EduCativ

At Topcliffe we seek to ensure that children leave school with a secure academic grounding for their future. However, our priority is not examination grades but the development of curiosity and wonder in learning that will inspire aspiration and success. We incorporate academic work with a wide range of extra-curricular opportunities, and we value sporting, character, and cultural achievement equally. We are a school with a strong inclusive ethos that expresses itself with children treating each other with respect and courtesy. We have developed a creative curriculum that ensures that all children’s learning and social needs are met within a school that believes in the fun! We are driven through our values to provide not only successful academic young people but equip them with knowledge, resilience, independence, and a strong sense of well-being to be able to be to achieve their ambitions in an ever-changing and diverse world. We believe in providing the children with a highly engaging and motivating curriculum to instill a love of learning, where respect and courtesy are expected of all to truly be happy, inclusive, and safe. We have dedicated staff who ensure that we spark curiosity and capture imagination. Everyone in the Topcliffe community empowers pupils to make a positive future contribution by prioritizing teaching and learning. At Topcliffe we will make a difference by ensuring we are all responsible for being healthy, aspirational, resilient, respectful, and independent. Through these, we will empower all to become happy and successful individuals that contribute to their community. Topcliffe Primary School’s two Resource Bases are a celebration of successful inclusive practices for children diagnosed with Autistic Spectrum Condition (ASC) and Developmental Language Disorder (DLD) All children who attend our provisions have an EHCP ( Education Health Care Plan) and are referred to us via the Local Authority Special Educational Needs Assessment and Review team (SENAR). Our Resource Bases incorporate individual child-centered learning packages which take into account the specific needs of our children. We aim to enable pupils to fulfill their potential and successfully return to full-time mainstream provision. To support this we promote strong relationships and effective communication with parents. View full school

Tooting Primary School opened in September 2013 to cater to children and families in the local community. We are passionate about delivering the best possible outcomes for our children. Our motto is “inspiring excellence” and we strive to fulfill that every day. The Resource Base at Tooting Primary School is a welcome addition. The Base is integrated into the main school building. The provision will cater to 20 children from Reception to Year 6 across two classrooms and a sensory room. In addition, pupils have access to ‘The Lodge’, which is on the main school grounds. Here the pupils can have their garden and additional space for group and individual sessions. We provide: Calm and positive class environments. Access to a broad and balanced curriculum with high-quality learning activities and experiences. A personalized curriculum to suit the learning style and specific needs of each child. Specialist teaching strategies will be used to support communication and independence skills such as PECS (Picture Exchange Communication System) and TEACCH (Treatment and Education of related Communication Handicapped). Opportunities to integrate into the mainstream classes with support. A commitment to work with parents and carers. The ASD Base will follow the same curriculum topics as the mainstream classes. Our aim is for all children to integrate into mainstream classes with support. This will be dependent on their individual needs and appropriate preparation will be given to support all children. Children will also have the opportunity to complete planned activities within their ASD class. These opportunities will be carefully planned by both the ASD and mainstream teacher. In addition to these topics, the ASD Base will plan and deliver a social skills curriculum that will have a strong emphasis on PSHE provision. These sessions will focus on family life, independence skills, their community, friendships, and safety. Trained staff will also deliver sessions following set therapy packages, such as speech and language work. Classes have the opportunity to arrange visits into the local community. These are local trips to places that some children find difficult to visit. These trips can often have many benefits particularly related to PSHE, for example, they promote the development of independence and life skills. A visit could be to the local library to collect books related to the class topic or a supermarket to buy snack time items. The park would also be another option where the children would have the opportunity to develop their turn-taking skills with peers and local children as well as being able to consider personal safety. Visits to the park would also support physical development and early communication skills. At our school, we aim to give every child an education that they will not forget. Through careful planning, building good relationships, and ensuring that the highest expectations are in place, we believe that all of our children can achieve to the highest level. As well as developing a robust, creative curriculum that will give children the opportunity to learn key skills in all academic areas, we also want our children to develop a growth mindset and 'can-do attitude towards life and learning. Our pastoral care will focus on building self-esteem through the use of consistent positive language and adults modeling appropriate behavior. Our school will work in close partnership with parents/carers to ensure that children develop the social and emotional skills that are required to get the most out of life. For children to succeed at school good home/school links must be in place. We will always endeavor to communicate to parents/carers effectively and hope that this will always be a two-way channel. Pupils will leave our school as confident learners who: Can read and write well and have good mathematical skills. Have happy and harmonious relationships with friends from a wide variety of backgrounds. Have developed a sense of responsibility and an understanding of right and wrong. Have a love of learning, inspired by a variety of experiences both in and out of the classroom. We will achieve this through: A belief that every child can succeed. A supportive atmosphere where all children are safe and valued and where healthy lifestyles are actively promoted. A calm and ordered environment where pupils learn to respect each other, follow routines and behave well so that they can learn. Close co-operation with parents and families. Our curriculum is based on a Topic approach to learning. This means that each term, teachers plan their learning activities around a central theme to make learning more interesting and fun (please see individual year group pages for a list of topics). We follow National Curriculum guidelines (2014) to ensure that the children receive a broad and balanced curriculum. Where learning cannot be planned into the topic, they will be taught discreetly, e.g. certain strands of maths, RE, music, science. Our normal school day includes literacy and maths teaching on a morning, including phonics in Key Stage 1. This is followed by subjects such as science, PE, music, and topic which include history, geography, art, and DT, in the afternoon. View full school

Tonna is situated in the Neath Valley approximately 2 miles from the town of Neath. This website aims to keep families, prospective families, and friends in touch with what is happening within our school. We are continuing to develop our school website and as pages are created they will be added. Tonneau Primary Community School is housed in two separate buildings connected by a link path. The older building has the pupils from Nursery to Year 3, whilst the newer building has two semi-open plan teaching areas for the Years 4, 5, and 6 pupils. This building also has the main school hall, used by all pupils for assemblies, P.E., drama and indoor games as well as for mid-day sandwiches or school lunch –which is cooked on the premises. The hall in the older building has been adapted to provide a range of teaching and learning activities and is also used for infant assemblies. The Nursery has its own enclosed outdoor playing area, with a range of play equipment. We are always looking to develop the fabric of our buildings and work closely with LEA contractors whenever finances allow. We are fortunate to have a hard-working PTA and close links with the Community Council who provides us with access to funding we would otherwise not have. The school has extensive, open surroundings which provide ample opportunity for quality provision. The Community Council has also used our grounds to build a Multi Use Games Area again extending the experiences available to our pupils. As the main focus for community activities, many pupils return to the school in the evenings for Rainbows and Brownies, whilst their parents, grandparents, or great grandparents could be in school in the evenings as members of the Tonna Male Voice Choir. The school has strong links within the community. We often support and participate in activities with Tonna Hospital, Tonna Senior Citizens group, St. Anne’s Church as well as Noddfa Newydd and Nazareth Chapels. View full school

Our school is housed in a traditional stone building dating back to 1908. We also have three classrooms in a redesigned and refurbished annex that houses the Foundation Phase. All Foundation Phase pupils have access to a covered play area, grass area and safety surfaced outside learning area that is used as extensions of the classroom. Key Stage 2 classes (Age 7-11) are accommodated in the main block and have access to the school playground, playing field, and Dutch Barn. The Dutch Barn means that our pupils can go outside to play, even in wet weather and PE lessons are accommodated there as well! The school also has an allotment that is managed by volunteers pupils participate in gardening activities and our Gardening Club provides all the hanging baskets for school and the village enhancing the environment. A community of learners that values the effort and achievement of all: setting challenging goals, developing lifelong skills and positive values to equip them for an ever-changing world.” We aim to: Celebrate the diversity of our city and promote our rich cultural heritage and team ethos as a community school in Wales. Promote sustainability and shared responsibility for the future of the village and the wider world. Ensure all our pupils fulfill their potential and develop a love for learning embracing literacy, numeracy, and technology skills. Enable our pupils to become caring and confident individuals, experiencing the freedom of choice, whilst showing respect and tolerance for all. Enhance our pupils’ creativity and thinking through a lively and engaging curriculum We are very pleased to welcome new parents and pupils to Tongwynlais Primary School, a school where we have high expectations of children and where we do our best to ensure that they are happy and enjoy their time in school. We recognize that every child has different skills and talents and we work hard to ensure that every pupil reaches their potential and develops into a well-equipped learner. We also support our pupils in developing confidence and patience, determination, tolerance, and interpersonal skills to help them to succeed not only in school but beyond into adult life in an ever-changing world. View full school

At Tondu Primary School, we aim to create a safe, healthy and exciting learning environment. We accept children from 3 to 11 years of age. 'Learning and enjoying, achieving our best.' Whether you already have children who attend the school, or even if you're just browsing. The Pupil Deprivation Grant spending plan is also available. This shows how the school is spending its grant. The focus this year is on ensuring pupils on free school meals achieve the best possible learning and progress, with a focus on enabling more talented and able pupils to develop to their full potential. Mission Statement: Learning and enjoying, achieving our best. Vision Statement: We want to be a happy community that works together, in partnership wait for parents and others, that helps everyone to achieve their best in their learning and to contribute to learning within the school. We aim to provide a wide range of first-hand opportunities and extra-curricular opportunities, in a stimulating environment that helps to develop the skills and knowledge required to take their place in the world today. We want to be proud citizens of both Wales and the world, celebrating our heritage and protecting the planet. We aim to stimulate a desire for knowledge, a love of learning, creative and critical thinking with self-discipline, and a sense of worth so that as we learn we are not afraid to make mistakes. We try to build on successes and to continually improve. We work to promote justice, fairness, and equality of opportunity and access. Children generally start in the term after their third birthday with part-time places. Parents of pupils in Nursery are advised to complete the ‘Admissions to school’ form and return it to the Local Authority. Your child must be allowed to get to know the school before they come to Tondu. Nursery pupils will be invited to take part in activities and visits with their parents before they start, through Tondu Toddlers. They will be visited at home by the nursery staff once they have started school. This is a very useful visit and helps the children to ‘come out of their shells with their new teacher. View full school

Tonbridge School is one of the leading boys’ boarding schools in the country and is highly respected, both here and internationally, for providing a world-class education. Our pupils are encouraged to be creative and intellectually curious to approach new opportunities with confidence and to learn to think for themselves while being mindful of the needs and views of others. A superb house system at the heart of the school ensures that each pupil, whether a boarder or a day boy, feels fully at home and well supported. Our beautiful and historic campus provides space in which to think, breathe and grow. Opportunities abound, thanks not only to outstanding facilities and an extraordinary range of activities but also to the dedication of our staff, who are committed to their pupils’ learning and growth both within and beyond the classroom. Tonbridge is a school that celebrates the life of the mind but also enjoys putting knowledge into action. We are proud of our community partnerships both here and overseas, and of our pupils’ willingness to take the lead and serve. Tonbridge’s mission encourages creativity, confidence, and compassion. In the words of the great novelist and Old Tonbridgian, E. M. Forster: ‘Only Connect’. It’s why our ‘Excellence for All’ campaign is inspired to provide genuinely transformative education and to continue to widen access so that as many boys as possible can benefit from the experience that Tonbridge offers. Tonbridge School has a formidable academic reputation. This is achieved by high-quality teachers, assisted by dedicated support staff, who together foster a broad curriculum for able boys, which seeks to: Encourage intellectual advancement, curiosity, and creativity in a stimulating, challenging but cooperative academic environment Develop boys’ love of learning, general study skills, and teamwork Provide opportunities for cultural, linguistic, scientific, and physical enrichment and an awareness of, and service to, the school, local, national and global community and heritage Prepare young men for entry to good universities, either in the UK or abroad Enable young men to enter the adult world with the knowledge and self-belief to fulfill their potential. The Learning Strategies Department is responsible for ensuring that Tonbridge School is an educationally inclusive environment where the teaching and learning, achievements, attitudes, and well-being of every pupil matter. Teaching and provision delivered by the LS Department are designed to meet the needs of pupils, including those with physical disabilities, those with special educational needs (including social, emotional, and mental health needs), those from all cultural backgrounds, and pupils with English as an additional language. Pupils may have additional needs at different times and therefore a wide variety of strategies are used to meet these needs as they arise. Learning diversity is recognized and planned for, any barriers to learning and participation are challenged and removed where possible and all pupils are provided with equality of opportunity. The Learning Strategies Department is located on the Lower Ground Floor of the new Smythe Library and parents are welcome to get in touch or arrange a visit. Tonbridge School was founded in 1553 by Sir Andrew Judge, a distinguished member of the Worshipful Company of Skinners, which assumed the governance of the School after Judde’s death. The judge left the property in London as an endowment for the school. Tonbridge occupies an extensive site of about 150 acres in North Tonbridge. The main buildings of the present school date from the second half of the nineteenth century, but there has been much further building in more recent years, including the magnificent restoration, completed in 1995, of the Edwardian Chapel, which had been severely damaged by fire. Its superb 4-manual organ, built by Marcussen of Denmark, is widely regarded as one of the finest instruments in the country. For about 300 years, from 1553, the number of pupils at the school remained below a hundred. This number increased from 83 in 1843 to 447 by 1900. A total of 415 Old Tonbridgians died in the First World War and 301 in the Second World War. Numbers in 2018 stand at 787, of whom 486 are borders: the school has seven boarding houses and five-day houses. Whereas many other schools have become co-educational, Tonbridge has retained its all-boy constituency and is now one of the very few single-sex boarding schools in the country. New subjects have been introduced into the curriculum in the last thirty years, such as computing and design technology, while opportunities for involvement in music, art, and drama have greatly increased. The traditional team sports of cricket and rugby are now supported by a much wider choice, and an iconic sports center enhances the superb outdoor sports facilities. The school has also opened itself out to the wider world with greater emphasis on community involvement, green initiatives, and sponsorship of The Marsh Academy at New Romney. The Master and Wardens of the Skinners' Company remain the trustees of the school, though in the last ten years an independent Board of Governors has taken on responsibility for the governance. View full school

We are an outstanding school with the highest expectations and aspirations for all our pupils. Tollgate is a happy and exciting learning community that nurtures high attainment and ongoing success for all. Tollgate is a Teaching School that leads an alliance of 30 schools across 7 London Boroughs. This gives us huge strength and capacity in teaching and learning and leadership to support other schools. We are a center of excellence that hosts national and international visitors to share knowledge and best practice. Tollgate is also an Initial Teacher Training Centre that trains 45 teachers a year. Our Curriculum is rich in the delivery of basic skills as well as the mastery and application of knowledge. The learning environment is stunning and reflects the high emphasis we place on the creative arts and sports to enrich the learning experience. We aim to reflect the diversity of the community we serve through a strong and powerful community cohesion with high parental involvement across the school. We have established links with sister schools in India, Bangladesh, Bulgaria, and Uganda. We also promote an understanding of citizenship and British values through school visits to central London and rural and coastal communities across the UK. Each year our children benefit from residential visits to France and Belgium and more recently to the Netherlands. Our aims: To enable the acquisition of skills, knowledge, and understanding which will be of use to all future learning To promote, facilitate and enable the inclusion of children with disabilities and special educational needs To provide a safe, supportive and caring environment To provide a broad and balanced curriculum that is differentiated to match teaching to pupils' needs To promote a wide range of creative experiences which enable children to make full use of their imagination in gaining the sense of the possibilities that their creative engagement with the world can bring To develop lively and enquiring minds through encouraging children to question and discuss issues, to make informed decisions To nurture self-esteem so children are motivated to learn and to develop an ability to co-operate and work with others To recognize and respect individual religious and cultural values and to celebrate the rich diversity within our multi-faith community To promote positive attitudes, good behavior, and moral understanding, and to establish a sense of pride and achievement in being part of our school community To nurture a sense of caring for others and to distinguish between right and wrong, and be aware of the consequences of any action To encourage children to make positive choices about their physical well being To work in full partnership with parents To ensure equal opportunities are addressed throughout all aspects of the school day To create opportunities where children can develop a sense of awe and wonder We want to promote an inclusive and effective learning community with high expectations. Our school reflects the local area, welcomes and celebrates diversity, and provides an inspirational environment where pupils feel happy, valued, and secure in their learning. We want to enhance children's life chances through a stimulating, supportive parental partnership that nurtures each child to achieve his/her full potential. Children to become responsible, confident members of a global society who can apply their experiences at Tollgate to all future learning. We work with local theatre groups of professional actors to perform both classical and modern drama including our annual Shakespeare festival. Our musician in residence ensures that music composition, performance, and singing are an important part of school life. All of our children are encouraged to learn a musical instrument. We offer a large selection of after-school clubs including a booster and one-to-one tuition to ensure that all children meet their full potential. Children have a wide range of opportunities to work collaboratively within the class, across year groups and phases. We promote ‘Buddy Systems’ for mid-phase admissions, Play Leaders, and Lunchtime monitors who actively support other children throughout the day including break-time and lunchtimes. Tollgate Primary School is at the heart of the local community and we encourage pupils to show care and consideration for others through charitable work and young citizenship. The school council and junior leadership team ensure that all children can influence decision-making through democratic processes. At Tollgate Primary School we value the diverse ethnic background of all pupils and families and undertake a variety of events and lessons to celebrate these. We have found this approach to be enriching for all parties as it teaches tolerance and respect for the differences in our community and the wider world. View full school

Tollcross Primary School is situated within Edinburgh city center and welcomes families from a wide variety of cultural and linguistic backgrounds. Tollcross Primary School, as we see it today, is situated on the site of the former Municipal Slaughterhouse of Fountainbridge. The slaughterhouse was right on the curbside but it was decided to set the school building back from the road as it allowed Fountainbridge to be widened. The only part of the original slaughterhouse, which is still standing today, is what we know as the Janitor’s House. The ornate “Egyptian” style frontage was taken down and stored, to be re-elected at a later date. We are very proud of the warm, caring, and inclusive ethos of our school and value the achievements of all our learners. Our pupils show great pride in their school and are keen to learn, participate and achieve. The whole staff team works together to support all pupils to develop as confident individuals, successful learners, responsible citizens, and effective contributors. At Tollcross, we believe that children learn effectively when there is a genuine partnership between home and school. We welcome the opportunity to work with parents/carers and value their support and involvement in their children’s learning. Tollcross Primary School is a wonderful community of learners. We are committed to providing learning experiences of the highest quality, in a positive and supportive atmosphere where everyone feels happy, confident, and valued as an individual. Tollcross is a caring, safe, and stimulating learning community where we aim to Provide an inclusive child-centered learning environment of the highest quality Support every child to become a responsible, successful, and confident lifelong learner Place the social and emotional wellbeing of our school community at the heart of all we do Promote active home and school partnerships to enrich pupil experience and achievement We aim to provide all members of staff with opportunities to participate in programs of Continuing Professional Development matched to individual needs through the process of Professional Development and Review (teachers) and Performance, Review, and Development (nonteachers). At Tollcross Primary School we are committed to providing a happy and safe learning environment for children, staff, and parents where we treat one another with kindness and respect. Our Positive Relationships and Behaviour Policy encourages a sense of belonging to our school and responsibility for all to follow our School Rules and demonstrate our School Values. At Tollcross, we aim to support every pupil to become a lifelong, confident learner. We are very aware of the importance of excellent Teaching and Learning and the impact this has on raising attainment and allowing pupils to achieve their full potential in life. The Journey to Excellence states that ‘Schools must ensure that children and young people have the highest quality learning experiences. A clear focus on outcomes for young people is essential, with the lesson and program planning that helps our learners achieve to their fullest extent.’ View full school

We are an independent school that helps young people aged 11-16 who are in crisis in their educational experience. As a reflection of our underpinning Christian ethos, our practice is to uphold and encourage respect, care, love, acceptance, and belonging among our staff and pupils. TLG’s programs are designed to help individuals grow in confidence, raise their aspirations and reach their full potential - providing building blocks for a better life. We seek to engage young people on pathways to learn with accredited outcomes, that facilitate reintegration back into school, or progression on to further education or employment with training. Our center seeks to educate young people about citizenship and cultural development that includes teaching about fundamental British values. We promote equality of opportunity and diversity for staff and pupils and do not tolerate prejudiced behavior or attitudes. The staff works hard to protect pupils from radicalization and extremism by being open to discussion about these issues and is swift to identify and respond to vulnerable pupils. TLG follows a recruitment process that makes sure all appropriate checks are carried out on staff and volunteers, including managers, to ensure they are suitable to work with children and young people. Before beginning any work at TLG where they will have regular and sustained contact with children, all staff and volunteers are checked through the Disclosure and Barring Service (DBS). TLG renews these checks every 3 years. This includes a check of the ‘Children’s Barred List’ to ensure that they have not been barred from working with children and young people and Prohibition Order checks. In addition, all staff has had checks made to confirm their identity, qualifications, and right to work in the UK. All staff has read and understood DfE guidance – Keeping Children Safe in Education (Part 1) and What to do if you are worried a child is being abused – Advice for practitioners. All TLG staff receive regular refresher training, at appropriate intervals, as and when required, (at least annually), to keep up with any relevant safeguarding and child protection developments. Each TLG Centre has a child protection policy and procedures in place that are by locally agreed inter-agency procedures. This includes having a Designated Officer who receives regular training, at appropriate intervals, as and when required, (at least annually), to keep up with any developments relevant to their role. This includes how to deal with child protection concerns and liaise with other agencies as necessary and how to protect and promote the welfare of looked after children. The Child Protection Policy outlines the action staff should take if they are concerned that a child or young person is suffering significant harm or is likely to do so, and the action that should be taken to promote the welfare of a child in need of additional support, even if they are not suffering harm or are at immediate risk. TLG is committed to engaging with young people who are in crisis in their education. Most TLG Centres are registered with the DfE as Independent Schools. Those that are not yet registered operate to the same standards as those that are. Within that context, there is currently no requirement to deliver the National Curriculum. Instead, it is expected that schools will give pupils experience in the following areas of learning: linguistic mathematical scientific-technological human and social physical and aesthetic, and creative. The Independent School Standards states that our curriculum must include experience in learning: linguistic (covers English) mathematical scientific-technological human & social physical and aesthetic & creative. In addition, we must provide appropriate personal, social, and health education, career education, cultural appreciation, and citizenship (including a broad general knowledge of public institutions and services in England and upholding the values of democracy, the law, individual liberty, and mutual respect). Apart from English and maths, it is not expected that these will each be stand-alone subjects, but we do need to be able to map them through our overall curriculum. Functional Skills and the AIM Awards suites of qualifications are part of the Qualifications and Credit Framework (QCF) and are recognized within the DfE’s list of approved qualifications (Section 96). They are measurable at Entry 1, 2, 3 and accredited at Levels 1 and 2. Although they carry performance points, these cannot be counted towards School Performance Measures. Where KS4 students can't attain GCSEs or equivalents, TLG has chosen to deliver these qualifications as they provide accreditation in subject areas and at levels that are appropriate, accessible, and achievable for our students. Functional Skills contribute to the content of the new English and maths GCSE’s and their achievement of them allows students to progress onto courses of study at FE colleges. We base our KS3 and 4 English and maths teaching on the Functional Skills criteria and Adult Literacy and Numeracy Core Curriculum. We use ‘ForSkills (www.forskills.co.uk), to support our internal teaching and assessment in these areas. ForSkills is an online tool that provides baseline assessment, individually tailored support learning resources and measures on-going progress. In addition to using ForSkills, we expect staff to use, create and share other resources for teaching the English and maths curriculum and to carry out teacher assessments. For KS4 students, Functional Skills are externally accredited through the National Open College Network (NOCN). Students can be registered for assessments at Entry Levels and exams at Levels 1-2. We expect all capable KS4 students to be given opportunities to access assessments or exams in Functional English and maths at a level appropriate to them. Aspects of the Functional Skills curriculum can also be accredited through the AIM Awards units (see below). Wherever GCSE programs are not being followed, our subject-based curriculum utilizes the AIM Awards suites of qualifications - AIMVOCs (vocational pathways), EMPLOY (employability), and PSD ( personal and ongoing development). Usually, accreditation would be for KS4 only, although this qualification is open to students of all ages. This qualification is portfolio-based and can be accredited at Entry Level (E3), Level 1, or Level 2. Students complete units which carry credits. Numbers of credits build into qualifications of increasing sizes, starting with an Award (requiring 6 credits at L1) up to a Diploma (requiring 37 credits at L1). The units cover a wide range of suitable topics and work can be moderated soon after completion in most cases. Where local specialisms, resources, and partnerships allow it, some TLG Centres may offer programs that allow students to complete courses of study within the Progress 8 group of qualifications. So far, these have included subject-specific GCSEs and BTEC’s, which have typically been delivered in partnership with a referring school and through specialist volunteers or sessional workers. Students are usually registered for these qualifications through their school and TLG staff liaise closely with the school on aspects of administration, course content, delivery, and assessment. Currently, TLG is only approved (through Pearson/Edexcel) to directly deliver GCSE and BTEC qualifications at the Bradford (Hope Park) Centre. Centers can, if they wish, directly deliver the European Computer Driving Licence (ECDL) at L2, through BCS, which does carry points within Progress 8. Our curriculum can be enriched by regular input from external volunteers and speakers. Good examples of this include talks from the Police, Drugs and Alcohol Counselling, Sexual Health Counselling, Social Services, local charities such as homeless support, and financial advisory services. Young people take part in visits, trips, outdoor activities, and work experience as well as reintegration programs in school, college, or further education provision. Students at TLG have access to a variety of extra-curricular activities beyond the school day and in the holidays. These provide additional opportunities for students to learn, achieve and develop skills and grow in confidence and self-awareness. These include workshops in sport, ICT, media, arts, and music. TLG also runs social and cultural trips and visits including weekend residentials within the UK and international trips which have in the past included Uganda and Ghana. View full school

We are an independent school that helps young people aged 11-16 who are in crisis in their educational experience. As a reflection of our underpinning Christian ethos, our practice is to uphold and encourage respect, care, love, acceptance, and belonging among our staff and pupils. TLG’s programs are designed to help individuals grow in confidence, raise their aspirations and reach their full potential - providing building blocks for a better life. We seek to engage young people on pathways to learn with accredited outcomes, that facilitate reintegration back into school, or progression on to further education or employment with training. Our priority is to offer significant qualifications and life skills that can help bring about real change, equipping young people to re-engage in education. Our core curriculum includes a clear focus on English, maths, ICT, and personal, social development learning, which are accredited through Functional Skills and AIM Awards PSD, Employability, and Vocational Pathway qualifications. All TLG Centres are working towards offering GCSEs in English and Maths. Single-subject GCSEs and BTECs are already part of the extended curriculum in some TLG Centres. Along with non-accredited programs such as TLG’s Life Leadership program, music, media, sport, and art, we can offer a broad curriculum that can be tailored to individual needs and interests. TLG Lewisham is run as a partnership between Ecclesia Church and TLG The Education Charity, focusing on the needs of those who are struggling in school. It is one of a growing national network of schools supported by TLG. Our Ethos: We believe that each young person should know that they are valuable, unique, and gifted and can achieve both now and in the future. We believe that partnerships with local organizations, communities, and individuals hold the key to unlocking great education and support for our pupils and their families, both in and out of the classroom. We share a distinctive Christian ethos. In practice, the values of respect, care, love, acceptance, and belonging for all will be upheld and encouraged among our staff, pupils, and throughout our community. Our Aims: Address the individual social, emotional, and learning needs of young people, developing self-esteem. Engage young people on pathways to learn with accredited outcomes, enabling them to gain recognized qualifications. Challenge and help modify bad behavior, teaching young people to make appropriate choices. Facilitate reintegration back into school or on to further education or employment. View full school

Welcome to Tiverton Primary School. Tiverton prides itself on providing a happy, safe, secure, and supportive learning environment. At the center of our ethos is the belief that our children should enjoy their school experience while achieving their full potential. We want to prepare our children to be kind, confident learners, reflective individuals, and responsible, open-minded citizens who are prepared to embrace the importance of mutual respect, tolerance, and cohesion in our society. We believe this is achieved through a close and trusting relationship between home and school, both working together to promote the vision, aims, and ethos of the school. Confidence in a school comes from knowing and understanding what is happening within it. We want to prepare our children to be kind, confident learners, reflective individuals, and responsible, open-minded citizens who are prepared to embrace the importance of mutual respect, tolerance, and cohesion in our society. We will do this by: Developing a positive, celebratory, inclusive whole school ethos. Adapting the learning environment so pupils have equal access to the same learning opportunities. Having the highest expectations for learners for their progress and achievement. Encouraging risk-taking, innovation, and creativity through an enriching, balanced curriculum. Encouraging trusting and supportive teams and relationships. Instilling values such as compassion towards others, independence of thought, honesty, and determination through the prism of British Value. At Tiverton Primary we aim to provide a broad, active curriculum in a caring and stimulating learning environment which is well resourced and organized. The curriculum of the school is delivered through a combination of skills-based work, subject-based work, and topic-based work. Many activities draw on first-hand experiences and we organize educational visits for children to make this possible. At Tiverton, we believe that RE should not attempt to alter a child’s own beliefs but, provide knowledge of their own and other’s beliefs. RE lessons help pupils to: Develop a positive attitude towards other people, and respect people’s rights to hold different beliefs from their own. Acquire and develop knowledge and understanding of Christianity and the other principal religions and look at nonreligious world views represented in Tiverton. Develop an understanding of the influence of beliefs, values, and traditions on our society. Enhance their spiritual, moral, cultural, and social development by developing awareness of the fundamental questions of life raised by human experiences. And of how diverse religious teachings and philosophies can relate to them. Tiverton Primary school contributes towards community cohesion in many different ways. We introduce many opportunities for children to interact with people from different backgrounds and build positive relations, including links with different schools and communities. By working in partnership we help the children grow, be healthy, stay safe, enjoy and achieve at school and make a positive contribution to their community. We respect enormously the role parents and carers play as the most important people in their children’s lives. Tiverton School considers the protection, safety, and wellbeing of children in its care a key priority and responsibility and is committed to adhering to the child protection procedures and guidance stipulated by the Local Safeguarding Children Board (LSCB) and the LA. Tiverton undergoes regular training to ensure that all pupils in our care are healthy and safe. If we have any concerns about the safeguarding of any pupil, we will take immediate action and this may involve seeking advice from external agencies. PSHE supports the development of personal, social, and life skills the identification of and dealing with emotions and feelings, exploring health-related issues, understanding oneself, relationships with others, and one place in the world. We teach PSHE and citizenship in reception classes as well as in Nursery. We relate the Healthy School and citizenship aspects of the children’s work to the objectives set out in the Early Learning Goals (ELGs). For Nursery children, we aim to develop their emotional, personal, and social skills so that they become fully integrated citizens mainly through games and Circle time activities. Healthy School is taught through SEAL (Social and emotional aspects of learning): as a whole school approach. SEAL includes curriculum material which includes work on self-awareness managing feelings motivation empathy and social skills. English is divided into Reading, Writing (including spelling and handwriting), and Speaking and Listening. Our main reading scheme is the Oxford Reading Tree. We also encourage children to read non-fiction texts and poetry. We want all of our children to read for pleasure so children are encouraged to choose a free choice book once a week. We also have several reading stations positioned around our school and encourage children to ‘get caught reading” All children throughout the school are taught using a program called Language and Literacy. The scheme engages teachers and children in the English curriculum through using high-quality texts and creative teaching approaches. From the Foundation stage until Year 3, children take part in daily synthetic phonics sessions. We follow the Ruth Miskin phonics scheme, also known as reading Write Inc. View full school

We are thrilled with our Outstanding judgment. We have worked incredibly hard over five years to develop a creative curriculum that has not only raised standards, improved behavior, and levels of pupil engagement, it has also inspired our children and allowed them to explore their interests and discover their unique talents. For all children to be part of an outstanding learning community that supports and encourages them to be happy, caring, successful, and aspirational citizens. For all children to be part of an outstanding learning community that supports and encourages them to be happy, caring, successful, and aspirational citizens. For children to succeed in life it is vitally important that they develop core skills from a very young age. How children build and maintain positive relationships with others underpins all of the work we do across our wide and varied curriculum. Happy, caring, responsible children lead to high achieving, aspirational adults of the future. We welcome all children into our school community and celebrate diversity. We firmly believe in ‘Achievement for all. Children who are part of our school community will be encouraged to be creative and active learners. Their journey with us will offer opportunities for them to discover and pursue individual talents and skills. Embedded into our curriculum and our ethos are twelve core values. We focus upon one of these every half term. Our Values are Courage, fairness, honesty, responsibility, respect, perseverance, loyalty, leadership, integrity, caring, citizenship, and cooperation. Tiverton Academy is a thriving primary school, with the wellbeing of its children at its core. The importance of the primary school experience in forming the foundations of the young people and adults our children will become cannot be underestimated, and so we strive to make sure all our children get the best start possible. We have high expectations of all our children, and these expectations are frequently not only met, but exceeded, in the traditional academic areas as measured in tests and exams, through their achievements in the Arts, Music, and Dance, and by their positive and enthusiastic approach to learning. View full school

Tir-y-Berth Primary School serves the villages of Tir-y-Berth, Glan-y-Nant, and the surrounding area, which is situated in Caerphilly local authority. The area has been designated as a Communities First neighborhood. There are 208 pupils aged three to eleven years in the school. Pupils are organized into six mainstream classes and one additional part-time nursery class. In addition, the school has two special resource base classes that cater to pupils from across the local authority with speech and language difficulties. The school has achieved several external awards, which include the ICT Mark, the Basic Skills Quality Standard, Investors in People, Fairtrade Award, and the Eco School Green Flag Award. There are 9 classes in the school, 7 of these are mainstream classes, and two our Special Resource Bases. Purple, Red, and Yellow are our Key Stage 2 Classes, and Green, Orange, and Rainbow our Foundation Phase Classes. Blue Class is our KS2 Special Resource Base with Silver Class being our Foundation Phase Special Resource Base. The staff at a Tir-y-berth Primary School are a dynamic team who work hard to ensure that every child feels welcome and happy. All members of staff place great emphasis on establishing positive relationships and setting a climate that promotes concern and respect for others. Every pupil is valued and encouraged to do their best and achieve their potential in all aspects of school life. We believe that every child has the right to an education and that school attendance has a big impact on a child’s learning. At Tir-Y-Berth Primary School, we take great pride in ensuring that attendance is maintained at a high level and that this is promoted and celebrated right across the school. While your child is with us, we will monitor their attendance very closely, to secure the very best education for them. We put in place interventions where attendance is dropping, but also reward pupils where attendance is excellent! View full school