EduCativ

The College of North West London is a Further Education college with two campuses located in the London Borough of Brent, at Willesden and Wembley Park. We also run the King's Cross Construction Skills Centre in the neighboring borough of Camden. We specialize in vocational courses focused on delivering the technical skills and qualifications necessary to help our students get a job, enter a trade, or progress to university. The predecessor institutions have over 100 years of dedicated experience in education and training across a range of subjects and sector areas. The College of North West London is a constituent of the United Colleges Group. Our mission is to support economic opportunity through the provision of high-quality education, business solutions, and skills for work We offer courses at a variety of levels vary to ensure all students have the opportunity to access learning. Our course levels are designed to help students develop a range of skills and offer progression routes either into employment or towards university-level study. For students returning to study after an extended break or with no qualifications, transferable skills already achieved in the workplace or through life experience are taken into consideration. For students with academic qualifications now seeking to pursue a university-level education, we offer higher-level courses in a range of subject areas. Every year we support over 10,000 students. Each year around 1500 students aged between 14-18 years old chooses to continue their education with us through vocational learning and apprenticeships. Other students are adults aged 19+, studying both full and part-time courses. Many of our adult learners are employed and are studying at the College to enhance their skills and career opportunities through advanced vocational qualifications. The courses we offer to meet the needs of the jobs market now and for the future. We continue to develop and adapt our curriculum accordingly. We support Apprenticeship programs in the following sectors: construction and engineering, hospitality and catering, health and social care, hair and beauty, and business and administration. We continue to develop new Apprenticeship programs to meet demand in new and emerging markets. We have high-quality workshops, studios, and laboratories, equipped with industry-standard facilities. We provide our students with the opportunity to practice and develop their technical skills in real-life working environments, particularly in areas such as construction and engineering, catering, hair and beauty, and computing. Classrooms are equipped with electronic whiteboards and a range of learning aids. Here at the College of North West London, we are committed to promoting equality and diversity and ensuring that everyone is treated with dignity and respect, in an environment where a diversity of both staff and students is valued and celebrated. We are committed to ensuring all our learners are in a safe and secure environment. The College of North West London enrolls hundreds of apprentices every year, in around 30 different specialist qualifications from civil engineering to broadcasting. View full school

At the College of Haringey, Enfield, and North East London (CONEL) you’ll gain the cutting edge skills for your chosen career. Our fantastic range of courses and apprenticeships ensure you are fully prepared with the skills, knowledge, and experience for working in some of today’s most exciting and dynamic industries. Our mission is to help individuals, employers, and our community to succeed by providing outstanding education and applied vocational training with a particular focus on skills for employment". Our vision is to be the number one skills college for businesses and communities, offering a huge range of courses to help people on to skilled jobs, apprenticeships or university". Our aims: We will put the learner at the center of what we do. We will set high expectations of our learners, to increase aspiration and focus on success. We will prepare our learners for progression into jobs that meet local and national needs working with employers, our partners, and our communities. We will treat our learners as our customers and deliver excellent levels of service in every interaction that we have. We will plan and deliver our courses and training to meet the needs and interests of learners, employers, and our local and national community. We will deliver industry-standard vocational programs in industry-standard facilities. We will encourage innovation, creativity, and enterprise. We will swiftly and relentlessly address areas for improvement and enable us to respond to changes required through professional training and development. We will uphold high standards of professional and ethical conduct and rigorous performance management. We will promote a culture where colleagues are valued, developed, and supported and promote good role models for learners. We will embed equality and diversity in all spheres of our activity. We will ensure a safe and healthy environment for learners and focus on the sustainability of the College. We will proactively engage in developing new markets to diversify the College’s income streams and strengthen its financial stability. We will maintain the financial sustainability and viability of the College, delivering good value for money, to ensure the College can continue to fulfill its mission in the future. At the College of Haringey, Enfield, and North London, we are proud of our diverse community. We want everyone in our College community to be treated with respect and have the best opportunities to learn, work, and achieve. Our Single Equality Scheme and equality objectives set out our commitment to promoting equality and diversity in all we do. View full school

The Co-operative Academy of Manchester has been serving the community of Higher Blackley in North Manchester since it opened in 2010. Our academy values of fairness, ambition, and respect are at the heart of everything we do. We have high expectations of our students. They all have a talent and can excel at something. Our lessons are engaging and use the best resources. Our curriculum prepares students to achieve their aspirations, whether that means going on to college and university, or taking an apprenticeship. All students and staff are members of one of our academy Families. We have six Families named after co-operative pioneers. These men and women (from all over the globe) embody our academy spirit. Some are historical figures from the founding of the co-operative movement, whilst others have made a difference in the world more recently. In Year 11, students move into our seventh Family called ‘Tenacity’ as they focus on their exams. Our academy is not an exams factory. Whilst we push students to achieve the best results they can, their time here also includes many opportunities to flourish in extra-curricular activities. Our annual academy production gives students a chance to shine as actors, singers, and behind the scenes. We have a wide range of sports clubs and other after-school activities. Throughout the year our students experience a wide range of enrichment activities. The academy is one of several schools sponsored by the Co-op – one of the world’s largest consumer co-operatives, owned by millions of members. Co-op is a different kind of business, which puts social goals and community-led programs at the forefront of what it does. We are proud to benefit from the expertise of Co-op colleagues on our governing body, and they also offer unrivaled opportunities to our students to learn about business and ethical issues. We collaborate closely with our sister academies in the Co-op Academies Trust through co-operation, we raise standards and offer our students the very best. The Co-operative Academy of Manchester has a strong track record of excellence in Sixth Form provision, ensuring our students achieve their potential and graduate with the skills they need to succeed in the workplace. The Co-operative Academy of Manchester has a strong track record of excellence in Sixth Form provision, ensuring our students achieve their potential and graduate with the skills they need to succeed in the workplace. In September 2018, our Sixth Form will be relaunched with a brand new curriculum and exciting new facilities. We will continue our small class sizes and high levels of individual support. In addition, our business-based programs will be better than ever, and our students will leave with the knowledge, skills, and experience needed to get ahead of their peers in the competitive world of university, apprenticeship, and job applications. Together with our sponsors, The Co-op, we ensure that our Sixth Form students have exclusive opportunities to get ahead in the business world. At The Co-operative Academy of Manchester Sixth Form, we will provide you with the support, advice, and guidance you need to gain your academic qualifications. We also believe education is more than just achieving qualifications, so will also work with you to improve your core skills and make you more employable. An average class size of just 12 students means you get to work more as part of a team, and your teachers will get more time to spend supporting you. Your Pastoral & Progress Manager will have frequent one-to-one meetings with you to monitor your academic progress, welfare and to help ensure you’re on track to meet your targets. Being a force for good in the community is part of who we are. It’s in our cooperative nature and together with our sponsor, The Co-op, we support the Blackley community in several ways. Governors are one of the largest volunteer forces in the country and have an important part to play in raising standards in schools. At our academy, governors include representatives of staff, parents, our sponsor The Co-op, and other local organizations. Our academy is a secondary school for ages 11-16. We are a comprehensive school open to applications from all young people from the local area. Although academies can control their own admissions policy, The Co-operative Academy of Manchester’s governing body has agreed to follow the Manchester City Council admissions code. This means that applications for your child to start in Year 7 in September are made through Manchester City Council. Manchester City Council published details each year of the number of school places available, the admissions rules, and how they will allocate places if we are oversubscribed. View full school

Clara Grant Primary School is a maintained school with a nursery class. Both girls and boys attend our school from the age of three, when they start in the nursery, to the age of eleven after which they transfer to secondary school. We are fortunate to have pupils from many different cultures and are committed to providing equal opportunities for all of our pupils whatever their age, gender, ethnic background, or special educational needs. We strive however to serve not only the needs of our pupils and their families but also the community of which we are part. At Clara Grant Primary School we encourage our pupils to strive for excellence in all aspects of their school life and to never give up. We have just begun the process of becoming a Rights Respecting School. We hope that your children will be settled and happy in our school and that they enjoy the wide range of educational experiences that we have to offer them. We aim to give equal access to the curriculum so that all pupils receive a broad and balanced education that meets their individual needs as well as taking the wider expectations of society into account. We have high expectations of all children, whatever their starting points, to develop and achieve at least the average of any similar child in the country. We intend to create independent learners through a combination of practical learning experiences and more structured teacher-directed sessions. We believe in taking our children out of school on as many trips and visits as possible to enhance their learning. For our pupils to learn successfully, we believe that: All pupils must be treated equally. There must be consistent expectations of behavior to create a secure environment in which all pupils learn. Pupils should be made to feel confident about themselves as learners and feel that their contribution is valued. Pupils need to be encouraged to think for themselves. Pupils need to be able to work with others so that they develop personal and social skills including an awareness of their views and the needs of others. The School will deliver a broad and balanced curriculum that takes into account children's spiritual and moral development. There should be a partnership between the school, home, and the community. The Governing Body at Clara Grant Primary School aims to provide for both pupils and staff a working environment in which all individuals are valued. We aim to give equal access to the curriculum so that all pupils receive a broad and balanced education that meets their individual needs as well as taking the wider expectations of society into account. We have high expectations of all children, whatever their starting points, to develop and achieve at least the average of any similar child in the country. We intend to create independent learners through a combination of practical learning experiences and more structured teacher-directed sessions. We believe in taking our children out of school on as many trips and visits as possible to enhance their learning. At Clara Grant, our central aim, especially in terms of the curriculum, is to ensure that pupils achieve high standards. We strongly believe that our curriculum should be relevant to all pupils and should draw on their experience and be exciting and fun. Learning is richer and more meaningful when it is taught in contexts so we have developed a thematic curriculum that brings together relevant areas of the National Curriculum into termly topics. Clara Grant is a school where everyone matters. We are committed to providing your child with the best quality education possible. Children are routinely given extra help and support in the class and group setting if they need it, and our teachers will adjust schoolwork and support automatically for them. As a result, most children make good progress over time. However, for those children who do not, or for those whose needs are significant from the very beginning, we have additional support arrangements. Besides adapting our curriculum and resources, we employ reading recovery specialists, inclusion teachers, a speech therapist, a learning mentor, and several other additional adults who are dedicated to supporting pupils with additional needs. View full school

We are now proud to be The City of Liverpool College, serving more than a third of all 16-18-year-olds in Liverpool and educating almost 20,000 students a year. Our students are spread across our 500 academic and vocational courses, offering them the widest choice in the city at the highest standard of learning. The size and breadth of the college put us at the heart of the City. Our daily work brings us in contact with partners and stakeholders of all kinds from large corporations and household names and frequently we work with Liverpool City Council. We work closely with local training providers and employers in the private, public, and voluntary sectors to deliver the widest range of further education courses, delivered with practical experience. Our close working relationships with businesses ensure that we keep up to date with what employers need but crucially ensures our students are equipped with the skills to find employment and succeed. We are heavily involved in a wide range of innovative programs. As a Gazelle college, we promote an enterprising culture for students to develop confidence and entrepreneurial skills to help create jobs for the future. Our Mission is to provide high-quality skills and education by delivering opportunities for growth to all people and businesses of the Liverpool City Region. Our values: Quality – Providing the highest standards of teaching and learning Inspire – Inspiring you to realize your full potential Ambition – Striving to be the best you can be Partnership – Working together to create sustainable improvement for you Passion – Determination to make a difference for you Innovate – Always looking for new ideas and solutions to help you grow Diversity – Embracing inclusivity, equality, and diversity During your time at College, you will be supported and encouraged to work hard to achieve success. However, we also want it to be interesting, fun, exciting, and rewarding. Make the most of your time in College through a range of exciting activities. As part of your health and wellbeing, we offer bespoke sports services from our College Sports Maker. Sport can be used to decrease stress levels, increase energy levels and help with concentration for a holistic approach to student life. In an educational landscape that is changing ever more rapidly, the College occupies a unique space. We deliver the largest and most diverse vocational curriculum across the city region offer a range of courses from entry-level to degree provide bespoke training hand-in-hand with employers in the state of the art facilities and continue to recruit students from a diverse range of backgrounds, supporting the college ethos of inclusivity. The College recruits from 30 of the most 100 deprived areas in England 93% of our students go on to education or employment. We believe that the socio-economic character of our student body makes high aspirations more important, not less and that every student who stays with us should be supported to achieve and progress. The College supports students, communities, and employers, and we believe whole-heartedly that the sum is more than its parts – that each of the three can benefit the other. We have worked with businesses to realize the biggest and best opportunities for our students, and to play our part in creating a skilled workforce for the future. The College will be one of the top five colleges in the UK, renowned for its work with employers and the impact on economic growth. We will be recognized for our ability to respond to employers’ needs and the excellence of our delivery. We will increase the volume of higher-level qualifications and double our apprenticeship volumes. The College will provide a superb education and learning experience to outstanding students, irrespective of their backgrounds, and will produce students distinguished by their skills, abilities, employability, and their ambition to contribute to society. The College will be the provider of choice for those wanting to develop their employability skills, gain employment and be successful in their chosen career. We will be the partner of choice for employers to recruit the best prepared and committed talent. View full school

At The City Academy, Hackney students are expected to work hard and to show dedication and commitment to their studies. In return, the academy provides fantastic academic, creative, sporting, linguistic, and personal educational experiences. This ‘City Experience’ is delivered through our outstanding teaching, the formal and informal curriculum, and the support of our sponsors: The City of London Corporation and KPMG. Of key importance to our success has been the development of students’ originality and independent thinking, which has been fostered through the many creative and engaging learning experiences we offer inside and outside the classroom. At The City Academy, Hackney there is a real emphasis on personal skills and the development of values that all young people need to be successful. The academic progress of our students speaks for itself and our standing as a center of excellence for secondary education is now the subject of great interest locally, nationally, and internationally. We believe that you will be impressed by the outstanding educational experiences we can offer your child, and I would urge you to visit the academy to find out more. We aim to provide a high-quality education for students in Hackney and pioneer educational innovation. Our success is judged by excellence in examination results, standards of behavior, sporting and creative achievement as well as the politeness, self-discipline, and compassion of our students. It is important to us that students enjoy learning and feel safe and happy at school and we enable them to develop the confidence, independence, and self-awareness required for their future success and well-being. All children applying to the academy, including children with statements of Special Educational Needs and looked after children, will be required to take the Cognitive Ability Tests (CAT4 Level C) designed by GL Assessments. Children who do not sit the test will be considered after those who sit the test. Applicants will be placed in one of four bands, based on their performance in the test. An equal number of children will be assigned to each band (where possible) based on the range of ability of the applicants. Each band represents approximately 25% of the applicants. Children with EHCP identifying SEND and looked after children are included in the appropriate band. If they are unable to take the test, their band allocation will be based on their primary school teacher assessments. The academy will consider all applicants for places. Where fewer than 180 applications are received, the academy will offer places to all those who have applied. The academy has three fully-staffed libraries: the Lee library for Key Stage 3, Turing library and ICT suite for Key Stage 4, and a Sixth Form library on the third floor. All three libraries offer a wide range of resources including fiction books non-fiction books magazines, newspapers, and journals PC/Mac computers for use during the break, lunch, and after school to complete homework. Students are expected to have a reading book with them at all times, as part of their essential equipment. They may borrow most library books for a month at a time, and we encourage students to read at home as well as during school hours. All students in years 7, 8, and 9 are enrolled in a program called Accelerated Reader (AR) to improve their literacy and encourage them to read for pleasure. At the start of the term, each student is given a target (e.g. 20 points) and earns points towards this target by reading throughout the term. Upon finishing a book, students must complete a short quiz and on passing the quiz they receive points for that book. Most books in the library have a points value based on their length and difficulty. Throughout the term, students take quizzes and check how many points they have using the library computers the deadline for reaching their target is usually the last day of each term. Students must also keep a reading log of what they are reading and how often. These are the yellow pages in the middle of their planner which are checked regularly during English lessons. We expect and encourage students to read for at least 20 minutes a day, five days a week. Reading books for Accelerated Reader is as important as any other kind of homework. Students may be issued detentions for not reading. However, they are also rewarded with merits for excellent reading and for exceeding their target. There is an Accelerated Reader of the Week award, as well as a House Cup and a range of individual competitions and prizes to win throughout the year. We have two excellent sponsors: financial services firm KPMG and the City of London Corporation, who both have first-class track records in supporting education. Our shared vision is to provide a professional ethos that gives students the confidence, skills, and ambition to move on to the wider worlds of higher education and work. When we were established in 2009 we set out to build an exceptional academy for our students based on the highest expectations of academic achievement and personal development. Our students have achieved outstanding GCSE results and our second set of A-level results are excellent. All of our sixth-form students have progressed to university or high-level apprenticeships. We aim to: Provide a high-quality education for students in Hackney and pioneer educational innovation Offer a curriculum that is enjoyable, challenging, and relevant Enable students to fulfill their potential and participate fully in society Raise standards and aspirations for young people Build partnerships between local cultural organizations, business, and educational communities. View full school

The Chorister School has been established at Durham Cathedral for over 600 years. Set in the magnificence of The College, it provides the security and intimacy of a school small enough for every child and family to be known and cared about. The school is proud to be part of Durham Cathedral’s future as well as rooted in its past. It is served by a committed, skilled, and professional staff, and strives to be a center of excellence across the curriculum with a particular specialty in music. The aims of the school are: To provide first-class education, with a broad, participative, and balanced curriculum. To enable all our children to achieve their true potential, so that they reach the highest possible standards in everything they undertake. To promote a strong Christian ethos, drawing inspiration from its close relationship with the Cathedral and taking a sensitive approach to the pastoral care of pupils. To educate and support the Choristers of Durham Cathedral as they sing the daily praises of God. To encourage citizenship and responsibility, so that children learn self-discipline and respect for themselves, each other, and for the world in which they live. To provide an environment for personal growth in which children discover their talents and abilities and learn generosity of spirit. To relate, contribute to and be part of the local community and region. We are an independent day and boarding prep school for boys and girls from 3 – 13 years. Here the children and their families are at the heart of all we do. At our school children grow in self-esteem and character through a rich wide-ranging curriculum that inspires them to achieve their potential and equip them for life in our constantly changing world of tomorrow. Class sizes are small so that learning is tailored to the individual and our teachers and support staff know every child. Opportunities abound in our extra-curricular activities. Music is a particular strength, with the school being home to the girl and boy choristers of Durham Cathedral, but so too is Sport, Art, and Drama. We are set in an enviable position on a World Heritage Site, part of Durham Cathedral, surrounded by the woodlands and riverbanks of the River Wear the school is in the city whilst still enjoying the countryside. Crossing the river to our playing fields is an inspiring experience affording views of the Cathedral and occasionally our rowers out on the river. The school buildings are listed and their rich character captivates and inspires the imagination. The school playground, classrooms, and fields enjoy exceptional views of Durham Cathedral reminding us of our Christian foundation and ethos. We surely have one of the finest school chapels in the world. Pupils of all ages know each other well. Older children mentor our youngest pupils so that there is a tangible feeling of one school working together. For over 600 years, children from The Chorister School have participated at the heart of the daily liturgy of one of Britain’s greatest cathedrals. This rich heritage and legacy continue to inform and shape its life. The discipline and aspiration to do well engender in pupils the confidence to know that the best is yet to come, and oddly, it is within the restrictions of this regime, that we find the greatest opportunities to be free. Despite, and perhaps because of, its long history, this is a school that finds itself at the forefront of educational innovation. It pursues excellence in all forms and aims to instill in every pupil a sense of worth that inspires them to seek the very best of outcomes. The Chorister School provides the environment for the individual to flourish. Imagine the learning that can be undertaken in this remarkable setting – the Romanesque architecture of a Cathedral soaring high above the College Green – and within its walls, the treasures of St Cuthbert and the tomb of England’s first great historian – the Venerable Bede. A great monastic library sits at the heart of this place. Music weaves a path throughout its long history and within that sound, the intellect and the soul can easily meet. Here, there are centuries of Christian worship the fundament of all that the school holds to be central to its values. It is from this tradition that The Chorister School was born, initially to provide an education for the boy choristers. At first, they would be taught the Psalms and Latin, and then an increasingly broader curriculum as we moved beyond the Middle Ages. But as for so many other choir school models, we are no longer the exclusive domain of the ‘singing boys’. The Cathedral Choir now boasts two independent top lines, the boys’ for 600 years and the newly developed girls’ line. They are part of a vibrant and thriving school where all pupils can experience energy for learning in which the ‘professional expectation’ of the chorister becomes the norm against which the whole educational experience is set. It is the juxtaposition of the older model within a new framework that allows for a great challenge and uncompromised creativity. But whatever the history, it is today’s children who ultimately define us. Happiness and wholesomeness are the watchwords to which we aspire. We aim to build resilience, a passion for learning, and the pursuit of excellence in all that we do. Our staff is dedicated to the various roles they play, leading learning and enabling children to grow in confidence and develop those skills needed for success in life. There are no shortcuts to delivering a great education. View full school

Through understanding the unique nature of each child, we aim to inspire children to become creative, independent thinkers, competent communicators and to build positive relationships. We wish them to care for the world around them and be happy, confident, enquiring individuals who love to learn and contribute to their school and other communities. The Children’s House was set up in 1973 by a group of local parents to provide high-quality early years education in Islington. It was initially run in the home of a founding parent and subsequently in a rented hall in St Stephen’s Church on Canonbury Road. Parents and staff longed for the Nursery to have a home of its own and in 1991, following various fund-raising schemes, the parents were able to purchase a Methodist chapel on Elmore Street which was operating at the time as the first Hindu UK base of the Swaminarayan temple, now known as the Neasden temple and located in North London. Parents wanted to build on the Nursery provision and in September 2005 we took on the lease of a Victorian School building on King Henry’s Walk, hitherto St Jude and St Paul’s Infant School. The Upper School was refurbished and offers Reception, Year 1 and Year 2. It is a distance of 0.7 miles from the Nursery School. The Upper School has three large classrooms, an enclosed playground, and direct access and sole use during school hours of two large church halls. The School has a garden plot at King Henry’s Walk Community Garden. OUR EDUCATIONAL AIMS FOR EACH CHILD: To inspire a love of learning through a creative curriculum offering breadth, depth, and enrichment To promote self-awareness, self-confidence, and self-esteem To motivate to always do their best To develop genuine respect and value for others and the environment To develop an appreciation for the rich diversity in our School and all around us To provide a firm foundation that equips each child with the skills and passion for lifelong learning To develop the full potential of each child throughout their time in our School and prepare them to move on to the next stage in their education In Year 1 and Year 2 we follow the National Curriculum and prepare children for the 7+ entry into independent schools. There is a strong emphasis on encouraging children’s ability in the core skills of reading, writing, and maths. We place a high value on our ethos of pastoral care through which children’s personal, social and emotional skills can be sensitively developed and supported by both their teachers and by one another. Children are taught in small classes led by fully qualified teachers and supported by Teaching Assistants and specialist teachers. Subjects are taught through topics. Foundation subjects and Science are taught in blocks so that children can immerse themselves in the topics. Topics are linked through an overarching ‘umbrella’ theme to enable children to make connections across the curriculum and to experience breadth and depth in their learning. In Year 1 the termly umbrella themes for the year are Ourselves, Homes, and Plants & Animals. In Year 2 they are an Island Home, Transport and Health & the Environment. In phonics, children work each day with Phases 2-6 in ‘Letters & Sounds’. We use fiction, non-fiction, poetry, and drama in reading schemes such as Storyworld, Oxford Reading Tree, Collins Big Cat. Children are heard to read independently and in guided reading groups. Children have daily handwriting practice, learning pre-cursive script in Year 1 and moving on to joined-up writing in Year 2. There is a weekly spelling list to learn. Children are taught grammar, punctuation, and related vocabulary. Writing is a complex process for children to master as they bring together skills in phonics, spelling, handwriting, grammar, and punctuation, to write their own stories, keep diaries, record facts, make lists, label drawings, and compose poetry. Children learn about the major religions in their RE lessons. We warmly welcome children and parents who would like to share special faith celebrations with us. We visit local places of worship and Year 2 children visit the Neasden Temple. View full school

We aim to meet each student’s unique developmental, behavioral, and emotional needs as well as help develop his or her cognitive abilities through the development of a firm foundation of skills. Our Vision is to enable children to become adults who have a positive school experience and healthy relationships. We encourage the children to have good self-esteem and a strong sense of self. We help them become independent thinkers and problem solvers so they are prepared emotionally, socially, behaviorally, academically, and vocationally to live successful and happy lives. The teachers and therapists work as an integrated team. Therapists work within the classrooms and conduct small group sessions of therapy for all the children, every day. There are 4 speech and language therapists and 4 occupational therapists assessing and team-planning for every student. Many of the students have weekly one-to-one therapy as well. In our planning and teaching, we take a developmental approach, going beyond basic academic skills and looking at the fundamental abilities on which are built thinking skills and problem-solving. Once each week all staff and therapists who make up the Pastoral Teams, meet to discuss every student, these discussions are documented in 5 key focus areas specific difficulties, behavioral, health and home, academic, and communication. Each of these areas is rag rated through input by all staff and needed actions are determined. All documents for each child, currently enrolled in Chelsea Group, are stored securely online which enables teaching staff to refer to information on individual children from the beginning of their enrolment at CGC. These documents are only accessible from school computers. These documents include Pupil Profiles, Risk Assessments, Progress Profiles, Behaviour Profiles, Sensory Profiles, IEPs, Provision Maps, Annual Reports, Therapy Assessment Reports, Weekly Homelink Highlights, the CGC Planning and Progress Tool. Our building and the furnishings are unexpected for a special needs school. We intentionally make the interior as home-like as possible to reassure those children who have failed in other academic settings, which is the case with most of our students. Failure is experienced even in nursery school and the association with the classroom is not positive for those children who feel diminished by their academic, developmental, and/or social challenges in the typical school environment. We feel the strategies for coping with sensory aversions, poor attention, poor interactions with peers, etc., should be developed in a non-clinical environment to enable the child to generalize these skills. The lesson rotations are well planned, making the best and most effective use of the school day. Children move smoothly through rotations. This is one of the most important things we do to ensure the children have the structure they crave while at the same time, develop the flexibility to transition from one activity to another environment to another. Transition times are opportunities for the real-life skills of changing from one activity to another, independent skills of toileting, dressing and undressing in coats, shoes, boots, and physically experiencing movements within schedules and routines. Challenging behaviors are often the remnants of the trauma of a child’s failure in a mainstream setting. Many children have learned disruptive behavior will trigger removal from the classroom and this becomes their goal. Therefore we keep a child in the classroom, supported by staff who follow that student’s Positive Behaviour Plan and his Therapy Provision Map, as long as the other children’s learning is not impaired. This requires a balance between inclusion and exclusion for the benefit of all. Our staff is highly trained and experienced in managing challenging behaviors. We create an atmosphere in which a student can experience success. Our Therapy staff consists of 3 full-time Occupational Therapists and 4 full-time Speech and Language Therapists who work in the classrooms to view the child’s abilities in the setting in which he or she may be experiencing the most pronounced difficulties. The speech and language therapists teach weekly and daily small group sessions in Social Communication, Drama, PECs, and Makaton. The Occupational Therapists teach weekly and daily small group sessions that include activities of Daily Living, Cookery, Community Outings, Handwriting, Yoga, and Gross Motor Movement Skills. Both the speech and language therapists and the occupational therapists work in one-to-one therapy sessions with all children. The IEPs are developed jointly by all teaching and therapy staff members. Communication and language development involves giving children opportunities to experience a rich language environment to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations. Physical development involves providing opportunities for young children to be active and interactive and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices about food. Personal, social, and emotional development involves helping children to develop a positive sense of themselves, and others to form positive relationships and develop respect for others to develop social skills and learn how to manage their feelings to understand appropriate behavior in groups and to have confidence in their abilities. Our approach to the academic needs of the child is broad, balanced, and dynamic covering all aspects of the National Curriculum. We plan each curriculum carefully, choosing generative topics for engagement and cross-curricular opportunities so there is coherence and full coverage of all aspects of our learning goals (goals for understanding), and there are planned evidenced progression in all curriculum areas. Continual assessment informs and drives the development and flexibility of each curriculum and the individual education plans. Each teacher specializes in his or her domain and, as such, can more easily differentiate activities and resources for the various levels of abilities, which are represented in even small groups of students. An individual and child-centered approach, building a teaching plan based on the broad profile of the student, best serves the complex child who cannot be taught using one age level curriculum. The staff provides as many experience-based learning opportunities as possible. We feel lessons can be highly motivating if made real by connections to the child’s world outside school. The developmental levels of abilities, the cognitive functions, and the specific learning and social challenges of each child are thoroughly and continually assessed by the team of teachers and therapists working in the school. Every disability is different even children with identical diagnoses can present a range of different complex needs. Each child is unique in neurological, developmental, and emotional makeup. An individual and child-centered approach, building a teaching plan based on the broad profile of the student, best serves the complex child who cannot be taught using one age level curricula. View full school

Welcome to The Charter School East Dulwich. The Charter School East Dulwich is an inclusive, entrepreneurial, and academically-rigorous secondary school serving the vibrant communities of East Dulwich and South Camberwell. Going into our second year of operation, we are one of the most over-subscribed new schools in the country. As part of The Charter Schools Educational Trust, we are founded on the conviction that all children deserve the opportunity to succeed, whatever their start in life or personal circumstances. We are a school at the heart of our community: a place where children walk to school together and where friendships, between students and between parents, grow stronger as a result of daily contact in and outside of the classroom. We teach our students to be curious, creative, confident, courageous, and caring. They will be happy in themselves, excited about their future, and ambitious for success. They will leave us fully able to participate in our democratic society and prepared to meet the challenges and to harvest the opportunities of life in the 21st century. All of this will require dedication and hard work - both in lessons and outside of lessons. We expect a lot of our students. We expect them to commit to developing their aptitudes. For some students, this will mean exploring specialist subject areas such as Mandarin or Theatre Studies. For others, this will mean additional support in literacy and mathematics. We expect all students to participate enthusiastically in the extra-curricular life of the school, through additional sports and specialist clubs and societies, some of which we offer in partnership with our outstanding sibling school, The Charter School North Dulwich. Finally, we expect students to contribute actively and generously to their community, through volunteering programs, peer support, and exemplary personal conduct. In return, we will work tirelessly to provide students with the support and encouragement needed to achieve their goals. Five core values underpin all aspects of our school life: Curiosity Creativity Confidence Courageousness Caring These values form the backbone of character and relationship education at The Charter School East Dulwich. Students will leave our care understanding each of these values in-depth and modeling them in later life. We have designed a curriculum rich in the powerful knowledge and concepts all students need--first, to understand the world in-depth and eventually to thrive in it both personally and professionally. This will include a thorough grounding in the best that has been thought and said from around the globe. Our Foundations (Key Stage 3) curriculum runs from Year 7 to Year 9. The core curriculum is based on the English National Curriculum but is not bound by its constraints. Instead, we apply the most appropriate elements and enhance students' learning through units of study specifically designed to stretch them scholastically and personally and to lay solid foundations for future success. In Key stage 4, pupils will follow tailored pathways of study, reflecting their aptitudes and interests. All pathways will include the core subjects of English language and literature, mathematics, and science, but will also include optional subjects. Most pupils will have the opportunity to study for the English Baccalaureate suite of qualifications, which offer the widest field of professional opportunities in later life. The Key stage 4 tutorial program will focus on the development of professional and life skills that will prepare students for fulfilling adult lives. Community and work experience placements will be part of the Key Stage 4 curriculum for all pupils. The school will also offer opportunities for leadership development activities such as the Duke of Edinburgh scheme. Pupils will be provided with information, advice, and guidance to create a personalized program of study in Years 12 and 13. The school will offer a wide range of A-Levels and other Level 3 qualifications. Work-Related Learning provision will remain a key feature of school life in Years 12 and 13. All Year 12 pupils will undertake one hour a week of Community Service, in line with provision at The Charter School, in North Dulwich. We will expect all of our students to secure offers from the higher education provider of their choice or positions on higher-level apprentice schemes. Students with suitable levels of academic achievement will be provided with bespoke support for applications to Oxford and Cambridge colleges and medical schools. The Charter School East Dulwich will provide an excellent education for young people from the local community in a safe, supportive learning environment, where people are valued and make positive contributions to the school, and where students go on to become responsible, independent members of society. We believe that all our young people have the potential to achieve in school and succeed in life. Whatever their starting point no young person will be left behind. Excellent performance comes through effort, motivation, and targeted interventions throughout the years of secondary education. View full school

The Charter School is an outstanding family school. Our students are encouraged to persevere, to take responsibility for themselves and others, and to enjoy their learning. We are extremely proud to be recognized as one of the top schools in the country for our achievement. Our GCSE students perform exceptionally well across all EBACC subjects at GCSE, and we are in the top 10% of schools for our A-Level performance. This year, 76% of students in Year 11 gained a standard pass or above in both English and Maths (grade 4 or better). At A level, 50% of all Year 13 students gained at least 3 A levels with A* to B grades, and 100% of all level 3 BTEC grades were at Distinction or Distinction*. We have been classed as outstanding by Ofsted since 2006, but, due to our commitment to continuous improvement, we feel that we are better now than we were at the time of our last inspection. The Charter School has been congratulated for being one of the top 100 non-selective state-funded schools in England. Nick Gibb MP, Minister of State for Schools, wrote to congratulate the school for the high percentage of our pupils achieving 5 or more GCSEs at grades A* - C in 2015. We have also won a 'Pupil Premium Award' for being one of the most improved schools in the country in terms of the attainments and value-added progress of our disadvantaged pupils. If your child joins The Charter School you can be confident that the school they become part of will have improved again – and will continue to do so throughout their journey with us. We are very proud of their many amazing achievements including brilliant exam results, fantastic sporting achievements, wonderful music performances, entry to the top universities in the country, and successful careers as lawyers, doctors, engineers, musicians, and artists. We are a family school because we are large enough to provide a dynamic, challenging curriculum yet small enough to pay attention to the needs of every child. We know that each child is different and each child deserves success. As you might expect from a school founded in 2000 – we move with the times. Our vibrant, dynamic, and exceptional school community is ideally set to meet the challenges and opportunities of the 21st century, whether that is as one of the few schools teaching Mandarin for over five years, or for our unrivaled program of events that develop our students’ employability skills and prepare them for the world beyond school. We believe we are unique in our combination of inclusion and excellence. We are an inclusive and happy family school founded on caring relationships with every child, but we also provide an exceptional academic education, supported by wide-ranging and exceptional sporting, cultural and artistic activities. Our Values: Excellence, Responsibility, Perseverance, Family. All students will develop the knowledge, skills, and character so that they can be happy in life, and be successful in higher education or the inspiring career pathway of their choice. The curriculum at The Charter School lies at the core of school activity. It is broad and balanced and meets in full the requirements of the National Curriculum and current legislation. Every pupil and student is entitled to a curriculum that is rich and varied, challenging and inspiring which enables every individual to achieve her or his potential to the highest possible standard so that all, for the benefit of all, can shape their destinies and create a better world. The Charter School is an outstanding family school that inspires and delivers excellence. Our students are encouraged to persevere, to take responsibility for themselves and others, and to enjoy their learning. We are delighted and extremely proud to be recognized as one of the top schools in the country for our achievement. View full school

The Cedars School, independent education with a Catholic ethos for boys aged 11-18. Combining a rigorous academic curriculum with an outstanding personalized tutorial system, our rich and varied co-curricular program ensures that boys receive an all-around education. At the heart of the school is the idea of personal growth helping each boy to acquire the moral, intellectual, and social virtues that are so important for a happy and fulfilled life, within a framework of Catholic principles. We aim to work in partnership with parents to help each boy grow into the best young man that he can become. We aim to help each boy become the best young man that he can. We do this by working in close partnership with parents to promote personal growth in every aspect of a boy’s life. In the academic sphere, we encourage a deep love of learning and a spirit of intellectual adventure while providing a solid and supportive foundation for success in public examinations. Through our tutorial program, we help each boy to acquire good habits – virtues such as generosity and self-discipline – that will stand him in good stead throughout his life. We seek to appoint teachers who will be excellent role models for pupils and will lead by example. Through the Eudaimonia Programme, we seek to ensure that all boys are culturally literate so that they can participate fluently in society. We aim to provide excellent pastoral care in a safe and supportive environment and encourage pupils to develop a sense of responsibility, physical and emotional wellbeing, and a spirit of generous service. We aim to prepare boys well so that they can make a positive contribution to society. The Cedars’ curriculum is broad and balanced so that boys may develop their talents and discover new interests. Sport, music, drama, and art all have a high profile alongside a rigorous academic core that seeks to develop pupils’ capacity for independent thought. Sport plays an important role at The Cedars and we have the advantage of spacious new sports grounds adjacent to the school. The school participates in rugby, football, and cricket as the main team sports with a full fixtures list in each. Music and drama are also popular and pupils are involved in the school productions, musical and choral performances, and instrumental tuition which is provided by staff and peripatetic teachers. There is also an ever-widening range of extracurricular clubs and societies to suit all tastes and interests. The Cedars School stresses the primary role that parents play in their children’s spiritual development. Pupils, regardless of their particular religious faith, are encouraged to foster their relationship with God and develop their spiritual life with a genuine spirit of freedom and discernment. The Religious Education program allows pupils to acquire a deep understanding of the Catholic faith and its practice. Intrinsic to this is the greatest respect for freedom of conscience. Based on the ethos of the school and respect for the family, we recognize that marriage is the best environment for bringing up children and both parents are responsible for the education of their children and should have a shared interest in school life. We aim to encourage discussion and engagement with both parents appreciating the importance of their role as prime educators of their children and also through existing parents who can actively seek to encourage friendship and mutual support among school families. View full school

Welcome to The Cavendish, a small, inclusive independent school for girls aged rising 3-11 and sibling boys aged rising 3-7. Non-selective at entry, we pride ourselves on our high level of pastoral care which we combine with high-quality teaching and a broad, balanced curriculum enriched with arts, languages, and sport to ensure that the needs of each child are met. Pupils go on to a range of excellent senior schools, often with scholarships. Originally a Catholic foundation, we now welcome pupils of all faiths and none. This is an exciting time to be at The Cavendish. The hard work of our staff was recently recognized in our 2016 Independent Schools Inspection when we were judged to be ‘excellent, the highest grade achievable, in every category. We’ve just expanded into a new building, which has provided five more classrooms and a 200-seater multi-use auditorium. We encourage parents wherever possible to travel to and from school in an environmentally sustainable way. We operate a supervised “stop and drop” service and many parents share car rides. We have a scooter park and are well placed for public transport. We wish to inform parents that Camden Council, after a six-month review of its cross-party strategy on the School Run, has agreed to continue with the policy of reducing dispensation permits for car parking in residential areas in the Borough. Camden will enforce this parking policy. Pay and Display bays may be available in the school vicinity, but there are very few of them. You may therefore be interested to enquire about your school travel plan, which gives advice and support on traveling to school in a more environmentally sustainable way. There are three phases to The Cavendish School which each have its characteristics and pupils move seamlessly from one section to the next. the right balance of challenge and support for each pupil throughout the school advice and assistance over time for transfer to senior school Intelligence is not fixed. We shape our brains with every new experience we encounter, every challenge we overcome, and every risk we take. And given this happens most powerfully during childhood, the message for parents and teachers is this: the difference you can make to children’s lives, to their futures, is extraordinary. Raising children who can confidently and happily make the very most of their potential in an exciting but unpredictable world is not something we can leave to chance. View full school