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Twyford is an 11-18 comprehensive School with a roll of just under 1400, including over 500 in the Sixth Form. Twyford is organized into year groups each containing seven tutor groups, which are also members of the school's seven houses Truro, Wells, York, Fountains, Ripon, Durham, and Canterbury. Each Year Group has a Head of Year and an Assistant Head of Year. The Head of Year 7 liaises with the Primary Schools that our students have come from, and for this reason, remains Head of Year 7 each year. Once students move into Year 8 they will then remain with their new year head until the end of Year 11. The lower years (7 to 9) cover the National Curriculum's Key Stage Three and are overseen by the Head of KS3. In the same way years, 10 and 11 are overseen by the Head of KS4. In the Sixth Form there is a permanent Head of Year 12, and also one for Year 13 as well as an overall Head of KS5. At Twyford, we wish to instill a love of learning. The curriculum is broad and balanced. The core subjects of Mathematics, English, and Science provide a very secure foundation for progress. With each intake of new Year 7 students we aim to build immediately on their achievements at Key Stage 2. Setting in Maths, Science and Languages start in Year 7 and other subjects in Year 8. As students move up the school, their available options become increasingly varied. In the past 4 years, Twyford has developed its reputation as a Specialist Language College to become a Unesco Associated School. Our curriculum is very well developed as at KS3, half of the year group studies two languages and Latin is a core subject. All students are then encouraged to study at least one Modern Language at GCSE (they choose from French, German, or Spanish). Many take more than one language at GCSE and some elect to study Latin as an extra subject. This year Mandarin is also offered as an extra-curricular subject. At KS3 pupils have the opportunity to take part in a wide variety of trips to Normandy, Barcelona, Paris, Bath, and the University of Cambridge and we also run an exchange program in Year 8 to Moenchengladbach in Germany. At KS4 the school has exchanges with 2 other partner schools in Toledo and Lyon and at KS5 students are encouraged to take part in the Comenius and Erasmus schemes, which allow them to debate at the European Parliament in Brussels and visit Mozambique, China, and our same sister school in Lyon. Approximately four hundred students have been involved in the Language College's wider learning opportunities, which help to enrich their experience of learning a foreign language. In addition, our teachers have developed privileged links with primary schools across the borough and help to train teachers to teach French and Latin at KS2. All students take ICT, History, Geography, Music, Drama, PE, Art, and Religious Education. Religious Education GCSE is taken one year in advance of other subjects and our success rate in this subject is particularly high. All students have ICT lessons and use computers as a learning tool in many subjects. A full program of Personal, Social, and Health Education and Citizenship is also followed by all students. View full school

Twickenham School believes by collaboration we can all become stronger. As part of a family of local schools that includes Hampton High, Teddington, and Waldegrave we can ensure that our students are equal partners in a community of high-achieving, inspiring and creative schools. At Twickenham, we are united in our aim to ensure that our students know they are safe, valued, and supported whilst at the same time being challenged to achieve their best at all times. Students will be stretched in their lessons to take risks, take on new learning challenges and develop creativity. They will achieve their aspirations through high standards of teaching, learning, and leadership. We believe in traditional values such as respect for all, perseverance, dedication, integrity, empathy, and responsibility. We aim to ensure that all members of our community experience trusting and caring relationships with each other to achieve the best possible outcomes. Admissions for Year 7 are managed by the London Borough of Richmond upon Thames, not by the school. Offers for September 2018 will be sent out by the Local Authority. Applications from Richmond’s residents will be made on Richmond’s Common Application Form, which will be available in paper form and online. Full details can be found at the School Admissions Department at Richmond Council. A waiting list for the school will be held by the Local Authority in criteria order (regardless of when an application is received) until the end of the academic year in July 2018. After this date, the school waiting lists will be disbanded and parents will have to request in writing to have their child’s name added to a waiting list for the school. The curriculum provision at Twickenham School is broad, balanced, and fully inclusive. There is an emphasis on promoting strength and success in traditional academic subjects, but this is balanced with a desire to foster variety and personalization in our provision. The curriculum is constantly reviewed and developed to not only meet the needs and strengths of our students but to provide rich opportunities for them to develop a range of skills and enjoy memorable experiences. At the beginning of Year 7, there is an induction period during the first 6 weeks. We believe that the most effective and fairest way of grouping students is setting by ability, using nationally generated data alongside our data based on general intelligence, baseline tests in subjects to ensure that students have been placed in the appropriate sets. These tests also contribute to an indication of future performance up to GCSE level and allow us to track progress from the start. Along with the core subjects, students will also study art and design, dance, drama, geography, history, music, design technology, computing, religious studies, French or German. Every student is set separately in English, mathematics, science and grouped into either French or German. We operate a flexible system with regards to setting and use the review system to make adjustments throughout the year. Key Stage 3 is the launchpad for excellence in Key Stage 4 and has a curriculum built on the skills and knowledge needed for success. We have designed an exciting curriculum that we believe personalizes students’ learning, meets the needs of all, and, most importantly, allows all students to be successful and make outstanding progress. Each student will follow courses to suit their abilities and allow them the highest chance of personal success. Teachers will advise parents and students of the best courses. In Years 10 and 11, the majority of students study a core of traditional subjects that make up the English Baccalaureate – English, mathematics, science, history or geography, and a modern foreign language. Beyond the core, they can study a variety of GCSE qualifications – see link below to our Year 9 options booklet. Commitment from students both in the classroom and through homework is essential in developing self-discipline and independent study, resulting in academic success. Twickenham School's governing body is made up of people from the school's community. Their role, together with the Headteacher, is to set the future direction of the school. The governing body makes decisions on issues such as performance targets, school policies, and the School Development Plan. Because our governors have a variety of skills and experience, they can support and advise the Headteacher along with responding to government initiatives and inspection recommendations. The Trust and staff of Twickenham School are committed to providing a safe and secure environment for students, staff, and visitors and promoting a climate where students and adults will feel confident about sharing any concerns they may have about their safety or the well-being of others. teaching British values at our school is an important way to enable students to embrace the key values that they need to be equipped for life in modern British society. Through promoting the British values of Democracy, the Rule of Law, Individual Liberty, Mutual Respect, and Acceptance for those with different faiths and beliefs, students at our school develop self-knowledge, are better able to make the right choices, and make contributions to the wider school and their community. 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 acceptance of those with different faiths and beliefs. View full school

Twickenham Primary School is a place for outstanding academic excellence. We encourage a consensus of kindness and respect because we believe that it is only possible to achieve your true potential if you feel valued. Our school motto 'Be all you can be' is the basis of everything that we do. We are a school where independence is celebrated and individuals can flourish in a productive and secure atmosphere. Our school has a tradition of celebrating and sharing success in everything that we do. We expect every child to attain the highest levels of academic achievement and believe all our children can be extremely successful learners. All pupils feel cared for because we provide a setting where every individual feels respected, valued, and safe. All members of the school community, including parents and visitors, work together as a team to act responsibly, show courtesy, respect diversity and promote positive behavior. Our school is a center of educational excellence. We focus on ensuring that all of our children can "be all you can be" in everything that they do. We passionately believe that there are no boundaries to learning. Last year this drive for excellence saw us being placed as 2nd in Birmingham and 83rd in England for the progress that our children made, putting us in the top 1% of schools in the country. We also excelled in sports and the arts winning numerous competitions and tournaments both locally and city-wide. We provide a safe and caring school environment where everyone feels valued and respected. Our curriculum is broad and full of real-life experiences that fire the imagination and show our children what the world has to offer. Staff and governors work tirelessly to ensure Twickenham continues to be the very best school. At Twickenham, we adopt a holistic approach to the teaching of the National Curriculum subjects. We link these through topic areas that are designed to stimulate and excite the children, to allow them to access learning through their interests. Many of our topic areas include ‘wow days’ and educational visits to create excitement about learning. The achievement of the children in the curriculum areas is closely monitored by our subject leaders, many of whom are educated to degree level in their specialist subject. View full school

Inspiring, encouraging, nurturing, caring, busy, family, community, welcoming, fun, and joyous. These were just some of the words that our oldest pupils chose to describe Twickenham Prep earlier this term. That, I think, gives the sense of what our unique school is all about. We are a co-educational Prep school with two classes in each year group – small enough so that everyone knows everyone else so that individual attention is assured but large enough to enable our pupils to access an extremely wide-ranging number of curricular and extra-curricular activities. Our curriculum is wide-ranging and we have excellent facilities to support sports, art, computing, and music. Our pupils perform extremely well in obtaining places at the best secondary schools in the area. We are known on the national stage not only as national independent schools chess champions but also as national champions at MindLab - an innovative thinking skills program which all our pupils enjoy, from Reception to Year 8.We have a wonderful, positive, can-do approach in our school and we would love to welcome you to show you around, either at one of our termly open morning events or for a personal tour. We know that choosing the right school for your child is one of the most important decisions any parent has to make. We invite you to visit us at either our Open Day in May or our termly Pre-Prep Open Mornings. We are very proud of our Pre-Prep. There is a wonderful, friendly, and purposeful atmosphere that pervades our modern, purpose-built learning environment. There are six classrooms and a well-stocked library in a light, airy and spacious building. This was referred to in our last inspection report in glowing terms. There are six classes in the Pre-Prep department – two Reception, two Year 1, two Year 2.We aim for classes of no more than 20. There is a teaching assistant for each of the Reception classes. Year 1 and Year 2 have a teaching assistant each of who is shared between the two classes. In Year 3 pupils progress to the charm of the old Beveree building where they can experience the delights of well-equipped subject rooms including a fully networked Computing room and a professionally designed and purpose-built Science laboratory. Our Music and Art & Design facilities, built-in 2012, provide an outstanding addition to our learning facilities. All of our subject rooms have been refurbished with new furniture and ICT facilities to represent the best of modern education practice in our delightfully historical building. Staff in the Prepare well qualified, highly motivated and enthusiastic about their subjects and their teaching. This means that TPS pupils are encouraged to develop their self-confidence and respect for others in a positive working environment. We are particularly proud of our all-inclusive approach to sports, plays, and music. All pupils take some part in school productions and concerts, and by regularly running B and even C teams everyone has the opportunity to represent TPS in sports fixtures at some time during the season, whatever their ability. Our Year 7 and Year 8 boys benefit from an additional two years at the school where they are taught in small groups to ensure excellent academic development in a wide variety of subject areas, taught by specialist teachers. This ensures the continuation of success at Common Entrance to the most academic, selective schools in the area. Pastoral care is an important element of our program with mixed Year 7-8 tutor groups and many opportunities to develop leadership skills and take responsibility in a wide variety of areas and activities. There is also an emphasis on sport with at least two Games afternoons each week and the opportunity for all boys to represent the school in the major sports of football, rugby, and cricket but also the opportunity to develop skills in activities such as basketball, squash, and fitness training. The Year 7-8 program is carefully planned to ensure a balance between academic success and extra-curricular opportunities, including a Mandarin experience and a hands-on course developing business and team skills. Twickenham Preparatory School was founded by a small group of parents in a church hall next to Twickenham Green in 1969. That small group wanted to establish a school that was pastoral, caring, and sensitive to the needs of the individual child. Their founding aim is still the heart-beat of our school. Twickenham Preparatory School seeks to create a safe, caring, and happy Christian environment in which all pupils are valued and thrive personally, socially, and academically. View full school

Tweeddale is a thriving, well-resourced 2 form entry school, with a purpose-built wing for our Nursery and Reception classes. Our Mission is to To unlock the potential in every child to ensure they progress, achieve and succeed. Values and Aims: We provide a broad and balanced curriculum that engages and inspires. We promote British Values of democracy, rule of law, individual liberty, and mutual respect and tolerance. We nurture resilience in children and staff to promote a culture of high expectations. We encourage children and adults to learn from their mistakes and work together to overcome barriers. We ensure that the backgrounds of all the Tweeddale community are valued by celebrating our differences. We aim to develop in each child, confidence and a positive self-image. We encourage children to take responsibility for their behavior and be positive role models to others. We maintain strong partnerships with parents, carers, governors, the GLT, and the wider community. We believe that happy children learn. All children are entitled to access to a broad and balanced curriculum if they are to acquire the understanding, skills, and knowledge they will need for adult life. This is central to our planning for continuity and progression. We aim to provide a broad, balanced curriculum that is appropriately differentiated and relevant to the needs of all children. Class teachers in each year group plan together using the programs of study from the National Curriculum. This ensures each child’s learning experience is similar and that content is relevant and promotes real learning experiences for the children. A balance of group, class, and individual teaching is used and the different needs and abilities of the children are carefully monitored. Appropriate support is given to children experiencing difficulty and to children making exceptional progress. We have high expectations and encourage each child to develop to the very best of their ability. We aim to provide a curriculum, which facilitates this. Teaching and tasks are carefully matched to the child’s ability. All pupils study English, Mathematics, Science, and Computing according to the guidelines set out in the National Curriculum. Daily Literacy and Numeracy lessons take place following the Primary Frameworks. The Foundation subjects of the National Curriculum Art, Design Technology (DT), Geography, History, Personal, Health, Social and Citizenship Education (PHSCE), and Physical Education (PE) are all taught, following the appropriate Curriculum guidelines, through a topic-based approach. Religious Education is taught according to the Local Authority Syllabus. Subject leaders promote and monitor their subjects throughout the school. Each area has an agreed policy, which details the aim of the subject. The subject leaders help colleagues with advice and training in their particular area. View full school

Turves Green Girls’ School is a community that typifies the best in our society. Our pupils are keen, resilient learners, ambitious for themselves and the future of their area. They bring energy and creativity to all they do, and we are rightly proud of them. Our staff works as a team. We are driven by a sense that the young people we serve deserve the very best education we can provide. Our senior leaders and the Governing Board understand that our teachers and support staff are the key to unlocking our young people’s potential, and therefore we place the welfare and professional development of our staff as central. We are building our success outward from a very simple premise: everyone is important. As a small school, we value every individual. We nurture individual talents and structure support to meet individual needs. Our success, recognized by our recent OFSTED, is based on being a caring community. As a single-sex school, we can create an environment where excellence is applauded not mocked. In 2015, for example, saw our Year 11 Netball Team win not just the District championship but the County championships as well. Our exam results since 2010 have regularly scored amongst the best in South Birmingham. We are an outward-facing school. Partnerships with other schools, colleges, universities, charities, and businesses offer our young people opportunities to develop their academic interests, explore new experiences, and investigate career pathways. As a cooperative school, we are part of a cooperative school family which shares our values. It is our aim that Turves Green pupils, after five happy and challenging productive years with us, should leave our school as well-qualified young adults who have a broad outlook, concern, and respect for others, and self-confidence which will enable them to be successful in achieving their goals and fulfilling their ambitions and to play a valuable part in the future of their world. Our vision is to provide for our young people the very best teaching and a supportive environment where their talents are nurtured and insecurities overcome. We will support the young people of our community throughout their childhoods to build their aspirations and ensure their needs are met. We work to put our school at the heart of the community. By working together with other schools and agencies we have a greater capacity for success. Through our cooperative ethos, we pool our efforts, ideas, and enthusiasm to support our young people and their families in ways that would not be possible on our own. As educators, learners, parents, young people, and the wider community, we draw upon both our strength and the expertise of partner organizations. We work to give parents, pupils, staff, and the wider community a strong voice in the development of education and services in the area. The children in our area deserve the very best education and we will strive to deliver it. We are their champions. Together, we succeed. Aims: To enable our pupils to be strong and independent – able to form healthy and respectful relationships, able to safeguard themselves and each other from exploitation and violent extremism, and able to stand up for British and cooperative values. To secure the highest possible academic standards and levels of challenge for our pupils and to prepare our pupils for the constantly changing challenges of life and work after school. To provide a curriculum that is broad, balanced, and relevant to each pupil, providing a breadth of experiences and allowing pupils to discover their passions. To create a happy and positive learning environment, fostering mutual respect, consideration for others, and personal responsibility. To be committed to developing positive relationships with parents, promoting education as a partnership between home and school. To provide a school-based experience for all our pupils which promotes equality of opportunity and seeks to overcome barriers to their achievement. To prepare our pupils for life after school so they can access the best opportunities in further education and the world of work. We achieve this by working closely with colleges and employers in addition to providing excellent independent careers advice. To encourage our pupils to be creative, resilient, and independent learners. To establish effective working relationships with other professionals for the benefit of all. We work with partner schools, particularly Turves Green Boys’ School and Cofton Primary School to improve all of our schools. To promote Turves Green Girls’ School as part of the wider community, through the implementation of our cooperative values, specifically our commitment to democracy. To provide a safe and caring environment in which all pupils can make a positive contribution to their learning, school, and community. To provide the best possible environment and inspirational teaching by using current technology and new approaches in the classroom. Here at Turves Green Girls’ School, we pride ourselves on the high quality of teaching delivered by our staff and the fantastic opportunities this gives to all our pupils, whatever their ability. We aim to develop this love of learning by ensuring TGGS lessons are well matched to the needs of our pupils, engaging and challenging. We encourage our pupils to be brave and take a chance in their lessons, to try to be resilient if they make a mistake as this is what will help them make progress. View full school

At Turnham Primary Foundation School we believe that every child who attends our school deserves the right to quality teaching and learning in an atmosphere that is safe and nurturing, inspiring and challenging, creative and innovative. We want to still in our children positive attitudes to learning. We aspire to encourage and empower our children to be lifelong and independent learners children who are ambitious, inspirational role models who strive for academic success. Our curriculum will be underpinned by the concepts and skills identified in our Core Values and Principles expressed in 'Turnham Pride' and our commitment to becoming a Rights Respecting School. At Turnham Primary Foundation school we are committed to enabling all children to access education successfully. This is an “inclusive” process part of this commitment is concerned with establishing a high standard of behavior throughout the school. How pupils and adults behave has a profound effect on all the work that is undertaken. Therefore, a well-thought-out approach to this aspect contributes directly to both the social and learning aspects of our school. We are working to create an atmosphere where children can develop moral awareness and are sensitive to the needs of others and one in which they will show respect and consideration for other people and property. We praise and reward positive attitudes to behavior and work hard to maintain fairness and consistency, whilst encouraging self-discipline. We recognize that high standards are best promoted when everyone (staff, parents, children, and governors) have a shared understanding of what is acceptable and unacceptable behavior. By promoting good behavior we can build individual and collective esteem and encourage good personal relationships. View full school

Turney school is Part of the Lansdowne Turney Federation. The Federation consists of two SEND schools in Lambeth. We see both schools as communities for children and young people with Autistic Spectrum conditions and/or language delay/disorder and associated learning difficulties. Turney School is specifically for children and young people aged from 5-19 years of age with Autistic Spectrum Condition and associated learning difficulties Developing the whole child and young person is important across the Federation. Our ethos is to provide a secure, caring, and supportive environment in which there is an expectation of pupil achievement and raised attainment. This is reflected in all we do and throughout our website. Both schools apply a holistic approach to learning and work closely with the speech therapists, the occupational therapist and the educational psychologist, the school doctor and nurse, as well as outside agencies to enable all children and young people with special educational needs to access the curriculum. All the young people attending Turney have full access to the National Curriculum, the personal, social, health, and citizenship curriculum, as well as a life skills program. In Turney’s Post 16 program the young people follow life skills, independent living, and supported employment pathway which enables them to leave Turney as happy and independent young people, ready to enter Further Education. Both schools in the Federation work closely to ensure the best possible outcomes for the children and young people through shared staff knowledge and training. In line with our shared ethos, the children and young people work across both schools. They have shared PSHCE and work experience programs, as well as the opportunity for young people to move placements across the Federation in KS3 and KS5. At Turney, curriculum opportunities extend across all aspects of the school day. Teaching is not confined to the classroom and at any time staff are there to support, teach, reinforce and develop new skills at lunchtime, playtime, and visits to the community. We aim to provide a broad and balanced curriculum that is appropriate to the needs of each pupil at Turney School. Every pupil has an Individual Education Plan (IEP) designed by the teachers in consultation with the other professionals working with the pupil. Communication plays a great part across Primary, Secondary, and Post 16. The school staff works closely with the speech and language therapists. The speech and language therapists assess the needs of all the pupils entering the school and work with them in the classrooms, in small groups, and individually. We believe in working together to support the children, regularly holding a parent/carers support group, where the communication team comes together with parents/carers to discuss areas of interest. Guest speakers are invited to these meetings including the Speech and Language Therapists, Occupational Therapists, and the Health Education Link Service. View full school

A new inclusive secondary school for Richmond was envisioned by a small group of parents who care deeply about their local area and its people. Faced with shrinking catchment areas and increased demand for local secondary schools, they saw their community breaking up as families moved away or chose non-local schools. Knowing that many other local people agreed that another excellent secondary school was needed they decided to try and do something about it. Turing House School is the result of their determined effort and the fantastic support they received from the local community, as well as from the Russell Education Trust, which has opened four other successful new schools in recent years. We are creating an outstanding and inclusive school, with a clear focus on high performance for children from 11 to 18. We will instill good behavior and attitudes towards others as the basis for excellence at every stage of school life. Our school will enable children from all backgrounds to make exceptional progress. It will attract and retain outstanding staff and support them to inspire our pupils. Turing House is committed to the highest possible academic standards, whilst delivering a broad and balanced curriculum. It values and supports the achievements and aspirations of every student, whatever their ability and potential. As parents, we know how important it is for our children to thrive in all kinds of ways beyond academic achievement. Turing House will focus on more than just exam results, encouraging self-esteem and respect for others, independence and responsibility, creative and critical thinking, innovation, problem-solving, and a passionate interest in the wider world. We’ve named our school Turing House in honor of the inspirational mathematician and scientist Alan Turing. After his key role in cracking the German Enigma Code during the Second World War, he moved to Hampton and worked at Teddington’s National Physical Laboratory, where he began his groundbreaking work developing the earliest modern computers. By honoring and celebrating his achievements we aim to reflect a culture of possibility in our school a school where staff and students are inspired to aim high, think creatively, and achieve their full potential. All free schools, like Academies (including converter academies like Orleans Park, Waldegrave, Teddington, Grey Court), are governed by not-for-profit charitable trusts, which are closely monitored by the Audit Commission to ensure that they provide good value for the public money with which they are entrusted. Our school aims for an inclusive intake, representative of the area it has been established to serve, which is the Middlesex side of Richmond Borough. Turing House will provide school places for young people aged 11 - 18 and the admissions arrangements for the Year 7 intake are set out below. The Sixth Form will begin admitting students in September 2020, and a separate admissions policy will apply for entry. Turing House is committed to straightforward, open, fair, and transparent admissions arrangements. The school will act fully by the School Admissions Code (as revised February 2012), the School Admissions Appeals Code, and admissions law as they apply to academies. Children with a statement of special educational need that specifies the school as the placement school will be allocated a place through a separate procedure, by the Special Educational Needs Code of Practice. Where, in any year, the school receives more applications for places than there are places available, a waiting list will operate. This will be maintained by the Local Authority and it will be open to any parent to ask for his or her child's name to be placed on the waiting list following an unsuccessful application. A child's position on the waiting list will be determined solely under the oversubscription criteria set (as applicable). Each added child will require the Waiting List to be reranked in line with the published oversubscription criteria. The Turing House Local Governing Body includes the Headteacher, two elected parent governors, and up to ten further governors appointed by the Trust. At least four of the RET appointees will be parents of a registered pupil at a primary school or academy situated within the London Borough of Richmond-upon-Thames. Turing House is funded at the same level as other schools in the Local Authority, using the same funding formula. The only difference is that, like all new schools, we receive some additional start-up funding in the first three years, to enable us to employ enough subject specialists to cover the curriculum. Most local secondary schools and many primary schools operate a school fund through voluntary donations from families. This allows them the flexibility to provide additional benefits to students beyond what can be provided from direct government funding. We have therefore set up the Turing House School Fund so that we can provide some of those extras that we couldn’t otherwise afford. Some schools use these funds to directly subsidize the running costs of the school – this is not what we are using the funds for. We have an extensive list of clubs and activities on offer to our founding cohorts. We couldn’t possibly provide all these with only our founding staff and, unlike some other schools, we do not wish to charge for some of the high-quality sporting, musical and creative activities which we believe should be an entitlement for all. We strongly encourage every one of our students to extend their education by taking part in these extra-curricular activities removing any financial obstacle will help us achieve maximum participation. View full school

Welcome to the Tufnell Park School. Children, staff, and parents have created it together, so it is a virtual reflection of what our school is all about. Tufnell Park is a cheerful, thriving primary school, very much at the heart of the community we have served for over 70 years. We occupy a single-story building on a relatively spacious site, with a separate, purpose-built nursery, a wild garden, and a pond. But we now need a larger, more up-to-date building and we are excited that our expansion project has now begun. At Tufnell Park School we value The range of talent and ability in every child. Our school’s primary aim is to identify the full breadth of each pupil’s capabilities and develop these to their best advantage, for life. We don’t have many and we expect those that we have to be kept. The most important is that children should be considerate in their relationships with others. As a primary school, we believe we have a key role in society in combating discrimination and promoting fairness, justice, and equality. We do this through our teaching and through the role models we offer. Children in years 1 and 2 (Infants, 5-7 years old) follow Key Stage 1 of the National Curriculum. Children in years 3, 4, 5, and 6 (Juniors, 7-11 years old) follow Key Stage 2. The extraordinary potential of our pupils. We believe that, whatever their level of ambition, children can achieve even more than anyone at first imagines. We aim to provide the opportunity and support always to go further. Love of learning as a source of joy and achievement. By example and through nurture, we seek at all times to encourage lively, enquiring minds. We aim to produce pupils who enjoy and welcome challenges because the challenge is an adventure they are equipped to meet. A sense of belonging and enabling others to belong. We aim for our school to be a happy, inviting place where people treat one another with kindness, tolerance, and respect, and variety is celebrated. We want all our children to learn well, understand what and why they’re learning, and have fun doing it. These aims are underpinned by the way we plan our teaching. We use topics, lasting approximately 6 weeks each, to teach a wide range of National Curriculum subjects in a relevant and coherent way. Topic-based learning provides continuity and progress and gives scope for every child to use their creativity and find their level of challenge, supported by the range of activities teachers provide. English and Mathematics are given extra emphasis, with daily lessons. From Year 1 on, all children also take part in our Big Write and Big Maths initiatives, which focus on the skills that underlie these critical subject areas. For the Big Write, children write an extended piece in their special Big Write book, which they take with them throughout their career with us. In Year 2 and up, this piece will be the culmination of the previous fortnight’s learning. A range of styles and genres are covered every year. In each class, there’s a selected “Big Writer of the Week”, who becomes eligible for a Big Write award, chosen by lottery at the end of each term. There’s more to any school than what happens within the classroom walls. Many aspects of school life aren’t necessarily framed within a 45-minute lesson. Some, like homework or school trips, are nonetheless central to our approach to teaching. Others are educational in a wider sense: clubs, assemblies, the School Council. We have a great range of clubs, both at lunchtime and after school. We’re thankful for the staff, parents, and others who give us extra help to make them a success. Home support and enthusiasm about learning make an enormous difference to children’s achievement at school. The more you’re able to read with your child, listen to them reading and encourage them to complete the written exercises, games, and research tasks they’re set, the more they will benefit. We support classroom-based learning with trips and visits that help bring the curriculum to life. Reception children visit John Barnes Library every week and we’re grateful to parents who accompany us. Our school is a safe and welcoming place to which all children can come happily every day. By creating a happy, trusting environment, we help inspiration grow. View full school

Tudor School has been part of the Finchley community for over 50 years and we are proud of our social and cultural diversity. We have a dedicated and professional team and fantastic facilities to meet the needs of all our children. Our creative curriculum enthuses children in their learning, our School Ambassadors act as role models and our Family Circles ensure a strong pupil voice. Our pupils enjoy coming to school, care for each other, and are proud of their achievements. The school is rated by OFSTED as GOOD (June 2016). The OFSTED report highlights good teaching at Tudor and that pupils behave well and are enthusiastic learners. Pupils understand the school values, feel safe and secure, and have their welfare treated with the uppermost importance. We are now a member of the Squires Lane Learning Federation alongside Manor side Primary School. Although we remain two distinct schools the Federation aims to enable us to work together to support the development of both schools ensuring the best possible outcomes for all pupils in our local community. Tudor Primary School is committed to serving its community and recognizes the multi-cultural, multi-faith, and ever-changing nature of the United Kingdom. We believe it is important that our children feel they are a part of the school community and that their opinions and ideas are valued. We create varied roles and responsibilities for the children to help us improve our school. Children take on roles in a variety of ways across the school: Peer Mediators, Year 6 School Ambassadors, Bike Crew, Reading Buddies, and Learning Council members. Some roles are applied for which then require a selection through interview or an election. Pupils have the opportunity to have their voices heard through monthly Family Circles Meetings. The seven Family Circles are made up of children across the school from years one to six. During the meetings, they discuss issues and suggest ways to improve life at our school. Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely and responsibly throughout many areas of the curriculum such as PSHE, Philosophy for Children, and E-Safety. Our core values of kindness and respect and our motto ‘Learning Together, Growing Together’ underpin our school philosophy. We are an inclusive school with a strong inclusive ethos. The children have responsibilities in the school through their work as Peer Mediators and School Ambassadors to ensure that all children feel welcome in our school and understand the values and ethos of the school. We believe our school vision and values are essential in helping our children develop into well-rounded citizens ready to make a positive difference in society. Our pupils share a growing understanding of their place in a culturally diverse society and they have opportunities to experience diversity. We are proud to be a school of many different heritages. Visitors, parents, and pupil members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Our RE curriculum enables our children to learn about different faiths and to share their own. Children visit different places of worship throughout each year and festivals are celebrated in lessons and assemblies. We believe our school to be at the center of our local community our vision and values are embodied in celebrations and events such as International days, Black History Month, Global citizenship week, Culture weeks, and Language days. View full school

Tudor Hall is unique in so many ways. It is a thriving, vibrant, full boarding and day school for girls aged 11 to 18, based in Wykham Park near Banbury, which definitely ‘punches above its weight. The academic results are excellent, produced by young women who have been selected for places at the school not just on their academic ability but also on their strengths. The girls are not of one type and this creates a community where everybody recognizes and celebrates its members as individuals. Staff work with pupils to ensure that each one is encouraged and supported to do her best. The girls are ambitious and determined to make the most of the many opportunities in school and further afield. The recent introduction of our Aim Higher program across the school year groups affords the girls a range of academic opportunities beyond the classroom, allowing them to pursue their intellectual curiosity whilst developing psychological and physical resilience. Founded by the Revd TW and Mrs. Todd in Salisbury in 1850, by 1865 it had moved to the Red House, a mock Tudor mansion in Forest Hill, south London. From the first, it offered an intellectually stimulating and challenging education with distinguished professors visiting the School as lecturers. In 1908, the School moved from London to more spacious, rural accommodation at Chislehurst in Kent. It was there, in 1910, that Nesta Inglis became a pupil. Years later, when the school nearly 'died' in 1935 (it closed down for one term), it was Nesta Inglis who came to the rescue, re-opening it on 1 October (the School Birthday). She began to nurse it back to life and health, moving it to Burnt Norton, near Chipping Campden, on the outbreak of war in 1939. The war years at Burnt Norton proved to be happy and successful, positively inspired by the problems and restrictions of wartime. The School grew roots in the area, and the family atmosphere – always a feature of Tudor Hall – was intensified by the fact that some of the girls, with their parents, remained at Burnt Norton during the holidays to escape the air raids so there was much 'bonding' between children, staff, and parents. Burnt Norton was too small to provide a permanent home for Tudor Hall. In 1943 Nesta Inglis came across Wykham Park, and in February 1944 the purchase was completed, though it was not until January 1946 that the School moved from Burnt Norton. As well as the main building and 'Old House', in 1943 Wykham Park comprised two lodges, a bungalow, and four other cottages, all set in 46 acres of attractive grounds rolling away towards the south and west. View full school

We want an environment at Tubbenden where every child can thrive, not just in the core areas such as Maths and English, but in all areas including sport, music, and relationships. Happiness and success is our school motto and that is what the governing board is here to ensure we achieve for all involved – pupils, parents, staff, and (not forgetting) governors as well. Tubbenden is part of a Multi-Academy Trust (MAT) called SOLA and it is the SOLA Board of Trustees that has ultimate accountability for the running of the trust. Each of the six schools in SOLA has a Local Governing Body whose role it is to set the direction for that school and hold the Head Teacher and their management team to account for getting there. To do this, we all need to work together to identify and overcome any obstacles. Sometimes this can be tricky but our decisions are always grounded in evidence and with children at the heart. We are supportive and challenging and provide confident, strategic leadership and create robust accountability, oversight, and assurance for educational and financial performance. We have also further expanded our vision: For the children of Tubbenden to: Be happy and successful Enjoy their Primary School years Achieve excellence in core subjects Be taught by staff who are consistently excellent (by our definition and self-evaluation) Receive a high-quality primary education that prepares them well for the challenges that lie ahead Understand that their actions have an impact on themselves, each other, the world around them, and their community. Be equipped with a strong set of values to ensure their impact is positive. For the school to be: Happy and successful Warm, nurturing, safe, protective, and inclusive Lively, innovative, and adaptable Engaged with, and highly regarded within, the community Attracting the best staff Sharing its good practice with others – locally, nationally, and internationally Ecologically friendly - preparing the children for a lifetime of sustainable living through its teaching, fabric, and day-to-day practices. To develop a team of staff at Tubbenden who are: Happy and Successful Aspirational for themselves, the children, and the school Positive in their demeanor and their actions Passionate about learning, the school, and doing their best for the children Exigent – understanding that the children’s time in education is precious Dedicated to the children and the school Working as a team Committed to professional and personal development Proud of their own and the team’s achievements Our school promotes an agreed set of values. These values underpin all that we do and incorporate traditional British values. We aim that by the time they leave Tubbenden all children will have a firm understanding that their actions have an impact on themselves, each other, the world around them, and the community and that their impact will be positive. To support this aim we have developed our ‘knighting’ system. All children who come to Tubbenden automatically become Squires (trainee knights). They strive to become Knights of Tubbenden, living up to the school values: Bronze Knights will have particularly demonstrated virtues that center on their impact on, and respect for others, in addition to respect for authority. Silver Knights show an increased understanding of their impact on their happiness and success, as well as a growing understanding of democracy and tolerance. The virtues they have to demonstrate increased strength of character. In addition to the above Gold Knights demonstrate awareness of their impact on their community and the World around them. Platinum Knights are those who consistently demonstrate a particularly strong set of values that have a notably positive impact on themselves, others, and their community. View full school