EduCativ

Here, at The Minster Nursery and Infant School, we never forget that your child is a unique and sentient human being with the unknown potential to achieve amazing things. We are passionate and determined to do all we can to work with you to ensure the brightest future for your child not just for the time that your child is with us, but to help him/her on his/her way to having the best choices at 16, 18 and beyond. We place a high value on relationships to honor one another as though we, each of us, our sons and daughters of the King of kings. We ensure that everyone is valued and celebrated regardless of race, gender, age, disability, religion, or socio-economic background. Underpinning our ethos are four main principles: empathy, unconditional positive regard, honesty, and a non-judgemental approach. The mix of these ingredients means that our children have hope and can believe that bright futures are theirs to claim. These are the perfect conditions for optimum growth and progress. Although we are a big school, we have a ‘small school’ feel. We know that your child is not a stand-alone unit or a walking pack of ‘results data’. Your child belongs to a family unit that is often complex. This is why we have a Family Liaison Officer who is available to work with you through life’s ups and downs to help you provide the best childhood for your child. We have an exciting program of refurbishment in the school so that your child can learn, grow and develop in beautiful and comfortable surroundings. At The Minster Nursery & Infant School we aim to develop every child, intellectually, creatively, physically, emotionally, socially, morally, and spiritually, through the values of the Christian faith: By providing a happy, healthy, safe, and stimulating environment in which learning takes place. By providing a happy, healthy, safe, and stimulating environment in which learning takes place. by promoting, developing, and supporting a positive partnership between all children, families, staff, governors, and the wider community. by teaching a broad, balanced, challenging, engaging, and inspiring curriculum that extends the children’s interests and responds to their individual needs. by providing varied opportunities for imaginative and creative expression both individually and collaboratively. by providing opportunities for exploration and appreciation of our world near and far. by building an inclusive community of reflective and responsive learners that ensures equality of opportunity. by building an inclusive community of reflective and responsive learners that ensures equality of opportunity. by promoting understanding, acceptance, and respect for the religious, moral, and cultural values of each individual, and a concern for the needs of others. by recognizing and celebrating the achievements and joys of all children, families, and staff. As a school, we feel our Christian ethos complements the government’s requirement of ensuring that key British Values are taught. In reflecting the Christian ethos of our school, we create a caring and secure atmosphere, encouraging our children to be unique, creative, independent individuals, open-minded, and respectful of themselves and others in our school. Through initiatives such as Many Cultures One Family, we encourage cohesion by celebrating the children’s different cultural heritages and promoting peace and harmony as we work alongside each other in school and the wider community. View full school

Since 1999, the Military Preparation College has shown that young people from all types of backgrounds can and do succeed in the right environment. We have seen and supported so many young people make the very challenging transition from childhood to adulthood and develop into positive, productive role models in their own right. At the Military Preparation College, we believe that through outstanding leadership and teaching, all can achieve their goals. We have been inspected by Ofsted and awarded “outstanding” in all areas – in outcomes for students, learning and assessment, leadership and management, and in the quality of teaching. We have also been awarded the TES training provider of the year, 2017 in recognition of the exceptional results our students achieve across all of our Colleges. Every Instructor at the College has served in the Armed Forces and all are role models to our students. They have been trained by the best and in turn, our students are learning from the best. The sense of pride our staff feels in developing, training, and supporting our students has also been recognized by the Times 100 Best Companies to Work For 2017. Graduates of the program who decide to join the Armed Forces are more likely to be successful than direct entrants. Students who decide to pursue other career options have the core skills to support their success. With this newfound set of skills and qualifications, doors are now open to them, which were previously firmly closed. Most gain far more than they ever felt possible. Here is a selection of exercises that we use at the Military Preparation College. These exercises will help you to become physically stronger, improve your stamina, posture, and movement patterns. They will also make you more physically robust and less prone to injury. At the College, you will be given all the support and guidance needed to improve your fitness and prepare you for an active life upon leaving the College. You do not need to know these exercises before you join, but give them a go and see how you get on. View full school

The Meadows Primary ensures every child has a well-rounded education that supports good progress and high individual attainment. We are proud to be a fully inclusive school and you can read our diversity statement: At the Meadows, we believe that all children have the right to be who they are without discrimination regardless of race, religion, culture, sexual orientation, economic background, gender or disability. We welcome children and families from all backgrounds and encourage our school community to embrace and celebrate our differences, ensuring everyone is treated equally with respect and dignity. The teaching staff is extremely committed to the academic and social education of the children, all the staff in the school, as well as the whole school community, work together to ensure that this happens. we are currently getting to know the children, and what an amazing group of children they are! As a school, we get to know our children very well and the children are encouraged to make positive learning relationships with all. We have a high expectation of our children academically, but we also appreciate that there are several talents within our school. The Meadows aims to be an inclusive school where the well-being and education of our children are our primary concern. Our three core values are: Quality – of teaching and learning. Respect – one another and ourselves. Enjoyment – of learning and school life. We work to achieve the highest possible standards in work and behavior, with honesty and integrity – only your best is good enough. We actively seek positive professional relationships with parents, carers, and other stakeholders in the best interests of all our children. At the Meadows Primary School and SLCN Resource Base, we will continuously strive to ensure that everyone in our school is treated with respect and dignity. Each person in our school will be given a fair and equal opportunity to develop their full potential with positive regard to gender, ethnicity, cultural and religious background, sexuality, or disability. View full school

The Mary Erskine School is one of the oldest all-girls schools in the UK, formed in 1694 and based in Edinburgh, Scotland, with outstanding academic results and the opportunities for every girl to reach her full potential and become the best she can be. The Mary Erskine School was 1st in The Sunday Times Scottish Independent Secondary Schools League Table 2016 and was voted Scottish Independent Secondary School of the Year in 2012. Our school offers the Scottish curriculum and first-class teaching and we strongly believe in our nine school values which lie at the heart of everything we do at The Mary Erskine School. The nine values - kindness, respect, commitment, enthusiasm, responsibility, grace, appreciation, confidence, and integrity - are recognized and followed by all members of the school community and, as a result, we are confident that our girls will grow up to be, in simple terms, good people who will make a positive difference to the world in which they will live and work. Your daughter will benefit from all of the advantages of single-sex education but, as part of the ESMS family of schools, the school is closely twinned with Stewart's Melville College through: A shared House system Co-education for many activities, including trips, shows, concerts, orchestras, bands, societies, and a wide variety of clubs We also offer a co-educational Sixth Form which provides a genuine pre-University experience to prepare your daughter for University and life. For those girls who live further away from school, we offer a daily coach service across Edinburgh, the Lothians, and Fife and also offer Boarding facilities in a small boarding house for girls, with a capacity of 28, which provides a comfortable, close-knit and happy home from home for children from Primary 6 to Sixth Form. Find out more about Boarding for Girls. At The Mary Erskine School, we can offer your daughter extraordinary opportunities. Girls from the school have formed The Royal Edinburgh Military Tattoo choir, represented the United Kingdom in the European Youth Parliament on four occasions, performed in professional West End touring shows, gone on incredible trips to diverse locations including Malawi, Vietnam, New Zealand, and China and represented their school and country in sports from hockey to fencing and from cricket to equestrianism. At The Mary Erskine School, we are committed to single-sex education at the secondary level. Young children enjoy each other's company when they are playing and learning together in the classroom but, when they move to senior level, boys and girls can inhibit each other. With an all girls' education at The Mary Erskine School our girls: Have the opportunity to find themselves and their voices, ignore stereotypes, and become confident young women Are free to develop as girls and learn from their teachers and each other that they are capable of excellence in every aspect of their lives Feel more confident at choosing subjects which they enjoy and are good at without being influenced by their peers or thinking that certain subjects are more suited to boys than girls Have the freedom to focus academically without distractions - at The Mary Erskine School 68.2% of all Higher entries were at Grade A in the last academic session and the school was first in the Scottish Independent Schools League Table in 2016 Are encouraged to be ambitious, to set very high standards for themselves, and learn leadership skills, making them ready to take their place in society as strong leaders and role models for future generations of girls At The Mary Erskine School, we have many years of experience working with girls in one of the oldest all-girls schools in Scotland and the UK. However, we believe that it is also very much in our girls' interest to mix socially with boys to help prepare them for University and life. That is why the twinning arrangement with Stewart's Melville College, part of the ESMS family of schools, works so well. Through the shared House system, the girls take part in many activities with the boys of Stewart's Melville College such as trips, concerts, bands, and orchestras, and performing arts whilst also having the opportunity to develop as girls. Our co-educational Sixth Form year then further helps prepare them for University and the wider world. View full school

At The Mandeville School, we continue to make rapid improvements with growing numbers of students in Year 7 and Sixth Form wishing to join our learning community as we become more popular. Our staff is committed to constantly reviewing and improving the opportunities for our students. Our students are “Learning Today, Leading Tomorrow”. In other words, the skills that they glean as inquisitive and responsible learners will furnish them with the confidence to grow into adulthood and make a positive impact on the society in which they live as caring, compassionate, and creative people. We want our students to be resilient, articulate, and positive as well as respectful of others demonstrating values that recognize diversity and tolerance of others’ uniqueness. We want our students to make a worthwhile contribution to an evolving world in which they live during their adult years when they leave school. While with us, however, we want our students to feel safe and to enjoy their time every day when they come to school. To achieve these aims, we focus upon “the two pillars of Mandeville”. Our primary ‘pillar’ at The Mandeville School is teaching and learning. Since my appointment in November 2015, we have worked hard to improve the learning experiences that we offer, both in and out of the classroom, and we will continue to do so. At the core of our teaching and learning are structured lessons with consistent application of the ‘non-negotiables’ combined with high quality and innovative teaching methods. We are continuing to develop the independent learning skills of all our students with our Mandeville ‘learning habits such as respect, risk-taking, resilience, reflection, responsibility, and resourcefulness. These underpin our methods and beliefs which, in turn, impact our school’s positive culture. We use the language of aspiration as part of our commitment to a ‘can do’ philosophy. Building the self-esteem and confidence of our students is as important as them achieving well in public examinations. Students who feel safe and happy at school will make better progress and we place great store on ensuring that our students enjoy coming to school. As part of our second ‘pillar’, everyone at The Mandeville School is dedicated to providing the very best opportunities for all our students by setting high standards of behavior. It is with pride that we inculcate traditional values and respect for every member of the community – child and adult. Our students are valued equally and are taught to be kind and tolerant of all others regardless of gender, religion, or ethnicity. These complementary pillars support our students’ outcomes by delivering high-quality teaching and ensuring that the learning environment is an orderly one where everyone demonstrates politeness and kindness towards each other. This is a calm and purposeful school where students can make progress in their learning and mature responsibly. Student Leadership is growing and becoming stronger with the appointment of House Captains and Vice Captains in Mr. Harnett’s year group, the inauguration of Red and Gold ties in Miss Cobb’s year group, and the election of our Sixth Form cabinet under the auspices of Mr. Cockroft. Student leaders are elected in Mr. Robinson’s Year Group and Miss Taylor leads on the ‘Student Voice’ with the School Council ‘reps’. We want there to be opportunities for leadership at all levels, and for all ages, so that our younger students can see a pathway through the years to develop their skills in leading teams and being part of one. View full school

Our Junior School offers a challenging and creative curriculum to inspire our pupils to become problem-solvers and to take risks from early in their school careers. All our Junior School pupils gain automatic entry to the Senior School. The Junior School curriculum is a creative one, where boys use their initiative and dare to take risks. They receive a rich educational diet, released from the constraints of the National Curriculum. They are well-schooled in all of the fundamentals, but bright boys need more than that. Through our skill-based activities, we can broaden the mind and develop natural inquisitiveness. In Years 5 and 6 we have a strong and effective partnership with the Senior School, both in terms of shared facilities and specialist teaching. There is no examination preparation, as Junior School boys have automatic entry into the Senior School. Our options program (running for half a day each week) offers a variety of activities, ranging from robotics to developing the skills needed to become future business entrepreneurs. In Languages, we want boys to be confident in embarking upon new challenges. Hence we study Spanish in Year 3, French in Year 4, Latin in Year 5 and Italian in Year 6.With highly qualified subject specialists and the freedom to offer the most stimulating and challenging courses, each department aims to develop in our boys a strong understanding of their subject, as well as enjoyment of their academic work. The Lower School is all about developing scholars and gentlemen. Our boys come from a diverse range of schools and backgrounds, and around half of our boys come from state primary schools. Our community thrives upon this diversity. Our well-established postcode ‘buddy system’ ensures that every boy arrives knowing someone already at MGS. A specialist Lower School Tutor will oversee your son’s development, guiding and supporting him and helping him to prepare for the challenges and opportunities of Middle School. We keep intelligent and enthusiastic boys busy by providing them with a wide and varied curriculum that nurtures a love of learning, as well as opportunities for lessons to be learned outside the classroom. We have well over 100 weekly clubs on offer. We have trips specially tailored to developing friendships, like the annual form residential to Owls’ Nest and form trips to Castleton, Conwy, and the Blackden Trust. An important part of Lower School is the sense of community that we foster and this comes about through the friendships that boys develop with their classmates, their Tutor, Head of Year, and Head of Section. As a Lower School team, we set high, but realistic, expectations in all areas, and enjoy the diverse company of our enthusiastic and youthful cohort. The Middle School at MGS consists of Years 9 to 11 and concludes with our boys’ first experience of public examinations. The mantra for an MGS Middle Schoolboy is to challenge himself in a variety of ways and the breadth of academic curriculum on offer is simply the start of this. Middle School is a time where MGS boys explore their academic interests whilst being challenged to fine-tune their strengths in preparation for IGCSE/GCSE examinations. Beyond this, Middle School boys play a great role in the co-curricular life of the School. From the Theatre to the Rugby field, from the concert stage to the desert trek, Middle School boys take themselves out of their comfort zone, encountering new horizons and getting to know themselves and their peers better in the process. Making the most of small tutor groups and a team of skilled pastoral staff, the boys in Middle School receive outstanding academic and pastoral support and enjoy three years in a dynamic and encouraging community. Our aim is that all boys leave Middle School having experienced genuine challenges in a friendly and encouraging environment, able to make intelligent well-informed choices for the future, and looking forward to a brilliant Sixth Form career. The Sixth Form is divided into five academic Colleges, containing roughly equal numbers of students from Years 12 and 13. Each college is divided into small tutor groups, led by a Head of College. The person primarily responsible for the academic progress and pastoral welfare of students is the Tutor. The Tutor will help each individual make the transition to the habits and discipline of Sixth Form study, and will also encourage him to develop the skills, competencies, and experiences which will prepare him for life beyond MGS. The Tutor will also write the university reference for each of their tutees, and support them in making well-informed decisions about the future. The Colleges are more than just an administrative group they are also a focus for activities and opportunities to develop new skill sets and take on roles of leadership, responsibility, and service. The School proceeded to build a reputation as one of the country’s leading educational establishments, a position it still holds today as an independent day school. Much has changed in the intervening five hundred years, but our core mission to educate the brightest young men in the North of England regardless of their social, cultural, religious, and financial background, has not. We aim to teach boys to think for themselves and to develop a life-long love of learning. Lessons are taught by academic specialists with a passion for their subject, and teaching goes well beyond the narrow confines of examination syllabuses, offering our students the best preparation for the very top universities, both in this country and abroad. There is, however, much more to an MGS education than what happens in the classroom. What makes this School truly special is the outstanding achievement of our pupils in areas such as sport, music, and drama, and in keeping with Hugh Oldham’s aims we produce well rounded young men who have a true sense of service to their community View full school

The Mall is an independent day prep school for boys in Twickenham. We believe that all boys have potential and it is through inspirational teaching and excellent pastoral care that we can develop this potential. We achieve this by providing a supportive community where your son is known, valued, and has a voice. We will help him to develop his full potential whether it is academic, sporting, musical, dramatic, or artistic. By providing a rich and challenging curriculum we will encourage him to develop his natural curiosity and independence. We want your son to leave The Mall as a confident, independent, and well-rounded young man. There is no such thing as a typical Mall boy but one thing they all have in common is that they are thoughtful in all senses of the word. We want to encourage your son's intellectual curiosity about the world around him while at the same time promoting his consideration and concern for the welfare of others. The Mall's s strong pastoral environment will meet the needs of your son and promote his development as a happy and considerate young man. The Mall School will continue to offer boys an excellent all-around education with a rich and challenging curriculum with strong pastoral care focused on each boy’s happiness and well-being. As an independent prep school, The Mall will continue to prepare boys for a range of academically selective senior schools. Admission to The Mall School is normally at Reception. We also admit boys into our recently expanded Year 3 following an assessment in the Autumn before entry. Places in other year groups are occasionally available. Entry to The Mall after Reception is based on an assessment. Admission into the pre-prep at the age of 4 is non-selective. Two classes (maximum 18 boys per class) join Reception each September and will automatically transfer through the school until they leave. From 2019 all boys will leave at the end of Year 6. As we are often fully subscribed, it is advisable to register as early as possible. A place will be reserved when you register unless we are full at that stage in which case we will operate a waiting list. Formal offers are made at the end of February the year before that of entry (i.e. formal offers were made on 28 February 2018 for September 2019 entry). At that point, you will be offered a short window in which to accept formally and pay a deposit. We would always recommend a tour and meeting with the Headmaster before this stage. In September 2017 we expanded our provision at Year 3 from two to three classes. Each class has a maximum of 20 boys. This is an exciting development for The Mall and we are delighted that more boys will be able to experience the opportunities on offer here from Year 3, whilst still benefiting from the small classes and excellent teaching that contributes so much in preparing them for their senior schools. Boys sitting the assessment come in for the whole day so it includes time in the classroom and playground, as well as sitting short tests in English and Mathematics. Successful candidates will be offered places within a few days of assessment at which point a deposit to secure the place will be requested. There are limited financial bursaries available for entry at 7+ to help those who would not otherwise be able to afford a Mall School education for their sons. Assistance is means-tested and applications are dealt with in confidence. Again, we would always recommend a tour and meeting with the Headmaster before a boy sits an assessment. Due to our recent expansion to three forms from Year 3, we do have a limited number of places available to join the school in Year 4 (8+) in September 2018. Places will be offered following an assessment day when your son will join one of our Year 3 classes for a day during which he will take short assessments in English and Maths. There is no assessment to join in Reception and we recognize that boys who join us will have had a wide range of experiences before they join us. Every boy is different and we understand that your son will have his interests, abilities, and unique take on the world. It is our job to nurture and challenge your son and bring out the best in him. We do this by providing a warm, welcoming environment, in small classes with supportive and encouraging staff. The curriculum is designed to appeal to boys but at the same time to challenge them and captivate their interests. Your son will be taught a varied curriculum that includes weekly Music and PE lessons from subject specialists. Additionally, he will enjoy learning to swim in The Mall’s own indoor, heated swimming pool. View full school

Lyceum is a non-selective school in an amazing location with a unique educational philosophy. We believe in providing a well-rounded education, where every child has the chance to shine. The Lyceum independent School strives to develop pupils into confident young people with open, questioning, independent minds with a lifelong love of learning. We are a small, hardworking, happy, and successful school. We value our links with parents and we work to help all our pupils to achieve positive and successful outcomes to their transfer to secondary school. The co-founders of the school believed in the centrality of the performing and visual arts in the school curriculum and we are working today to continue their ideals. The Lyceum educates children between the ages of 3 and 11 years. We can offer places in our Early Years department at any time – there are no entrance assessments and places are offered on a first-come-first-served basis. However, where a parent indicates that their child may have a special need or medical or behavioral condition, then the child will have an assessment based on observation and reports from previous carers and other agencies. Parents wishing to apply for a place in other parts of the school undergo an assessment to determine that they will be able to access the curriculum and have a sufficient standard of reading, communication, and social skills to allow a successful transition into the school. The school makes the final decision about entrance and children from all backgrounds are welcome. We do not stream our intake. The school has a small number of clear rules which parents accept by signing their terms and conditions. There is a clear emphasis on traditional manners and good behavior is expected at all times. Disruptive pupils may be asked to leave the school. The school has a Behaviour Policy that can be viewed on request. Before entry, parents need to read and complete the application form carefully and note that there is a non-refundable registration fee. A non-refundable deposit is required to secure the offer of a place Our pupils receive a broad and balanced curriculum, enriched by a program of extra-curricular activities and visits and our unique position in the City of London offers opportunities to access a unique range of educational, historical, and cultural resources for the benefit of our pupils. The Early Years Foundation Stage unit comprises a Reception class and a Nursery class. It is located in a self-contained area on the ground floor of the Lyceum building. There is a good deal of cooperation between the two classes allowing children to develop at their rate whilst being encouraged to share, explore and engage in new experiences. Both classes follow the Foundation Stage Curriculum and the children in the Reception class regularly achieve beyond its requirements. The Lyceum independent School strives to develop pupils into confident young people with open, questioning, independent minds with a lifelong love of learning. To ensure that each pupil’s talents are discovered and nurtured and they achieve their potential in terms of spiritual awareness, academic achievement, and aesthetic appreciation. To ensure that all pupils have access to a broad and balanced curriculum and a range of extra-curricular activities. To ensure that all pupils develop morally, socially, academically, physically, spiritually, and culturally. The school promotes a non-denominational, Christian ethos. We welcome children of all or no faith backgrounds. To develop in our pupil's confidence, independence, compassion, and an inquisitive love of learning. To inculcate and develop in our pupils a positive attitude towards behavior based on traditional manners, courtesy, and respect for others. To equip our pupils with the skills, knowledge, and attitudes to enable them to grow into responsible and positive members of society, making informed decisions about their education and personal lives. We use Golden Lane, the Artillery Ground, and Bunhill Fields for sporting activities. During the winter we also go ice-skating at the Broadgate rink. All children participate in physical activity each day. As well as sports, this may be dance, gymnastics, drama, or small games, all provided on the premises. We have the advantage of a covered play area to enable our sports program to continue whatever the weather. Children learn French from Nursery onwards and Latin in Years 5 and 6. We believe in enriching the learning experiences of our pupils and our curriculum is supported by a full program of educational trips and visits, whether locally, nationally, or internationally. We also offer a program of clubs which complement the lessons that take place in the timetable. In this way we aim, as a school, to develop the whole child and give pupils access to a range of sporting, creative and academic pursuits. We believe that for a small school, the range of extra-curricular experiences is impressive and indeed, this was recognized in our most recent ISI Inspection report. View full school

We offer a truly child-centered learning experience for our pupils and we are proud of the outstanding outcomes that we create at every stage of our children’s development. We provide an ‘education for the future environment that encourages a love of learning and high standards, whilst instilling a strong moral foundation in every child. Children’s best interests lie at the heart of everything we do, and each child’s inner potential is unique and precious. We create the necessary space and structures to support the growth of balanced, outstandingly educated, creative individuals. A London Acorn School education is best received when a child’s home and school life are compatible. We believe this can be achieved through sharing a set of values that encompasses all aspects of their life. We encourage parents to be mindful of the need to maintain consistency. Refer to this School Handbook, the details of your family agreement, and your child’s class teacher for guidance on how to make the very most of a London Acorn School education with your child. Throughout the year, there are festival days and events where children, parents, and staff come together. Parents attend many of these occasions, where they fully enjoy what it means to be part of this community school. Although it is possible to teach young children academic subjects, we wait until the children are nearly seven to start this. We feel the extra time in Kindergarten is well spent, and are keen to protect children’s right to an unhurried childhood. We have a proven track record that our children soon learn the same skills as their peers who start formal lessons at four and a half. The London Acorn Kindergarten can offer your child from 3 to 7 years old a secure, unhurried, and beautiful setting where we believe that play is the serious work of childhood. In kindergarten the emphasis is towards learning through play, enabling your child to develop the skills for lifelong learning. The celebration of festivals throughout the year guides the child from one season to the next, whilst allowing the children time to wonder, be in awe, and have gratitude for the earth, others, and themselves. This requires a creative and mutually supportive partnership between parents and teachers. The Lower School starts with children aged 6 or turning 7 during the academic year, and proceeds to Middle School until the child reaches the age of 14. The curriculum for these younger students is designed to help them form an understanding of the world and their relation to it through lessons and activities that encourage the development of their inner senses, such as intuition and imagination, along with important skills such as literacy, numeracy, arts and crafts. These early years are when the children are actively discovering the world around them through their senses and growing faculties. Lesson subjects are therefore shaped to support this aspect of pupils’ growth and incorporate an abundance of physical and practical activities, which support this stage of development. The subjects took expand in range as the children get older and enter a second developmental stage with the emergence of feeling as a perceptive medium within the individual. The curriculum content, therefore, changes accordingly, to include more creative subjects and to provide an outlet and a platform for self-expression and exploration. The school offers a broad range of academic studies. Students study traditional subjects such as Maths, Humanities, English, French, and Science. One key strength of the academic curriculum, both in the Lower, Middle, and Upper schools, is the ‘main lesson’. These thematic lesson blocks allow pupils to explore a subject for four weeks at a time. The pupils produce beautifully illustrated books, written in their own words. They are proud of these academically and artistically. This intensive approach leads to lasting knowledge and encourages ongoing engagement with the subject. At our school, we recognize that the most fundamental requirement for all children is that they feel safe and secure, physically, emotionally, and socially. Students need to feel safe to thrive and learn. They need to feel secure to want to participate. We take very seriously our responsibility for safeguarding and promoting the welfare of all the pupils in our care. Please read our Safeguarding Policy and Anti-Bullying Policy which set out the policies and procedures we have in place. We will take appropriate action if we have concerns about a child’s physical, emotional or social well-being, and please do not hesitate to contact us if you have any concerns. View full school

The LifeLine Independent School is a unique provision that allows students with a disrupted educational background the opportunity to catch up with their peers in under 10 months. Many students leave our provision and go on to Level 3 programs and A-Levels. When students move on from us, they go not only with academic achievement but with a wider appreciation of their role within the community. These achievements are possible through the commitment and determination demonstrated by our fleet of staff and banks of mentors and volunteers. LifeLine is committed to our students and so the relationship continues when they leave the School. We encourage students to remain in contact via the LifeLine Alumni, mentors, and teachers. This ongoing contact helps the students expand their social network and provides unexpected opportunities. The LifeLine Independent School is a unique provision that allows students with a disrupted educational background the opportunity to catch up with their peers in under 10 months. We, therefore, place a great emphasis on fostering excellent relationships between staff, students, and parents to understand individual needs and tailor a package of support that enables each student to achieve. Many of us need others to help us to hone our future goals and young people are no different. Support and a second, more experienced pair of eyes help our students to identify their potential and to grow in confidence. A carefully matched mentor is provided for each student. They are the one who is initially able to have higher aspirations for the student than they might consider for themselves. Someone ‘championing’ them encourages our students to expand their horizons and consider new possibilities for success. Positive relationships allow students to discover their strengths. By building a relationship and getting to know a young person, teaching staff and mentors can guide students as they discover a sense of identity and being comfortable in their skin. This builds self-confidence. Once students feel secure with who they are, they can then start to develop their real outward identity, rather than borrowing from their peers or who social media tells them they should be. Once a student has vision and identity, they must have a goal to focus on this newfound drive. This is not about time-filling activities, but about providing them with the opportunity to discover their purpose in life. By developing their sense of responsibility, we have found that young people become increasingly willing and excited to take ownership of their future, including educational attainment and community-based activities. We use structure to ensure efficiency (using small group tutoring, for example) but our focus is holistic. Because we care about our students holistically, we take an unconventional route to attainment. In addition to targeted academic studies, the curriculum includes vocational training, business skills, work placements, the chance to take part in further enrichment activities, and crucially, support from the 30+ volunteer mentors who are an integral part of our delivery. We tell our students, ‘We want you to walk tall when you leave us!’ All qualifications are accredited by City & Guilds or Edexcel. Qualifications enable students to progress on to accredited Level 3 courses and/or A levels, the required qualification for entry to a UK university. Students are assessed on arrival to determine their current level. This, in conjunction with their initial interview, gives us a chance to see how they tick. The academic program is focused on the core curriculum, and each student receives an individually-tailored package to help them progress. At the end of the year, the majority of students will have gained GCSEs or Level 2 qualifications. For School students to get the best education they can, we recognize that skills like being able to communicate with others, solving problems, and dealing with difficult situations are just as essential. These, too, form a core part of the learning agenda, supported by a strong team ethic and a climate of respect and care that is demonstrated by all the staff, mentors, and students. All School students take part in our award-winning VIP Mentoring program, where our fully-trained local volunteer mentors, spend at least an hour a week one-on-one with each student. These VIP mentors build trust, show care and work as a team to help students to find their vision for their future, gain confidence in their own identity, and give them opportunities to find their purpose in life. Enrichment activities are better when they are shaped to the needs of the students and the available resources. Building a team of volunteer School Ambassador Mentors has been a key part of providing our students with every opportunity to make friends, develop character and become part of their local community. Ambassador Mentors have been the catalysts for a wide variety of programs from a football club to a film club art activities to an intergenerational project, all of which challenge wrong perceptions and encourage respect and character building. Offering as full a range as possible of extra-curricular activities gives students the chance to meet with other young people and build new relationships in the community. This, when combined with a holistic approach to teaching which values care, compassion, and relationship, is key to boosting students’ confidence and ability to make friends, integrate into a new community, and thrive academically and vocationally. View full school

The Leys is the only co-educational boarding and day school in Cambridge. This statement, whilst true, does not begin to convey what makes this such a special place. Established in 1875, The Leys values its history, yet it blends traditional values – courtesy, tolerance, respect, decency – with a forward and outward-looking approach to education. Dedicated staff and superb facilities combine powerfully as we prepare young people for the challenges which lie ahead at university and beyond. Yet we have always believed that school is, or should be, about far more than merely “preparation for life”. Indeed, my ambition is that Leysians will be able to look back on their experiences here as amongst the most intrinsically rewarding, challenging, and stimulating chapters of their developing lives. Set in the center of the beautiful and stimulating city of Cambridge, one of the world’s leading cultural and academic cities, our unique location allows our pupil's unrivaled opportunities to achieve the exceptional. Our added value in academic progress is among the most impressive in the country, and the range of creative, cultural, and sporting opportunities is breathtaking. We are rightly proud of our pupils’ achievements, both in the classroom and outside it, but the greatest pride we have is in the pupils themselves. They are our greatest achievement. The Leys is unique in our place as the only independent co-educational boarding and day school in the world-renowned university city of Cambridge. We call ourselves the "big, small school". One of the things which makes The Leys such a special place is its size. We are determinedly a small school. It's partly because we're such a small school that we're able to get to know individual pupils so well. Our aim is for every boy and girl in the school to have that wonderful feeling of attempting the exceptional. To do this they need to feel confident that they will be well supported by their peers and the staff. Pupils at The Leys work hard and motivation is high. They are ambitious and we help them to achieve their objectives by encouraging them to take an increasing level of personal responsibility for their work as they move through school. The Leys is an environment in which every individual can thrive. At The Leys, we consider pastoral care to be most important because if a pupil isn't feeling settled they are unlikely to do well in their lessons, exams, and wider activities. The Leys is a community of 575 pupils, which means each pupil is well known by the staff responsible for their welfare, including the Headmaster who knows the pupils very well. All this adds to the friendly ethos of The Leys and helps to foster good relationships between pupils and between pupils and staff, which has long been a feature of this school. The Leys is a school founded on a Christian ethos, led by a popular and inspirational Chaplain. The result is pupils who are respectful of one another, kind and generous-spirited living and working in an environment where they can be themselves and know they'll be accepted for it. The wider curriculum at The Leys offers many opportunities for the pupils and forms a really important part of what we do. Sport, Art, Music, Drama, CCF, Duke of Edinburgh Awards, and a whole plethora of societies, activities, and clubs, offer plenty of opportunities for Leysians to thrive intellectually, physically, and culturally. The Leys was founded in 1875, a time when a large number of schools were founded, especially by the churches. Whilst there were already several leading schools providing an education for the sons of Ministers, Methodists were asking for schools for the sons of lay members. The Methodist Conference set up a committee to look at the possibility of starting a school at Oxford or Cambridge. Following several visits to Cambridge, a twenty-acre site was discovered for sale - The Leys Estate. The Reverend Doctor W.F. Moulton, Secretary of the committee, was asked to become Headmaster of the new school, and The Leys formally opened its doors on 16th February 1875 with sixteen boys from English Methodist families. Within two years this number had grown to 100 pupils. Since that time The Leys has expanded significantly. Today the School is an independent, fully co-educational boarding and day school with over 550 pupils from all walks of life, situated on its 50-acre campus. The school motto is "In Fide Fiducia" (Latin for "In Faith, Trust"). The school song is Rev. B. Hellier's Χαίρετε. In 1938 The Leys Governors acquired St Faith's Preparatory School and established The Leys and St Faith's Schools Foundation. Strong links remain between the two schools. View full school

The Laurels School is an independent school with a Catholic ethos for girls aged 11-18. At The Laurels we are committed to excellence, not for its own sake, but because we wish our pupils to fulfill their potential through the cultivation of moral, intellectual, and social virtues. Based on Catholic principles, a Laurel education is exceptional because it prepares young women not merely to make a living but to live a deep, rich and satisfying life. A unique tutorial system, a stimulating curriculum, and a relationship with parents based on mutual respect and trust mean that our pupils can achieve their highest goals to become the best possible person they can. Our philosophy of education is based on a ‘character first’ approach, that is, we strive to develop in your daughter those qualities of greatness that will enable the achievement of academic potential but also very importantly also help her develop in every other aspect of her life at school and, crucially, beyond school leading to a happy and fulfilled life. Laurel pupils are encouraged to take part in a range of co-curricular activities as well as music, drama, and sport to enrich their school experience. The Laurels School provides a rich co-curricular program of activities suitable for all tastes so that pupils can develop their character through qualities of leadership, perseverance, and respect for others. We believe it is important to excel by participating, and not, have to excel to participate. Being actively involved in co-curricular activities can help pupils to experience new activities broaden their skills develop their spirit of service and help others build self-confidence and work collaboratively. They will consequently widen their circle of friends and understanding of others, leading to increased confidence in a range of situations. We wish to echo the words of The Laurels School motto, In Gaudio Serviamus – may we serve joyfully, in the setting up of The Friends of The Laurels. Its primary purpose will be to serve the school in its aims to collaborate with parents to educate young women who are called to greatness as thinkers and scholars, principled individuals, and citizens of the world. View full school