EduCativ

Our vision for the school is to produce responsible young people of whom we can all be proud, who have achieved more than they ever believed possible, and who are prepared to contribute to their local, national, and global communities. We firmly believe that learning never stops. The school motto “Make it Happen Together” states the vision for a safe, purposeful, and aspirational environment at Thomas Fairchild. We strongly believe that it is important for our whole school community to treat each other with respect and to inspire each other to succeed. We are working to secure good outcomes for all of our children and believe they should have the chance to learn, achieve, enjoy and understand their role within the local school community. Children can join our nursery a term after they become three years old. You can register your child to attend our nursery at any time, our waiting list is not based on a first come first served policy. We manage the list based on the guidance from The Hackney Learning Trust regarding Nursery admissions. Like all state-funded primary schools, we follow the national curriculum, ensuring that we are meeting or exceeding national standards wherever possible. This isn’t just about reading, writing, and maths – it includes a wide range of subjects, and knowing about what your child is studying at school can help you support their learning at home. These subjects form an integral role in our Creative Curriculum. Our curriculum is planned in consultation with all members of staff. A Curriculum Working Party, which consists of teaching staff and members of the senior leadership team, then collate information gathered. This is then given to staff, to be used to inform planning. Teachers plan to learn experiences that promote a cross-curricular approach. Literacy and communication skills lie at the heart of our curriculum. At the start of each new curriculum theme all children are given a novel to read for enjoyment during holidays and as a basis for their learning in the forthcoming term. We want every child at Thomas Fairchild to start the day with everything they need to learn effectively a fundamental element of this is a healthy, filling breakfast. The chance to socialize with peers & adults, to keep fit & play also play an important role in readying children for the day ahead. A great way to start the day. The breakfast club benefits from supplies from Greggs the bakery that is sponsored by UBS. Family pottery is a 5-week course for parents and children to learn and create something using pottery techniques with a professional tutor and potter called Tunde. A total of 10 families participated and it was mainly offered to Year 6 children and their parents/carers as it would be their last term working together in a primary school environment. Each term communal displays reflect an area of the taught curriculum. Links are made with the whole school theme. Each year group creates a display to reflect the term’s learning. There is also an informative curriculum display that reflects what the terms theme is and the thematic focus for each year group. The STAR Writer display is a celebration of children’s writing. This display is changed every two weeks and STAR writers are announced in the newsletter and in the Celebration Assembly, where the children receive a certificate in recognition of their writing. Additional curriculum displays include a dedicated maths display and an assessment for learning display. We aim for the children’s computing learning to fit within Thomas Fairchild’s wider thematic curriculum. We want the children to use a blend of logical thinking and creativity to solve problems that are real and relevant. We use resources from the Switched On Computing program of study that gives the children an experience of technology’s real-world applications, for example in Game Development, Architecture, and Cryptography. There is an emphasis on practical experience of writing computer programs. Our aim in teaching mathematics at Thomas Fairchild is to develop in children a love of number, pattern, and shape that also equips them for later life whether they use maths in their career or everyday life. Where possible, we teach maths in a cross-curricular way, for example through science, IT, and design technology. Mathematics is a fascinating subject in itself in addition to being an important skill for most careers. We hope the mathematical skills children learn in Thomas Fairchild provide a solid foundation for later life and inspire in them a love of this subject. View full school

The Willows Academy is a specialist primary school for children aged 5-13, who have a statement or EHCP for special educational needs (SEN), predominantly behavioral, social, and emotional. It is currently made up of 5 different classes - Elm, Maple, Ash, Oak, and Beech - that support the pupils in different areas of their learning and development. In addition to delivering a broad and balanced curriculum, The Willows Academy also offers services, such as play therapy and speech and language therapy, and an educational psychologist to provide an in-depth assessment of pupils' learning needs. At The Willows Academy, our motto is 'Learning, Succeeding, Achieving', and we work hard to ensure that our children, as well as making good progress with their learning, can build confidence, develop their social skills, improve behavior and, when possible, return to mainstream school. Our school caters to pupils across London and the neighboring shires, and we currently work with 5 different local authorities. Our home authority is Hillingdon and the majority of pupils on our school roll come from here. At The Willows, we are committed to helping our children by: Creating a positive and nurturing environment where our children can feel happy, safe, loved, and respected. Challenging our children to achieve their best. Providing our children with opportunities and experiences that may enable them to access mainstream primary education. Giving our children the skills necessary to begin the journey towards becoming successful adults. At The Willows Academy Trust, we teach the full National Curriculum and seek to give each pupil an outstanding education, tailored to their individual needs. Through a broad and balanced curriculum, we aim to recognize and develop individual talents, skills, and interests. Classroom-based learning is complemented by learning outdoors, educational trips, and visitors into school when possible. Wherever appropriate, we use a cross-curricular approach to teaching and learning so that skills and knowledge can be developed and used across a wide range of different subjects. At The Willows Academy trust, we aim for our pupils to develop a strong set of values and principles and learning to question and understand what it means to grow up in British society. Through a rich and challenging humanities curriculum, and a focus on key events in British History, we encourage pupils to reflect upon their role in a diverse, multicultural and multi-faith society. Our school is enriched by the faith of our school community, and we teach an inclusive and all-embracing Religious Education curriculum that teaches pupils about the beliefs and practices of all major religious groups, and indeed the shared values that religion can promote in synchrony with core British values. Finally, we take seriously our responsibility to promote community cohesion, generate respect for difference and individual rights seriously. Our challenging curriculum enables pupils to recognize the valuable role that they play as emerging citizens in British society View full school

At Thomas Arnold, we are committed to safeguarding and promoting the welfare of children and young people and we expect all staff and visitors to share this commitment. We are committed to ensuring that consistent effective safeguarding procedures are in place to support families, children, and staff at school. We have robust policies in place for ensuring the well-being of our children. These policies underpin our practice and every single member of staff in our school shares the values contained within. Any concerns about children are passed through the members of staff who are trained as “Designated Child Protection Officers” in the school in compliance with the “sharing of information” guidance. Thomas Arnold is a happy, ambitious, inspirational, and inclusive place where children and adults enjoy learning together. We have a clear vision for the school that is based on a broad understanding of what success looks like for our children. To ensure this success we have developed an exacting curriculum that is skills-based and knowledge-rich we offer an enriched learning experience that excites the children’s appetite for learning and we have defined five core character virtues that we particularly value and we pursue through explicit character education. Furthermore, we take an inclusive approach that maintains a focus on the wellbeing and progress of every child we provide a safe place for learning through the application of our positive behavior system and we achieve better results by establishing a partnership between parents and teachers. All the adults who work at the school are committed to this clear vision and are driven by our shared understanding of what success for our children looks like and how we achieve that success together. At the start of Reception children are assessed using the accredited baseline assessment, Early Excellence. This forms part of the teachers’ everyday practice where they build their knowledge of each child through observations, interactions, and everyday activities. They use this professional knowledge to make a series of judgments about each child based on a clear set of assessment criteria. Children continue to be assessed throughout the reception year where staff adds information to an assessment profile for each individual. Insights from these profiles are shared at parent consultation meetings and the completed profile is bound and available to be taken home at the end of the year. In addition, each child has a learning journey scrapbook containing photos and pieces of work that are available during the year for parents to look at and are taken home at the end of the year. All children in Year 1 participate in a phonics check. This assessment is administered by their class teacher. Results are included within the Year 1 end-of-term report. Children in Year 2 and Year 6 are assessed during May. Individual pupil results from these assessments are reported annually to parents in their children’s reports. Each pupil receives an overall result indicating whether or not he or she has achieved the required standard on the test. Teachers record children’s attainment using electronic Mark books. These Mark books list small steps in the children’s learning known as learning objectives. When marking, teachers look for evidence that learning objectives have been met, recording each time a child achieves or partially achieves a measure of attainment. The Mark Books inform teachers’ planning of further learning. We aim to create a positive attitude toward home learning and help set good habits for secondary school. We are concerned that the activities set are of interest to the children and matched to their ability. We ask that parents support their child with any home learning given. Home learning routines begin in Reception with the expectation that children read each night and are, in turn, read to. In addition, there are simple tasks to complete at home from learning keywords to topic-related research. All at Thomas Arnold work consciously and conscientiously to make it a place where children acquire the character virtues that lead to success in school and university, in work and life beyond. Essential to this is our understanding of what constitutes Character Education. Character Education can be defined as the active development of character strengths or virtues in young people. The practice of character education is based on the view that these strengths are not merely given but can be developed through instruction and practice. We aim to provide regular feedback to children through marking so that they have specific advice about improvements to their work. Children are given time to read and review their work following marking. They are encouraged to respond to marking to show they have understood the advice given and to add a comment if possible. Every child’s progress is closely monitored at Thomas Arnold so that we can provide the best possible opportunities and highest levels of support. When children start nursery, staff informally monitor their development and keep detailed records. This information is shared with families during the year and is transferred to the reception class at the year-end. Our School’s Local Offer explains what we offer children and young people with special educational needs (SEN) throughout their time with us, including how we support them on to the next stage of their education. You may also want to read our SEN policy, a document that gives more detail about our statutory duties and day-to-day procedures – for example how we plan the most effective support for children with SEN and how we review their progress. This sets out a wide range of information about specialist services, schools, colleges, and organizations that can provide support and information for families of children and young people with SEND. It explains the procedures for requesting an assessment for an Education Healthcare Plan (EHP). View full school

Woodside Primary Academy, where our priority is the well-being and progress of every child. We have worked hard to develop an atmosphere of trust, happiness, and achievement here at the school, to ensure that your child feels cared for and supported on their educational journey. Ofsted recognizes the excellent work in the areas above and has graded us as Outstanding in all areas of education (July 2016). Developing young people who hold respect for the world and people around them is central to our vocation at Woodside. We want our pupils to leave Woodside embracing the core values that are linked to a successful life, both in terms of developing and achieving personal goals as well as the ability to positively contribute to the world at large. We issue all new parents with a home school agreement to reflect these life values. Parents, pupils, governors, and staff have all contributed to their respective sections of the agreement. This has now been signed by every pupil, parent, staff member, and the Chair of Governors. From now on, the form will be signed by all new Woodside pupils. This agreement forms the heart of our school community! It symbolizes us all coming together as one to support our children in their journey towards becoming successful young adults. Since our Ofsted Inspection, we have worked hard to ensure we further develop exciting opportunities for all pupils. We now have our Friday afternoon sessions, where every pupil has a term of enrichment experiences. These include rock climbing, fencing, photography, cooking, gardening, drone flying, and our Community Support programs where pupils go out and spend inter-generational afternoons with our vulnerable elderly people in their care home. We have also opened our state-of-the-art Enrichment Centre in January. It hosts cooking facilities for an entire class. Every pupil will cook six times per year, using the recipes designed with Executive Chef (The Ivy) Gary Lee. Our Science Laboratory can cater to 60 pupils and forms part of our high-quality science provision. The new computing suite has an animation and recording studio, film equipment, and drone flying capacity. View full school

Learning, Achieving, Caring, and Sharing. We strive for The Winns Primary School to be a great, community school where progress and attainment are outstanding for all in a safe and happy learning environment that develops and nurtures the whole child. At The Winns Primary School, we believe in giving our children broad and balanced learning experiences that prepare them for future life. We strive to make our curriculum creative, engaging, and fun for all children. We use a topic-based approach, with topics designed to incorporate specific National Curriculum subjects and make strong links between them for the benefit of learners. Themed workshops, run by external agencies, supplement the topics and contribute to the learning process by bringing the topics alive. They are thoroughly enjoyed by children and staff alike. Learning also takes place beyond the classroom through visits to local and national places of interest. Ofsted is the Office for Standards in Education, Children’s Services, and Skills. We inspect and regulate services that care for children and young people, and services providing education and skills for learners of all ages. The Governing Body is made up of parent governors (elected by parents), people co-opted from the local community, a teacher (elected by staff), and a local authority-nominated governor, as well as the Headteacher. We're here to make the big strategic decisions about the school but we don't get involved in the day-to-day running of it. We challenge and support the senior leadership of the school. Above all, we make sure the school is improving, maintaining good standards, and working to be an outstanding school. As well as regular meetings, governors visit the school regularly to meet with staff, sit in on lessons and talk with children to get an idea of how the school is running. The Governors meet twice a term, and they also sit on sub-committees looking at particular issues around the curriculum and standards, finance and premises, and pay and personnel. View full school

The Willows Primary School is 'Two Form Entry'. This means that we have two class groups each year. Both class teachers and teaching assistants in the same year group plan together to deliver the appropriate curriculum building on the learning that has taken place in the previous year. In our classroom's the children have the opportunity to voice their opinions, feelings, and aspirations respectfully and politely. Children are inquisitive, a sign that their minds are expanding and growing. We can encourage children to learn and develop by providing them with questions that will challenge their thinking and help to develop their skills further. As of September 2014, the Government has launched a new National Curriculum which will provide our children with the opportunity to develop their creativity through questioning, investigating, and exploring. At The Willows, we are passionate about providing all of our children with a creative and exciting curriculum that captures their interest and inspires them to learn as well as achieve highly. Children at the Willows are provided with lots of opportunities to learn outdoors as well as indoors. Our school quad is fully equipped to facilitate continuous provision so that the curriculum can be extended outside. Our community plays a big part in sharing and developing the curriculum. Our children's learning is enhanced through the experience they gain from the community and adults working closely with the school. Special Education Needs Code of Practice guides schools and parents about meeting the needs of pupils. Staff in school will work with parents/carers guiding them and informing them of any additional work they may need to do to support children and identify their strengths. If they need additional help, they will be assessed in school. This is outlined in greater detail in our Behaviour Policy. We believe primarily in self-discipline and our approach to children is created to foster a sense of personal and collective responsibility. All new parents/carers receive a copy of our behavior policy and attendance policy along with the school brochure. Children are rewarded for good behavior in our celebration assembly each Friday morning. We encourage a positive approach to everyday problems. Children's efforts are praised and their individual needs for security and stability are respected and catered for. We have high expectations of our children and we hope to develop high expectations within them. At The Willows, we recognize the importance of and value parental involvement in the life of the school. As a school, we are committed to establishing and maintaining an effective and purposeful working relationship between school and home and actively seek feedback from parents and carers to support us in fulfilling this. Our school policies have been designed to ensure that all adults at The Willows are working together to safeguard and promote the well-being of all our young people and adults in school. Our policy describes the systems and arrangements in place to create and maintain a safe learning environment. It identifies any actions which should be taken to address any welfare concerns about young people and adults in school. Please take the time to read through our policy. As part of our support for all children in school, we have regular opportunities to consult with support services and health agencies through a multi-agency approach which sometimes includes completing the Early Help Form which supports families as well as pupils. Mrs. Solomon is our 'Early Help Co-ordinator and available through appointment. Our school nurse is John Feinburg. John also works with our pupils on drug education, sex, and relationships, and staying healthy. Our dedicated Nursery provision is led by qualified teachers and teaching assistants and is an integral part of the school allowing 3-4-year-olds to flourish and develop within a caring and calm environment. Located in its spacious purpose-built section of the school, the nursery has its own safe and secure outdoor play area offering extensive opportunities for stimulating play and exciting exploration. We aim to ensure your child develops significantly within the EYFS framework so that they are very well prepared to enter the reception and thrive throughout their school life. We accept 65 children each year who join over a phased period in September. Please see the admissions section to apply. The EYFS Framework explains how and what your child will be learning to support their healthy development. Your child will be learning skills, acquiring new knowledge, and demonstrating their understanding through 7 areas of learning and development. Admissions to the nursery class are currently administered by the school and application forms are available from the school office. If your child has a nursery place, it does not automatically mean that they will attend The Willows reception class. You must still apply to the local authority if you want your child to attend our reception class. View full school

We at The Willow Primary School are in the privileged position to know that what we do every day makes a difference and sometimes THE difference between a bright future and limited life chances. We strive to give the children a first-class, stimulating, fun, and well-rounded educational experience. We believe in the right to an excellent education and we are proud of the service we offer. Willow Learners Are Incredible: Inquisitive Nurturing Collaborative Resilient Enthusiastic Determined Independent Brave Limitless Expressive We continually strive to improve what we offer so that when every child leaves, they will look back on their life with us with pride about their achievement and joy with their memories". Our children are passionate learners who excel academically and are resilient, reflective, creative, and confident. They leave us with the competencies needed to thrive in the current and future world. OUR VALUES: We ensure our children love coming to school because it is safe, fun, challenging, and exciting. We have high expectations and are committed to supporting each individual to achieve their dreams. Everyone is valued as a unique member of our diverse community. We uphold the highest standards in all that we do and look continually to improve ourselves so that what we do today, we do even better tomorrow. We are a two-form entry primary school catering for children aged 4-11 years of age. We also have a 100 place children's center located next to the school which nurtures children from 1 to 4 years including our nursery school provision. At The Willow Primary School, we aim to enable our pupils to be resilient, resourceful, responsible learners who have the confidence, skills, and attitudes to be successful lifelong achievers. We work hard to ensure that the children are provided with high-quality learning experiences that lead to a consistently high level of pupil achievement and attitude. We offer the children a wide and varied curriculum. Mornings are mainly spent on the core skills of English and Maths with the afternoon sessions focusing on Science, PE, Music, and Topic. We are fortunate to have an extensive integration program with The Brook Special school who shares our site. The new Broadwaters Inclusive Learning Community building and site have been designed and built to enable both pupils of The Willow and The Brook to mutually benefit. Small groups of children visit each other’s school, join in some lessons and participate in shared activities and outings. Each class from The Willow is linked with a class from The Brook. We are fortunate to have an extensive integration program with The Brook Special school who shares our site. The new Broadwaters Inclusive Learning Community building and site have been designed and built to enable both pupils of The Willow and The Brook to mutually benefit. Small groups of children visit each other’s school, join in some lessons and participate in shared activities and outings. Each class from The Willow is linked with a class from The Brook. We believe that children are active learners who learn through their senses, through investigation, experimentation, listening, watching, social interaction, questioning, and exploring. Your child is a special and unique individual and will be encouraged to develop their confidence, skills, and talents in these early years of education. Our Nursery prides itself on providing a safe and caring environment that offers the children both the opportunity to have fun and learn at the same time. In Nursery, we have been learning about Nursery Rhymes, Ourselves, and Our Families, and we will be covering fun and interesting topics such as Celebrations, Outer Space, The Jungle, and Sports. The children have the opportunity to play, learn, experiment, and explore both inside and outside of the Nursery. We are learning to write and count all the time in many different and fun ways. We also have an area for writing and reading, numbers, puzzles and games, painting, building, sand and water, the list goes on. Pop in and have a look for yourself. Nursery outings are arranged throughout the year and the children get the chance to see everything they are learning about in the Nursery first hand outside of the Nursery. Past trips out have included everything from digging for Minibeasts in the local park, the seaside, the Science Museum. Our goal is to enhance and embellish this curriculum, whilst maintaining a strong emphasis on acquiring the basic tools vital to early schooling. Every day is an adventure and a time of discovery. However, we carefully structure the work to help children develop their skills and relationships to enable them to reach their Early Learning Goals milestones by the end of the Reception year, with most children exceeding them. We recognize that not all children develop at the same speed, or in the same way, so we differentiate accordingly allowing our more able children to achieve very high standards. By observing all children at work and play we can continuously assess progress and attainment. View full school

The William Hogarth School opened in October 2001 and is sited in the building of the old Hogarth Primary School. Eager not to lose any connections with Hogarth, a famous Chiswick resident, artist, and philanthropist, we have reflected the link in our school logo, a paint palette, and naming each of our classes after famous painters. They are also recognized in the artwork of the school and the value put on artistic and creative activities. The school is a community school and is committed to working in partnership with all members of the community. The school is a bright, spacious building with two large halls and an ongoing program of work to meet the needs of our growing school community. It has a large and well-equipped stock of ICT equipment, with enough computers for a whole class to work on their computer skills together. The school has a purpose-built art room which was donated by the artist Sir Peter Blake and designed by his wife Chrissie. A library is available for the children to borrow books. Two playgrounds are featuring an adventure climbing frame, playground seating, a ball court for team games, and a wildlife and conservation area. We are an inspiring learning community with high expectations, where all feel safe and happy and everybody has the opportunity to unlock and realize their potential. We will: Provide a happy, stimulating, and safe environment. Create an attractive, well-resourced environment where diversity is valued and respected. Value every child and cater to their individual needs in a nurturing way. Promote co-operation and respect for each other. Equip all pupils with the skills necessary to promote independence, self-discipline, and confidence. Have high expectations of all our school community and so promote high standards. Ensure all pupils have access to a broad and balanced curriculum. Track and monitor each child’s academic progress to ensure a maximum academic achievement. Involve parents fully in all aspects of their children’s education. Work together with the whole community to build on our achievements. We offer an exciting and challenging curriculum across all key stages using the National Curriculum and the International Primary Curriculum. We pride ourselves on delivering high-quality English and Maths lessons daily. We also offer a range of extra-curricular activities to support learning. The William Hogarth School is inclusive. We recognize that all children have different skills and needs. All children are welcome to be part of our school community. Class teachers work closely with the school’s Special Educational Needs Coordinator to identify any pupils who may need extra support and will devise a structured program based on specific areas for development. Support is given in the classroom by differentiated work or by extra help from a Learning Support Assistant. A range of programs is used to support pupils including group and individual interventions which enables pupils to catch up with Learning skills if they have fallen behind for any reason. Pupils who are identified as having greater difficulties may become the subject of a Statement of Special Educational Needs issued by the Local Authority. Parents/Carers of all pupils who are identified as having any sort of difficulty are informed and consistently involved in the assessment and provision for their child. View full school

The White House Preparatory School has been established as a leading Independent Co-Educational Day Preparatory School for almost thirty years. We cater to children from two and a half to eleven years old, and we are lucky to teach small classes of happy children in a beautiful Cubitt-designed Victorian villa in Clapham Park, situated, five minutes from Clapham Common, amid a vibrant community. In keeping with our ethos of bringing out the best in every child, we keep the school small and personal. Our class sizes average sixteen pupils and we make sure that every child from the beginning of their time with us feels valued and cared for with a special part to play in the everyday life of the school. We are a close-knit community with strong ties to our children’s families and believe that there is more to education than simple academics, although we excel in this area as well. We manage to teach in a non-pressured, happy way, encouraging a love of learning and bringing out the many facets of our pupils’ personalities. Our children enjoy a vibrant, broad curriculum that stimulates, challenges, and excites. Our children are happy pupils, as we believe that they learn more and give more if they are in a nurturing place that they love. We offer excellent pastoral support, encourage manners, and respect for one another. To truly educate we celebrate the creative, the physical, and the spiritual to create a rounded individual. We cherish childhood in all its forms, and we encourage gentleness, kindness, and humility. Traditional values have been shown to hold great sway in the workplace, and we foster them in our boys and girls. Individuality, so often absent in schools these days, lost in a chase for targets and exam successes, is actively encouraged, and we manage to combine this with the academic success which is intrinsic to modern life today. We are very proud of The White House pupils who leave us at the age of eleven for a variety of prestigious London Day Schools they stand out from their peers. Confident but without arrogance, self-assured but not pushy, with a strong moral compass and unbounded enthusiasm. The children we educate are our best advertisement. The White House Preparatory School is an independent co-educational London day preparatory school that firmly believes: That every child has something to offer that is unique and valuable. That the curriculum must be broad and balanced with art, music, and sport is as important for lifelong learning as traditional academic subjects. Those children are encouraged to develop a sound moral compass through kindness and empathy. That the long-lasting love of learning is developed through a strong support system that includes home, family, their peers, their teachers, and their school. All children should fulfill their potential in a safe, secure environment where they can enjoy being children. The White House Preparatory School ensures children achieve high academic results whilst continuing to remember the importance of being child-centered. We encourage happiness, reward hard work, acknowledge and praise children for both personal and academic achievements. View full school

Our School has a ‘can-do’ enterprising culture, where students know that, through hard work and determination, they can achieve anything and everything they set their minds to. It is very important to us that whatever an individual student’s starting point is, he or she is given the opportunities needed to achieve his or her personal best. We want every child to feel part of the school community. The best way of finding out whether our school is right for your son or daughter is to visit us. I hope you will be able to come to one of our Open Events. The Warren is all about achieving. Our curriculum is designed to provide all students with the opportunity to make progress and attain their very best. Students begin this journey in our second phase and continue within the Sixth Form. Our Secondary Phase curriculum has a traditional framework, with a particular emphasis on preparing for success in the twenty-first century. The Warren students experience a balance of the traditional core subjects of English, Maths, and Science alongside a range of other subjects through to subjects that support student achievement. We have introduced an innovative curriculum that allows our students to smash their year group’s learning barriers and take examinations when they can. We are always looking at innovative ways of enabling our students to secure their very best achievement. All students follow the National Curriculum and all are expected to take GCSEs in those subjects as well as a wide choice of optional courses made at the end of Year 9. In the Sixth Form, this breadth and depth of curriculum provision are extended further through a wide range of opportunities in courses from level 1 to A2. As a school, we gained an excellent reputation for our specialist status as a Sports and Engineering College and work closely with the Loxford Trust in all areas. Our students still benefit from the expertise we have within these subject areas. However that does not mean we value just those subjects – we understand the need for excellence in all subjects, and we also recognize the vast range of opportunities in many aspects of technology, the arts, and business – using our students’ strengths of communication, problem-solving and team-work. So through our curriculum, we seek to create a balance, but we do not accept that there are any areas of study that are unsuitable for our students from artist to politician engineer to zoologist, all students are encouraged to achieve to their highest potential. This is borne out in our excellent contextual value-added figures. These show the progress our students make from year 7 to year 11 is improving. A key part of our aim, therefore, is to prepare for a changing world. There are language visits to France, study visits to New York and Poland, residential visits for Science, theatre visits, and the list goes on and on. In other words, there is an extensive program of educational and recreational activity – all designed to contribute to the overall education of our students. There is, however, far more to education than what goes on in the formal classroom. To this end, a part of our student’s time at this school is given over to activities outside the classroom. These can vary from our enrichment activities such as music, drama, sports, and a wealth of other interests and activities including lunch-time and after-school clubs. We recognize that patterns for a healthy lifestyle are set in these formative adolescent years and we are proud of the fact that there is something for everyone. It will be a place where students routinely achieve excellent grades and progress onto both higher education and successful careers. The range of courses on offer has been carefully selected to meet the needs of a wide range of students and the needs of our community. Our sixth form provision is designed to open doors to our students, offering them the best opportunities to access higher education. All students should have the opportunity to gain entrance into university if it is their wish. We are proud to be a comprehensive Sixth Form, which caters to students who wish to vocations qualifications, A-Level, and university entrance examinations. On completing Year 13, 61% of Warren Sixth Form students gained a place at university including prestigious higher education institutions, such as those in the Russell Group. Furthermore, 10% of students have gone on to study for an Apprenticeship, 1% on a football scholarship in the USA, with the remaining 28% going straight into employment. Year 12 and 13 are two of the most demanding years of education you will ever experience. You will need to develop excellent organizational skills and resilience. The sixth form team is here to help guide you on your path and support you in making choices for your future. We have high expectations of attendance and punctuality. We will do all we can to support you in your success and you must have outstanding attendance and punctuality to achieve this. The same can be said of your standard of dress and work ethic. Deadlines are there for a reason and we will monitor your ability to meet these deadlines. You need to know your grades and be in constant discussion with your teacher to know how to make the necessary improvements. Be aware of where you are on the progress board in the sixth form office and strive to exceed your targets. We are pleased to welcome you to the SEND Department, here at The Warren. These pages will give you an insight into the values and work of the SEND Department at The Warren. The SENCO, in collaboration with the Headteacher and governing body, plays a key role in determining the strategic development of the SEND policy and provision in the school to raise the achievement of children with SEND. View full school

Our children thrive in a learning environment that is designed to engage and excite. The focus on developing a lifelong love of learning is underpinned by rigorous attention to the development of essential skills and tools. This focus and attention, combined with continual assessment of progress, ensures that each child is thoroughly prepared for the next stage of learning and has the opportunity to maximize his or her potential. As we live in a constantly changing, multi-cultural world and global economy, we endeavor to provide our children with the skills that are essential for success in the twenty-first century. Our focus on collaboration and team-building ensures that all children are equipped to face the challenges ahead. We want our pupils to leave The Vineyard having developed a love of learning, gained a desire to extend their understanding throughout their lives without fear of acquiring new skills and knowledge as the world around us changes. Our children can recognize that individually they can make a difference to their future and to that of our planet. We are pleased that you are considering our school for your child. Parents/carers are welcome to attend a tour of the school once your child is three years old. We believe that all children of school age benefit from starting school together at the beginning of the school year, regardless of age differences. In this way, the children are introduced to the learning environment, their peers, and school routines in a gradual and planned way. For this reason, the school will only consider requests for deferred or part-time entry in exceptional cases where there is clear evidence that deferred or part-time entry is in the best interests of the child. Requests for delaying a child’s entry into Reception until later in the year of entry or to attend part-time until the child reaches statutory school age can be discussed with the headteacher after a place has been offered at the school. Each case will be considered on its merits and a decision will be made by considering the documentary evidence that deferred or part-time entry is in the best interests of the child. We accept older children throughout the school year when there is a suitable place. When a year group is oversubscribed, priority is given by the LA’s Admissions Policy as set out for Reception children. We are currently full in all-year groups. To make an application or be added to a waiting list, please contact the London Borough of Richmond Admissions Department. We are passionate about ensuring that our youngest children in Reception receive an appropriate early year's education which eases the transition from home and nursery into school, from Reception into Year 1, and then from Year 1 into the more structured learning environment in Year 2. These transitions are gradual and follow the needs and readiness of the children. Year 1 & 2 are of fundamental importance to furthering and embedding basic skills and ensuring growing confidence for the onward educational journey. The children’s experience is brought alive through using exciting texts which are the launching pad for developing reading and writing skills. Teachers skilfully use cross-curricular links to enthuse the children and to broaden their knowledge and understanding of the world. KS1 teachers prepare children for two important transition moments moving from the Early Years curriculum and into the Years 1 and 2 style of teaching which follows the National Curriculum and, at the end of KS1, ensuring that they are ready for their move into Lower KS2. Year 3 & 4 are the beginning of the children's more formal education - using their skills in reading and writing to access a creative curriculum that incorporates learning about foundation subjects, science, and occasionally mathematics, with English. As writing and reading underpin all learning, pupils are expected to do both activities at the highest possible level in all subjects. Those who need support will experience intervention strategies to ensure they attain the appropriate levels of skills and understanding. Children in Years 5 and 6 are ready to follow a dynamic, cross-curricular approach that fosters active, informed, creative and intelligent pupils who are learning to influence their own lives and those of others positively. The children are encouraged to develop positive dispositions and attitudes to learning, becoming adaptable and flexible learners who are determined and unafraid to take risks. This is achieved through the delivery of an exciting term-long program of activities that involves the children in learning through a variety of ways, indoors and outdoors, in school, and on educational visits. E-Safety encompasses not only Internet technologies but also electronic communications via mobile phones, games consoles, and wireless technology. It highlights the need to educate about the benefits, risks, and responsibilities of using information technology. At The Vineyard School, we believe that e-Safety is the responsibility of the whole school community. We believe everyone has their part to play in ensuring all members of the community can benefit from the opportunities that technology provides for learning with confidence and safety. Global learning is a term used to define aspects of the whole school curricula that relate to people’s place within the wider world, their relationships with others, their histories, their presents, and futures. Global learning connects the local to the global and advocates that people throughout the world are agents in interconnected, sustainable, and thoughtful living. View full school

We are a Nursery and Pre-Preparatory school for children aged two to seven. We have a long-standing reputation in our community for providing the very best in early years education. Our dedicated and experienced team strives to ensure that all children in our care flourish within a happy and nurturing environment, giving a firm foundation to the start of their educational journey. Set within two beautiful Victorian houses, The Villa retains the feel of a family home and is welcoming, light, bright, and specifically designed for children. Our outdoor space is unique for the area and gives children the freedom to play and run around, greatly enriching their learning experience. Our aim is for The Villa to be a ‘home from home for the children in our care and this is particularly true in the Nursery where many of our children are learning to separate from their families for the first time. Children at The Villa learn through play and activities which stimulate their natural curiosity in an atmosphere of encouragement and praise. The Villa Nursery has been rated Outstanding by Ofsted and our curriculum is carefully planned to meet the guidelines of the Early Years Foundation Stage. We nurture an enthusiasm for knowledge and aim to develop each child’s confidence in their ability to become successful learners. Each child has a designated key worker who, in partnership with parents, responds to the needs of each child. They learn how to solve problems, make decisions, experiment, predict, plan, and question in a range of contexts. The Nursery provides the ideal preparation for school as children are encouraged to explore their creativity and imagination, make friends and share in a fun and caring environment. This area is fundamental to successful learning. Children are provided with different situations where they can follow instructions and communicate effectively with each other, within a stimulating and language-rich environment. Listening to stories and rhymes is an important part of every day. The children learn to sit quietly and discuss the stories afterward, re-telling them in their own words and talking about their experiences. Our Values: Caring & friendly environment Self-esteem & confidence Good behavior Education & care Encouragement & praise Personal Development Communication Our pre-school children also have the opportunity to participate in French and Spanish lessons. This allows the children to explore the use of different languages and cultures. The Villa Pre-Prep is a small and friendly school with children joining us for Reception, Year One and Year Two. We believe that school should be a positive, happy, and stimulating experience where the needs of each child are respected. We recognize that the early years at nursery and school are a crucial period of development in childhood and as a result, our guiding ethos is one of support and care. At the same time, we equip children with all the tools they need educationally, emotionally, and socially as they prepare to leave us at age seven. Children at The Villa benefit from our high teacher-pupil ratio which gives us the freedom to extend and enrich the curriculum and study topics in greater depth, with a key focus on pastoral care. Every child is treated as an individual, and we have an open and honest approach to communication with parents. We achieve excellent results by remaining true to our beliefs and supporting every child to develop talents and passions to excel in the classroom and their future learning journey. Pre-Preparatory Scholl Values: Meeting potential Excellent teaching Self-confidence & independence Enthusiasm for learning Reception builds upon the curriculum covered in the Nursery and is the final year of the Early Years Foundation Stage Curriculum. We take a cross-curricular approach to inspire the children and promote deep and memorable learning. We use a themed approach, with key texts at the heart of our themes and with outings to inspire and motivate learning. We have a creative approach to learning in Year 1 and 2 whilst also covering the skills of the National Curriculum. With small class sizes, we can provide the children with broader learning experiences that promote curiosity and enthusiasm. The Villa opened in 1997 as a small nursery with just ten children on the ground floor of Studley Villa, as it was originally known. Increasing numbers gradually led to the conversion of the first floor into nursery classrooms and in 2001 The Villa expanded further upwards and the Pre-Preparatory school was born. In 2012, in a bid to meet the growing local demand for nursery places, The Villa expanded to include our adjacent property at 56 Lyndhurst Grove, thereby doubling the number of places available. The building underwent a huge modernization. Architect-designed, the building retains only its original façade with purpose-built, ultra-modern, well-lit, spacious classroom facilities at the rear. Our team in the Nursery now cares for 124 children daily and we teach approximately 48 children in the Prep-Prep. The Villa attracts many families from the local area, mainly through word of mouth. Demand for places at The Villa continues to be exceptionally high which is testimony to our success in supporting pupils as they take their first steps in their early year's education. View full school

The Urswick School is looking forward to celebrating its quincentenary in 2020 making it one of the oldest schools in the country. Where possible, the same number of children will be admitted into each of the four bands to ensure a balanced intake that reflects the full ability range. Children with statements of Special Education Need (SEN) and looked after children who do not take the tests will be allocated an appropriate band based on an alternative assessment (for example, KS2 Teacher Assessments in English and Maths). Having received a band allocation based on their CAT score, children will be awarded places within each band using the oversubscription criteria. Where the number of applicants for admission is greater than the published admissions number, applications will be considered against the criteria set out below. After the admission of children with statements of SEN where The Urswick School is named on the statement. The Governors will designate 50% of the remaining annual intake as Foundation Places (Church), with the remainder classified as Community Places (Open). Vacant places in one category will be taken by oversubscription from the other. If either or both of the categories of Foundation and Community places are oversubscribed, then the remaining places will be allocated using the oversubscribed criteria and procedures. Applications for In-Year admissions are made in the same way as those made during the normal admissions round. If a place is available and there is no waiting list then the Governors will communicate their offer of a place to the family. If more applications are received than there are places available, then applications will be ranked by the governing body under the oversubscription criteria without reference to banding. If a place cannot be offered at this time, then you may ask for the reasons and you will be informed of your right of appeal. You will be offered the opportunity of being placed on a waiting list. This waiting list will be maintained by the governing body in the order of the oversubscription criteria (as detailed above) and not in the order in which the applications are received. Names are removed from the list at the end of each academic year. When a place becomes available the governing body will decide who is at the top of the list so that the parent/carer can be informed that the School is making an offer. The Urswick School Sixth Form is a small provision offering excellent opportunities for students to progress to the University of their choice. Primarily designed for existing members of year 11, we also welcome applications from external applicants. Sixth Form students benefit from excellent facilities in our award-winning new building. Most lessons start at 9.30 am and finish at 4 pm. The library is open until 5 pm. The OFSTED accredited organization ALPS (Advanced Level Performance System) evaluates the data of school and Sixth Form Colleges. Each school is then given a score in terms of how much progress Sixth Form students have made from their different starting points and the effectiveness of the teaching students receive. In 2017 Urswick’s ALPS Score in respect of year 12 AS Level and Year 13 A Level places The Urswick School Sixth Form Academy in the top 10% of schools nationally. This means our Sixth Form is graded Outstanding. The Urswick School Sixth Form Academy offers a range of A-Level and BTEC subjects. Students study three or four AS Levels, followed by A2s in Year 13. They are placed in small tutor groups with specialist members of staff to support UCAS applications. We also offer a range of additional qualifications which will run alongside our main courses to enrich our curriculum offer. These could include the ASDAN Certificate of Personal Effectiveness at Level 3, Sports Leaders Awards, and other work / finance-related qualifications. At The Urswick School, we work hard to meet all aspects of our duty of care for our students. As the internet becomes an integral part of our and our children's lives, we also provide the necessary guidance and support in e-safety. Although the internet offers many positive opportunities, it is vitally important to know how to safely and appropriately use this technology. With children starting to use computers from a very early age, parents also need to be aware of issues around safe internet use and the precautions that they need to take. In 2014 we were named by the Department for Education as one of the Top 100 most improved schools nationwide. This is recognition of our transformed GCSE results over the last six years the proportion of students achieving 5+ A* to C grades with English and maths have more than doubled. Earlier this year we were awarded Artsmark Gold by Arts Council England in recognition of the excellence of our provision for Arts education. We are also members of the London Mayor’s Gold Club. The Urswick School was invited to join this prestigious group because of our ‘exceptional outcomes for all pupils whatever their circumstances. Our latest Ofsted report judged the school to be good with outstanding features. Ofsted praised the ‘exemplary’ behavior of our students and judged the leadership of our school to be outstanding. In the last three years, we have successfully established our Sixth Form Academy which offers a range of A-Level qualifications in English, maths, the sciences, history, psychology, sports science, drama, art, and many other subjects. Each year our partnership with Gordonstoun School, the world-famous independent school in Scotland, results in scholarships being awarded to Urswick students to study A-Levels at Gordonstoun, together with other study visits for Sixth Form Academy students. Our name change in September 2011 heralded a bright new future. We are proud of our history, and to maintain our links with the past we chose the name in tribute to Christopher Urswick who founded free education in Hackney in 1520. Urswick’s vision, which we remain dedicated to nearly 500 years later, is to provide the best possible education for local children of all backgrounds, abilities, and beliefs. If you are looking to educate your child in a caring environment focused on achievement, then come to The Urswick School. We are the smallest mixed secondary school in Hackney and surrounding boroughs. We are friendly and welcoming, offering excellent care, guidance, and support, along with high standards of behavior and academic achievement. View full school