EduCativ

The Olive School, Hackney is a Muslim faith primary school, established in response to community demand for high-quality education that meets the aspirations of local families. We are a Muslim faith school that promotes traditional British values and welcomes applications from all faiths and none. Our vision for Olive Hackney is that it is a happy, friendly, safe, and encouraging place where everyone feels welcome and valued a place where expectations are high and achievement is expected and celebrated a place where all members of the school community care about each other a place where behavior is exemplary and where the success of all kinds is celebrated. The Olive School, Hackney is part of the Tauheedul Education Trust. As a progressive, inclusive, and outstanding Muslim faith school, the Governing Body will consider all applications equally without reference to faith. To help you to understand the admission process better, we have produced several documents listed below. Please read the documents carefully. We hope you will find them helpful and informative. Our pursuit of educational excellence is based upon our unshakeable belief that every child is unique, special, and has the capacity within them to succeed. As a result, staff offer an inspirational and life-enhancing educational experience for all children and work tirelessly to ensure that every child is nurtured, inspired, challenged, and supported to succeed and develop their natural gifts and talents. We aim to build the skills, knowledge, and positive attitudes necessary to help all our pupils become responsible, respectful, and tolerant citizens of the future – exemplary members of their community who contribute to the development of a successful society. At the Olive School, we recognize that all knowledge is sacred and worthy of pursuit and that lifelong learning is a tradition of Islam and other world faiths. The curriculum at the Olive School is designed to foster thought, curiosity, and a desire for learning in all children regardless of their backgrounds, strengths, and needs. The curriculum will provide a solid foundation for future learning ensuring that the key skills in English and Mathematics are taught well through creative and enjoyable lessons. The curriculum will operate at three levels and will address all pupils’ academic, personal, and social development. Most of our parents responded to our request to complete our annual questionnaire. We were delighted by your responses. Some of you also gave us some really helpful suggestions to make our school even better. Here is what you said and what we did about it. Each pupil has a personalized learning journey designed to challenge and support them. The school has a rigorous half-termly assessment cycle to track progress in Reading, Writing, Phonics, and Mathematics and these are regularly reviewed by the senior leadership team and governing body. Half-termly pupil progress meetings are also conducted with all class teachers to discuss progress and early action is taken to address any areas of concern. Parents also have an important role to play. They receive termly progress cards and are required to attend performance review meetings that cover their child’s academic progress, attendance, and behavior. The pupils’ levels are obtained from the tests and from the teacher’s assessments that are carried out during the year. This shows us what pupils have learned and retained during the previous two years. The tests help the school understand the strengths and weaknesses of each pupil in each subject. The Governors are passionate about The Olive School and are here to make sure that every young person is given the best education, opportunities, and experiences possible. Our Governors play an important role in overseeing the work of the school, acting as “critical friends” for the Senior Leadership Team, and holding the school to account for performance and development. We teach our pupils the importance of being kind, compassionate, and respectful to everyone that they meet, irrespective of their faith, ethnicity, gender, sexuality, class, or any other perceived differences. Through our leadership specialism, community service projects, and interfaith alliances, our pupils meet inspirational people from a diverse spectrum of backgrounds, beliefs, and cultures, and are encouraged to embrace all that life in modern Britain has to offer. We also consider it essential for our staff to lead by example and exemplify and model British values. British values are therefore built into our staff induction processes and reiterated in all staff training exercises. The examples provided below – whilst by no means exhaustive – serve to demonstrate how British values permeate our curriculum, ethos, and a wide range of leadership activities, along with our commitment to providing ample opportunities for our pupils to develop a strong moral foundation and a drive to make a positive impact in their local community, Britain and beyond. Our pupils are introduced to the concept of “democracy” and “the majority vote” from a young age, participating in Pupil Council elections (where representatives are elected by way of a democratic process) and engaging in a wide range of discussions concerning issues that directly affect them. Pupil's voice is considered to be of utmost importance, and members of the Pupil Council are encouraged to vote on key issues that are likely to affect their classmates, as well as bringing their proposals to staff for consideration. Pupils who are appointed to leadership roles are taught how to effectively represent their classmates and the importance of considering everybody’s viewpoint when making an informed decision and reaching a common consensus. Such pupils must demonstrate civic, moral, and performance characteristics to command the respect of – and act as an advocate for – their peers. Pupils are encouraged to become politically aware from a young age and participate in debates concerning age-appropriate issues, developing arguments for and against carefully chosen topics. In doing so, they learn how to put forward a strong case for causes they believe in (an essential part of the democratic process), as well as how to employ both facts and emotion to resonate with other people. View full school

The carefully balanced education provided by the Old Vicarage, Richmond’s only independent preparatory school for girls, offers your daughter a first-class start to life. With our non-selective entry, superbly resourced classrooms, excellent teaching, and small class sizes we create an environment in which girls of all abilities can thrive. Reassuringly, if you ask any of our girls, they will tell you with perfect honesty that they love coming here. At the Old Vicarage, we make school a very happy experience. At the Old Vicarage, we ensure your daughter is given an exceptional start, both academically and socially, with happy memories of her time at school. We aim to fulfill her potential and exceed your expectations. Our main point of entry is into Reception at 4+, in the September following your daughter’s fourth birthday. Occasional places occur higher up the school. The admissions process requires the early completion of a registration form, visiting the school – usually on an open morning and a meeting with the Head about eighteen months before your daughter is due to start. Girls entering school start at the age of four and are not assessed. From Year 1, we ask girls to spend at least a morning with us during which they may complete assessments in English and Maths. Reports from previous schools are also requested. The Lower School, for girls from Reception to Year Two, forms the foundation for the education of our pupils. In Reception, we provide an easy transition from the nursery. Girls are given a thorough grounding in phonics and reading and will be taught to recognize and use numbers with a real understanding. We also believe that the Reception year establishes a secure environment so that the girls enjoy coming to school and in which they will flourish and be able to learn easily. Our small class sizes and a teacher and teaching assistant in each class ensure the girls get the best possible start. In Years One and Two, while they still have the security of a form teacher who teaches them most subjects, the girls start to apply the core skills learned in Reception in a classroom environment. They will have fun creating imaginative stories, explore many different books and authors and begin to explore poetry. We introduce the mastery approach to the teaching of mathematics, based on the approach followed with great success in Singapore and the girls are achieving excellent results based on the Concrete, Pictorial, and Abstract approach, with the early mathematicians developing their understanding through all sorts of different practical approaches. They explore their local community in History and Geography lessons and learn about other countries and other times. We are so fortunate to have many local and London museums to bring the past to life. By Year Two, the girls are introduced to more specialist teachers for Music, Art, PE, ICT, French and Religious Studies, some of whom also teach the girls in earlier years. In this way, the girls both know, and are known by, so many other members of staff and feel part of the Old Vicarage Community. e use the National Curriculum as the basis of our teaching but extend the girls and broaden their education in so many ways. Whilst having a Form teacher, who will provide pastoral support and teach the girls at least one subject, the girls are introduced to specialist teaching and the knowledge and passion of real enthusiasts in each subject. French continues to be taught throughout the school and Mandarin is added from Year 4.We challenge the girls to think laterally and creatively and to use the knowledge they are gaining in new and different ways. Our state-of-the-art ICT suite, interactive whiteboards in every room, and iPads accessing our VLE, Firefly, allow the girls access to the enormous range of resources available in school and on the internet and for teaching materials to be presented in innovative and attractive ways. We aim to equip girls for a changing world. We want them to think confidently and creatively, to take calculated risks, and not to be afraid of making mistakes on the way to success. We are preparing them for a world that requires courage, resilience, and flexibility. The Old Vicarage School prides itself on being a non-selective school at Reception which achieves high academic standards. Our academic curriculum is delivered through superb teaching, first-rate IT facilities, and modern approaches to learning. Small class sizes, a committed teaching staff, and an emphasis on academic excellence enable girls to set themselves high standards in everything they do. Teaching is tailored to girls’ particular strengths and abilities and subject specialist teaching increases as our girls progress through the school, becoming the norm from Year Three onward. We have embraced technology, with Smart TVs in every classroom, a brand new ICT suite, and the school VLE platform, Firefly, becoming an integral part of the education of every girl. Those in the Upper School have an iPad each, with Years 5 and 6 taking theirs home. Lower schools have class sets available and the girls are quickly getting used to referring to instructions, additional information, and challenges presented by their teachers. These do not, however, replace the critical core skills nor the need to communicate fluently on paper. Our girls are given a thorough grounding in literacy and numeracy, leading to the study of discrete subjects such as English, mathematics, science, computing, religious education, history, geography, French, and Mandarin. These are enhanced by music, drama, art, and physical education at every age. Outside the classroom, there are numerous opportunities for children to enjoy performing in assemblies, recital evenings, plays, and concerts. Many girls take advantage of individual music and drama lessons with peripatetic teachers. Through timetabled PSHE (Personal, Social, and Health Education) and regular sessions with their form teacher, children learn how to be active inhabitants of the changing world in which we live, appreciating social issues and responsibilities. We prepare girls not just for senior school, but for life and the demands of the 21st century. Our pupils are assessed regularly and internally in the core subjects of English, Maths, and Science, leading eventually to preparation for their choice of senior school, through the 11+ Consortium exams, Common Entrance exams, and scholarship papers. View full school

At The Oaks, we believe in intending to and nurturing our ‘Little Acorns.’ 'Every Child Matters' is at the heart of all we do. We are a friendly Primary School in the heart of Druids Heath. We will provide the best learning experience to ensure all children make excellent progress and become lifelong learners. We will inspire self-belief in everyone to shape and meet their aspirations. We will meet the needs of the whole child and adapt our approaches to suit their needs. We will create an inclusive and accepting school where everyone is equal. We are welcoming, approachable, and thoughtful in our actions. We will ensure all children are safe, secure, and happy in a school environment where we always act in the best interest of the child. The curriculum at The Oaks is designed to meet the requirements of the National Curriculum, Birmingham Local Education Authority’s Curriculum Statement, and the specific pastoral and academic needs of our children. A strong emphasis is placed on speaking, listening, reading, writing, and mathematics. The National Curriculum consists of the compulsory subjects of English, Mathematics, Science, Religious Education, Computing, History, Geography, Art, Music, PE, and Design & Technology. Children are also taught Citizenship programs and the Rights Respecting Schools Charter. The Early Years Foundation Stage curriculum is taught across nursery and reception which is split into the prime and specific areas. Learning and topics are developed through play and children’s interests. Children in reception access focused activities in all areas, specifically communication, language and literacy, mathematics, and PSED. Pupil’s work is either subject-based or sometimes organized through a topic approach spanning two or more subjects. It also includes cross-curricular areas such as health education and environmental studies, always taking account of equal opportunities. Staff with consideration of the varying abilities, use both whole class and group teaching strategies. Our work is carefully structured so that each year the children’s knowledge and skills are reinforced and extended. Extra help is available for those children who have additional needs. We have a whole school approach to our work, with all staff working closely together enabling each child to make an easy progression from one year to the next. We also have good links with the local secondary schools, ensuring that the transition from primary to secondary goes as smoothly as possible. We also support any children who may require other work to overcome barriers to learning. View full school

The Norwegian School in London is an independent Norwegian international school situated in a quiet residential area in Wimbledon, South West London. Housed in a Victorian villa which has been extended and adapted many times to suit our needs, The Norwegian School in London has now been running successfully since 1982 and has a dedicated, committed, and experienced staff. We offer a Norwegian education for students aged 6-16. At The Norwegian School in London, our motto is, ‘Optimum Duo Mundi – The best of both worlds. We are proud of our safe, caring, and stimulating environment where students learn well from the Norwegian curriculum ‘Kunnskapsløftet’, as well as benefiting from using London as our classroom as much as possible. We have an excellent academic record and encourage every student to achieve their personal best whilst working cooperatively with consideration for others and developing their skills and interests. We are extremely proud of our students, staff, and governors who work together to achieve a positive and happy learning environment. We have the highest expectations of our students and focus on each child’s individual development. The School is open to applicants who support our School Ethos and wish to receive a bilingual education based on a Norwegian Curriculum. The main language of tuition is Norwegian. Applicants who are not Norwegian citizens may be requested to attend an interview or otherwise prove sufficient knowledge of Norwegian (or another Scandinavian language) to be able to benefit academically from tuition given in Norwegian. The assessment will be at the discretion of the Head Teacher. For Norwegian State Grants, citizenship needs to be documented with a copy of passport or similar. Swedish citizens may be admitted on the same conditions subject to individual approval from Swedish School Authorities (“Skolverket”). Norwegian State Grants may also cover Special Education following separate decisions by Norwegian authorities. Applicants who are not eligible for Norwegian State Grants will need to pay full fees as determined separately by the Governors. For these applicants, any costs related to Special Educational Needs will be charged additionally. The governors have absolute discretion to approve or reject any application for admission to the School. Admission is based on the completion of an Application Form and submission of the information requested therein. A place must be taken up no later than four weeks after the place is available. Payment is required for the entire period from the day that the place has been allocated. Any complaints should be handled according to the School Complaints Procedure. Norwegian citizens will also have a separate right of filing a complaint with Norwegian authorities if an application for a place in the primary or secondary school is not approved. The school will provide further information in case of a rejection. The Parents’ Council is a great contributor and support to the school. The Parents’ Council (FAU) provides an important connection between the parents and the school. They raise funds for special events and extra activities the children have requested, help when extra adults are needed on excursions or in school. The Parents’ Council has meetings approximately every 6-8 weeks and is represented at the Board meetings. They are governed by guidelines decided by the Board. The Norwegian School in London follows the Norwegian National Curriculum, “Kunnskapsløftet” and this is the basis for our year plans and theme plans. The five basic skills speaking, reading, writing, Maths, and ICT, form the core of the curriculum and are integrated into the competence aims. The curriculum focuses on pupil development in basic skills. These basic skills form the core of assessment in all subjects and are the main focus during the bi-annual development conversations between the teacher, the pupil, and the parents. The teachers have a strong focus on differentiation in lessons and use varied methods of assessment for learning. We also emphasize British values democracy, rule of law, individual liberty, and mutual respect and tolerance for those who have different faiths and beliefs. The Norwegian School provides an academic, creative, positive, and secure environment in which students are encouraged to develop a thirst for learning, a broad outlook, and a zest for life. Respect, cooperation, and trust are central to our school ethos. The school has its special needs coordinator (SENCO) who coordinates all special needs education at school. Fylkesmannen I Oslo of Akershus and PPT Utland have responsibility for the operation of an educational psychology service for students at private Norwegian schools abroad. Students at the Norwegian School in London should not be exposed to offensive words or actions such as bullying, discrimination, violence, racism, or exclusion at school or on the way to school. Furthermore, the school is aware of its duty to protect pupils from radicalization, extremism, and female genital mutilation. At the Norwegian School in London, all pupils and parents experience being taken seriously if they go to school with a concern that a student is exposed to offensive words or actions. The school takes responsibility and initiative to stop such behavior. Pupils who have experienced bullying or have exposed others to offensive words or actions should know that they are followed up by the school. The Head Teacher has overall responsibility for the school to follow up on matters relating to the psychosocial environment. When students, parents, or staff at the school have revealed that students are exposed to offensive words and/or actions, the school shall ensure that administrative procedures and monitoring are in line with laws and regulations concerning the school. An internal concern form is filed. The Head Teacher and DSL will initiate a meeting with the relevant parties. Following this, measures are initiated in cooperation with the teachers, and a plan is made for continuous work relevant to each specific case/pupil/group. View full school

The Norwegian Kindergarten in London is an educational opportunity for children from two and a half years old to school age. This applies either for starting English school at five years old or starting at The Norwegian School at six years old. We aim to be the natural choice for Norwegian families who move to London. We emphasize both the Norwegian and English language and culture. Each class in the Kindergarten will have at least one English-speaking and one Scandinavian-speaking member of staff. This helps the children to learn English from the start. We also aim to give the older children activities which prepare them for starting school. In addition, we can give necessary language training before starting school. Our children´s social and language skills reach a high level of development over the year. A place must be taken up no later than four weeks after the place is available. Payment is required for the entire period from the day that the place has been allocated. The Kindergarten shall meet the children with trust and respect, and acknowledge the intrinsic value of childhood. They shall contribute to well-being and joy in play and learning, and shall be a challenging and safe place for community life and friendship. The Kindergarten shall promote democracy and equality and counteract all forms of discrimination. Kindergarten has fewer children per adult than the English statutory regulations demand. This means that we can be run with a Norwegian approach. The children play outside every day, and unless exceptional conditions prevent this. There is also an outing once a week where we use playgrounds and parks nearby. The organization of the Kindergarten will vary from year to year depending on how many children join. Regardless of the way it is organized in any year, each class will always have a pre-school teacher or a person with similar qualifications who is responsible for the educational plans. The Kindergarten is run in the same building as the Norwegian School, which is very convenient for families with children both in the School and in the Kindergarten. Equally, the transition to school is easy as the children already know the building, as well as children and staff members at the School. The Norwegian Kindergarten in London is a registered English charity. The Board of Governors is the supreme body representing the owners. The Board is responsible for running The Norwegian Kindergarten in London by English and UK law. The Board is responsible for the overall financial situation at any time and to plan, implement and report financial plans, annual budget, and accounts to UK authorities. The Board is the employer for all positions. The Board shall ensure that The Norwegian Kindergarten in London continues to develop as an attractive educational opportunity and will make long-term plans for the future of the kindergarten. The keeping children safe in education statutory guidance (September 2016) states that safeguarding and promoting the welfare of children is everyone´s responsibility. Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children. To fulfill this responsibility effectively, all professionals should make sure their approach is child-centered. This means that they should consider, at all times, what is in the best interest of the child. We aim to form excellent relationships with families so that we understand our children as individuals and can identify any type of concern that may arise. We work closely with parents in making decisions to enhance their child’s development and happiness. The Norwegian Kindergarten will endeavor to create an atmosphere that encourages good and positive behavior, we believe that children flourish best when they know how they are expected to behave and gain respect through interaction with caring adults who show them respect and value their personalities. Children need to have set boundaries of behavior for their own and others' safety. Within the Kindergarten, we aim to set these boundaries in a way that helps the child to develop a sense of the significance of their behavior, both on their environment and those around them. This policy will identify to staff a whole Kindergarten approach to the management of children`s behavior, including development strategies to be used in response to negative behavior and to involve parents and carers where needed. We expect all members of our setting – children, parents, and staff to keep to guidelines, requiring these to be applied consistently. We also work in partnership with children`s parents and carers who are regularly informed about their child`s behavior. View full school

Noam aims to provide excellence in primary school education that is founded upon Jewish laws, heritage, and culture. Noam is an Orthodox Jewish school providing the Orthodox Jewish community in North West London with access to a high-quality education that meets the National Curriculum as well as excellent religious education by Orthodox Jewish law and practice. The ethos of Noam is reflected in its mission statement which states that Noam aims to: "Provide children with the tools, skills, and confidence to go out into the world as responsible members of society". Noam seeks to achieve this by ensuring that its students succeed academically. But in addition, Noam seeks to develop the whole child by imbuing in each child a love of Orthodox Jewish practice and Torah values with its focus on developing positive personality traits. Jewish prayer and the study of Orthodox Jewish sources as well as programs that aim to encourage positive character traits are therefore integral to the overall program followed at the school. In addition, Noam places a high value on developing pupils as well-rounded individuals who can play a part in British society. Teaching British values is therefore integrated into the curriculum and is an important part of the pupil’s education. Noam, therefore, seeks to: Provide an outstanding and inspiring Jewish studies curriculum that is integrated with an excellent secular education Create a warm and friendly school for the local community Work in partnership with parents to help their children learn and develop Add to the life and well-being of the school’s local community Foster a safe, supportive, and nurturing learning environment Ensure that all children have equal access to a broad and balanced curriculum Encourage children to have respect for themselves and others Offer care and support to children with special educational needs Noam is committed to finding a permanent home for the school, which will allow it to meet the needs of the community and to provide the best education to its pupils as well as achieve the long-term aim of being a Voluntary Aided primary school in the London Borough of Barnet. Noam has secured a site on East Road, Burnt Oak, HA8 0AJ, which is conveniently located between Hendon/Golders Green and Edgware and on which Noam intends to build a new purpose-built school building. Detailed plans for a new building have been developed with the assistance of architects, Hunters. Hunters were selected to lead the design work following a competitive tender because of their proven track record in designing high-quality school buildings that are tailored for the needs of the pupils and staff. We are very pleased to announce that on 17 September 2014, the planning committee of LB Barnet granted Noam planning permission for their proposed design. Noam is raising the balance of the funds required for the construction work. Work is also underway to select the firm that will construct the new building. At the same time as developing the site and once building work is underway Noam will apply to join the maintained sector as a voluntary aided school. There is still much to be done, but these are exciting times for Noam and we look forward to finally welcoming our students to what we hope will be Noam’s new state-of-the-art and permanent home. View full school

New Rush Hall is an outstanding school. (Ofsted December 2016, December 2012, and January 2008) We are a High Performing Specialist School, with specialisms in working with children and young people experiencing significant social, emotional, behavioral, and/or mental health difficulties (SEMH) and in Applied Learning. We offer education, support, and guidance to children aged 5 to 16 years old who have experienced difficulties in their mainstream school. We offer full-time placements to both primary and secondary pupils, and some pupils maintain a link with their mainstream school. The school has a separate Early Years’ provision for Reception and Year 1 & 2 children who attend part-time - mornings only - and return to their mainstream schools after lunch. Our main task is to do what all good schools do, which is to engage children and adults in the exciting business of learning and teaching. We are a special school and, for me, the special aspect is the time we take to think about behavior, trying to understand what it is communicating to us, and planning how to change it in the best interests of children. This is our area of experience and expertise. The behavior of many children causes concern at some stage of their schooling. Despite this, everyone has a right to achieve, and every parent, carer, and family has the right to expect that school will do its very best for their child. When a child comes to this school, we see it as an opportunity, not a punishment. We hope that we can work in partnership with parents, carers, and other agencies to help children manage themselves differently, in a way that will serve them better for life. Although all children referred here have had difficulties in the past, we still expect everyone to behave reasonably and safely. A big part of our philosophy is that children can and must learn to take responsibility for their behavior and its consequences. This means putting things right when they go wrong and having another chance, a fresh start. We do not believe that we can help children by allowing them to behave in an unsafe or unacceptable manner without regard to other people. We use moments of conflict as learning opportunities for growth. Self-discipline is a skill that can be learned, so we operate within a structure in which everybody is clear about the rules, expectations, and consequences. We have high expectations of all members of the community, children, staff, and parents. We want the very best for all children and will strive to achieve it. We believe that every child has a right to achieve and that every parent and carer has the right to expect that the school will do its very best for their child. To achieve this, we work in partnership with parents, carers, and mainstream schools as well as other agencies as appropriate. We also believe that children and young people must learn to take responsibility for their behavior and that self-discipline is a skill that has to be, and can be, learned. Since this is difficult at times, we operate within a structure in which everybody is clear about the rules, regulations, and expectations. We manage pupil behavior through a policy and procedures which are clear, coherent, and consistently applied. We aim, wherever possible, to enable pupils to return to their local school and many make a phased return through a mainstream experience program supported initially by staff from the school. Whilst some pupils may have difficulties with aspects of their learning, the overriding issue is that they have had significant problems in their referring school, are unable to work, play and socialize in a safe and acceptably cooperative way. Pupils come to New Rush Hall School with a commitment to change. View full school

We are an exciting and vibrant school in the heart of Islington. The New North Community School opened in 2007 after the amalgamation of two primary schools – Charles Lamb and Ecclesbourne Primary School. When the schools merged we moved into a wonderful new building and later in 2011 became an academy. We boast fantastic, state-of-the-art facilities including a purpose-built dance studio, sports and drama halls, equipped with professional sound and lighting, and very soon a fantastic ‘jamming space’ to support the practice of our young musicians. This year we will be developing our outdoor learning environment so that children are better able to continue their learning in a space that encourages exploration, discovery, and physical development in a natural, green space. Our school is a stimulating place to learn, with an enthusiastic, committed, and caring team of professionals. Our core purpose is to provide the very best educational opportunities for every child. Every member of our school team embraces the huge responsibility of preparing your child for a world we can only imagine so that they can contribute to the world around them as successful, enquiring, and confident individuals. We want our children to be high achievers to have a thirst for learning and motivation to explore the world around them, but also to be fantastic citizens and kind, thoughtful, giving members of our local community. Because of this, we have developed our Values curriculum which actively teaches children about the core values we live by at NNA. At New North, we are ambitious for every child and expect our Academy to be child-centered and an exemplary place of learning. Our vision is to: "Create a safe and caring community with children, who love learning, at its heart and where staff and parents work together to ensure that each child is given the best possible opportunities to achieve success both within and beyond the Academy". Our aims are: For every child to achieve exceptional outcomes by the time they are 11 For every child to become a resilient young person who is determined, self-disciplined, and confident For our Academy to embrace and develop an ethos that drives up standards in all aspects but does this through traditional and creative approaches, whilst retaining a sense of curiosity, enjoyment, and fun Our core values are: Respect Responsibility Fairness We work hard to provide children with memorable and meaningful opportunities for learning, through a curriculum that engages and challenges high expectations and academic rigor is at its heart. We follow the National Curriculum and use this to provide a framework to the plans we make for teaching and learning. We believe every child must master the basics of Maths and English as a vital foundation for developing knowledge and skills in other areas of the curriculum and their ultimate long-term success. We provide an inclusive curriculum to ensure the best possible progress for all our pupils whatever their needs or abilities. These can be delivered in a range of contexts to ensure their best impact on attainment and progress. Our priority is that intervention is bespoke to individuals and has a significant impact. Pupils in Foundation Stages 1 and 2 (Nursery and Reception) are taught following the Department for Education’s early year's foundation stage guidance. Topics are chosen to reflect pupil’s interests and needs. Children in our Early Years learn through a balance of structured and playful opportunities for learning, which cover the seven areas of learning. The prime areas consist of the following: Personal, Social, and Emotional Development Communication and language Physical development At New North Academy we place great value in the enriching experiences children can gain beyond the classroom. This year sees the start of an exciting new program of activities to enrich learning experiences for children, families together, and parents on their own. Phonics is the system of learning to read by using sounds. At The New North Academy, the Read, Write Inc. program is used to teach phonics. From Foundation Stage 2 (Reception), pupils are introduced to the first 30 sounds and taught to blend these sounds into words. Later in the Foundation Stage 2 year and into Year, 1 more sound is introduced and pupils read from books at their level daily. This continues throughout KS1 and into KS2 with daily phonic lessons and guided reading activities. We recognize the impact of reading good quality literature to pupils and also how access to high-quality texts can support their learning and developing vocabulary. We have made a heavy investment in new books this year and are also in the process of planning to redevelop our library area. Each class has a book area with attractive books that appeal to all abilities within that class and our library has books that children can take home. View full school

Welcome to The Mulberry Primary School. Our school is one of Haringey's largest primary schools and is proud of its cultural and linguistic diversity. Over 750 Children. We are fully committed to working with parents to give children the very best start in their education as well as supporting children to be well-rounded individuals and good citizens of the future. We strive to learn and achieve together in all areas of school life. We are proud of our inclusivity 18 place provision for autism based on site. 2017/18 is set to be great! The supportive school community provides opportunities for us to continue the hard work which makes The Mulberry Primary School a fantastic and fun place to learn. The Mulberry Primary School provides a high-quality education through partnerships between children, staff, home, and the wider community within an inspiring, stimulating, and safe environment enabling all children to achieve their potential, to become independent learners, creative thinkers, and responsible citizens for the future". Our Aims are: To create an inclusive environment in which learning can flourish both indoors and outdoors. To create an inclusive environment in which learning can flourish both indoors and outdoors. To promote high levels of achievement and raise attainment for all pupils through effective teaching and high expectations. To enable every pupil to foster a lifelong love of learning. To value and celebrate everyone's uniqueness and individuality, including their own. o, develop independent, well-rounded, confident, capable children. To encourage a sense of community based on mutual respect, co-operation, and equality for all. OUR VALUES: Resilience and respect Thoughtfulness Morality Equality Co-operation and Communication The Early Years and Foundation Stage (EYFS), covering Nursery and Reception years, the curriculum is based on the understanding that children develop rapidly during this stage of their learning – physically, intellectually, emotionally, and socially. It is the base on which children build the rest of their lives and it is not viewed as simply a preparation for the next stage of development. Pupils in the Foundation Stage learn best through staff providing experiences that build on and extend children’s interests and experiences. Pupils are influenced by everything in their environment, they use their senses to explore and make sense of the world around them. They learn best through imaginative and meaningful play. Four principles underpin all pedagogy applied within the EYFS. These are: A Unique Child Positive Relationships Enabling Environments Learning and Developing The early year's experience builds on what children already know and can do and planned, purposeful activities engage children in the learning process. The Characteristics of Effective Early Learning are the factors that play a central role in children’s development. Finding out and exploring. Playing with what they know. Being willing to ‘have a go’. Being involved and concentrating. Keep trying. Enjoying achieving what they set out to do. Having their ideas. Making links. Choosing ways to do things. The Mulberry Primary School aims to provide a Literacy based curriculum within which a focus on key reading skills can be maintained. Word reading at the school is taught through systematic synthetic phonics, using the Letters and Sounds program. Children are encouraged and expected to practice reading regularly in school and at home, by participating in the school's Reading Reward Scheme (Reception to Year 2) and the Accelerated Reader Programme (Years 3-6). We deliver daily maths lessons based on the National Curriculum. Mental maths is considered a core skill and there is an emphasis on developing a range of mental strategies and knowledge of key facts such as times tables. Pupils are then encouraged to build on this foundation by developing a range of robust written methods in line with the school's calculation policy. All pupils are also allowed to take part in a weekly maths investigation which allows them to work collaboratively and develop skills such as reasoning, explaining, and the ability to think abstractly. Pupils are also encouraged to think about why maths is important in our everyday lives and to apply it to real-life situations. The Mulberry Primary School is situated in an area of great cultural diversity, therefore we place a great emphasis on promoting diversity with the children. Assemblies, including SEAL, are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our RE and PSHE teaching reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for young pupils to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of learning challenge, of how they record, or participation in our extra-curricular clubs and opportunities, pupils are given the freedom to make choices. We debate regularly and use our words every day with respect, thoughtfully and reflectively. View full school

Welcome to The Mulberry House School, a mixed pre-prep school located in West Hampstead. We are friendly and welcoming, offering excellent care, guidance, and support, along with high standards of behavior and academic achievement. You will notice from the ISI inspection report that the standard of care and education at the school is Outstanding. When you enter Mulberry House School you will be entering an exciting, vibrant school that embraces creativity. We believe in preparing children for the future, encouraging independent thinking and resilience. We aim to provide the highest quality education for all in a caring, supportive and inclusive learning environment. We ensure high-quality teaching and learning opportunities, that enable all pupils to thrive and achieve their very best. The school successfully prepares children for the next stage of school. We have excellent links with schools such as North London Collegiate, Haberdashers’ Aske’s (Boys and Girls), South Hampstead High School, City of London School for Girls, University College School, Highgate, Belmont, Latymer, Colet Court, and Wetherby. I hope very much that you will attend an open evening to find out more. The Mulberry House School was established in 1989 at number 7 Minster Road. In 1995 the second school building was acquired and is now the center for older children. The Mulberry House School curriculum is underpinned by the high expectations of all children. We teach children from two years old in a stimulating, creative, and nurturing learning environment. As children move through the school they are met with increasing challenges and motivation to learn. Teachers facilitate learning, supporting active learning and challenge. We aim to develop within each child a love of learning. We offer a planned and challenging education that is designed to enhance their emotional, intellectual and physical development while preparing them for entrance to the next stage of schooling. We strive to ensure that each child’s full academic potential is realized while individual talents are nurtured. The curriculum is designed to be appropriate to the age of the children and to meet their individual needs. During their time at school the children will have experience of literacy (speaking, listening, reading, and writing), mathematics, personal, social, and emotional education, citizenship, science, design and technology, art and craft, geography, history, drama, music, cookery, nutrition, physical education, information, and communication technology and Mandarin. Educational visits are an integral part of the curriculum. For the younger children, we offer a broad and balanced curriculum in line with Sure Start (a framework to support children in their earliest years) and the Department for Education and Skills (DfES) Curriculum Guidance for the Foundation Stage. Once the children are of statutory school age we are guided by the Foundation Stage and the National Curriculum. “We reach high to be the people we want to be, respect ourselves and others and enjoy each new challenge” View full school

At The Mount, Mill Hill International pupils from all over the world come together in an inspiring school to gain internationally recognized qualifications and a transformational educational and cultural experience. Whilst focusing on academic development, we make sure that each pupil can exploit their talents so that their stay is both enriching and rewarding. Pupils come to Mill Hill International from a wide variety of cultural backgrounds, but they all share our commitment to study, a strong sense of purpose, and high expectations, creating a dynamic learning environment where every pupil can achieve. Mill Hill School is London’s leading co-educational day and boarding school for 13 to 18-year-olds and forms part of the Mill Hill School Foundation which also includes a preparatory school, a pre-prep, and our recently launched International School. Located in 120 acres of beautiful parkland just ten miles to the north of London, Mill Hill School has an international reputation for excellence which has been built over more than two centuries since its foundation in 1807. The Mount, Mill Hill International School, is located within its own newly refurbished campus just a short walk from the main Mill Hill School site, and its pupils are members of the wider Mill Hill School community. With four dedicated boarding houses on the Mill Hill School site, International School pupils have full use of the Senior School’s excellent facilities including an indoor heated swimming pool, sports hall, library, theatre, and music department. We aim to have a truly international school and welcome pupils from all over the world, with a good balance of nationalities. We develop thoughtful, motivated, and responsible young people with a global outlook. Our pupils are excited by the challenge of learning we help them to thrive and find their path to happiness and success through the range of opportunities presented by the Mill Hill School Foundation. Strap Line Instilling values, inspiring minds Aims To provide excellence in education To bring out the best in every individual child To develop moral integrity and the confidence in pupils to be themselves To nurture pupils from childhood to adulthood To build a sense of community and environmental awareness Proposed Objectives To provide excellence in education This is achieved by: Providing an optimum environment in which outstanding learning can take place Designing a forward-looking curriculum that establishes strengths in the core subjects but is also broad and flexible enough to adapt to the demands of the 21st Century Equipping pupils with the tools and habits of mind that enable them to navigate the global environment Creating a culture across the Foundation that embraces the importance of staff development and wellbeing To bring out the best in every individual child This is achieved by: Having high expectations of all pupils and a belief that everyone can achieve and succeed Promoting life-long learning and well-being Encouraging compassion and social responsibility in pupils through giving time, talents, and treasures Providing a breadth of experiences and opportunities to enable pupils to find their niche To develop moral integrity and the confidence in pupils to be themselves This is achieved by: Practicing respect and tolerance in our multi-faith and multi-cultural environment, through an understanding of Foundation values and traditions Enabling pupils to find the courage to stand up for what they believe in Providing opportunities to develop socially responsible pupils Encouraging pupils to be self-aware, resilient and to celebrate their individuality Motivating pupils to recognize the local, national and international context of their education To nurture pupils from childhood to adulthood This is achieved by: Providing a wide range of activities that enable pupils to develop the skills and attributes of confidence, curiosity, independent thinking, creativity, leadership and teamwork, resilience, emotional intelligence, and adaptability Cultivating interests, talents, and disciplines that will enhance the pupils’ experience of life, now and in the future Providing a continuity of ethos within all four schools and effective transition of pupils To build a sense of community and environmental awareness This is achieved by: Working in close partnership with parents, alumni, and the local community Managing our organization in a financially and environmentally responsible manner Engaging our pupils in environmentally-conscious attitudes and an appreciation of the natural world Creating a sense of family and belonging through experiences and events across the Foundation View full school

The Mount School York is an exceptional independent day and boarding school for girls aged 2 -18, based in the heart of York. We are leaders in educating girls and understanding their needs, inspiring and empowering confident young women, enabling them to believe nothing is beyond their reach. We have been at the forefront of providing an exceptional education for girls since 1785. Our Quaker founders knew that girls excel within an all-girls environment and we still believe they do today. Mount girls are equipped with the skills, ambition, and courage to succeed in everything they aspire to do and anything they aspire to be. Mount School York is a happy, busy, and thriving community. At The Mount, we provide girls with the skills and opportunities to achieve their dreams through an educational experience that is second to none. We are leaders in educating girls and understanding their needs. We empower girls to be who they want to be. We know girls can, and girls do at The Mount. The Mount is a school with a rich heritage and history of success. Since its foundation in 1785, The Mount has been innovative and pioneering in its approach to girls’ education. A unique environment, The Mount will allow your daughter to flourish and become the very best she can be. By providing challenges and opportunities our girls build their confidence and resilience to make the most of their strengths as they embrace life. Our pupils are considerate, caring, confident, articulate, and well-balanced individuals who are tremendously passionate about life – everything you would want a daughter of yours to be. The Mount is the place in York to educate girls. With an outward-looking tradition of producing independent-minded, trailblazing young women, with self-confidence, drive, and determination. Mount girls go out and make a difference in the ever-changing world. We do not just provide first-class education, we develop character and equip girls with the knowledge and social skills to thrive enabling Mount girls to make their mark on the world. At The Mount, girls learn without limits and academic excellence abounds. Teachers inspire and tailor the learning experiences to the needs of girls. Our girls strive for personal excellence whilst being free to be themselves. They take the lead and yet collaborate effectively, respecting and valuing every individual. They live adventurously and are ready to take a risk when required, to achieve at the highest level. Sport, music, drama, art, whatever their talent, girls excel and fulfill their ambitions. Extra-curricular activities are an important part of the school day, every day. Our extensive day School is enhanced by our fantastic boarding environment. Boarders join us from all over the world, including Asia, Africa, mainland Europe, and of course the UK. The Mount is a rich and diverse community with so much to offer every child. Creating an environment where every girl is valued, enabled to flourish, and given the confidence to know they can achieve is at the heart of The Mount School ethos. We are committed to bringing out the best in every girl in all that she does. At The Mount, girls develop their academic and social talents to the full, within a happy and supportive community. Tradition is combined with dynamic and forward-thinking teaching to equip girls with the skills, ambition, and confidence to succeed. Mount School girls learn to think for themselves, developing both resilience and empathy. We foster and promote creativity and encourage girls to be ambitious in their aspirations. We will support your daughter to grow and develop as an individual, achieving her potential beyond her – and your – expectations. Your daughter will leave The Mount intellectually curious, emotionally confident, and socially responsible, with a lifelong love of learning. The School’s ethos reflects the Quaker values of: Simplicity Truth Equality Peace Social Justice SustainabilityThese values are central to our School community – they influence and underpin everything we do. Mount girls take center stage to pursue their academic excellence. The confidence and security girls gain within our all-girls setting means they are free to focus their energies on their learning. Through our bespoke education and tailored teaching, we inspire each girl to strive for personal excellence. Our girls regularly achieve outstanding exam results and go on to study at a range of universities including Oxford and Cambridge, Russell Group Universities, and other world-renowned Higher Education institutions. Girls across the School attain high ‘value-added’ scores and often exceed their predicted grades. The Mount School is set on 16 acres of fabulous grounds in the heart of York. Spacious gardens and playing fields are surrounded by secure school buildings all within a 15-minute walk of York’s historic city center. Girls are inspired by the beauty and tranquillity of their surroundings. Our main School building was purpose-built to house a School for Quaker daughters in 1856. Over the following 160 years, we have expanded the campus to accommodate sports facilities, modern learning facilities, and The Mount Junior School. The original buildings are a fascinating reminder of our rich history but offer the most up-to-date learning environments and technology relevant to school life today. View full school

The years a child spends in primary school will determine much about the years that follow. It is during this time that each little person grows physically, emotionally, in knowledge, and personality. Here at Moriah, it is our paramount belief that if children are happy in their environment, they will learn to their fullest potential and be able to flourish. As a one-form entry Jewish primary school, we pride ourselves on providing a warm, nurturing, community-focused setting where children from Pinner, Bushey, Stanmore, and the surrounding areas thrive. As a faith school, our aim is for children to experience the joy and wonder of Jewish life, whilst celebrating the diversity around us. Our children come from a mixture of backgrounds, some religious and some not, but they all unite in the shared values and traditions they find at Moriah. Passionate about encouraging healthy habits from an early age, we not only provide PE classes twice a week, but our qualified sports coach mentors our football and netball teams, and after-school activities include football, Israeli dancing, and jujitsu. And for the musically-minded children, choir and orchestra clubs complement our professionally led, dynamic music lessons. This is all achieved against the backdrop of a purpose-built, modern school building, which not only boasts the very latest classroom technology but importantly includes an array of outdoor learning environments. Here our nursery and reception classes each have their own specially designed playgrounds, our older children enjoy a large play space featuring a sports court and quieter shaded areas for gentle play, and all of our children are encouraged to make use of, and plant in, our beautiful biblical garden. It is all of this combined that allows me, as the incoming Head Teacher, to work towards creating a truly outstanding school, where we pursue academic excellence for all children a school where we create exceptional, exciting, stimulating, cross-curricular teaching which enables children to make sense of learning a school where happy children learn. At Moriah Jewish Day School we foster a caring environment, where happy children can thrive, be inspired, and strive for excellence. Through learning, our children experience the joy and wonder of Jewish life together with celebrating the diversity around us. Our inclusive approach personalizes learning and encourages individuality, independence, and respect. View full school