EduCativ

The Downs Malvern is a vibrant day, weekly, Flexi- and full-boarding independent prep school for girls and boys aged 3 – 13 years. The school is set within its impressive 55-acre campus on the western edge of the Malvern Hills and is part of The Malvern College Family of Schools. Children benefit from excellent teaching alongside superb extra-curricular, boarding, and sports facilities, including a multi-million-pound sports hall, art studio, IT suite, an all-weather sports pitch. The children at The Downs Malvern are wonderfully cheerful and their many excellent successes are as wide as the academic, sporting, and extra-curricular program that keeps us all so busy every minute of the day. The days spent here are undoubtedly some of the happiest of the children’s lives, as they grow into confident and responsible teenagers and move on to their next schools. We ensure this happiness through a well-balanced values program that encourages each boy, girl, member of staff, and parent to be respectful of each other and to care for each other. The Downs School at Colwall was founded in 1900 by Herbert Jones. He had been educated in Cambridge and was Headmaster at Leighton Park School when he and his wife Ethel Jones founded The Downs as a preparatory school for boys. It opened with four pupils and slowly expanded, having 40 pupils in 1918. The Joneses were Quakers, and The Downs was unusual in being originally a Quaker school. The Downs was also unusual in pioneering the inclusion of extra-curricular activities, such as music and hobbies, for its pupils. This innovation would eventually spread into mainstream preparatory schools. In 1920 the Joneses left and were succeeded by the second master, Geoffrey Hoyland. He arrived at the school with his wife Elsie Dorothea Cadbury. They used the Cadbury family's wealth to expand and improve the school during his tenure as Headmaster. Geoffrey Hoyland built new buildings, introduced student self-government and an innovative curriculum with an emphasis on science and the arts. It was under his supervision that the pupils built the miniature railway, the only one in any English school at the time and which is still in use today. Whilst Headmaster, Geoffrey Hoyland employed the painter Maurice Feild and the poet W. H. Auden as teachers at the school. Frazer Hoyland succeeded his brother Geoffrey as Headmaster in 1940. He increased the school's emphasis on music and drama. Shortly after the war, the poet James Kirkup taught at the school for four terms and wrote his first collection there. William Vaughan Berkley became Headmaster in 1952 and remained until 1969. In 1957, he was appointed as English master the actor Anthony Corfield, who sustained an active program in Drama for more than thirty years. James Brown, who had been assistant head to Berkley, became Headmaster in 1969. He wrote the history of the school, 'The First Five' (meaning the first five headmasters), published in 1988. Brown was succeeded as Headmaster by Christopher Syers-Gibson, D. H. M. Dalrymple, Ian Murphy, Andrew Auster, J. Griggs, and, in 1999, Christopher Black. By the end of the twentieth century, the school had become co-educational and included a nursery, kindergarten, and pre-prep as well as the original preparatory school. Alastair Ramsay became the next headmaster and, in 2008, the school merged with Malvern College prep school, on The Downs' existing site. In September 2009, Alastair Cook was appointed as Headmaster. The Downing Society draws its membership from former pupils of the school and is open to anyone who has attended any of the three schools which eventually merged to become The Downs Malvern. The Downing Society is open to anyone who has attended The Downs Colwall, Hillstone, or Malvern College Prep. Honorary membership is also offered to members of staff from these schools when they leave. The current Headmaster, staff, pupils, Governors, and parents are keen to build on much of the history that the three founding schools and their communities have established, whilst continuing to innovate and improve. The society currently has well over 1000 members. The archives have recently been rehoused in the main school building, and cataloging is still underway. We always welcome additions (donations) to our already extensive archives, particularly Badgers, as we no longer have a complete set. We also do not have copies of newsletters before 2014, and these could form an interesting addition. The society holds an annual Downian Day reunion, hosted by the school. The format can vary from year to year, but it is usually on a Saturday during the Summer term so that society members can see various hobbies in action, as well as visiting the archive room. Members are encouraged to attend the society's AGM, which precedes a buffet or picnic lunch. We are also hoping to resurrect the tradition of a cricket match on the day in which society members, current parents, and teachers - and indeed anyone connected with the school - are invited to participate. An annual newsletter is circulated electronically to society members, provided their current email addresses are on the membership database. Members can opt to receive a hard copy of the newsletter by post, subject to a small charge to cover print and postage costs. In addition to articles relating to the school and its pupils and teachers past and present, the newsletter is a means for members to share updates with their friends and contemporaries at the school.

Founded in 1962 we are a modern, forward-looking, mixed school with academy status within The Diocese of Westminster Academy Trust. We have eight forms of entry and a Sixth Form. As a Catholic school, we serve the whole community of the Borough of Hillingdon and beyond, welcoming Catholic students and others who wish to join us. We have 8 forms of entry and a 6th Form. As a Catholic school, we serve the whole community of the Borough of Hillingdon and beyond, welcoming Catholic students and others who wish to join us.‘The Douay Way’ permeates the school day. There is a corporate atmosphere in which both students and staff know that they are working towards a common goal – to better themselves and become excellent citizens, in a progressive learning environment that combines traditional values with the very latest technology and learning techniques. Staff is dedicated, motivated, and determined to enable students to fulfill their potential. All pupils are treated as ‘special’ to meet both the needs of those deemed ‘Gifted and Talented’ as well as those with Special Educational Needs. Examination results have been consistently good in recent years and we intend to build and improve upon these firm foundations with outstanding results in the future. The school is committed to ensuring a smooth transition from Primary to Secondary School and from Sixth Form to University. A program of high-profile interactive education has been established to initiate outstanding learning habits from the outset, complemented by varied extra-curricular activities. To provide balance and breadth we have introduced a range of “Deep Learning Days” to ensure all students have the opportunity not only to achieve educational qualifications but also to develop cultural and personal capital. The school is committed to ensuring a smooth transition from Primary to Secondary School and from Sixth Form to University. A program of high-profile interactive education has been established to initiate outstanding learning habits from the outset, complemented by varied extra-curricular activities. This enhances the development of each student, encouraging diligence and independent learning. We believe extra-curricular activities play an important part in discovering talent, developing confidence, and building self-esteem. These activities form part of the ‘growth mindset’ of the school. We offer a wide range of activities to appeal to different students such as participation in the Duke of Edinburgh’s Award Scheme, overseas visits, sports, and drama including an annual school production, regular concerts, and visits to the Royal Ballet. All students are encouraged to participate in, and contribute to, school life outside of their academic studies. Links with Oxford and Cambridge and Royal Holloway University are firmly established and several visits to each take place during the academic year. The school participates in the Sutton Trust Summer School Programme as well as the National Citizenship Service Programme which helps to enhance student learning and self-development. We are also proud to be part of the Jack Petchey Award Scheme. Students have the opportunity to compete against each other in the new House System in which they are rewarded for effort and achievement. The establishment of the four new Houses: namely Mathew, Mark, Luke, and John – enhances community spirit as well as a competitive ethos. Each house has a distinctive color, logo, and motto that defines its culture and esprit de corps.

The Dominie is an independent co-educational school that specializes in providing education for dyslexic and dyspraxic children. We welcome children from the age of 6 to 12. The maximum number of children at the school is 32. The school is built around the children. We consider the whole child in terms of their needs, whilst recognizing their strengths and potential. We aim to secure the child's confidence and help them to re-discover the joys of learning. We plan lessons carefully and adapt our teaching sensitively to meet the requirements of each child. Our distinctive difference is that we are small, which enables us to develop a deep understanding of every child. Specialist provision is an integral part of our approach in delivering a broad and balanced curriculum. We offer a wide range of after-school clubs and educational visits. The majority of Dominie's children go on to succeed in mainstream schools. The Dominie is registered with the Council for the Registration of Schools Teaching Dyslexics (CReSTeD) Category DSP and is a member of The British Dyslexia Association (BDA). The Dominie is a school for children with different learning styles where dedicated teachers deliver a stimulating and supportive education and learning environment for the benefit of children. We provide a sympathetic school environment by giving each child a sense of dignity through achievement. Respect, co-operation, and team spirit are nurtured throughout the school. The children are individuals with strengths and talents which we value. Our aims are: For our children to reach their potential in a focussed environment. To promote individual strengths and talents. To help families help their children. Dominie is committed to safeguarding and promoting the welfare of children and young people and expects all staff and parents to share this commitment. We have a broad and balanced curriculum which at its core covers literacy and numeracy. Topic work encompasses science, geography, history, and religious education. We take full advantage of our central London location to explore the culture of the capital to enrich the pupils' learning. We make visits to museums, galleries, and the theatre, and the children enjoy participating in workshops from time to time. Our year 5 and 6 pupils have the opportunity to take part in the annual PGL trip, which is a positive and confidence-building experience. We are proud to provide a stimulating and happy school environment, in which our pupils thrive. We use the National Curriculum for our teaching, which has been carefully adapted to meet the requirements of our pupils. Lessons are taught in a class, group, or individually. Working alongside the teachers are classroom assistants and specialists in the fields of speech and language and physiotherapy. Many of our teachers have additional qualifications in specific learning difficulties (dyslexia). Music and drama are taught by specialist teachers. Each pupil has an Individual Education Plan (IEP), which is reviewed regularly, to continually monitor the pupil's achievements. Art lessons teach the children about art theory and the work of great artists from the past and how they relate to the contemporary world. Using a wide range of materials, the children can explore creative processes from drawing and painting to design and sculpt. Drama lessons at The Dominie are an opportunity for the children to discover and explore their creativity. Lessons are designed to give plenty of scope for working individually, in pairs, and in groups to encourage the exchange of ideas. The interpretation of poetry and drama are explored through a variety of approaches, and there are many opportunities for the children to perform each year. Our annual school musical takes place at Christmas and is much anticipated by children and parents alike. Music lessons develop the children's musical skills and also help the children to improve their speech, motor skills, coordination, and confidence. The children are encouraged to collaborate by performing in group activities using percussion instruments. The Dominie also offers after-school musical activities. Sport is an important part of the curriculum at The Dominie and is extremely beneficial in developing good hand-eye coordination, manual dexterity, and physical confidence. The sport includes weekly swim and gym lessons together with games at Battersea Park, which is on our doorstep. Our annual Swimming Gala and Sports Day motivate and inspire the children.

The Divine Mercy RC Primary School is a school we can all be very proud of. The school is a vibrant, positive place that truly lives up to our vision that we ‘welcome and reach out to our diverse community in the Christian Spirit.’ Our children enjoy coming to school, are motivated by their successes, and become confident, responsible citizens ready for the next stage in their education. They are secure in the knowledge that this school welcomes their whole family and works with them as a team, with the welfare, development, and education of each child being our focus and in our OFSTED inspection 2017 this area was judged to be Outstanding. They are also secure in the knowledge that each of them has been created by God the Father in His image they are loved for who they are and for what they bring to our school community. Children are provided with an excellent start to their education in our Outstanding Early Years Foundation Stage (OFSTED 2017). Very effective teaching and learning strategies are well embedded throughout the school and all children learn to work both independently and co-operatively in a fully inclusive learning environment. The Divine Mercy is a Roman Catholic Primary School that reflects the teachings of Jesus Christ in the Gospels. With Jesus in our hearts and the children at the center, we welcome and reach out to our diverse community in the Christian spirit. We value and nurture everyone, inspiring them to reach their full potential through the education and formation our school brings about. At The Divine Mercy Catholic Primary School, we aim to deliver a cross-curricular approach to learning that is exciting, engaging, and challenging. Our curriculum is delivered within the context of our Catholic community and allows each child to develop their gifts and talents alongside their faith in a safe and fun environment. Designed and planned by our teachers, our curriculum ensures that the statutory requirements of the 2014 National Curriculum are met through a range of experiences, skill developments, and knowledge acquisition in engaging and relevant contexts. Please see the Curriculum Overviews for further information on what the children will be learning during each term. A person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At compulsory school age this means he or she has significantly greater difficulty in learning than the majority of others the same age, or, has a disability that prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools. Our school is committed to promoting the welfare of children through regular school attendance. We know that every day lost to education can have a serious impact on a child’s attainment and overall progress in school. We are therefore fully committed to promoting school attendance by providing an environment and ethos where children enjoy learning, feel safe, and can build positive relationships with their peers. A child cannot succeed and achieve their best in school if they are not here. Pupils should aim for 100% attendance. arents have a legal responsibility for ensuring that children of compulsory school age receive a full-time education ‘suitable to their age, ability, aptitude, and any special educational needs that they may have either by regular attendance at school or otherwise. Section 7 Education Act 1996. Parents whose children are on a school register and fail to ensure the regular school attendance of their children may be guilty of an offense under Section 444 or 444 (1A) of the Education Act 1996. The council may issue a Penalty Notice or take other statutory action through the courts to secure regular school attendance. The Divine Mercy does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behavior. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear. In reported cases, we will adopt a restorative approach to reconciling the bullying incident and assign a member of staff to mentor the pupils involved. A Healthy School promotes physical and emotional health by providing accessible, relevant information which equips pupils, staff, and families with the skills and attitudes to make informed decisions about their health. The Divine Mercy Primary School is successful in supporting pupils to do their best and build on their achievements it is committed to ongoing improvement and development. At The Divine Mercy, we know the importance of investing in health to assist in the process of raising children and young people's achievement levels and improving standards is well understood and the need to provide a physical and social environment conducive to work and learning is recognized. At The Divine Mercy Primary School, we involve the whole school community, parents, governors, staff, and pupils in improving children's health, well-being, and happiness and helping them to get the most out of life.

All schools are not the same. It’s a bit wordy but year after year, conversation after conversation you get to see that, because no two children, adults, classes, or teams of people are the same, every school is unique. Each school has its own quite distinct culture and ethos as a result of both its constituent parts and the agreed approach to doing what it does. To be clear, it’s not as simple as good or bad, better and worse and it’s not about league tables it’s about what a school stands for and what its culture looks and feels like and the impact it has on every child. We believe that every child is different and each has his or her interests, aspirations, strengths, understanding of the world, and ambitions. While ‘national’ programs of learning and yearly expectations of ‘normal’ are never going to go away, we try to recognize and encourage each child to be themselves and to find what they’re good at. National initiatives and curriculum frameworks change every few years values and the core purpose of schools are pretty much cast in stone. Rightly, literacy and numeracy will always be at the core of any good school without these vital life skills, children will become disadvantaged adults and never have the chance to reach their potential. However we believe passionately that to thrive, humans need care, support, guidance, mentoring, exposure to role models, and a sense of ‘wow’ about the amazing world around them, near and far. Our school is ‘all about learning but it’s also all about leadership. Our successes as a school are down to the adults who work here and no single person. The old days where headteachers had all the power and made all the decisions in schools are thankfully long gone, at least at The Dell. Good schools can’t become or stay 'good' like that. We share leadership amongst some great people and the mixture of skill, experience, passion, and opportunity means that the school runs like (an incredibly busy) well-oiled machine. All the people who work at The Dell are ‘teachers’ and they all see the part they play and the difference they make to the children who leave us at the end of Year 6. Teamwork is a strong feature of The Dell and the camaraderie and peer support are palpable. It's full-on and fast-paced but we believe that driven, passionate staff create happy, driven learners. Whether we're talking about the children or adults in our school, our focus isn't on compliance but community. Every school and organization has aims and many have a list of values things it cares strongly about. At The dell, we were a bit worried that there can often be a gap between what you say you believe in (people put a lot of time and energy into deciding this) and what our school looks and feels like for everyone who comes into it every day. Schools, and any group of people, are defined by their culture, the way things happen, the way people interact, and the way you feel just by being in them. A lot of ‘culture’ is about how things feel and look because of the way people act so it’s quite hard to put a ‘culture’ in writing but you can describe it and you can say what you want it to be like...the trick is making sure it feels that way all the time and for everyone. In 2015, the School Council was asked to review over sixty different values. We gave them a list of values along with a brief description for each and asked them to choose what they felt were the eight most important behaviors in our school. They agree that if we all, children and adults, show these behaviors every day in all we do, our school will be a happier place and each of us will be closer to fulfilling our potential and role within the school. So part of it is what it looks and feels like already and part of it is writing it down to make sure it stays that way as well as giving pointers for each of us to check ourselves against. Through a comprehensive process of teamwork and consultation with every child in the school, staff, parents, and governors, the School Council came up with the following behaviors and definitions which shape and define The Dell.

Visitors often tell us that in everything we do, and everything we say, our Christian ethos of peace, love, and care permeates throughout the school. They comment on happy, confident children engaged in their learning. We take great pride that children feel safe and secure and that education, strengthened by our faith, is the vehicle with which children can achieve their full potential. Our school is further strengthened by partnerships and collaborative working relationships. We enjoy working closely with other schools, both locally and further afield with the churches that make up the Deanery with extended services supporting the whole family, provided by our Children’s Centre. We have a very supportive and hard-working group of governors who are highly skilled and an extremely effective team of parents who successfully run the PTFA. Together, we strive to provide our children with the very best learning opportunities. At the Deanery we enable our children to achieve academic success through a rich, diverse, and inclusive curriculum. We provide many opportunities for our children to be motivated and enjoy learning through educational visits, residential activities, and a variety of visitors who bring different experiences of life. We work closely with our local schools and the family of churches within our diocese, celebrating the festivals in our Christian calendar. It is important to us that every child is valued and their talents, skills, and unique qualities are recognized. We believe in developing the whole child and actively promote and encourage a healthy lifestyle. At the Deanery we believe everyone thrives in a happy, secure, and caring environment. It is an essential part of our Christian ethos that peace, love, and caring for others should be the core values that everyone respects and agrees with. We do this through the teaching of Jesus. We believe that education, strengthened by our faith, is the vehicle with which children can achieve their full potential. At the Deanery we aim to provide opportunities and experiences for everyone to learn and develop their social, creative, and academic skills within a motivating and stimulating environment. We aim to:- Foster an environment that is enriched spiritually, morally, and socially through the Christian faith. Value each child as an individual, regardless of faith, ability, gender, or ethnicity. Nurture children to be polite, respectful, and considerate towards one another. Offer a range of opportunities and experiences to develop their confidence, self-esteem, and independence. Encourage each child to fulfill their potential within all areas of the curriculum. Promote knowledge and understanding through a secure, stimulating, and enriched environment. Create a broad educational experience that is enriched both morally and spiritually through a partnership with staff, governors, parents, the local community, parishes of the Deanery and Birmingham Diocese. To enable each child to value themselves and have aspirations for the future. To recognize everyone’s place in the wider community.

Hello and welcome to the De La Salle Academy. This academy has been built on generations of high-quality Lasallian education and service to our community, starting with the De La Salle Grammar School back in 1953. Since then there have been many evolutions within our school, which continue right up to the present day. The De La Salle Academy is a boys’ Academy sponsored by the De La Salle Brothers, working in partnership with co-sponsors of the Archdiocese of Liverpool. De La Salle is a 4 form entry Catholic Academy catering for boys from the age of 11 to 18. We offer an education that enables young people to reach their full potential and to enjoy the freedom a sound education can give them as full human beings committed to Christ. The specialisms of the Academy are English and Media, and we offer a range of subjects at Key Stage 4 and Key Stage 5 which enhance students’ experiences in this subject area. The Vision is Inspiring People, Breaking Boundaries. Taking our behaviors and beliefs, we have grouped them into what we believe to be a good catholic education. Combining all of these behaviors in this way, the people involved in our Academy will demonstrate the catholic gospel values we hold sacred. The Mission: An Open Door, an Open Mind Raise Aspirations Stay Curious Create a Safe Environment Pay Attention, Front and Back We will ensure all our students are entitled to a curriculum that will enable them to exceed expectations, Access learning in a personalized way, Benefit from a range of curriculum partnerships. We will deliver a curriculum that will allow students to explore, discover and share what they learn in turn enriching their character, giving them the skills to become effective citizens of the future, giving back to their community. There has been a De La Salle school on the present site since 1954 when De La Salle Grammar School moved from its site in Breckfield Road South. The grammar school flourished until 1983 when under the re-organization of catholic schools in the city it became De La Salle School, a comprehensive school for boys. In 2004 De La Salle successfully applied for specialist school status, and became De La Salle Humanities College, specializing in English, History, and Geography. In January 2011, having gained academy status, we became The De La Salle Academy, specializing in English and Media. The school was founded by the De La Salle Brothers, many of whom were involved as teachers across the curriculum, and the order provided several memorable headteachers. Nowadays the Brothers retain their involvement as the main sponsors of the Academy along with the Archdiocese of Liverpool.

Dame Ellen Pinsent is located in the south of Birmingham and is a Primary Special School for cognition and learning. We have 152 pupils on the roll with a range of special educational needs, including autistic spectrum condition, speech and language, and moderate to severe learning difficulties. We have a highly-skilled, enthusiastic, and committed team of staff who work with the children and their families to promote improvements in basic skills, independence, communication, and social skills. We want our pupils to be lifelong learners and valued members and contributors to their community. Our curriculum is exciting and challenging, built on many years of development to give our pupils' a quality experience that enriches their lives. Our Forest School status also enriches our curriculum, within this, there is an emphasis on learning in the outdoors utilizing our fantastic school grounds, and using the local community to develop independence skills. The Regional Training Centre status with Apple has also enhanced our curriculum, ensuring our pupil's experience and are familiar with the latest technology. The children are encouraged to be involved in their learning they evaluate their work through the use of words, pictures, and symbols and they are keen to do well. Their behavior is exceptional and we are proud of how they support one another and develop as individuals. Dame Ellen Pinsent: Where children develop independence and confidence and learn through curiosity, play, and enquiring. At Dame Ellen Pinsent we always follow our Golden Rules and try to demonstrate the following values in all that we do: Determination and Patience – “we try again” “we do good waiting” Kindness – “we help each other” Respect – “we keep the school tidy and listen to each other” Courage and Bravery – “ we face our fears and go for it” Happiness and Joy – “we have fun at school” Team Work – “we work together” Independence – “we can do unaided work on our own” At Dame Ellen, we are keen that children have the opportunity to take part in a wide range of experiences. Staff and children have been involved in identifying a wide range of activities that they felt all children should have the opportunity to have a go at. 50 were chosen. Each child has a "Do and Discover" book that stays with them throughout their time at Dame Ellen. Pupils get the opportunity to complete as many activities as possible within a class or during our special "Do and Discover" days. At Dame Ellen British values are embedded in all our practice throughout the entire curriculum. Our Topic Curriculum provides many opportunities for British Values to be promoted with the children. In addition, British Values form a key part of our Personal, Health, and Social Education and RE Curriculum.

The Cumberland School is an ambitious school, within a diverse and exciting community. Our motto, ‘Determined, Ambitious Learners,’ encompasses all of our school community: students, staff, and governors. Our commitment to providing the best opportunities to learn and excel goes hand in hand with our commitment to equal opportunities and effective inclusion. The Cumberland School is an ambitious school, keen to improve on and exceed previous success. We serve and are proud to do so a rich, diverse, and exciting community. We live and breathe our commitment to equal opportunities and inclusivity, and work hard to ensure that Cumberland is a cohesive, positive, and exciting environment for all. We aim to achieve this through the implementation of the School Improvement Plan and a framework of policies. All eligible students have an equal right to a work experience placement to experience the world of work irrespective of ability, gender, or race. Each student will be offered the opportunity to express a preference for the kind of work they wish to try through a properly organized program designed to suit individual needs. The Cumberland School values success for everyone in its mission statement. This year we have offered additional work experience placements to those pupils that have expressed interest and been willing to complete this during their Easter, May, or summer holiday. These placements have been supplied through our recent engagement and collaborative work with Newham Careers Cluster. As a school, we are determined to improve the life chances of every one of our students. Determination and resilience are essential qualities for our students if they are to achieve their potential. Our curriculum, both in the classroom and outside of it, ensures that students are given opportunities to challenge themselves and develop confidence, independence, and resilience. Cumberland is ambitious as a school and we want all of our students to be ambitious for themselves and their community. We encourage all students to understand their responsibilities to each other, the school, and the wider community. Pride, respect, and high aspirations are valued and developed so that Cumberland is a safe place to take risks and grow. The Cumberland School is above all a learning community. We believe that all students and staff have the right to flourish and we recognize that hard work, challenge, and collaboration are vital to ensure exciting and effective teaching and learning in the classroom. At The Cumberland School, we offer high-quality opportunities and activities outside the main curriculum. These activities are an important and exciting feature of school life and contribute enormously to our student's social and academic development. We believe all our students should experience success in as many aspects of school life as possible and extra-curricular activities are one avenue to success. There is an extensive menu of extra-curricular activities on offer including arts and sporting provision, with opportunities to take part in workshops, creative activities, and fixtures. We also offer students the chance to experience learning differently, to visit educational venues linked to different curricular areas. Theatre performances, visits to exhibitions and museums plus excursions to local colleges and universities occur regularly and provide further opportunities for students to enrich and extend their learning beyond the classroom. We have a broad range of experiences on offer from creative workshops where pupils learn the skills to build their furniture to music groups and the school choir. Students readily enjoy these experiences and relish the unique opportunities that they are given to extend and expand their learning.

Welcome to the Crest Academy. We are a non-denominational, non-selective academy open to girls and boys from all backgrounds aged 11 to 18. We are proud to be a part of the E-ACT network of schools. Our beautiful building, state-of-the-art facilities, and outstanding educational resources provide exceptional opportunities for students. In addition, we have spacious, modern classrooms, laboratories, workshops and studios and 2 full-sized sports halls with additional outdoor facilities. At The Crest Academy, we believe that the academy should take its rightful place in the community as a center of excellence and first choice place of education. We believe that The Crest Academy will transform students’ life chances by preparing them for university or the careers of their choice and prepare them to become leaders, enabling them to positively contribute to their communities. Everything we do at the academy is underpinned by our core values of: Pride and professionalism Relationships Aspirations Integrity Social justice Empowerment and accountability We believe that students at the academy deserve the very best educational provision and we are committed to providing this in an environment that develops leadership and ambition. Our vision for learning at The Crest Academy reflects the high expectations and aspirations have. At Crest, learning and teaching is our ‘core business, it underpins all that we do, as we appreciate that an excellent education is a key to unlocking excellent futures for the learners in our care. Our vision for learning and teaching is built on a desire to deliver high-quality, transformational education to the learners that we teach every day, in every lesson, in every classroom. At Crest, we strive to equip our students with the skills that they need to be lifelong learners and prepare them to be successful in their future lives. We aim to ensure that we constantly reflect as practitioners to ensure that we are seeking for the key levers to drive forward exceptional progress for the learners in our care. To ensure that all lessons across the academy are at the expected level lessons are planned according to the Crest Essentials. The Crest Essentials are a set of expectations or features that have to be present in all lessons. We provide clear instructions about how students can demonstrate their new knowledge. Check students’ progress and understanding through suitable activities that gauge the progress of all students. Provide opportunities for students to review their learning based on the lesson objectives and success criteria. As part of the wider school, the Academy’s Sixth Form is a popular option for many of our Year 11 leavers, but also increasingly attractive to students from the wider community. We believe that every student’s learning journey with us is not simply about an excellent set of exam results but that every student is ready for university and every student is a leader. Make a positive comment to the class or individual students about their behavior for learning and/or learning and progress. Achievement points can be awarded as a result. Dismiss the class, in silence, one small group at a time, checking uniform as they leave the classroom. During year 7 to year, 9 students are in Key stage 3. Pupils experience a broad and balanced curriculum. Pupils study English, Maths, Science, PE, Music, Art, Languages, Geography, History, Religious Studies, IT, Design and Technology, and PSE. Additionally, students that are new to the country and whose first language is not English will continue on a curriculum pathway with English as an additional language lesson designed to support students develop their English language acquisition skills. Between December and January, students will receive information on the subjects on offer at Key Stage 4. Pupils will be on 1 of 3 pathways designed based on their prior attainment and progress since starting at the Academy. During Year 10 and 11 students are in Key stage 4. Pupils will experience a core curriculum of English, maths, science, and PE (non-examined). Students will select their option subjects in Year 9 and these will be studied until the end of Year 11. The options process is a guided process based on your child's attainment data and students will select from a suite of subjects available to them. When pupils join the academy they will complete two years of study in years 12 and 13 to prepare them for university or beyond. The Academy currently offers a range of subjects including resit English and mathematics. As the Sixth form expands we are continuously reviewing the subjects on offer and adding additional subjects for pupil selection.

The Court School is indeed very special. It is more than a school and has a very friendly ethos that encourages good behavior and a positive attitude to learning. The school caters to up to 35 children from throughout the City and County of Cardiff. The children are of Primary school age (5-11). These children have special educational needs in the form of social, emotional, and behavioral difficulties many of whom also experience learning difficulties, and some have very complex special needs. One of the aims of the school is to help suitable pupils overcome their difficulties and return to mainstream education. This is not a realistic objective for ALL pupils, but providing opportunities for each pupil to achieve their potential is a primary aim. The school has five teachers plus a Deputy and Headteacher. 13 Teaching Assistants support the children's learning. This experienced, dedicated, and professional team is committed to providing the best possible learning and teaching environment for some of the City's most vulnerable and disadvantaged young children, as well as providing opportunities to enhance their self-esteem and develop their social skills and independence. The Court School is a special school maintained by Cardiff City Council. The school supports primary-aged pupils from four to 11 years old with social, emotional, and behavioral difficulties. Most pupils have statements of special educational needs. The school aims to help pupils overcome their difficulties and where possible return to mainstream education. Eight pupils returned to mainstream school in the last academic year. The school’s motto is “Learning to learn together”. All pupils come from the city and county of Cardiff. Currently, there are 38 boys and no girls. A few pupils are looked after by the local authority. No pupils speak Welsh as their first language. A few pupils are from ethnic minority backgrounds. About 70% of pupils receive free school meals. This is well above the all-Wales average. Pupils are taught in five classes, which are broadly determined by need, ability level, and age. One of these classes caters to pupils who also attend their mainstream schools. This class is called the Revolving Door.

The Coopers’ Company and Coborn School is a dynamic, inclusive, co-educational school. Inspired by our historic tradition of ‘Love as Brethren, we strive to be outstanding in everything we do, producing young people who have the confidence, qualifications, experience, and aspiration to be successful in the 21st Century world. In The Coopers' Company and Coborn School, There is a unique vibrancy here and a genuine allegiance to our motto of ‘Love as Brethren. We see a broad and liberal education as being one that transcends excellence in the classroom and formal educational qualifications it is about developing young people who are aspirational, confident, articulate, and full of a zest for life. Our curriculum is academic and traditional in that our examination courses are at GCSE and A-Level – we do not offer any vocational courses. The vast majority of our students join us in Year 7 aged eleven and leave at the end of Year 13 aged eighteen. Being an 11 -18 school is one of our major strengths the younger students have the sixth formers as role models and something to which to aspire. Our examination results are consistently outstanding. All students are encouraged to participate in an extra-curricular program that rivals those on offer at some of the best fee-paying schools in the country. We regularly compete at national sporting events and in 2016 were the number one State School for Sport in the country. Our music has earned itself a high reputation as far afield as City of London institutions such as Mansion House, where we perform annually at the Lord Mayor’s Banquet. Learning is living every minute of every day we are learning new things. At Coopers' Coborn we recognize that learning goes way beyond the classroom. As a consequence, we aim to inspire our students in many different ways to unlock the true potential of their minds to find out what their real passions are and to nurture within them a love of learning which never leaves them. To do this, we aim to create learning experiences for our students which are innovative, exciting, and challenging and ensure that all students are engaged in an inspirational education that goes beyond the confines of school, and instills in them the belief that they can accomplish extraordinary things. We place a strong emphasis upon developing students’ moral sensibilities as well their ability to relate to people productively and positively to think through difficult situations and so on. Being a moral person involves being a social person. Whilst we relentlessly pursue high academic achievement we are not an ‘exams factory’. As a school, we passionately value creativity and sporting excellence alongside academic success. We have created an ethos in which our students are equipped with the tools to question the world around them, can tackle difficult challenges positively and diligently. Above all, we aim to nurture students who can operate independently in the world: who can develop their ideas, who have initiative and drive, and who have a "can-do" mindset. We want our students to be well-rounded and high achieving. For us, learning is the most exciting journey there is. At our school, we induct students into the bodies of knowledge that form the core academic subjects we aim to show students that each academic discipline has its specific approach we are committed to teaching all students the relevant content in every subject. We impart this content in exciting and engaging ways, making students see that much knowledge has exciting applications and that much of it is relevant to them, their lives, and their world.

The Compton School is nationally recognized as one of the best schools in the country. Our results place us in the top 1% of state schools which means children that come to The Compton make better progress than in almost any other state secondary school nationally. Our aim is simple – to support students to reach their full potential. We have a dedicated and passionate team of well-qualified and highly skilled staff who provide outstanding teaching. This enables students to become creative and independent thinkers and develop a love of learning which brings them great success. Alongside our national reputation for academic excellence, we also pride ourselves on our outstanding pastoral care, providing a very positive environment in which students thrive. If your child comes to The Compton they will be joining a strong and caring community with an emphasis on high achievement coupled with personalized support and encouragement at all times. Each child is enabled to develop the skills and knowledge required to be responsible, considerate, and well-rounded individuals prepared for the demands of our ever-changing multicultural society and well equipped for adult life. At The Compton, there is extensive monitoring of students’ progress and regular contact with parents. We place a high emphasis on respect and positive behavior, which ensures the school is a happy and safe place to learn. External Reviews led by an Ofsted inspector consistently commented that behavior is outstanding. We are constantly receiving national recognition for being an outstanding school. Examples of this include The Compton being selected to become a National Teaching School, a significant national award. We continue to receive letters from the Department for Education each year that place the school in the top 1% of state schools for our results. We are a member of the Mayor’s Gold Club, a prestigious award for the best schools in London. Our constant drive for innovation and improvement ensures that we provide the best possible education for every child. We look forward to meeting you and your child and showing you our school on Open Evening Teaching and Learning at The Compton are outstanding. We have a belief that every child can succeed and our high expectations of all students allow them to make exceptional progress. We also have a consistent approach to Teaching and Learning that ensures high standards across all departments and subject areas. We provide a broad and balanced curriculum across the school and are fully staffed with specialist teachers who all deliver their subjects with passion and enthusiasm. Lessons are meticulously planned and include a wide range of activities to appeal to all learners. Students are encouraged to be independent and creative and homework is used effectively to support learning beyond the classroom. Our whole school approach to Spiritual, Moral, Social, and Cultural education ensures our students are ready to go out and make a positive contribution to the wider community. The Compton School is a safe and happy place to be, providing support and care for every member of our community. We work closely alongside our feeder primary schools to ensure that all our new students experience a smooth and successful transition. Our students have a true sense of ownership, responsibility, and care towards each other and their school. Our innovative and nationally recognized Student Leadership program, alongside the Pastoral Curriculum, provides a wide range of unique leadership opportunities and develops important skills for life beyond The Compton.