EduCativ

Providing education for 14-19-year-olds who cannot cope in mainstream settings. Treasure House (London) CIC is a specialist education provision, highly experienced in working with young people with anxiety and other emotional barriers, autism, dyslexia, and school phobia. The key aims of Treasure House are to re-engage students in the learning process and provide access to high-quality tuition across a broad curriculum. There are many vulnerable young people in Southwark and surrounding boroughs who are missing out on education because their needs cannot be met in mainstream schools. At Treasure House, we aim to provide a warm, supportive and caring environment in which students, who have previously experienced difficulties, can flourish. The students who attend Treasure House are often at varying levels of ability so we aim to provide them with tuition in a broad range of subjects that are suitable for their pace of learning. Treasure House takes a holistic approach to education emphasizing development in the areas of Self-awareness, Perseverance, Active Citizenship, Cooperation, Empathy and Sustainability, and Legacy. Our approach provides students with the skills and qualifications that are required to allow them to move into the world of work or to progress into further education. Creating the potential for students to have a brighter future is something that we are extremely passionate about. Originally a public library, which later became a Children’s Museum, the Livesey Building is now our permanent residence. With our new remit to provide community services, we’re extremely proud to be at the Livesey which marks an extremely important part of Treasure House’s ongoing development. Our curriculum is based on the same principles as those in mainstream educational environments and as such pupils are encouraged to pursue accreditation in as many subjects as is practicable. However, we understand that whilst most students are highly motivated to take examinations, in some circumstances different approaches to learning are more appropriate. Accredited frameworks may be adapted to suit a student’s own pace and in other cases, emphasis is placed on vocational development and progression throughout the curriculum in the belief that our students will be ready to make the transition to college, apprenticeships, or work when they are ready. It is important to mention that the Treasure House curriculum precludes the promotion of partisan political views in the teaching of any subject in the school. When facilitating a session or discussion, especially in regards to politics, a balanced presentation is opposing views is always offered and students and staff members are encouraged to explore a range of perspectives and challenge pre‐conceptions that they may have in each area of discussion. With a maximum student intake of 15, group sizes rarely exceed 6 students per teacher while in some cases we offer tuition in smaller groups or on a one-to-one basis. We aim to provide an environment that is safe and comfortable, in which the students feel protected and able to learn without fear or anxiety. We foster an environment that encourages and develops mutual respect and support. English is a compulsory subject that is differentiated in response to ability level. The subject is taught from a functional level through to GCSE to develop pupils’ communication skills and increase their command of the language through speaking, reading, and writing. Each student will study at least three-four hours of English per week in classes of no more than six students. PE is provided every week as a way to keep fit, release stress and learn to play and compete in different types of sport. Each student will be supported to develop physical control and coordination, use tactical skills and imaginative responses to the team and individual sports, and learn to evaluate and improve their performance. PSHEE is provided at Treasure House to promote an awareness of people and how they live, their relationships with each other and their environment, and how human action, now and in the past, has influenced events and conditions. At Treasure House, we emphasize each student’s journey to take up their place in the society in which they live. To support this process of discovery we provide them with stimulating sessions of discovery covering all aspects of our human and social curriculum which encompasses Citizenship, RE, PSHEE, and our SPACES (Link to SPACES) programs. The curriculum spans the year, changing each month to reflect what the students may be encountering. View full school

At Tram House School, we strive towards empowering our young people to lead fuller lives for the future. We focus on understanding the journey that our young people are on and the need to build their skills and understanding as far as possible, whilst equipping them with meaningful qualifications and the resilience to use these in their future lives. We have taken the time to know and understand our young people and their family’s needs and have designed a functional and creative curriculum that promotes growing independence, total communication, a love of learning, and inspiring relationships. Our school community is vital to us and this is built on a trusting relationship with parents and careers, as well as extending into the local community as we develop meaningful learning experiences for our young people as they move into their adult lives. All staff at Tram House School are committed to the development of pupil safety and wellbeing and this is at the heart of all work that we do. Tram House School is an Independent Special School for young people with autism aged 14-19 years (Year 9 – Year 14). It is run by BeyondAutism Schools, a service arm of the charity BeyondAutism and is located in Earlsfield, London. Our aim is for the website to be an informative and important first point of contact for the school. Please use the tabs in the menus to obtain a comprehensive overview of the school. Our vision is to empower children and young people with autism to lead fuller lives. By providing a life-enhancing education we expect all our pupils to achieve at school, home, and in their communities. We aim to achieve this by: Having consistently high expectations and achievements for every individual. Offering high quality, inspirational and innovative teaching and learning, underpinned by the principles and practice of Applied Behaviour Analysis (ABA) specifically using Verbal Behaviour (VB). Providing a safe, secure, caring, and enjoyable environment where children and young people can thrive, work and learn, and grow towards independence. Providing inspirational and accountable leadership at all levels. Providing a personalized curriculum for the 21st Century, which meets each pupil’s education plan, based on the National Curriculum and functional life and independent skills. Working in partnership with parents, providing support, training, and information. Providing an ambitious and comprehensive staff training and development program, and become the leading provider of autism education in the UK and beyond. We believe that ABA/VB can make a real difference to the teaching and learning for people with autism and their families. We believe in a future where parents and carers don’t have to fight so hard for the provision of quality services for their children with autism. We believe that every child and young person deserves the best possible education. We believe our team is forward-thinking, expertly trained, and professional, using the latest research and techniques to teach and empower individuals. We use Applied Behaviour Analysis (ABA) and specifically Verbal Behaviour (VB) principles in our teaching. Teaching with ABA/VB reduces challenging behavior, ensuring our pupils access a broad, balanced and specialized curriculum - drawing on the National Curriculum and working towards the outcomes in a pupil’s EHCP. Our teaching focuses on language development, particularly functional communication. We aim to develop academic, independent living skills and personal, social, and emotional development through highly effective teaching in a variety of ways. Activities include outdoor playtime, art, music, PE, yoga, and swimming. Regular class community trips, library trips, and other school and class outings are planned each term. All pupils participate in whole school weekly assemblies and there are further drama opportunities throughout the year including a Song Club and a full-length musical production at Christmas. These opportunities improve communication and public speaking skills, boosting pupils’ confidence and self-esteem. At Tram House School we: Use Individual Education Programmes (IEPs) aimed at teaching appropriate and functional behaviors. Break down skills into achievable goals. Use data to measure the achievement and success of teaching methods. Maximize opportunities for our pupils to respond and actively participate in learning. Generalize and maintain learned skills. Use 1:1 teaching throughout the school day. Use group learning to teach relevant academic skills. Work closely with the Speech and Language and Occupational Therapy teams. Are a signing community, and all staff is trained in Makaton sign language and other forms of communication styles. BeyondAutism Schools currently use several assessment tools to track and monitor the progress of their pupils. By monitoring the progress of pupils closely, we can target new skills and overcome learning barriers. A baseline assessment is carried out within the first three weeks of a pupil starting school to establish their current abilities and known skills. Input is also sought from the parents and other professionals such as an Occupational Therapist and Speech and Language Therapist. This initial assessment is then used to inform the Individual Education Plan (IEP). Several different assessment tools and methods are employed throughout a pupil’s time at our schools: The Verbal Behaviour Milestones Assessment and Placement Program (VB MAPP) Assessment of Basic Language and Learning Skills – Revised (ABLLS-R) Assessment of Functional Living Skills (AFLS) Essentials For Living (EFL) ASDAN Assessments View full school

Trafalgar Junior School is a community school situated in Twickenham in the London borough of Richmond Upon Thames. We are a three-form entry school of about 350 pupils. At Trafalgar, we have a vibrant English and maths curriculum embedded across the school. Good quality ‘real books’ are a common feature of our English lessons, together with the use of a range of technology and drama to enthuse the children and make the learning exciting maths lessons focus on the key skills, whilst always aiming to have a ‘real life’ feel to make the learning relevant to the children and their life experience. We are very proud of the breadth of our curriculum throughout the school and we also place a high value on music, the arts, sport, and personal, social, and health education. This is evident particularly in our regular themed weeks or days, such as Sport for All Week, Science Day, and Performing Arts Week. As part of these events, the children meet and work with professional artists, writers, and sports personalities. Other visitors include poets, theatre groups, artists, as well as teachers from other countries who share their culture and language with us, including visitors from our link schools in India and Spain. Our school has many awards including Artsmark Gold, Eco and Healthy Schools status, and the full British Council International Schools Award. We have an exciting program of visits throughout the four years. As well as visiting museums, theatres, places of worship and art galleries, children visit a local nature reserve, Kew Gardens, HMS Belfast, and Hampton Court Palace, to name but a few. We have a rich and exciting learning environment. Staff and pupils work together to create colorful, vibrant classrooms where teaching and learning are celebrated. Classrooms are well resourced and creatively used to facilitate interactive learning. Other dedicated teaching spaces include a music room, a computer suite, and nearby playing fields, all of which promote purposeful learning with lots of fun along the way. We have an extensive range of clubs on offer both at lunchtime and after school. These include fee-paying clubs run by trained coaches and tutors and free clubs run by school staff. The program is always changing and growing but there is always something for everyone, for example, basketball, photography, and creative dance. The children at Trafalgar feel that they are listened to and that their contributions are respected and, when appropriate, acted upon. This is evident in classroom life, in discussions, debating activities, and “Circle Time”, and in the work of our thriving School Council, which has elected representatives from each class. Children also enjoy opportunities to take real responsibility in roles such as librarians, Green Team organizers, and gardeners. Our Green Team communicators lead the school in our focus as an eco-friendly school. Many of our Year 6 children take on responsibilities such as ‘welcomer’ and ‘playleader’ – and they all take their roles very seriously. We have always believed at Trafalgar that the welfare and care of our children are of utmost importance, not just in supporting their learning, but also in helping them to develop as well-rounded, confident, and happy individuals, ready for the next stage of their learning. We promote healthy lifestyles and discuss with children ways of solving problems and dealing with difficulties. We believe that dialogue with parents concerning issues of health and happiness is equally vital. We aim to be an inclusive school where everyone is welcome and all unique contributions are valued. We work proactively to remove barriers that can hinder or exclude individual pupils or groups of pupils from learning and joining in. Our work with the children is continually reviewed so we can assess how successful we are being at making sure everyone, whatever their gender, race, disability, or additional educational needs, is included, treated equally, and their needs are met. A close and supportive partnership between school and parents is important to us. Parents are welcome to come and help in school and we have a thriving and supportive PTA, which not only raises funds but also helps to create the sense of community that is so important to Trafalgar. We aim for regular communication with parents through our ‘Home School links books’ and newsletters. Our regularly updated website also keeps everyone in touch. Curriculum evenings, parent consultations, and open afternoons are regular dates in the school calendar and these are always great opportunities for us to build the “home/school” partnership. Trafalgar Junior School is well known and liked in the local community. The school choir has performed at a local shopping center, gardening center, and old people’s home, and we have had close links with our nearby church. Local people love to come to our extensive and varied Summer Fair which is always a great community occasion. Our successful “Meet the Author” evenings are very popular, not only giving opportunities for our children to meet real authors in person but also these events are advertised locally and open to the public. We hold the International School award and have developed a strong global education curriculum through our links with schools in Spain and India. View full school

As a dedicated infant school, we believe that early years education lays the foundation for life-long learning. Here at Trafalgar Infant School, we are committed to both pupil achievement and pupil development. This means that through the wide experiences that we offer we aim to challenge our children to achieve academically while also developing their confidence, self-esteem, and a positive attitude towards learning. Starting school is an important time for both children and parents and selecting the right school for your child is an important decision. We hope you will find our website informative, and we look forward to welcoming you for a tour of our school. The statutory age for starting school is the term after your child’s 5th birthday. At Trafalgar Infant School all our children have the opportunity to start full time from the beginning of the academic year in which they become 5 years old. We are a three-form entry school which means that we have three classes of up to 30 children in each of the three-year groups. If your child is already attending a local school and you would like your child to transfer to another school for any reason, you should first discuss this with the headteacher of your child’s current school. This is because a child’s education usually benefits most when they have continuity of teaching and learning in the same school. If you still want to move your child, you will need to complete an application form. You should not withdraw your child from their current school until you have secured a place at an alternative school. The school must ensure that all parents understand our responsibility to safeguard the well-being of all pupils and that this responsibility requires us to have a child protection policy and procedures. As part of these procedures, the school can make a direct referral to the statutory child welfare agencies including the Police and/or Social Services without involving the parents if they have concerns about the safety of any child. Mrs. Thompson (Headteacher), Mrs. OptHolt (Deputy Headteacher), and Mrs. Brazier (Inclusion Co-ordinator) are the nominated people for Child Protection. Our inclusion coordinator advises on good practice in line with the latest Government and local guidance and any changes are reflected in our Inclusion, Equalities, and Special Needspolicies and our SEND information report. These are reviewed annually by our Governors. We have an inclusion leaflet for parents and carers. Our Pupil Premium Strategy outlines how we support families who are eligible for the Government’s Pupil Premium Grant. Our Accessibility Plan is reviewed annually by our Governing Body. This enables us to consider any additional actions to increase access to the school and the curriculum by children with disabilities. We use Jolly Phonics. Jolly Phonics is a fun and child-centered approach to teaching literacy through synthetic phonics. With actions for each of the 42 letter sounds, together with songs and videos, the multi-sensory method is very motivating for children. Lessons are carefully planned to follow the National Curriculum objectives. Progress of children’s developing sense of number and calculation strategies is monitored using maths target walls. This ensures that pupils and teachers are aware of the next steps to secure mathematical proficiency. A problem-solving approach enables children to recall and apply their developing maths skills. The PTA has a valuable role in the life of the School. All parents are automatically members of the PTA whilst their children attend Trafalgar Infant School and are welcome to attend any meetings. The PTA meets in the evening at school to allow working parents to become involved with the school and meet other parents. These meetings, which are friendly and informal, allow parents to find out more about what is going on in school, share ideas and issues. These are volunteer parents/carers of children in a particular class, appointed at the beginning of the school year, who offer another line of communication between the school and home. They also have information about PTA activities. Parents can raise issues with the class rep which can then be taken to the half-termly meeting with the Headteacher. Class reps are in the playground on most days and their photos are on display. Class reps meetings are held every month at the beginning of the school day. Parent Governors are elected by parents with children at either of the Trafalgar schools, for a 4-year term. The Staff Governor is elected by the staff of both Trafalgar schools, for a 4-year term. Co-opted Governors are appointed by the governing body for a 4-year term. The LA Governor is nominated by the Local Authority and appointed by the governing body for a 4-year term. Trafalgar Infant School is a community school with a governing body consisting of the Headteacher, Staff and Parent Governors, a Local Authority Governor, and Co-opted Governors. The school Governors have a legal responsibility for the overall management of the school and are actively involved in school life. The Governors form a management committee to support the Headteacher and our school’s management team. View full school

At Townley, we view education as a creative process. Our vision is of leading a learning community fostering academic, emotional, and physical confidence. Creating inspirational learners who dare to take risks and the wisdom to learn from their mistakes. An education at Townley Grammar School is a privilege but also a great responsibility. Ultimately we are judged not just by our qualifications but by our qualities so together with first-class academic qualifications students at Townley become responsible citizens with a social conscience, able to lead others and act as change agents for a better society. Everyone should have the opportunity to be extraordinary and through our bold and inspiring curriculum, we enable our students to let their dreams power their futures. By fuelling the imagination of our students we light a fire that will burn bright throughout their lives. The School's aims are: To inspire and challenge our students through providing outstanding teaching, rich opportunities for learning, and encouragement and support for each individual. To create a school community that fosters academic, emotional, and physical confidence and where students develop the courage to take risks and the wisdom to learn from their mistakes. To encourage pupils a sense of dignity, integrity, responsibility, and self-esteem. To educate students to be mature, confident, articulate, and caring individuals who grow into responsible citizens with a social conscience, able to lead others, and act as change agents for a better society. To provide students with first-class academic qualifications and help them to acquire the attitudes, knowledge, and skills to succeed within the world in which they will live. To encourage all pupils to have an open mind, a desire to be challenged, and a respect for learning, each other, and our environment. To develop students who are reflective and resourceful with a passion for learning. To use the power of creativity and performance to support our students in their emotional development and creative potential. To provide an outstanding education based on excellent and imaginative lessons, combining academic rigor with modern technology and creative techniques. To balance good order and discipline with the motivational power of praise and celebration. We are a selective school with specialisms in Performing and Visual Arts as well as Maths and Computing. This is an exciting and rewarding combination. It enables us to use the power of creativity and performance to support our students in their emotional development and creative potential and to support those who mentor and teach students in the use of inspiring and highly effective techniques. These specialisms drive improved outcomes for our students by providing them with access to the latest learning technology and practice, a rich program of activities, and a culture of creativity. View full school

Towers Junior School was originally built in 1969 to cater to local children between the ages of 7 and 11. The school is situated on a well-protected, site with spacious grounds that we are presently developing. The school was subject to a major refurbishment in 2010 and an extension was added in 2014, increasing our intake from a two-form entry to a three-form entry. Our unique and wonderful facilities enable our vision of providing' 21st-century learning in a 21st-century environment' to become a reality. The site is shared with Towers Infant School with whom we have strong links and share a Governing Body. Most children transfer between the schools at the age of 7. The school benefits from a hard-working and committed team of staff, who work tirelessly together to maintain high standards of work and behavior. Staff constantly update their skills through continual professional development. The teaching staff is mobile between year groups. Whilst there is a good range of in-depth subject expertise, all staff is general subject teachers who teach the full range of curriculum subjects. We greatly value our home-school links and aim to keep all parents and carers informed of what is happening within and around our school. We firmly believe that by working closely together we can ensure that your child is happy and will make great progress. We treat all children as individuals and ensure that they have the opportunity to be successful during their time with us. Visitors at Towers Junior School often comment on the positive ethos and warmth that permeates the school. We pride ourselves on providing a safe, secure environment where good relationships and a strong sense of community ensure that every individual is known, valued, encouraged, and nurtured to be the best that they can be. We believe that if learning dispositions of persistence, the flexibility of thought, intellectual risk-taking, enjoyment of being challenged, and reflectiveness are nurtured and secured through a focus on the 5R's (reasoning, responsibility, resilience, resourcefulness, and reflectiveness) our pupils can become independent lifelong learners. View full school

The power bank is a large non-denominational, three/four-stream primary school located very close to Portobello Beach. Our school serves the community of Portobello on the outskirts of Edinburgh. We are so proud to be the only seaside school in Edinburgh! The school buildings are both traditional and modern. The original building is Victorian and dates back to 1884 and our brand new eight-class extension and a purpose-built nursery were opened in August 2013. The current roll is 643 pupils in the main school and 80 children in the nursery. We have 23 classes in the main school with 2 nursery classes. We have an Afterschool Club which is based in the TU accommodation adjacent to the school The power bank is an integral part of the community both educationally and socially. Strong links continue to be developed with many community organizations and regular opportunities exist to work in partnership. We also work very closely with our Parents and Carers and are always looking for ways to include the whole school community in the life of Towerbank. We are very proud of our strong culture of inclusion in Towerbank and the thoughts and opinions of the pupils at Towerbank are strongly encouraged. We achieve this not only through various councils such as Pupil, Eco, Health, and Fairtrade but also through a variety of different groups and within the everyday life of the school. Our Vision Towerbank Primary School aspires to… Be an inclusive and positive school at the heart of our community. Enable learners to achieve their full potential following an ambitious, innovative, creative, and inspirational curriculum. Develop independent learners to be confident, resilient, active, creative, and well prepared for their future lives. Encourage all children to be responsible local and global citizens. Value and involve all members of the school family, guided by an ethos of collaboration, communication, kindness, and respect. There is a very wide range of after-school activities for a variety of classes in the school. There is an entitlement to personal support to help young people fulfill their potential and make the most of their opportunities with additional support wherever that’s needed. There is an emphasis by all staff on looking after our children’s health and wellbeing – to ensure that a school is a place where children feel safe and secure. Ultimately, Curriculum for Excellence aims to improve our children’s life chances, to nurture successful learners, confident individuals, effective contributors, and responsible citizens, building on Scotland’s reputation for a great education. Curriculum for Excellence emphasizes the value of an active learning approach. In the early years, children will have a range of learning experiences that include planned and purposeful play and stimulating learning which engages and challenges children’s thinking using real-life and imaginary situations. As children progress through school they continue to be involved in active learning experiences which are engaging and give them ownership of their learning. The fundamental aim of Active Schools is to give school-aged children the tools, motivation, and the opportunities to be more active throughout their school years and into adulthood. These opportunities are available before, during, and after school, as well as in the wider community. View full school

Tower House School is located between Richmond upon Thames and Putney just off Richmond Park in East Sheen. A preparatory school for 180 boys covering Reception to Year 8, we prepare pupils for the top senior schools in the UK. Since our role is small, the dedication of our highly qualified staff and a focused sense of community combine to enable all Tower House pupils to develop to their full potential and become individuals. Individuals that will be well prepared for life beyond school and be able to contribute fully in a challenging and changing world. We intend to continue to combine the provision of tried and tested traditional values with the incorporation of new developments in educational methods. We aspire to guide your son on his journey from his uneasy steps on the first morning of Reception to the confident teenager, glowing with pride, receiving plaudits at his final Speech Day. Tower House will aim to provide a seaworthy vessel that ensures this journey is both safe and fulfilling. Each boy is valued for himself. You can be assured that your child will receive individual attention, from dedicated and caring professionals. Some boys may require reinforcement and reassurance this will be given without question and with patience. Other boys will demand an accelerated curriculum we commit to ensuring that all abilities are constantly challenged. As Tower House is a nonselective school, there is no entrance test at 4+. Thus the first twenty-two to register in each year will be considered as guaranteed places, although siblings of children already in the school are given priority. On occasion, some names drop off the list, allowing those outside the top twenty-two the opportunity of entry. Admission of boys at ages other than 4+ will depend very much on the availability of spaces. The preliminary registration fee of £100 is non-refundable. A small number of places become available in different year groups from time to time – please enquire about availability by contacting the Registrar. The procedure is different depending on the age of the boys. For entry into Year 1 or 2, a boy would be invited into their future class for an hour or so to assess their suitability to cope in the year group he is entering and to ensure he would be happy and content in this educational environment. Boys wishing to enter Year 3 and above undertake assessments in English, Maths, and Reading and they also have an informal interview with the Deputy Head. This is to ensure that they are up to a good standard compared to their peer group already attending Tower House. We must also assure ourselves that they will be content in this educational environment and therefore have every chance of emerging confident, well-educated, and well-rounded. As there is no entrance test at 4+, all boys are expected to spend a short time at the school in the term before they are due to start. The purpose of the interview is not to test what the boy has learned, but to ascertain whether he is ready for a day’s schooling, or in the case of an older boy, whether he will be able to cope. As a result of this informal interview, the school reserves the right to postpone or refuse admission to a boy should it be considered necessary. We are the youngest children at Tower House School. We follow the Early Years Foundation Stage Curriculum, which has three prime areas: physical development personal, social, and emotional development, and communication and language. These three prime areas are strengthened and applied through the specific areas, they are literacy mathematics understanding the world, and expressive arts and design. Reception follows the EYFS creative curriculum. Years 1- 3 follow the New National Curriculum. We pride ourselves on offering all boys a wide range of subject specialist teachers to teach ICT, French, Music, Art, and Sport. The boys attend swimming lessons and Games sessions every week at the Bank of England sports complex. Their learning is further enhanced by trips, special visitors, workshops, and themed days. As well as plays, sports fixtures, and concerts, we place great emphasis on the academic progress and development of our pupils. Monitoring and supporting their individual needs is at the heart of the teaching style throughout the school. Exams and assessments are routine, either on paper or electronically and the results are carefully analyzed to ensure each pupil is working to his best ability. While preparing boys for a wide variety of future schools, we offer much more than exam-passing skills at Tower House. We also provide a rich learning environment in which the boys are given time to learn about themselves as learners: – to practice the skills of thinking, debate, and inquiry, to modify their views because of another’s reasoning and – not least – to listen, understand and empathize with the experiences of others. We also place a great deal of emphasis on the development of each boy’s character and confidence – encouraging responsibility, compassion for others, and a sense of humor. View full school

We are extremely proud of our continuously improving school. Our school values are underpinned by the aspiration and drive to ensure that every pupil achieves their full potential. We have a strong inclusive ethos and provide challenges and support for children with a range of abilities and skills. We believe that the inclusion of children with additional needs is of benefit to the whole community. Together with our parents and carers, our dedicated staff works hard to remove barriers to learning and to provide a safe and stimulating learning environment that inspires every child. Every class is supported by its full-time teaching assistant. Our children are talented and hardworking and we encourage them to be active role models for one another by taking on leadership responsibilities. Everyone is treated with respect and we celebrate our diverse community in which a wide range of faiths, languages, and cultures are represented. We take full advantage of our fantastic location next to the iconic Tower Bridge and our partnerships with local businesses such as the Unicorn Theatre and law firm Norton Rose Fulbright both support learning and enhance the curriculum. We are continually looking for ways to move forward and have achieved a variety of awards such as Healthy Schools Status and the Primary Science Quality Silver Award. At Tower Bridge we learn and succeed together: Teamwork, Overcoming challenges, Welcoming everyone, Excellence, enjoyment, and effort, Respect for all, Be the best we can be, Resilience and responsibility encouraged, Independent learners, shine, Diversity is celebrated, Goals are aspirational, Engaging everyone every day. At Tower Bridge, we follow a Creative Curriculum based on children’s interests and developing skills. Following the introduction of the new National Curriculum in September 2014, we have reviewed and adapted our curriculum framework. Subjects are taught through broad and exciting topics. Texts in Literacy lessons link to our topics. Children can start in our Nursery at the age of 3 years old. The Nursery and Reception classes work together to provide a stimulating and exciting curriculum that encourages our children to develop across all areas of learning. We believe that language and literacy underpin lifelong learning. We must ensure every child can achieve their full potential by giving them these vital life skills. Literacy develops children’s ability to listen, speak, read and write for a range of purposes, so using language to communicate ideas, views and feelings is fundamental. Children are encouraged to express themselves creatively and imaginatively as they become enthusiastic and critical readers. We encourage pupils to use their knowledge, skills, and understanding in speaking, reading, and writing across a range of experiences and genres. Our Literacy Curriculum is planned to encourage and facilitate independent learning for all our children. We value the range of languages that are spoken in our community and use children’s ideas and experiences in planning lessons to ensure lessons are fun, engaging, and challenging. At Tower Bridge, we feel that all of the children are entitled to experience the range of arts both as part of and in addition to, the creative curriculum we provide. Each year we enjoy a creative art-themed week which includes ‘International Evening’ that enables us to celebrate the rich, cultural, and artistic pools we have at both schools. Through the arts (art, design, music, drama, and dance), we believe that our pupils will be allowed to hone their skills of creativity and imagination. We feel that it offers an alternative context for learning through active involvement, visual, tactile, and sensory experiences which give a unique way of understanding and responding to the world. It will also allow the children to make value judgments and aesthetic decisions, as well as develop their interpersonal skills and support them to engage with their surrounding environment. The arts provide opportunities to challenge, inspire and create a sense of identity through self-expression. View full school

"We look forward to working with you and your child during your time at Toryglen Primary. We look to deliver an education that meets the needs of every child as an individual. We also intend to provide a safe and secure environment for your child where respect and responsibility are expected from everyone at all times. Welcome to our school." Toryglen Primary is a non-denominational, co-educational school covering stages from P1 to P7. The school is also part of King's Park New Learning Community. Mrs. Margaret Barr is the Principal of the NLC, although the Head Teacher has sole responsibility for the running of Toryglen Primary. Incorporated within the school is an Autism Unit, catering to pupils from P1 to P7. We have a Nurture class within the school. This is known as the Busy Bees and is helping to support some children in their ability to settle into school life. There are at present 86 pupils on the roll. There are currently 24 pupils in our unit. There is a planning capacity for 462. Parents should note that the working capacity of the school might vary depending upon the number of pupils at each stage and how the classes are organized. At present, there are no community facilities situated in the school. We have a Parent Council. By forming strong links with the home and community, and by offering an appropriately balanced curriculum, we aim to provide a stimulating, effective learning environment for all pupils. Our aims are: To encourage tolerance towards others and provide opportunities appropriate to the needs of each child. To kindle enthusiasm for learning in each child and to provide the necessary resources for learning to develop. To build on the existing relationships with parents and the local community. Curriculum for Excellence is now being introduced across Scotland for all 3-18-year-olds – wherever they learn. It aims to raise standards, prepare our children for a future they do not yet know, and equip them for the jobs of tomorrow in a fast-changing world. Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the school and with other schools, to share best practices, and explore learning together. Teachers and practitioners will share information to plan a child’s “learning journey” from 3-18, helping their progression from nursery to primary, primary to secondary, and beyond, ensuring the change is smooth. They’ll ensure children continue to work at a pace they can cope with and with a challenge they can thrive on. Curriculum for Excellence balances the importance of knowledge and skills. View full school

Torridon Juniors is very much a community school. We are inclusive and popular and our children tell us that they are happy, valued, and feel safe. At Torridon, we know that a close partnership with parents and carers is vital if children are to learn and grow as individuals. We, therefore, strive to do all we can to keep parents and carers informed and involved in school life. Our skills-based curriculum enables the children to develop positive attitudes and values that encourage self-motivation and an enthuses approach to learning. Creativity, sport, and the arts all play a key role in making school an enjoyable place to be. Torridon Junior School will provide a caring and creative learning environment in which all the children make outstanding progress both emotionally and academically. All members of the school community will feel valued and will strive to ensure that all pupils achieve their full potential. Children at Torridon will learn the skills and attitudes that enable them to lead successful and happy lives as confident life-long learners who make a positive contribution to society. Within our school, we also have five core values that permeate everything that we do. R – Respect E – Excellence A – Ambition C – Commitment H – Honesty These values are an integral part of the school and have helped to create the wonderful school that we have today. We continue to build on our successes and have set challenging targets again this year to improve further the quality of our children’s experiences and the opportunities available to them. Torridon Junior School is a popular three-form entry school situated in Catford, which is part of the London borough of Lewisham. Working alongside the families and our neighboring Infant School, we strive to achieve the best for the children in our vibrant community. Our children, aged between 7 and 11 years of age, bring a wonderful amount of diversity to our school and we positively celebrate this. We are proud of the many achievements of our school – the provision for the personal development of children and the wide range of activities we offer. We encourage parents and carers to play an active role in their child’s education and we work as partners in the children’s learning journeys. Since September 2013 our roll has increased to 390 as we accepted our first bulge class into the school currently we have a bulge class in Year 3, taking the cohort to 120 children. In 2013 we also welcomed the first intake of pupils into our ASD Resource Base ‘Torridon Lighthouse’.This facility is shared (in part) with the Infant School and provides several children with a unit, within the school, that offers help and support for children with an EHCP where the main need is Autism. Our staff has extensive knowledge and training on autism and inclusion. The vision of our ‘Lighthouse’ is that all the children feel included and accepted, which will empower them to participate and make progress alongside their peers. We encourage our students to be as big a part of the mainstream school as possible and want the provision to be an emotionally secure place for our students at times where they may find aspects of mainstream school demanding. The school has recently undergone some significant changes in staffing and leadership but the newly appointed leadership team, alongside the governors, are committed to achieving the best outcomes for the children of Torridon Junior School working together to improve standards. We are in the process of updating our website and ask that you contact us if you are unable to locate some information. We apologize for any inconvenience that this may cause. View full school

Welcome to Torridon Infant & Nursery School. We hope you find all the information you require on our website and enjoy finding out about what makes us so special. Our most recent Ofsted Inspection in July 2015 substantiated the school’s self-evaluation that Torridon Infants is an outstanding school. The children are at the center of everything we do. We pride ourselves on being an inclusive school where we place a great emphasis on children’s personal and social education, developing their confidence and helping them to grow as responsible citizens. We demand high standards of behavior and respect for others. We strive to ensure that all our children achieve high academic standards, enabling them to achieve their highest potential, in a safe and happy environment where they feel valued. There is a purposeful, calm atmosphere in the school where children are expected to work hard and learn new skills. We all know that happy children make the best learners therefore we make every effort in keeping our self-esteem high by making life at school exciting, fun, and enjoyable. We are always seeking new and creative ways of engaging children in learning experiences that motivate and entice them to deepen their understanding and develop a lifelong love of learning. At Torridon Infant and Nursery School we aim to: Provide a stimulating & challenging learning environment that builds upon children’s strengths and interests. Enable children to develop as self-confident, motivated, independent learners. Enable all children to work to the best of their ability and achieve their full potential. Encourage high standards of self-discipline behavior and respect for others. Develop a strong partnership between home and the local community. We aim to provide an ‘irresistible’ curriculum that excites our children and is reflective of their interests and experiences. Skills and knowledge are taught through cross-curricular themes that are planned for each year's group. The basic skills of reading, writing, spelling, and number are also taught explicitly. Teachers use a range of teaching strategies according to the needs of the children and the subject being taught. These include whole class teaching, group teaching, and individual work. In Nursery and Reception classes all areas of learning are delivered through planned, purposeful play with a balance of adult-led and child-initiated activities. Learning opportunities are provided both in the classroom and in the outside areas. We follow the national curriculum for England which is to be taught in all maintained schools. The curriculum contains the programs of study and attainment targets for all subjects, at all key stages. All parents have a legal responsibility to ensure their child attends school every day and arrives on time. Parents should ensure their child is in the school playground at 8.55 a.m. when the classroom doors are opened. Teaching begins promptly and children mustn't miss this important part of the school day. Regular and punctual attendance is essential if children are to gain the greatest benefit from their education and feel part of the school community. Valuable learning time is lost when children are absent or late. Children arriving after 9.00 a.m. should be brought to the school office where a late slip must be completed and taken to the class teacher. View full school