EduCativ

We welcome you to our school where we believe that every child should have the chance to learn, achieve, develop confidence, and ‘make their mark’. We are committed to providing a broad, balanced and enjoyable education for all children within a supportive and caring environment. We strongly believe that it is important for all members of our school community to treat each other with respect and to inspire each other to succeed. At our school, we do not settle for the second-best and we aspire for every child to achieve highly and to develop the confidence and skills to ‘make their mark’ and become a life-long learner! What our children experience is positive role models and strong relationships – with adults and each other, a thought-provoking curriculum that secures high standards in the basic skills as well as the range of subject, developing cultural capital, life skills, and academic excellence in a variety of subject areas, an understanding of the importance of hard work and a growth mindset to be successful. What our children will achieve is high standards across the curriculum, an understanding of what it looks like to be good citizens, and awareness of the possibilities and opportunities that will be available to them in life – we want all our children to know they can be successful. What our school will look like, feel like, and sound like daily is happy pupils and adults celebrating the great work and learning of all, welcoming, warm, positive, fun, and polite, a buzz around learning and achievement, respectful conversations, support, and challenge – focused on everyone learning together. Values and The School Creed: We believe that to have a good future We must try our best in the present We believe in working hard, learning from our failures, and celebrating our successes We believe in resilience, kindness, good manners, and respect We know that we are safe At Winton, we are proud of who we are All maintained schools in England will be required by the government to teach the revised National Curriculum from September 2014. The Early Years Team at Winton is the Nursery and Reception Class. The classes in the school are named after the planets in the solar system. Reception is the beginning of a child’s learning journey. Skills that they use as they grow and progress are based in the Early Years. The reception class is called Sun Class because their learning revolves around the key experiences and skills they receive in Reception, just as the solar system revolves around the sun. Our Nursery is called Little Stars, as they are their little suns waiting to grow and develop. The Early Years Team are committed to creating a love of learning in all children our aims are: To provide a broad and balanced curriculum for every child to develop the building blocks for future learning To plan a curriculum that is relevant, fun, and based on real experience To provide first-hand experiences to put their learning into context To provide a safe and secure learning environment To develop confidence, independence, and self-esteem To encourage and motivate children to become independent learners To support children on the first steps of their learning journey To provide a free flow curriculum where learning happens inside and outside Take children interests and use them to plan relevant activities To provide children with a secure grounding in preparation for year 1 We believe the curriculum should reflect the needs of all learners and ensure that pupils are challenged across all curriculum subjects. Personal, Social, Health and Economic (PSHE) education are at the heart of everything we do at Winton. We believe all pupils should have the opportunity to make mistakes and learn from them. Our curriculum education ensures that children think of themselves as ‘global citizens’ and how they can make a difference e.g. year 3 and 4 raised money during their rainforest unit to protect an area of the rainforest. Personal, Social, Health and Economic (PSHE) education are at the heart of everything we do at Winton. We believe all pupils should have the opportunity to make mistakes and learn from them. Our curriculum education ensures that children think of themselves as ‘global citizens’ and how they can make a difference e.g. year 3 and 4 raised money during their rainforest unit to protect an area of the rainforest. View full school

Winston House believes in both supporting and challenging children in all aspects of school life, whatever their ability. We aim to help children become creative, self-motivated, and independent. We believe in a caring and sensitive approach to learning and teaching, whilst aiming to uphold and encourage traditional values which will give your child the best possible foundation for their future education and life in society. We recognize each child as an individual and with this in mind challenge every child to develop at a pace that suits their ability and aptitude. Activities are planned to help your child in all aspects of development and our equipment is carefully selected to support this. Children begin in Kindergarten from the age of one. We aim to develop basic skills and to interact in group activities and tasks. Various exercises are used to help children progress through the early years into primary education, including basic number realization and writing skills. We aim to build a close working relationship with parents so that we can work together and achieve the best possible results and help your child develop emotionally, physically as well as academically. By working together we can ensure that your child achieves their maximum potential and can get as much out of the Kindergarten as possible. Building a strong partnership between the Kindergarten and our pupil's families is important to us all at Winston House School. Children are active learners, eager to discover and interact with people who share their lives. We aim to support each child’s natural curiosity by providing a wide range of experiences, combined with plenty of positive interactions with well-trained practitioners. Through our daily curriculum each child experiences exposure to a wide range of learning experiences such as sand and water play, arts and crafts, music and dance, circle time, reading, IT, numeracy, role play, physical activity, and much more. Within our normal day, we incorporate into our curriculum the seven areas of learning via the early year’s foundation stage framework to support each child’s learning, welfare, and development requirements. We strive to embed good manners and an understanding of many backgrounds and ways of life of our pupils. Respect for and consideration towards others is a key factor in our approach to learning. We recognize each child is an individual and with this in mind challenge every child to develop at a pace that suits their ability and aptitude. Parents' evenings are arranged for you to monitor your child’s progress and development. Personal updates are available from the child’s key worker at any other time. View full school

Winsor is a happy and vibrant school located in Beckton, East London. We are at the heart of our culturally rich and diverse community where we believe in offering purposeful and exciting learning opportunities for all. Everyone within our learning community has high aspirations and a renewed commitment to ongoing improvement. We all have high expectations of behavior with traditional values underpinning our ethos. We strongly believe that our local community is a rich source of learning for all of our pupils and through developing strong partnerships with parents, we strive to ensure that the ethos of the school is one of sharing and celebrating everyone’s cultural heritage. We aspire to be: A school community that values every day, every lesson, every opportunity, and everyone. A safe nurturing learning community that empowers ambition, resilience, and compassion. A school that provides a wide range of creative experiences that inspires excellence, a sense of awe and wonder, and a thirst for knowledge. An entire school community that models high expectations, moral responsibility, and a sense of pride, enabling our pupils to make informed decisions about their health and well-being and ensure that they are prepared for life beyond school. A responsive, reflective, and supported staff who are motivated to inspire future generations. A school celebrated for innovation, integrity, and soul. A community that embraces Winsor’s motto: BE THE DIFFERENCE Winsor is a fully inclusive primary school in the London Borough of Newham and follows the inclusive policy of all Newham schools. Inclusion looks at the needs of all pupils children with learning disabilities such as dyslexia, children who are Gifted and Talented, children who have English as an additional language, children who have issues with their behavior, and children with social and emotional needs. Children who are seen to have Special Educational Needs will be put on the Code of Practice after an initial concern form has been completed with the consent of the parents. The child will then have a Support Plan, which will give them specific targets to work towards. These targets are reviewed every term and a new Support Plan is written. Parents will be informed of their child's targets and the teachers or the Inclusion Manager will always be available to talk them through the targets. The targets are also shared with the children and they are encouraged to work towards them. Winsor is a multi-ethnic school and promoting equality is one of our highest priorities throughout the whole school. We have high expectations of all our pupils and they should have the opportunities to achieve the highest possible standards as well as helping all children to develop a sense of personal and cultural identity that is confident, open to change, receptive, and respectful towards other people. The teaching takes into account pupils' cultural and religious backgrounds, linguistic needs, and varying learning styles. We create an environment where pupils feel safe and feel they can contribute fully, and where all feel respected and valued. Staff is assisted in the classroom to support pupils' development of their language and learning needs, through termly targets and liaison time with the Inclusion Team. Inclusion takes into account all the needs of the children and these include how a child behaves. Winsor promotes an ethos towards positive behavior management and the children and staff are encouraged to the ‘Good to be green’ behavior chart. Children's social and emotional needs also need to be considered carefully if a child is to reach their full potential. To help us in this Winsor has Learning Mentors who support children across the school in a variety of ways. A major role of the Learning Mentors is to run self-esteem groups, social skills groups, positive interaction, art and play therapy, 1:1 sessions, and a behavior group to support the children. They are allowed to speak about how they feel and to support each other. The Learning Mentors will also support in the classroom were required and are available to those in need, including parents. Learning Mentors also run peer mediator groups to empower children to help resolve conflicts in the playground and Play Leaders who provide play activities. We also have a school counselor present one day a week to work with our more vulnerable children. View full school

The school recognizes that from time to time employees may have problems, concerns, or complaints (i.e. grievances) about aspects of their employment, e.g. working conditions or working relationships with colleagues, etc, which they wish to raise and have resolved. It also recognizes that it has a responsibility to deal with any such grievances raised in a timely fashion to maintain discipline, good order, motivation, and morale amongst its employees in the interests of service delivery. In this respect, therefore, the school’s policy is to encourage free communication between employees and their respective managers to ensure that questions and/or problems arising during employment can be aired and, wherever possible, resolved quickly and informally to the satisfaction of all parties. Every effort should be made, both by the employee and the school, to resolve any problems on an informal basis. To that end, the school’s formal Grievance Policy and Procedure should be followed in respect of grievances that, for whatever reason, cannot be resolved informally. At Windsor Clive Primary School, we define the Curriculum as all of the learning activities planned by the school to promote learning, personal growth, and development. It does not only include the formal, statutory requirements of Curriculum 2008 and Foundation phrase, but it also embraces the range of extra-curricular activities that we organize to enrich the experience of all of our children. It also includes the ‘hidden curriculum, or what the children learn from the way that they are treated and expected to behave. We aim to develop the whole child through the implementation of a broad and balanced curriculum that is differentiated to allow and encourage all children to develop his/her full potential. It is ensuring that all children have the opportunity to be successful and to use that success to sustain a motivation to learn throughout their lives. View full school

Windlesham House School is one of the country’s leading independent prep schools, set in a beautiful 68-acre country estate on the rolling hills of the South Downs. As the first-ever UK prep school (Est. 1837) and the first prep school to go co-educational in 1967, Windlesham has always been on the cusp of innovation, embracing the new and leading where others have followed. Windlesham’s much-celebrated policy of ‘no school uniform’ also generates a real sense of freedom and relaxation for children in their home away from home. Our exceptional boarding environment continues to provide a warm, kind, and welcoming experience where children flourish, with flexible options to meet the needs of the modern family. Windlesham’s vibrant but relaxed ethos is often described as “part cosmopolitan London and part welcoming country house” …combining the best of both worlds in learning, playing, and living. Praised consistently for the depth and breadth of its academic and co-curricular provision, Windlesham’s forward-thinking approach gives children the personal space to discover their talents and interests. Our ‘total educational experience’ brings out the best in every child, and our widely acknowledged excellence in pastoral care creates a gentle, nurturing atmosphere for children to grow in confidence and kindness. Windlesham is the school that children want to go to and, as one parent put it, “It’s the school you’d have dreamed to have gone to yourself!” Windlesham is a special place because everything a child needs to grow and flourish is available on campus. Every child is less than a 5-minute walk from their lessons, from sports equipment, music and arts facilities, trees, and wildlife. Multiple car journeys between school, sports clubs, and other groups are a thing of the past. An idyllic life in the countryside provides Windlesham children with the time and freedom to laugh and play to their heart’s content. Windlesham House School is one of the oldest independent preparatory schools in the country and the first independent preparatory boarding school to become co-educational. Our staff is highly qualified and dedicated professionals who have an excellent understanding of how children learn and thrive in a developmental, child-centered way. We encourage the children to explore, ask questions and have ownership of their learning journey in a way that allows them to make progress across all areas of the curriculum. By thinking imaginatively and innovatively, we ignite excitement for learning and also create children who are active problem solvers. A process that is both challenging and full of understanding is far more beneficial and enriching than seeking to be perfect. It’s vital that children feel secure and supported in their learning and Windlesham is a place where we actively encourage the children to explore and learn from mistakes, reflect on them and then move forward. Our Windlesham values also instill in our children greater confidence, courtesy, and compassion – becoming people who are kind and care for others. The children spend plenty of time outside both playing and learning. We have an incredible bushcraft area in which the children have regular sessions with our very own former National Trust Ranger plus each classroom has access to additional areas for the children to learn indoors and outdoors. None of us can predict what the future will hold for the children and we must equip the children with an understanding of how technology will have an impact on this. We have a bank of iPads in the department and technology is appropriately integrated into many of the lessons the children have. In addition, from Reception, computing is also taught as a specialist subject. Further specialist lessons in the department take full advantage of the breadth of expertise we have across the school. The children have the benefit of specialist teaching for PE, Games, Swimming, Drama, Music, PSHE and Spanish and cookery. Windlesham inspires children to become the very best version of themselves. We warmly welcome you to come and visit us to experience the ‘full flavor’ of our department at work and see for yourselves what a superb quality education we can offer your child, echoed in our most recent excellent ISI Inspection. View full school

Welcome to Windermere School in the heart of the Lake District National Park. Established in 1863, we are a boarding and day school for boys and girls from age 3 to 18. With access to a spectacular greater classroom, we can live our school motto: Vincit qui se Vincit. One conquers, who conquers oneself. Our vision is to be the best small school in Britain. We strive for excellence in all things, and to inspire and challenge our students to reach beyond themselves so they leave proud of their achievements. Our mission is to produce confident and compassionate people. Our vision and mission are shaped by our determination to encourage self-knowledge, articulated by our school motto: Vincit qui se vincit – One conquers who conquers oneself. Today that means: overcome yourself and you will achieve, which is what Windermere School is all about – challenging to excel. We aim to guide children as they grow, and progress along their pathways so that they are prepared as well as possible for adulthood. A teacher is a guide and a guide is also an acronym for the five Aims of the school: global, unique, individual, democratic, excellence. The five Aims are detailed below and refer to global perspectives, using our unique location, developing individual talents, fostering a democratic culture, and encouraging our students to strive for excellence. The middle letter of the guide is ‘i’ and at the heart of the aims is the individual. More specifically, we aim to: Inspire our students through a broad and balanced curriculum that challenges inside and outside the classroom, where they learn about their strengths and weaknesses and are encouraged to strive for excellence in all things Support our students to develop their individual academic, creative, and sporting talents and skills of leadership to enable and empower them to make an active and real contribution to their world Use our unique location at the heart of mountains, lakes, and rivers as our greater classroom for adventure and adventurous learning, where our students will learn directly about the environment, each other, and themselves Foster a democratic and accountable culture where our students contribute fully to school and community life and take increasing responsibility for their learning and actions Encourage a global perspective by providing opportunities for all our students irrespective of gender, race, and beliefs and encouraging them to value and respect differences. We want our students to have the confidence and resilience to stand up for what is right and the desire to reach out to others. This balance of confidence and compassion is not on any syllabus, yet it is central to everything we do and embedded in our aims and values. We are determined to ensure all our students leave with an enduring foundation for life and their futures. We want them to have the qualifications, skills, and values that they need to live safe and fulfilled lives, but also to know that they can overcome adversity, remain true to their purpose, and be of service to others. We hope that you will come and see us and, if you do, you will see that we do not just have aims, we live them and sometimes make dreams come true. Windermere School was founded in 1863 in Lytham, St Anne’s. It moved to its current location in the Lake District in 1924 when it became St Anne’s School, Windermere. In 1990, the School changed its name to Windermere St Anne’s and the final alignment with the community came in 2010 when the School became Windermere School. Today, Windermere School, which encompasses the Elleray campus and our very own watersports center at Hodge Howe, educates boys and girls from 3 years of age (Pre-School) to 18 (Year 13). We offer the International Baccalaureate in the Sixth Form and are also a member of the Round Square Organisation of Schools. View full school

Winchester College, founded by William of Wykeham in 1382, is one of the world’s most famous and distinguished schools. The College is defined by its motto, Manners Maketh Man. This motto is hundreds of years old but has a surprisingly modern spirit. Its sentiment is that we should be measured not by birth but by our personal qualities, a surprisingly meritocratic sentiment for a school that was founded in 1382. Its language may sound old-fashioned to a modern ear, but it was radically progressive in its time because it was written not in Latin but a dynamic, up-and-coming language: English. Strength of character means having confidence in one’s individuality. At Winchester College, diversity is welcomed, manners are celebrated and kindness is in abundance. There is a sense of community that transfers to care within the community at large. But the boys are free to determine their path, guided rather than governed. The lifeblood of Winchester is a conversation, not just between boys and their teachers but among boys themselves. During house lunch, on the way to the sports pitch, before lights-out, conversation permeates every aspect of Winchester life. Boys emerge from Winchester able to talk to just about anyone, in just about any situation, about just about anything. We believe that in a great education that prepares you for life beyond the school gates, this isn’t just a luxury - it’s essential. Winchester’s academic results are renowned, but education here provides a lot more. Nowhere is this illustrated more powerfully than in our Div lessons which range from the Ancient to the Modern World, investigating historical, cultural, artistic, scientific, and philosophical themes. Div encourages boys to explore topics in the round and to see connections without the constraints of working to an examined schedule. A Winchester College education facilitates the ultimate adventure for the curious mind. We are inspired by tradition, not constrained by it. It’s all around us in buildings that are a permanent reminder of the beauty and value of learning. But they wouldn’t have lasted so long if the school had been backward-looking. Our founder, William of Wykeham, was a philanthropist and visionary who revolutionized education, and it’s his tradition of looking ahead that we seek to continue. Winchester was founded to develop leaders who serve society and it has done so ever since. Many Wykehamists go on to be leaders in their fields, but not leaders at any cost. We admire leadership through ability, not just bravado – a modest and socially responsible model based on an intelligent and rounded understanding of a situation. Modern leadership requires an understanding of the complexity and different perspectives, and those are qualities that have always been highly prized at Winchester. Winchester is a beautiful and historic place. Set on the edge of the South Downs National Park, crisscrossed by clear chalk streams, it offers a rural setting within a fascinatingly historic yet vibrant city. Boys can walk the few minutes into town, past the cathedral, and on to the high street, where ancient buildings have evolved into modern shops and restaurants. A more beautiful setting for a boy’s school days would be difficult to find. View full school

Our aims are expressed in three words – Opportunity, Excellence, and Success. We aim to provide rich learning experiences that allow every child to master basic skills, discover and develop talents, deepen interests and succeed in ways they did not imagine possible. For early reading, we follow a synthetic phonics scheme called ‘Read, Write Inc.’ This is taught within a text-rich environment where children are encouraged to read for pleasure. Children in Reception and Year 1 have a daily phonics lesson (of varying lengths), completing all the phases before continuing with English lessons further up the school. Early mathematics is taught through the use of ‘Mathematics Mastery’. Mathematics Mastery is an innovative maths teaching framework that focuses on using mathematics principles to problem-solve. We use objects, pictures, and words to help pupils explore maths and understand the role it plays in their lives. The first entry point for starting school in Nursery. We have two thriving nursery classes (morning and afternoon) with 52 children in each. Children are eligible for Nursery the term after their third birthday, and we have intakes in September, January and April. Note that the majority of places are allocated in September and January, with places in April allocated on a 'one out, one in' basis only. Children eligible for the April intake (born between January and the end of March) who are not offered a place will automatically be put through to the September round. Most children for whom Wimbledon Park Nursery is their first choice can secure a place. Merton accepts online applications for Nursery places between September and mid-January each year for places in the following academic year. Do contact us with any queries and for information about Parent Tours, run throughout the Autumn term. Please note, a place in the Nursery does not give priority to a Reception place. Children start in Reception in September after they turn 4 years old, with the application deadline in the January of the same year (full details below). We hold prospective parent tours on many Wednesday mornings during the Autumn term – please get in touch to make an appointment. Demand for places into Reception has far exceeded our capacity for many years. To provide extra places to meet that demand we increased the admission number from 60 to 90 children (three Reception classes) in 2011. Despite adding the extra class, unfortunately, we are still unable to offer places to all families for whom Wimbledon Park is their closest school of choice. For the past two years, the furthest distance (in a straight line from the school gate) for places outside of the admission priority area has been slightly over 200m. In the case of an unsuccessful application, the applicant has the right to appeal. All children are taught to play the recorder in Year 3. We also offer tuition in a variety of instruments including the drums, piano, keyboard, violin, flute, trumpet, French horn, guitar, and clarinet. There are annual music concerts where all the children can take part including our Christmas singing concert, Summer Serenade, year group performances, and our Year 6 summer production. The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” Children are placed in mixed ability classes according to their age. Within each class, there may be further groupings according to the needs of the children and the work being undertaken. We also set children in Years 5 and 6 for Maths lessons to match teaching to attainment more closely. Additionally, all the children are divided between four houses (Red, Green, Blue, and Yellow) with brothers and sisters joining the same house. The house system is used to maintain strong pastoral care across different year groups as the school grows. Each term there are house days and events (charity fundraising, sports, music, picnic, etc.) where the children work and interact as a house team. The Governors of Wimbledon Park Primary School work in partnership with the Local Authority (LA) and the school community to provide the best possible education for our children. Parents, former parents, community volunteers, staff, and local business people are represented on the governing body, which has 12 members. The governing body meets formally four times every year, but governors regularly visit the school. The Governing Body has three Committees, each with terms of reference to carry out statutory functions that meet three times a year. We have a commitment and responsibility to safeguard children and staff and this includes their online activity. Internet access at school, provided through the London Grid for Learning, is strictly filtered and monitored to ensure that children are as safe as possible when using computers at school. From our Online Safety assemblies, we know that almost all children have a home computer/device with internet access and children enjoy using computers and the internet at home regularly, so we see online safety as a shared responsibility between home and school. High-quality teaching, positive learning, and accurate assessment are at the heart of our school ethos, and our inspiring, enthusiastic and dedicated staff are committing to providing this for every child. We have a program of weekly professional development for all teachers and teaching assistants. This is delivered by our lead teachers, supplemented by occasional sessions drawing on wider educational expertise. We have the highest expectations for every child, not just to achieve strong academic results, but also to become highly successful learners. All office staff, teaching assistants, and lunchtime supervisors have received First Aid training. Additionally, some teaching staff has had emergency first aid training. If a child is ill or has an accident at school, we will contact you if we feel it is necessary. We will always contact you if there is an emergency concerning your child. For this reason, you must keep us up to date with daytime telephone contact numbers. For legal reasons, staff members are unable to administer medicines. If prescribed medication needs to be taken during the school day, you can either come into school to administer the medicines yourself or sign a form in the school office giving explicit permission for staff to administer these with details of the medicines required. Please note that staff cannot administer any prescribed medication. Separate arrangements apply in the case of long-term medical treatment (i.e. asthma, allergies, etc). We do have children at the school whose allergies are potentially life-threatening, and we, therefore, adhere to a Nut Free policy in school to minimize any threat to them. View full school

School years are a journey of discovery – outward and inward – and we revel in that adventure. Take a look around our site to find out more about our teaching and learning in Juniors, Seniors, and Sixth Form, our exam results, the friendly community you would be joining, and the many opportunities for enrichment and fun that you would have. Life in our Junior School has often been full of such excitement since we introduced our creative curriculum. Year 2, in this case, will unearth the mythologies surrounding fire and will discover something new about science, the arts, history, and geography under this theme. We tap into children’s natural curiosity and creativity, encouraging their imaginations to flow and their descriptions of what they are experiencing to become ever more elaborate. This, alongside teaching core skills of numeracy and literacy, brings outstanding academic achievement and, just as importantly, a joy of learning that will be with Wimbledon High girls for life. An education here brings the opportunity for music, art, dance, sports, and a whole host of enriching co-curricular activities, with girls enjoying the use of our whole school facilities. In a selective school, we assess girls for entry into Reception and Year 3. It’s an exciting time and one where you, girls, are starting to make things happen for yourselves. You will be curious, inquisitive about the world, and flexible in adapting to challenge and change. WHS is a warm and caring community, with teachers who will help set you on the path to success. Our job in the Sixth Form is to nurture and support the whole of you. Support is a keyword: our Sixth Formers tell us again and again that they regard Sixth Form as their extended family. You will receive advice about university choices and the professions you might enter as well as gain practical experience in preparing for the world after school. It is the community that is challenging and intellectually exciting. Our combination of outstanding teaching and the unique, individually tailored Inspire program will set you up to become one of the next generations of experts and leaders, striding out to take on whatever the world has to throw at you. Universities value the depth of knowledge A levels bring and we believe you will enjoy the flexibility of being able to play to your strengths in your choice of subjects. Within your scheduled weekly timetable, independent study periods will be built in, so you will learn about the importance of carrying out your research and managing your time to allow plenty of opportunity for enrichment. Inspire pulls together strands of PSHE, Tutorial Support, PE, Enrichment, Open Mind and EPQ, essentials, Striding Out, and Student Leadership - all to bring breadth and balance to your Sixth Form experience. As you consider 3 or 4 A-level courses, you will receive lots of individually tailored advice about combinations of subjects, workloads, and the expectations of universities. Our Sixth Form offers one-to-one tutorials, where tutors get to know students well and help ensure you are working independently and getting the most out of your Sixth Form years. Many students do an Extended Project Qualification. All students are screened within a year of joining the school. If learning difficulties are identified, our Learning Support Co-ordinator will make recommendations to help the student and her parents - we very much encourage a dialogue between home and school - and will advise staff on specific teaching strategies. Form teachers and Heads of Year work together with the Learning Support Co-ordinator to form a network of support and concern, encouraging students and monitoring their progress. A Library is a place where girls can rest and reflect, a place to serendipitously browse the shelves, engage with online learning, and explore the world of scholarship and independent study. Open throughout the day, the library is a shared space where students from Year 7- 13 work alongside one another, supporting each other in their work and discussing book recommendations and favorite reads. Alongside the physical collection of books, magazines, and DVDs, our library extends far beyond the room, with a growing collection of online resources, a library without walls, that can be accessed anywhere, anytime. Working closely with the English department, the library hosts lessons for girls in Years 7 to 8, to support their studies and encourage them to make the most of what the library offers. For older students, the library provides resources and advice on conducting independent research and encourages intellectual curiosity in a quiet and purposeful environment. View full school

WCPS, also known locally as ‘Squirrels’, is a very popular pre-prep school for boys aged 4-7 and is within the foundation of King’s College School, Wimbledon. It benefits from significant investment from King’s College School and our buildings and facilities are excellent. We have an enviable reputation and an outstanding record of gaining places for many of our boys at King’s and other leading preparatory schools. We believe that each boy brings his talents and gifts that will be valued, nurtured, and developed through the dynamic and stimulating curriculum that we offer. However, making a decision about which school to choose for your son can be a daunting one so I invite you to join us at one of our coffee mornings. We will meet together in an informal setting and then our older boys will lead you around the school, answering your questions as they go. We are rightly very proud of our boys and believe they are the very best ambassadors for the school. It will be through walking around the school, seeing the boys and teachers in action, and by asking your questions that you will get the best ‘feel’ of life in Wimbledon Common Preparatory School. All boys begin school with a variety of experiences and previous learning. It is the privilege of the practitioners working in the Early Years to take on the task of building upon that prior learning and experience. This is done through a holistic approach to learning, ensuring that parents/carers, support staff, and the Reception teachers work effectively together to support boys’ learning and development. Boys join WCPS in the September following their fourth birthday. We ask for a report from their nursery school and spend time getting to know your son before we offer a place. You can view our prospectus online or request a printed prospectus. We hope that this will help us to discover if our school will be a good match for your son and that we believe he will flourish here. The teaching team at Wimbledon Common Preparatory School is experienced and committed to delivering the highest level of the educational experience for your son. The boys are taught primarily by their class teacher but have specialist teachers for French, Sports, and Music. We have developed a curriculum that is broad and challenging, whilst also meeting the requirements of the competitive prep school admissions process. Starting in Reception, there is a balance between individual, paired, and group activities as we encourage co-operation, collaboration, and competition in all we do. The boys learn the specific skills involved in playing tag rugby, football, hockey, and cricket. WCPS has a full program of inter-school matches in football, tag rugby, and athletics. Every boy plays competitive sports fixtures each term from Reception to Year 2. The high quality of teaching is reflected in the positive results against local schools. The school seeks to continuously develop and improve our safeguarding policies and procedures and to instill a culture where boys are confident that their concerns will be heard and acted on appropriately. Through a carefully planned curriculum, we also instill in the boys the skills they need to keep themselves safe in a variety of different situations that they may face e.g. personal safeguarding, online security, stranger danger. All members of staff are trained to level 2 in child protection and training is updated regularly in line with LSCB requirements. The Designated Safeguarding Lead and Deputy Designated Safeguarding Lead are trained to level 3 in child protection. Parents should feel confident to approach the DSL or Deputy DSL should they have any concerns about a child’s welfare. Appointments can be made through the school office. Policies on curriculum, supported by appropriate plans and schemes of work, policies on welfare, health and safety, particulars of academic performance including future schools to which boys have gained admission, details of the complaints procedure, and the number of complaints registered, and a list of staff at the school with a summary of their qualifications may be obtained from the school. We would like to assure you that the school is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. The premises were in the basement and ground floor of 45 High Street and the Principal was Miss Whiting, 'young middle-aged, a sweet, charming lady', according to a distinguished former pupil. The school moved the site to Homefield Road but then in 1957, Wimbledon Common Preparatory School acquired a fine building on the Ridgway, opposite King's College School, which we occupy to this day. The school is exceptionally well situated in an attractive and spacious site in Wimbledon Village. It is set in a beautiful large playground and is surrounded by trees and has an adventure playground. In June 2006 The Corporation of King's College School bought the school which consolidated our relationship with this prestigious educational institution. Orchard Hall was completed in 2008 providing a teaching area for Music, Gymnastics, and Drama. More recently our new all-weather surface was laid in 2012 for use during break times and outdoor Physical Education lessons. View full school

Wimbledon College has a strong tradition as a Jesuit school. At the heart of the Jesuit tradition is the insight of St Ignatius of Loyola that God is to be found in all things. We place a core focus on high standards of achievement and progress for all our pupils, whatever their starting points. A focused learning environment, dedicated staff, support, and guidance gives our pupils the tools with which to achieve their very best. The Lower Line (Years 7-9) curriculum aims to build solid foundations in English, Mathematics, and Science - and beyond that to provide a broad and balanced curriculum including the humanities, the creative arts, and modern languages. However, boys should note that priority for access to UHS courses is given to UHS students first. As they enter Higher Line (Years 10 and 11), boys choose three option subjects to continue to GCSE alongside the core. Guidance is given about subject choice and its implications for Sixth Form and further or university education but boys are given a wide range of possibilities to follow a curriculum that suits their needs and interests. In September 2018, Wimbledon College will admit 199 boys to Figures (Year 7) without regard for aptitude or ability. The places will be offered according to the criteria set out in the 2018 Admissions Policy. For information regarding Sixth Form. The deadline for Y7 Applications for admission in September 2018 is Tuesday 31st October 2017. You must submit both the Common Application Form (CAF) to your Local Authority and the Wimbledon College Supplementary Form (SIF) to Wimbledon College by this date. Your Local Authority will write to you on 1st March 2018, indicating the school highest on your list which can offer you a place. We will also write to you confirming whether or not we were able to offer a place. You must accept or reject the offer by a specified date (TBC). After that time, any unaccepted offers will be withdrawn. Applications for admission to other years (Y8-11) may be made at any time using the supplementary information form. You must also apply to your local authority as all applications are coordinated across the London boroughs and surrounding counties. Please note that all years are currently oversubscribed and have waiting lists. The Sixth Form Course Guide, Application Form, Prospectus, and Course Entry Requirements for 2018 can be downloaded below. An application pack containing the Wimbledon College Prospectus and application form is available from the main school reception or the Sixth Form Office. Please note that we are unable to send out application packs in the post. Applications cannot be made online at this time. As a Christian community, religious formation and the passing on of the Catholic faith are central to the life, work, and inspiration of the school. The College had a full-time chaplain, assisted by other staff and senior pupils. The chaplaincy program provides opportunities for boys to explore and grow in their spiritual lives, their understanding of their faith, and their vocation to be "men for others".The College Chapel stands at the heart of the school and prayers are offered here daily for our pupils and families. During May and October the rosary is said, and the Stations of the Cross during Lent. The Heads of Line, supported by teams of tutors and pastoral support assistants, take active responsibility for the academic progress, pastoral care, and engagement of pupils in the life of the school and its extra-curricular activities. Expectations of behavior and commitment are high. Pupils develop self-discipline and commitment to the aims and ethos of the school as they grow up. This includes the wearing of a uniform, the courtesy shown towards others, punctuality, and a positive attitude to studies and the wider life of the school. We work constantly to ensure the safety of our pupils when they are online or using social media. We have collated numerous resources on this page to help support parents in keeping their sons safe. These include videos by the main Internet Service Providers on how to access their Parental Controls, as well as guidance on the use of popular search engines, websites, and software. Boys in Poetry (Y12) are generally expected to take three Advanced Level courses which they will complete in Rhetoric (Y13). More able pupils can discuss a wider offer of courses. Pupils taking our Level 2 program are expected to follow a full range of courses in the offer, together with Maths and English GCSE re-sits. The College places great emphasis on extracurricular involvement for all boys. These complement the curriculum and offer boys the opportunity of learning and developing in different ways. All boys are encouraged to participate in at least two activities and most do so. By getting involved in activities beyond the classroom, boys participate in the life of the school and have ownership of their school. This supports their studies and, time and again, we see that those who are most involved in the extra-curricular program are those who do best in their studies. View full school

Wimbledon Chase has been listed 3 times by Ofsted as a particularly successful school. We were one of only 26 schools in the country at the time to have achieved this honor. We were also the first school in the Borough of Merton to become a Beacon School in 1996 and maintained this standard for 5 years. We believe at Wimbledon Chase Primary School that learning occurs best when the children are motivated and interested. Within Nursery and Reception, the adult plays a crucial role in planning and resourcing play activities and also knowing when to intervene to extend children’s spontaneous play. The Early Years Foundation Stage curriculum is organized into 7 areas of learning. Activities are planned to be challenging but achievable. Merton commits to provide all children with free part-time education in the term after their 4th birthday. All LEA nursery classes and many registered private and voluntary providers provide 3 hours per day, five times a week. All children entering the Nursery are offered a Home Visit from the Nursery Teacher and/or Nursery Nurses. Children are admitted to the Nursery Unit during the term after their third birthday. Children either join in the Autumn, Spring, or Summer term. Children are admitted to Reception classes during the academic year in which they become five. The academic year runs from 1st September to 31st August the following year. All Reception children start during September, attending school for half-day sessions. By the end of September, all children will stay at school for the full day. Application forms are available in October and should be submitted by mid-December. If the school is over-subscribed, the Borough’s Admission Policy comes into operation, using set criteria to allocate places. Please refer to the London Borough of Merton website for more information. We are fortunate to have beautiful grounds and excellent facilities, including extensive sports fields, two up-to-date ICT suites, a spacious library, a cookery room, a music room, a nursery for 104 children, and a well-equipped gymnasium. We have a separate Dining Hall and Hall, with a purpose-built stage, which we use for our regular musical concerts and school productions. We are a very popular school and due to increasing demand, we have been gradually expanding to 3 Forms of Entry over the last 6 years. This process was completed in September 2014 and we now have 630 pupils plus the nursery. To house the extra children, a new wing was built onto the school. This two-story building opened in September 2011 and provides classrooms for Reception and Year 2, plus a new Music Room, second ICT suite, a cookery room, and a Wrap Around Centre for Nursery and After School Club. A lift has been installed and the playground re-landscaped. We are grateful for these exciting developments to the school. We pride ourselves on being an inclusive school, not only for the children in our Additionally Resourced Provision but also for any children with special needs or learning difficulties. Our ARP currently has 16 pupils with speech, language, and communication needs. Pupils at Wimbledon Chase achieve KS2 SATs results above national and local averages each year. Our teachers are talented and committed. We have received many awards in recent years including the Basic Skills Quality Mark, the Sports Active Mark Gold, Effective Early Learning, Enhanced Healthy School Status, Sustained Travel Plan Status, and the Arts Mark Gold. We have also been awarded Intermediate Level for the International Schools Award. We provide a very wide variety of over 50 extra-curricular clubs and activities before school, during lunchtime, and after school. Examples of clubs include tennis, ballet, football, tag rugby, cricket, hockey, Aikido, street dance, computers, choir, orchestra, brass, drums, recorders, gardening, and film club. Wimbledon Chase has excellent links with parents and we believe that children work best if there is a good partnership with parents. This was recognized by Ofsted as a strength of the school. It is part of our vision to ensure that we work together to enable children to achieve their full potential in a happy and secure environment. We recognize that the unique trademark of Wimbledon Chase can be summed up in 3 words: Opportunity, Inspiration, and Celebration. The children are inspired to explore their talents and abilities they are given many opportunities to develop these talents and as a school, we celebrate and enjoy our achievements whenever we can. View full school

Wilson's is one of the country's most successful state-funded selective boys' schools. Parents regularly tell us that they choose Wilson's not just because of our excellent academic record but also because the boys seem to enjoy their time here. We believe that school life should be enjoyed for itself and not just as a preparation for adulthood. Our co-curricular program is an excellent sport and music, in particular, is very strong. Lessons engage pupils' attention with pace and challenge, enriched with all sorts of activity to extend pupils’ interests and skills far beyond the confines of the National Curriculum and examination specifications. Teachers know the boys very well and visitors often comment on the laughter, good humor, and warmth that mark relationships between boys and staff. Our expectations of boys in terms of personal achievement, academic and otherwise, and behavior are very high. We have an excellent pastoral system that very effectively communicates our core values of respect, tolerance, courtesy, cooperation, service to the community, personal achievement, and most of all, hard work. The motto of the school – Non-Sibi Sed Omnibus (not for oneself, but all) – drives all that we do. We welcome boys from a wide variety of ethnic and cultural backgrounds over forty languages are represented in the school and all of the major religions. We regard the diversity and richness that this brings as a real strength of the school. Be assured that no one is a guest at Wilson’s. Everyone is included. Wilson's School aims to be a caring community and challenging environment in which all feel valued and have the self-confidence, motivation, and opportunity to fulfill their potential. We aim: To provide excellent teaching that enables students to attain the highest levels of academic achievement. To prepare our students for admission to and success at the best universities. To encourage our students to be independent and courageous thinkers who are prepared to explore, innovate and meet life’s challenges creatively. To provide the encouragement, guidance, and support necessary to help students succeed and be happy. To provide outstanding opportunities for achievement and enjoyment beyond the curriculum, particularly in sport and the arts. To develop in our students a desire to serve, to render a strong contribution to society, and to make their mark. To encourage students to explore and engage with spiritual, moral, and cultural ideas. Wilson can offer a wide and diverse number of co-curricular activities. As well as encouraging pupils to develop academically, the school feels it is important for them to participate in a range of extra-curricular activities to nurture skills and develop the fully-rounded personality that is the hallmark of the Wilsonian. All of our students are academically able. The curriculum is designed to stretch and challenge within a supportive environment so that each may reach his potential. In the core curriculum, all students take English and English Literature, Mathematics, a modern foreign language (French or German), and Religious Education. All students are taught the Sciences separately, with the overwhelming majority sitting Biology, Chemistry, and Physics. An extensive program of PE and Games provides an excellent and full range of sporting opportunities alongside an enrichment curriculum in Years 10 & 11 Boys continue their PSHE education across KS4. View full school