EduCativ

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.

In looking for a school, every parent seeks – in addition to high academic standards and a vibrant program of activities – a place where their child can belong. At Worth, the ideals of the family-run through everything we do: we celebrate the achievement with joy we value listening, and tolerance we see the importance of every person. Worth is a place where we seek to uncover and ignite children's passions and talents. Situated in 500 acres of beautiful Sussex countryside, and within easy reach of London and Gatwick, Worth is a leading co-educational, Catholic boarding and day school. We invite you to visit us and see how the warmth of the Worth community allows boys and girls to thrive within the classroom, on the sports field, in the creative arts, and within their friendships. You will meet pupils nurtured by both the richness of Benedictine tradition and the best that modern education has to offer. Although the Rule of St Benedict was written some 1,500 years ago for religious communities, it is a clear and practical guide for the complexities of 21st-century living. Within our Benedictine ethos, we discover how to structure community living which enables the individual to find personal strength, success, and contentment whilst also establishing a genuinely supportive environment. At Worth, we recognize that everyone in our community is on a personal spiritual journey. By a positive approach to community living, we aim to enable all pupils and staff to develop their gifts and talents so that they are equipped to fulfill their unique purpose in the world. Worth welcomes its pupils into a Christ-centred community to form them in humility for servant leadership in society. Pupils and staff can derive inspiration from our Six Values: Community – we grow as individuals through a life of inter-dependence Worship – God is placed at the center of our lives through communal worship Humility – we are honest about our strengths and weaknesses Stewardship – We honor the goodness of God's creation by our care for the environment Service – in serving others we meet Christ and grow in the love of each other Silence – silence is required for prayer and reflection The origins of Worth lie in the foundation in 1606 of a Benedictine community at Douai, France by a group of English and Welsh monks who were in exile because of the severe penal laws in England against Catholics and, by 1617, English Catholics were sending their boys across the Channel to be educated there. In the 1790s, however, French revolutionaries plundered the Abbey and School, but the monks and boys were allowed to escape to England in February 1795. After some years sheltering on the estate of a former pupil at Acton Burnell in Shropshire, the Abbey and School finally settled at Downside in Somerset in 1814. In the early 1930s, Abbot John Chapman established both another monastic community and a junior school in West Sussex by purchasing a country estate then known as Paddockhurst. It lay in 500 acres of landscaped grounds surrounded by woods and fields and with a view southwards over rolling countryside towards the South Downs. The house was formerly the property of the industrialist Weetman Dickinson Pearson, later Viscount Cowdray, who in turn had purchased the estate from Robert Whitehead. Whitehead had made his fortune as the developer of the first self-propelled torpedo in the 1860s and is linked to Worth's long connections with Austria and Germany. Whitehead's descendants include his granddaughter the Countess Marguerite of Hoyos who married Herbert von Bismarck, the eldest son of the great Chancellor Otto von Bismarck, and his granddaughter Agathe Whitehead who was the first wife of Georg von Trapp, and the mother to his children. Captain von Trapp remarried after her death and became famous as the patriarch of the von Trapp Family Singers who were portrayed in the semi-fictional stage play and film 'The Sound of Music. Worth School thrived, despite being evacuated back to Somerset during the Second World War while Canadian troops were stationed in the house before the D-Day landings in Normandy in June 1944. In 1957 Worth Abbey became independent from Downside and two years later in 1959, the Senior School was founded. By 1965 a Junior House for boys aged 11 to 13 had replaced the Preparatory School. In the 1990s Worth became the first English Benedictine school to take both boarding and day pupils, and the important transition to co-education began in 2008, with the first boarding and day girls accepted into the Sixth Form. Girls were welcomed into the lower years in 2010 and by September 2012 the School was fully co-educational in all years. The School has had a lay head since 2002 with the Abbot being President of the Board of Governors. Selected members of the monastic community also serve as Governors or as House Chaplains. Community and parental involvement are an integral part of school life here at Worth. The Friends of Worth plays a vital role in creating that community spirit by providing opportunities for parents, students, teachers, and the monastic community to come together and create that special environment that makes Worth so unique. It is not just the children who forge enduring friendships during their time at Worth School this is a benefit enjoyed by their parents too.

Our school is a large primary, set in very spacious grounds close to Beckenham Place Park. We provide a high-quality education for all our pupils, enhanced by a caring and positive atmosphere in our school. We know that pupils learn more effectively if they feel valued, happy and secure. Our children work hard and we have high expectations and aspirations! We offer a broad and balanced curriculum which is further enhanced by having specialist Science, Music and Language teachers, as well as Forest School. We also offer a wide range of enrichment activities before and after school. Because we place high expectations on our youngsters they develop into independent and responsible learners. We are proud that our children leave Worsley Bridge with a positive self-image and the motivation to achieve. At Worsley Bridge, we also believe that parents have a very important role to play in the education of their children and we actively encourage close co-operation between home and school. We value and build on the knowledge and experiences which the pupils bring from outside of their school life, and we hope that you will share with us in making your child’s time at Worsley Bridge Primary School enjoyable and successful. In response to the demand for school places in Beckenham, the school is undergoing expansion from two forms of entry to three. The future is exciting – our current high-quality provision has been enhanced by a brand new building in Key Stage 1. Over the summer we saw the refurbishment of many areas in our Key Stage 2 building and the development of a new outdoor learning area for pupils in Reception, providing our children with the very best learning environment. We would love you to come and visit to see for yourself all the wonderful things our school has to offer. We provide tours to interested parents, which you may book through the school office. The children of Worsley Bridge enjoy talking about our school and sharing their achievements and look forward to meeting you. Every child and adult at Worsley Bridge Primary School is valued and respected as an individual. We will treat everyone in our school community with respect and courtesy and we expect everyone to behave in the same way to children and adults alike. All children are encouraged to recognize that they must accept responsibility for their actions. We will help each child to make appropriate choices and realize that their actions have consequences. Children are encouraged from an early age to behave acceptably and as they mature are expected to take increasing responsibility for their actions. We aim for all our pupils to leave Worsley Bridge Primary School demonstrating both self-discipline and a well-established sense of responsibility to others. Children are more likely to develop self-discipline when there are clear guidelines as to what constitutes acceptable behavior, when they receive praise for behaving appropriately and when they can be confident that the adults around them will deal with unacceptable behavior fairly and consistently. To ensure a safe and happy environment where pupils can learn and play together a set of clear and simple rules must be observed by all our children. The Worsley Way is designed in such a way as to be understood by even our youngest pupils. Be a caring community, which fosters respect, honesty, truth, kindness, cooperation, and tolerance to enable children to develop positive character traits in everything they do Provide a school environment in which effective teaching and learning can take place, enabling each child to achieve their potential Develop children’s self-esteem so that they can have pride in themselves, their school, and the community Provide an atmosphere in which children are encouraged to be inquisitive, where mistakes are seen as opportunities for learning and where they feel safe Develop children who are confident individuals who respect each other’s differences and take responsibility for their actions Promote good behavior by noticing and rewarding positive behavior, rather than merely deterring unkind or anti-social behavior. “We have a Moral purpose to provide excellence and opportunity for all, to enable lives to be transformed” We believe all choices and decisions should be child-centered. Pupil’s academic, emotional, and social well-being is paramount to enable each child to aspire and be inspired by the opportunities within our schools. We believe that enhancing pupil progress and achievement is best realized through challenge, collaboration, and partnership, based on strong accountability between member schools. Cooperation and interaction with stakeholders will create pride in NEST and a desire to be involved in its work. In addition, key partnerships with other organizations offer further opportunities to enhance learning and teaching across our schools. Our values are our set of guiding principles which taken together, define what we do and how we do it. They allow us to make the decisions and take action which drives us towards our vision and keep to our core mission. Our values are based on the cooperate values of our partner schools. The words may be different but the moral purpose remains the same. Each school is distinct to the success of the organization. We believe passionately that together we can make a greater difference providing higher education outcomes and wider opportunities for our pupils and greater prospects for our staff and communities. Each organization commits to our CHOICE values. It is a reminder that we have made a choice to be a part of the wider organization of Nexus Education Schools Trust and that we are all obligated to the community as a whole. To develop a strong network of diverse and inclusive schools with similar values, aspirations, and a commitment to enable all learners to succeed. To drive improvement within the collaborative and deliver excellent outcomes for all learners and leaders. To minimize the barriers to progress and achievement in the schools and communities in which we work. To advocate the interests of member schools and their children in local, national, and global planning and policy. To achieve efficiencies in the provision and procurement of goods and services. To secure funding for educational projects within and beyond the Trust. To further develop successful educational partnerships beyond the Trust.

Worple Primary School is a happy, welcoming, diverse school where we pride ourselves on having a family feel, with real family values. We create an atmosphere where all of the children are known and supported by our dedicated staff and we provide an educational experience that is challenging and fun. This supportive and nurturing environment enables children to fulfill their potential and become confident, independent lifelong learners across all areas of the curriculum. The children at Worple learn the value of commitment to successful learning and in addition, they develop discipline and a sense of responsibility. Throughout the school, it is evident that we have pupils who are well-adjusted, global young citizens. We believe strongly in forming partnerships with parents and you are actively encouraged to be involved in your child's education so that together we can enable your child to reach their maximum potential. Worple Primary School welcomes the equality duties on schools and regards these as essential for achieving the five outcomes of the Every Child Matters framework. We believe that all pupils and members of staff should have the opportunity to fulfill their potential whatever their background, identity and circumstance. We are committed to creating a community that recognizes and celebrates differences within a culture of respect and cooperation. We recognize that improving outcomes such as attendance or attainment for a specific group of pupils will help to improve our outcomes for all. Our commitment to equality is thus a fundamental part of our drive towards excellence and one of the core principles that ‘no child is left behind. At Worple, we believe that everyone should have a say in what we learn, and that is why our new curriculum has been developed together with input from staff, children, parents, and governors. It is a unique curriculum, just for Worple learners, and is centered on getting the best outcomes for our children in a fun, dynamic, and challenging way, giving them as many new experiences as possible. We value the importance of children being enthused enough so that they want to be good learners. Therefore, at Worple we put great emphasis on child-initiated learning, with children often shaping and guiding the learning journey. This will often be done at our 'Super Starts', where teachers will introduce a new theme with an engaging hook. Children will have lots of questions and thoughts, and it is these questions and thoughts that often become lessons or discussion points, subsequently. At Worple, we want to give every child the best possible opportunity to be the best learner that they can be, and this is why so many subjects have been linked together within each theme. Our lessons will make strong links to our core values (challenge, curiosity, integrity, resilience, and motivation) and this will help to develop children's positive learning behaviors. We certainly want to foster all of these values at Worple, as they will be essential for children whilst working their way through our challenging curriculum and for preparing them for life beyond school. We would love parents to help us support children with the new curriculum. This can be done in a variety of ways including supporting your child with theme-based homework, getting involved in the family-based projects that will be set during the year, volunteering to come and talk to the children if you have expertise in a field that the children are studying and volunteering to help with school trips and enrichment activities. All support is very valuable to the school and greatly appreciated by staff and children.

Set in the heart of North Nottinghamshire’s stunning rural landscape, we are a community with an extraordinary history and an exciting future. We want our students to be the best they can be. If destined to join one of the world’s finest universities, here is where they will flourish. If an outstanding sportsperson, here is where they will hone their skills, a talented artist or musician, here is where they will perfect their craft – and if these talents are yet to be revealed, here is where they’ll be discovered. At our school, what matters is the individual, their aspirations, and their future. Come and visit us, we are looking forward to meeting you and your family. With specific programs to stretch the ablest, and to inspire independent learning - we produce outstanding results, enabling an increasing number of pupils to enter the top 20 UK universities, including six students joining Cambridge and Oxford in 2017. Equally, in a school that chooses not to be harshly selective, we are proud of our record of bringing out the best in every student, measuring ourselves against pupils' progress, not meaningless league tables. Community, belonging and a deep-seated sense of friendship play a major role in each pupil’s time at Worksop College and Ranby House. And whether your child is a day, Flexi or full boarding pupil, from the moment of joining us, house-life will support them every step of the way - providing a point of continuity throughout their time at school. Ranby House has four houses, while Worksop College has eight houses in total. Although each is slightly different, each inspires a loyalty within its members that lasts for years, maybe decades, after leaving school. And so we always strive for better. We question and we’re curious, we’re bold and ambitious - and we make sure we challenge ourselves, every day. Our vision and values are woven into the fabric of what we do. From the boardroom to the classroom, our values are a roadmap for the way we operate. Our story dates back to the 19th century when the school was founded by Victorian Educational Reformer, Canon Nathaniel Woodard. After he died in 1891, it was left to Henry Meynell to ensure that Woodard’s vision was realized, and the College opened in September 1895, with just five Masters and 44 boys. A generous gift of land from the Duke of Newcastle’s Clumber estate has been extended over the years to provide the 330-acre estate on which the College stands today. Success led to rapid expansion, and within two years the College consisted of four dorms, Cross, Fleur de Lys, Lion, and Crown, which became the foundations of the first four Houses, Mason, Pelham, Mountgarret, and Talbot. In the years leading up to the First World War much building took place, the crowning achievement being the creation of St. Cuthbert’s Chapel between 1909 and 1911. Under Headmaster Canon Fred Shirley, the College underwent significant change in the 1920s and 1930s – many of the buildings around the cloisters were added, two new Houses opened, School House and Shirley, football was replaced with rugby – and the College developed a national reputation. Rapid growth occurred in the post-war years, initially with the acquisition of Ranby House School which allowed the Prep School to move off-site and its buildings to be taken over by a seventh House, Portland. Further development saw the adding of many facilities, amongst them the indoor swimming pool, Churchill Hall, the Chemistry laboratories and more classrooms. In the 1970s girls were admitted to the College for the first time and by the mid-1980s the College was fully co-educational, the girls housed in Gibbs and Derry which replaced two boys’ Houses, Mountgarret, and School House. Since the centenary celebrations in 1995, constant re-development has seen the addition of a new Music School, two new computer centers, a Sports Hall, two flood-lit Astroturfs pitches, an 18 hole golf course, two completely new departments, Modern Languages, and Food & Nutrition, and the building of a new girls’ boarding house. The growth in numbers has enabled the re-opening of School House, the third house for girls. The College is part of the Woodard Corporation which owns some 23 independent schools, amongst them Lancing, Bloxham, and Ellesmere, which form a core of a much larger group of schools that includes two Academies, many independent schools, grammar schools, comprehensive schools, and schools across the world – all of them linked by the Anglican ethos centered on Nathaniel Woodard’s vision of Christian education for young people. In December 2010, Worksop College joined with its sister Woodard Prep School, Ranby House, to become a single, co-educational, independent day and boarding school for 3 to 18-year-olds. It has been a busy few years. In late 2014, we started work on Mason House, a brand new £4.1 million project – and since it opened in January 2016, the stunning building has supported a growing boarding community, as well as creating space for an additional library, study, and classroom spaces. Moving borders to the new purpose-built facilities enabled us to reconfigure the main building, spending £750k on modernizing boarding facilities, classrooms, and break-out spaces across the school. Over at Ranby House – a refurbished library, new ICT suite, upgraded tennis courts, and pre-prep classroom has created exciting spaces for our younger learners. Fast-forward to the present day, and in September 2016 we welcomed Years 7 and 8 to their new home at the College – Portland House, adding an exciting dynamic to our growing and thriving school.

Worcester is a community mixed Primary and Nursery School taking children from 3-11 years. Worcester is a happy, vibrant, inclusive school set on extensive grounds where children can develop into independent learners. At Worcesters, we work to ensure that your child feels secure in the caring environment which we endeavor to create at all times. We value parent’s contributions and hope that the partnership between home and school will provide a strong foundation for all pupils to grow and develop to their full potential. At present we can take on 600 children on roll with an additional 60 children in the nursery. The children are grouped according to age. When the children start in Reception, those children transferring from the nursery classes are split as a group between the three reception classes, and new children are welcomed to the new groups. Classes are mixed at the end of reception before pupils move up into year 1. In this way, we can ensure that classes are balanced about gender and ability. Parents are part of the consultation process and children’s friendships are taken into account when the new classes are organized. We aim to form a partnership with families and the community to prepare our diverse school population to become lifelong learners in a high achieving, inclusive, creative, nurturing, and safe environment. At the heart of our school, we value the strengths of all members of our school community. We believe in providing all children with the skills for lifelong learning through engaging children in a rich, challenging curriculum within a shared culture of safety and respect. At Worcesters we believe that all learners are unique individuals who are entitled to realize their full potential. We believe that excellent learning occurs when children feel safe and are having fun. In our school, we respect all cultures and originality. At Worcesters, we are very fortunate to have a large amount of outdoor space. Our curriculum reflects this and plans for opportunities for outdoor learning. We also take advantage of our local community through visits to Forty Hall and other areas of interest. Worcesters’ pupils come from diverse backgrounds. We celebrate this and build it into our curriculum. We believe good learning takes place when there are clear outcomes that are built on over the key stages and children are engaged in their learning. Each topic has a hook into it – this may be an educational visit, an experience, or a visitor. We promote positive attitudes to learning by ensuring our curriculum is relevant, engaging, and stimulating.

Woolton Primary School officially opened on the 1st of September 2011, following the amalgamation of Woolton Infant School and Woolton Junior School. At Woolton Primary School we aim to encourage our children to learn as much as possible and achieve their potential whilst developing respect and consideration for others. Our expectations of both children's learning and behavior are high at all times and all our pupils are actively supported to believe they can be successful and achieve. Our school vision statement is "Learning Together... Achieving Together" which reflects the fact that learning and teamwork are at the heart of everything we do. "Working together to provide every child with an inclusive, high quality, enjoyable learning experience where success is celebrated and children feel valued." Woolton Primary School Values the Olympic and Paralympic Values. These are Respect, Excellence, Friendship, Courage, Determination, Inspiration, Equality, Team Work, Self Belief. We combine our values and FBV's to ensure WPS children are prepared for life in modern Britain. As directed by the Department for Education schools must actively promote the fundamental British Values of Democracy, The Rule of Law, Individual Liberty, Mutual Respect, Tolerance of those with different faiths and beliefs. At Woolton Primary School we aim to prepare our students to become good citizens of the future. Through our curriculum, we teach pupils British values and how to celebrate diversity. We aim to raise their awareness of radicalization and extremist views, whatever the source. Woolton Primary School is firmly opposed to all forms of discrimination and promotes equality of experience and opportunity for all members of our school community. This is achieved through the following objectives of the Promotion of cultural understanding and awareness. Promotion of religious understanding and awareness. Through monitoring ensure equality of access to school activities for all groups of children and community members. Through monitoring achievement and attainment data ensures any gaps of achievement between groups of children are actively closed. Continue to improve accessibility for all across the school environment. Ensure the WPS approaches to challenging racism and homophobia are applied consistently. Our teaching of PSHE ( Personal, Social, and Health Education) enables children to be taught about personal safety, hygiene, feelings, emotions and to maintain healthy lifestyles. This includes work about dental hygiene which is a local priority. SMSC (Spiritual, moral, social, and cultural education) themes and messages are taught across all subjects ensuring our children develop a wider understanding of equality, develop empathy, and a reflective approach to their daily lives.

Woolton High School is a secondary special school for learners with Social, Emotional, and Mental Health needs. We aim to support our learners to achieve their potential through access to a broad and balanced, personalized curriculum with opportunities for meaningful progression in a range of academic and vocational areas. At Woolton High, learners make meaningful progress in a safe, structured, and caring environment and are enabled to build positive relationships with adults and peers alike. They are also encouraged to take responsibility for and have ownership of their personal development and behavior so that they can become young people with the skills and attitudes required to become valued members of society. To achieve these aims, we endeavor to create a learning environment that is positive, friendly, and supportive of all learners. We work very closely with parents/carers and our multi-agency partners to ensure that their child’s education is a purposeful, productive, and positive experience which helps to prepare them for their next stage of development. Woolton High School is a specialist school, providing support and care for learners aged 11 to 16 with social, emotional, and mental health difficulties. The school offers extensive access to academic and vocational learning experiences and opportunities, to increase independence, maintain positive relationships, being healthy and safe. We aim to ensure that all students are ‘Safe, happy, healthy and learning‘ and our young people have a sense of belonging through the shared values of ‘C.A.R.E.S’ (Commitment, Achievement, Respect, Enrichment, and Safety) within their school community. We wish to enable young people to develop the confidence and skills they need for the next stage of their lives. We offer ongoing support, learning, and life skills development within a person-centered framework to maximize individual potential. Individual plans and programs are adjusted as required to ensure that each individual is challenged to progress at speeds and levels that are appropriate for them. The desired outcome is for young people to gain increased levels of independence and live happy, meaningful, and fulfilling lives. The curriculum at Woolton High School is broad, balanced, challenging, and engaging. It prepares students for the opportunities, responsibilities, and experiences which they will encounter after leaving us whilst promoting spiritual, moral, social, cultural, mental, and physical development. Our curriculum is based on the National Curriculum and is broadly divided into a Key Stage 3 (Years 7-9), Key Stage 4 (Years 10 & 11). In Years 7-9 all students follow a similar curriculum and are taught in mixed ability groups with teaching being differentiated to both support and challenge all students. In Years 10 and 11 students follow both a core (English, maths, science, etc) and a foundation curriculum of Media/ICT, PE, and Business Studies. In keeping with our aim of preparing students for the world of work, all students follow a range of vocational courses as part of their curriculum offer. Additionally, some students attend registered Alternative Educational Placements and attend individual sessions for English and Maths. Our curriculum offers a very clear pathway for progression and all courses from Year 10 onwards lead to a range of accreditations, Level 1 and Level 2 Qualifications such as GCSE, BTEC, Entry Level Certificate, Unit Awards, and Functional Skills. In line with national curriculum recommendations, our curriculum provides pupils with an introduction to the essential skills and knowledge that they need to function effectively in society today. The school curriculum is just one element in the education of every child. We also ensure that time is given to the holistic development of every learner to better understand their own needs, as well as the needs of others, to appreciate their challenges and limitations whilst being conscious of the importance of teamwork, fair play, and mutual respect across many elements of life in school and beyond.

Woolmore is a happy, inclusive, and exciting place to learn and our children love coming to school. To ensure that every child achieves success we ask ourselves ‘what would it take?’ and then we do it! We offer children great teaching, guidance and we help them grow into good global citizens. We have high expectations for everyone connected to our school community: children, parents, staff, governors, and visitors we work together and we are proud of the standards we achieve. In February 2015 Woolmore moved into a brand new school building that will, eventually, be a three-form entry primary school. Each half-term theme has been designed to teach the new Programmes of Study for the National Curriculum 2014 and all aspects of the school curriculum, including PHSE, citizenship, Religious Education. The curriculum is planned carefully so that the learning: Engages pupils, is enjoyable, and promotes a love of learning. Ensures pupils develop strong basic skills and can apply them with confidence. Enables pupils to work creatively and to develop problem-solving skills. Is accessible (adapted as appropriate) to all pupils and enables every child to achieve success. We use the SACRE locally agreed syllabus as the basis for planning religious education and we make links, wherever possible, to the context of our themes. We share in the celebration of major religious festivals, including Christmas, Eid, Diwali, and Chinese New Year. As part of our school and community values, we emphasize tolerance, respect, and understanding as a significant aspect of the teaching of major world faiths and beliefs, including those without a faith, in Modern Britain and the world. The ICT curriculum has changed and is now called ‘Computing’. We are still teaching pupils publishing and film making, photography and data processing, research skills, and keeping safe online. Computing is also concerned with how computers and computer systems work, and how they are designed and programmed. Our pupils will gain an understanding of computational systems of all kinds. They will learn to write computer programs and will make their computer systems. All Tower Hamlets maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Need/s and or disabilities being met in a mainstream setting wherever possible, where families want this to happen. At Woolmore we believe that ALL children can achieve success and we take our responsibility towards the education of children with special educational needs very seriously.

We are very much looking forward to the new term and working in collaboration with students. Central to our working ethos is the success of every student in the school and for us, this means a high-quality learning experience in every classroom and excellent behavior at all times. Our collaborative practice continues to be key to the school’s development and our work within the local community. The school recognizes the importance of providing a needs-led, personalized curriculum for all our students. The school has addressed secondary curriculum changes and determined that lessons should seek to emphasize the development of Personal, Learning, Thinking, and Enterprise Skills (PLTES) and Functional Skills at all possible opportunities. Students in Key Stage 3, Years 7 and 8, follow the National Curriculum, working in either set or mixed ability groups. From September 2017, Year 9 students will follow a three-year Key Stage 4 course leading to GCSE examinations, or alternative accreditation, including BTEC, GNVQ, and NVQ courses. Woodside High School also offers a work experience placement for all those in Key Stage 4 to help prepare them for life beyond school and to aid in their prospective career choices. A Healthy School is one that actively seeks to promote and improve the health and well-being of the whole school community. We are delighted to have received the Silver Healthy Schools Award and are well on our way to achieving Gold. Woodside High School demonstrates a clear commitment to the promotion of diversity and equality. Woodside High School aims to create a fair and just school community that promotes social inclusion, community cohesion, and equality that respects diversity and which challenges and acts upon all forms of discrimination and inequality, including bullying. Woodside High School works actively to celebrate differences and challenge racism, sexism, homophobia, and all other forms of prejudice. The school takes positive action to promote racial harmony and to promote positive attitudes towards life in a multicultural and multi-ethnic and multi-faith school, through assemblies, the curriculum, and special projects throughout the year. There is a continuous focus to ensure that all students have equal opportunities to achieve to the best of their ability regardless of their gender, ethnic or racial background, religion, ability, or sexuality. We actively promote the British Values of tolerance, fairness, respect for other faiths, and the rule of law and democracy. Our Woodside High School Shared Values underpin our whole school behavior and rewards system. Woodside High School’s commitment to recognizing and celebrating diversity has been celebrated with the award of a Gold Cultural Diversity Quality Standard (CDQS) by the Specialist School and Academies Trust. The school has also been awarded the International Schools Awards (ISA) for its work in embracing the curriculum from different countries. We are also a member of the Global Learning Programme (GLP) and the Oxfam World Shapers Programme. At Woodside, we believe in promoting positive mental health and emotional wellbeing. Our Shared Values underpin everything that we do. Woodside High is a community where we want everyone to feel supported, safe and happy. Young people are growing up in an increasingly globalized society. Scientific and technological developments are constantly transforming our capacity to communicate across the world. We use the internet, television screens to follow events as they happen, be they natural disasters or business, political and sporting events. Similarly, we can communicate instantly by e-mail, social networking, or mobile phone across the world. Our school community reflects the cultural diversity of Haringey and has always focussed on the international dimension across the curriculum. Students are provided with opportunities to participate in a range of activities and our extensive experience resulted in the school achieving an International Schools Award.

We are a diverse, vibrant learning community where expectations and standards are high and children are helped to achieve their best. This is a busy, friendly school, with lots going on. Staff, children, governors, and the local community work hard to provide a secure, nurturing environment where children can become confident, independent learners and succeed in all areas of school life. Woodridge is a Values-Based Education School and our Core Values are RESPONSIBILITY, RESPECT, HONESTY, and KINDNESS. It is expected that the children, the staff and parents support our values. Woodridge School aims to develop well-educated, happy children who have developed a love of learning, independence, initiative, and understanding of others, in preparation for adult life. We aim: To provide a broad and balanced curriculum, based on a whole-school approach ensuring continuity, differentiation, and progression for each child To cater for each child’s social and personal development, including their moral and spiritual development To celebrate success and help EVERY child to discover their strengths To establish a strong partnership with parents, other schools, and the wider community, encouraging two-way communication and involvement To provide equality of opportunity for all We provide a caring, supportive environment for all staff and children. We want Woodridge to be a friendly place where everyone is made to feel welcome, valued, and able to make a positive contribution to the life of the school. At Woodridge Primary School we believe that every child should be supported to achieve success academically, socially, and physically no matter what their background. We ensure that teaching and learning opportunities meet the needs of all of the pupils. We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed. At Woodridge Primary School we expect a high standard of behavior to help to make school a pleasant and safe place for everyone and help to create an ordered environment in which purposeful education can take place. Staff and Governors are committed to maintaining such an environment at Woodridge. Children need help to develop not only independence, listening skills, and effective communication skills, which enable them to achieve academically but also the ability to form social relationships and act thoughtfully and responsibly in their everyday lives. The development of such skills and qualities is emphasized in all parts of the school. All Staff, both teaching and non-teaching, work to provide a caring atmosphere in which all members of the school community are treated with kindness and respect. We aim to provide good examples for the pupils.

We are extremely proud of our school - both in terms of the children (and their families) who attend and in the levels of attainment and achievement due to the hard work of the staff. The core values underpinning the school and Children's Centre include a high-quality education, equality, discrimination-free, and safe learning environment. Ask our children about our values, they are discussed regularly during assemblies. We focus on a different value every half term and refer back to the value during class time. The values at the heart of the school, such as respect and cooperation, are shared regularly and in a way that pupils clearly understand. Consequently, pupils behave exceptionally well in their dealings with each other and with adults both within the school walls and beyond. At Woodmansterne School we strongly believe that the values that we support are not just unique to Britain but are shared by many people in the world represented by the diverse families in our community. We support the values of democracy, rules of law, individual liberty, mutual respect, and tolerance of different faiths and beliefs and these are embedded within our curriculum. These values are found in our school values identified by all members of the learning community as aspiration, co-operation, responsibility, respect, unity, and honesty. We plan assemblies and lessons, particularly in PSHE and RE, to teach the children about our values, respecting similarities and differences, tackling stereotypes, and understanding why some people discriminate. We aim to empower children to have a voice and to stand up against discrimination, valuing equality, tolerance, and mutual respect. The topics and lessons in the school’s curriculum are designed carefully and planned by teachers to provide a rich learning experience that will have a positive impact on pupils’ spiritual, moral, social, and cultural development. Whilst focusing on all children developing skills in all subjects, we ensure they experience extra-curricular activities such as music, a variety of sports, the arts, and outdoor learning. Visits are planned to link with the class topic to provide children with a further understanding of the world they live in. We also link with other schools to take part in singing and sporting events. Competitions provide the opportunity for children to meet other children from different schools whilst experiencing the process of decision making and understanding rules and fairness.

Woodlands School opened in 2008 and is a Special School in Currie, Edinburgh, providing a personalized education for secondary-aged learners with a wide range of learning disabilities. The school is set in an attractive campus, in a beautiful wooded area named Roley’s Wood, which we share with Currie Community High School. Our school has a roll of 80 learners. Our classes have a maximum of 10 learners but most are smaller to better meet individual needs. Every class has at least one Pupil Support Assistant. Our excellent accommodation provides a tailored learning environment for our learners. Our school emblem is an acorn that symbolizes our nurturing and achieving environment, allowing our young people to grow into strong individuals with a sense of belonging. The school was purpose-built and has three playgrounds plus an adventure playground. It shares a campus and sports facilities with Currie Community High School and has links with the Currie/Balerno community and particularly with other schools in the cluster including Currie Primary School, Nether Currie Primary School, Juniper Green Primary School, and Redhall Special School. Woodlands benefits from a multipurpose all-weather pitch for its learners to play and take part in sport, this was built over the summer of 2014 and was ready for the school’s opening in August 2014. Scotland’s Commonwealth Gold Judo Medal winner Sarah Clark officially opened the pitch at the school’s launch event which was covered by STV. Woodlands has links with two primary special schools, (Redhall which is part of the Currie Cluster – already mentioned - and Prospect Bank), as well as good links with several other special and mainstream establishments. At Woodlands we strive to provide a nurturing and achieving environment allowing our pupils to grow into strong individuals with a sense of belonging, providing opportunities through which all our learners will be able to meet their full academic, social, emotional, and physical potential during this important chapter in their lifelong learning journey. Our vision for Woodlands is underpinned by the following values-based aims which we endeavor to achieve for our learners every day. At Woodlands, we celebrate and encourage our learners in the development of their literacy skills. Being able to communicate through written and spoken language is a very important life skill, and our main focus is on ensuring each learner can make progress in these areas in a way that is both supportive and challenging at the appropriate level. Learners will have the opportunity to analyze and evaluate various types of texts in the Senior Phase, including media. Learners will also develop their information gathering and presentation skills.