCSEs in English language, mathematics, a modern foreign language (usually French, Spanish, or both), at least one science, at least one humanity (geography or history), and a short course or full course GCSE in religious studies and up to 3 other subjects. Most girls take 9 or 10 subjects in total. Choices are tailored to girl’s requirements, aptitudes, and needs and subjects include art, drama, English literature, computer science, music, photography, PE, psychology, and textiles. All girls continue with a weekly PE lesson during these two years and are encouraged to take part in school teams and sports clubs with the attendant practices and matches. The Sixth Form years are the pinnacle of the educational experience we offer at Wychwood. There is much help with subject choices including A-Level and BTEC courses. Most girls start 4 A Levels or BTECs to continue with 3 subjects. They may also take an EPQ (Extended Project Qualification). This is a largely independent qualification, appreciated by the universities. The taught component happens in Study I (Year 12), the independent research and writing up occurs during the following summer holiday, and the girls present and submit in the Michaelmas term of Study II (Year 13), allowing them to focus on their A-Level exams thereafter. The universal skills of communication, improving own learning and performance, and creative thinking are embedded in the curriculum content. Other skills may be subject-specific (e.g. painting in Art and Design) or common to several subjects (e.g. inquiry skills). Most key skills are also embedded in the curriculum content and the non-examined key skills of working with others, improving own learning and performance, promoting leadership, and problem-solving may be developed in non-curricular activities such as the Duke of Edinburgh’s Award, Model United Nations, assemblies, form plays, Young Enterprise, Council and work experience. View full school

Wren Academy is a Church of England school sponsored by the London Diocesan Board for Schools and Berkhamsted School. The Academy is founded on Christian principles and is both a community school meeting the needs of residents and an Academy which serves the children of the Christian community in the area. Wren Academy has come a long way since the school opened to its first Year 7 in 2008. We are now an all-through school with over 1400 students aged between four and 18. The school has continued to grow as we have taken on new primary cohorts since 2015. The school is proud of its successes we have been given two outstanding Ofsted judgments and achieved highly in GCSE and A-Level results. We have also established a national reputation for excellence in teaching and learning, developing an approach that focuses consistently on enabling young people to be effective learners. Having been involved in the setting up of the primary, secondary phase and Sixth Form we are delighted to recommend each stage of education to parents and children interested in becoming part of the Wren community. We opened our primary phase to Wren Academy in September 2015. Following on from the successful and outstanding secondary school, we are offering primary children an exciting and unique opportunity. By creating an all-through school we are helping smooth children’s transition from primary to secondary education and develop their overall experience of school life. Being an all-through school enables us to provide excellent opportunities for our children by using our specialist teachers, wonderful facilities, and understanding of the children, to support them in making incredible progress throughout their education. Wren Academy has now grown to a full-size secondary school with our very first cohorts of students completing their A-Levels successfully and a high proportion progressing onto a range of Russell Group university courses. Since opening to our first Year 12 students in 2013, the Wren Sixth Form has rapidly established a reputation for academic excellence, great study support, and a rich and varied extracurricular program. Furthermore, we have proved our ability to help students achieve their ambitions by gaining access to the best university courses and employment opportunities. Whilst our high-quality lessons and enrichment make Wren a rewarding school to attend or to work in, perhaps the most unusual thing about the Academy is the quality of the relationships you will find here. Students at Wren like and respect each other and value their opportunities to learn. They get on exceptionally well with staff, as adults and students work together in a productive and trusting atmosphere. Students thrive by being given a high degree of responsibility and this leads to the exceptional behavior Wren is so well known for. Student leadership is at the heart of our philosophy with student curriculum advisers, lesson observers, and interviewers working along with a more traditional student council. We believe that Wren students are given unequaled opportunities to learn, to encounter positive life experiences, and to excel. Underpinning all of our work with students and staff is our Christian ethos which permeates all aspects of our work at Wren. View full school

A warm Wrekinian welcomes us to our College. We hope you get a flavor of our School from this virtual visit, but the virtual world can only be virtually interesting, whilst the real one is really interesting, and Wrekin is a really interesting school. Like all HMC schools are or should be, Wrekin is a very good school: all the things you’d expect to be able to do here are here. Exam results are very good as are facilities and the range of activities. We have a huge campus for our size, bigger than most HMC schools, and have a blend of ancient and very modern buildings as we build out of our Victorian traditions and education for the modern age. So what is different about Wrekin apart from the generous space in which our pupils can roam? loathe using the term ‘USP’ because we are talking about pupils not produce. Our difference is that, alongside the all-important curricular and co-curricular provision and success, we put an emphasis on employability and have a stand-alone Business School devoted to it where pupils learn what it takes to be employable and practice those skills. Connected to this pursuit of employability, we have the most successful Duke of Edinburgh Award program for many miles around, with a remarkable number of our students getting Gold before they leave us. Our ambition for pupils is that they leave Wrekin more ready for the world of work and life than they would do if they were schooled elsewhere. More ready for work and the prospect of demanding things like marriage and, what a prospect, having their children one day. Wrekin keeps its eye on the big picture and welcomes a diverse range of pupils: from the Midlands, further-flung English counties and from all over the world, each one being set his or her Challenge Grades in exams and expected to get them in an environment that is supportive and so genuinely friendly we can afford to be frank and still maintain our good relationships. This is not a single-sex or highly selective school: it is a deliberate representation of society that awaits us all: full of very different types. Wrekinians mix extraordinarily well and can work with anyone. It is not a coincidence that many go on to run their businesses. The heroes and heroines of Wrekin are those who get their Challenge Grades whether they are a row of B grades at GCSE or places at Cambridge, and each year we see those outcomes as well as people going straight into paid apprenticeships at major firms, as well as onto art college or into professional sport. We have absolutely no prejudice about an outcome for one of our pupils provided it is a good one and it is the right one for the individual. Wrekinians are invited (and occasionally if required gently pushed) into all aspects of school life and, whilst it is common elsewhere to carry out one or two co-curricular activities, here it is common for pupils to be multi-tasking and involved in three or four. Our awesome Latin motto ‘Aut Vincere Aut Mori’ translates today as ‘’Give it a Go!’’ and we believe that real confidence and humility arise out of working with others in as many contexts as possible including those out of one’s ‘comfort zone. The outcome of good schooling should be that we are, as my mother would say, ‘fit to live and fit to live with’. Wrekin is hugely ambitious for the personal growth of its pupils and closely monitors that growth so that no one goes under the radar. We have a Development Plan in place as we seek to improve every aspect of this very good school, and we expect as much from ourselves as we do from our pupils. New facilities are in place and others planned: now is a good time to come and see us. If you think there’s some sense in what we stand for, do drop in at Wrekin whenever you like. It would be a pleasure to meet you and yours and to discuss how our education could work for you. When Sir John Bayley founded Wrekin College in 1880, he wanted to establish a school that would be different. In particular, he said “the danger of any school is that of falling into a narrow groove of teaching all children as though they were turned out by Mother Nature in stereotyped fashion, of failing to realize that any successful school is one where each pupil receives individual attention”. This has been Wrekin’s philosophy ever since, and the Independent Schools Inspectorate noted in its last full inspection “the school provides warm and special pastoral care and treats the young as individuals”. Wrekin College was one of the first schools of its type to become coeducational, and girls were admitted in 1975. Co-education came about because of the belief in its educational merits, rather than economic necessity, and Wrekin has now been coeducational for a generation. Another major development came in 1994 when Lancaster House was opened to cater for an intake of 11-year-old pupils. However, 13+ remains a normal entry point, at which pupils step out of Lancaster House and are new to the main school, along with incoming pupils. In 2008, the working week was changed to remove compulsory lessons from Saturday morning, replacing them with weekend activities and matches for Day pupils and Boarders. The school has grown to almost 500 pupils, and in 2007 the Governance of Wrekin College merged with The Old Hall School to create The Wrekin Old Hall Trust, sharing facilities and offering education from the age of four years through to 18 years. Though the schools operate largely autonomously as educational providers, the Heads and staff of both schools work closely together. Wrekin College is an Independent Co-educational Day and Boarding School for pupils aged 11 to 18. Founded in 1880 by Sir John Bayley the school still works to his original philosophy of providing individual attention to individual pupils. Wrekin is: A school which adds value to the lives of all its pupils A school which every child believes is ‘their school’, and where every child has an equal chance to contribute A school that takes pride in itself, but is never complacent A school where pupils understand that a first-rate education is a privilege, and one they must live up to A school which is more than the sum of its parts, offering everything other great schools offer and something more - a Wrekin education. Wrekin has a strong academic record. We pride ourselves on stimulating intellectual curiosity, providing excellent and inspiring teaching, and making learning exciting. Our guiding principle is to help every child achieve the most they are capable of, prepare them for the competitive world they will enter, and give them a lasting sense of the pleasure and value of learning that will enrich their future lives. Of course, what happens on the sports pitch and in the music rooms, the theatre, and the art studios are just as important in Wrekin's life. The range and quality of activities available to every pupil at Wrekin are exceptional, especially for a school this size. Pupils’ development and achievements in these areas are supported by wonderful facilities and highly dedicated staff. We strongly believe that pupils should be at the center of any school. The happiness and fulfillment of every child is the first concern of the staff at Wrekin: our size allows us to offer individual care and attention, both to boarders and day pupils. At Wrekin the pastoral care is first-rate, the Chapel, charitable activities, and consideration for others are very much part of day-to-day life. Wrekin College has a proud and distinguished history and is a very happy place for staff and pupils to live and work. We are committed to taking the school forwards over the next few years in a way that is true to its traditions and continues to build on its reputation and successes. View full school