EduCativ

Our Academy prides itself on the mission statement of ‘Success For All’ We are a diverse learning community, that enables all our individuals to achieve.’ We are a truly inclusive Academy where every member is of ‘great value. We learn together in our Christian community and we cater to all students of all ability ranges and academic needs. All our students follow a personalized pathway leading to them achieving their true maximum potential. So that we reflect our mission, the core ethos of our community is based on the following Values, which provide hope for all: Respect, Ambition, Pride, Happiness, Peace, and Reconciliation. In addition to these values, we also take great pride in our environmental specialism, which offers a wide range of learning opportunities for our students, as we strive to preserve and respect the earth’s resources to secure sustainable living well into the future. Ensuring that we are true to our values and living them out each day, is a basic expectation for every member of our community. Our values and our specialism are key to creating a safe, future-proof learning environment where our students thrive, flourish, and enjoy their learning. Our distinct Christian ethos underpins every aspect of Academy life at St Francis of Assisi. It is an ethos that is felt, lived, and experienced by all. The everyday life of our Academy is firmly rooted in five unique key values, based on the Gospel message which provides hope for all. The Academy’s unique specialism is sustainable development and the environment. Our commitment to sustainability can be seen throughout the school. We care about the energy and water we consume, the waste we produce, the food we serve, and the day-to-day difficulties faced by our students. We take a keen interest in the people living in our community, as well as having numerous links with communities throughout the world. At the Academy, we share a passion to raise achievement and have a clear understanding of how to develop student’s learning. This is reflected in a diverse but structured curriculum that is adapted to suit each student’s needs. Our students choose their curriculum pathways in Year 8 from a full complement of GCSEs, BTECs, and Cambridge Nationals. All of our students have the opportunity to study for the English Baccalaureate, giving them access to our exciting new Sixth Form facility and then on to the very best universities or the world of work. Welcome to All Saints Sixth Form College. A joint faith college for the community. At All Saints Sixth Form College, we realize that every student is different. Everybody has their talents and interests. As a College, our purpose is to ensure that all our students discover, explore and reach their full potential. We are committed to developing a strong community, supported by education and business links that will enable students to prosper and achieve their aspirations. Each student will be valued as an individual. At All Saints we want all students to experience success academically and personally. The dedicated Sixth Form Centre will be an innovative hub for post-16 education, offering young people high-quality career advice, UCAS guidance, and pastoral support. Students will have the opportunity to take part in the prestigious University Scholar's Programme (USP) with Trust bursaries available to high attaining students to support them through university. View full school

We are a larger than average junior school but we pride ourselves on maintaining the caring atmosphere often associated with smaller schools. Our new students each year tell us that they find the school welcoming and secure. We have a broadly equal number of boys and girls and a full range of abilities. Thames View Junior School is at the heart of our community. It is a place where everybody has a voice and is valued. Positive relationships between staff, pupils, and parents ensure that our children flourish in an environment of mutual respect and tolerance. We are an ambitious school with high expectations of both staff and pupils. Our children will leave us, ready to positively embrace life in modern Britain, and through our broad and balanced curriculum, we endeavor to prepare them for the stage of their academic journey. We believe parental co-operation and support are key factors in educational success. Class teachers, Year Group Leaders, and our Senior Leadership Team are all happy to be contacted about individual children. Often, an early word between parent and school can prevent any worries from developing into a problem. The school is also starting the Parent-Teacher Association, which will organize fund-raising and social events which will make a major contribution to the life of the school. If you are interested in getting involved please let a member of staff know. We have an excellent team of teachers, well-qualified academically, hard-working, and committed to ensuring that every student achieves his or her best. Many of our staff have taught in the area for a long time and know the community well. Just as importantly, we have been able to attract new young staff who bring fresh ideas and expertise. There are no mixed-ability classes at Thames View Junior School. Students are placed in one of three bands according to their ability. All their lessons take place with students of similar ability to themselves. Teachers are therefore able to push every child at the right pace, allowing high-ability students to move ahead very quickly and students who need extra support to get the help they need. Each student’s progress is regularly reviewed to make sure they are in the correct band. Our curriculum comprises a mixture between schemes of work and our own devised curriculum which we review every year to best fit the changing and developing needs of our learners. The backbone of our curriculum is underpinned by rich, high-quality texts that are challenging, engaging, and accessible to the children. We form our creative topics around these texts which you can see in our topic maps below. Topic time covers all foundation subjects. By designing our tailored curriculum, we know that we are delivering our children a broad, balanced, and varied curriculum, full of opportunities to problem solve, explore the wider world, and have an understanding of the immediate world around them. We believe that all of these elements encourage our children to be resilient and independent learners who are well prepared for the next stage of their education and life in modern Britain. We promote and teach mindfulness through our PSHE scheme and positive mindsets are embedded around the school, meaning our children have a ‘can-do attitude. This ethos means that our children are respectful and tolerant and share in each other's successes. We run a huge range of after-school activities, please ensure that you look at our most recent clubs under the Teaching and Learning Tab. We believe that children should have opportunities to continue learning outside of the classroom and actively encourage all of our children to join our clubs, all of which are free of charge. Homework is set daily for reading and weekly for spellings and maths. Children are also given two topic-style projects over each half term which they are encouraged to complete with you at home to immerse themselves further in the area of study. For children that are unable to complete their homework or need some extra support, we offer a homework club that runs on Monday after school. We keep a very careful check on each student’s progress as they move up through the school. Parents receive a full written report on their child once a year, as well Parent Consultation meetings twice a year. Parents are also invited in at the end of each half term to share in the children’s achievement of their wider work or topic area. Teachers assess children half termly through optional testing and take part in pupil progress meetings with the Headteacher every term. The great majority of Thames View Junior School students are well-behaved and work hard. They are rewarded with praise, team points, certificates, prizes, and certificates in assembly. Those few students who choose to break the rules must face the consequences of their actions, which can include behavior logs, missing golden time, time out, lunchtime detention, and eventually exclusion from school. We take a particularly strong line in dealing with any signs of bullying. We are very fortunate to have a small school library with a variety of texts accessible to all children. Each classroom also has a class library with a selection of excellent books. We are a school that truly values the cultural arts. The children take part in weekly singing assemblies and put on yearly shows and concerts including a Christmas Pantomime, Carol Service, Spring Concert, and Summer shows. It is an embedded part of our school calendar and something that we are very proud of. We encourage all children to actively take part in sports both in and out of school. We run over 15 sports clubs and regularly take part in borough competitions that include, football for both girls and boys, tag rugby, cross country, and athletics. All children also take part in inter-house sports competitions to earn points for their teams and compete for the glory of the house cup. View full school

At Thames View Infants we strive to provide a caring, fun, and supportive learning environment, in which every child and their family, really do matter. We strive to orchestrate a fully ‘joined up’ provision, where all children, regardless of their starting point, reach their full potential. We teach children to respect, accept and value their classmates and adults in our multicultural school community and their lives outside school by being role models. We want children to enjoy their time at school and will endeavor to create a comfortable and secure environment in which they feel cared for and valued by developing the children’s independence, confidence, and ability to make decisions for themselves. We say that we are a “School of Leaders” and aim to empower children to make choices, be heard, and negotiate through life by giving talk4learning a high profile. The teaching of reading and writing is at the heart of what we do and with a rich-ICT curriculum, we work hard to equip children with essential skills for later life. Children have only one chance in life. We pride ourselves on our vibrant, high-quality teaching and careful feedback – helping to give all children the best learning experience possible. We aim to make our school community welcoming and friendly in a safe environment. We feel that it is important that parents and teachers work alongside each other in partnership to help and support the children. Changing long-standing traditional dispositions to learning is a long-standing ambition of ours. Together, with your trust and support, we are making a real difference in our children’s lives and their futures. Thames View Infants and Thames View Juniors have worked together in a Collaborative Partnership for several years. Doing so has benefited our children and families tremendously over time. Both Schools have retained their identities, but by having a close working relationship, we have improved transitions between Year 2 (TVI) and 3 (TVJ) and have become more ‘joined up’ in our thinking. Teachers, Leaders, and Directors from Thames View Infants and Juniors work together closely so that all children passing through both schools benefit from a more equitable provision and have even more chances to succeed. Thames View Infants is a very special place to learn and work. Directors at TVI Learning will advertise a range of exciting career opportunities on this page. We recruit at different times of the year, so it is always a good idea to come back and check for updates. We know that Thames View Infants is one of the best schools in the Country. However, we understand how daunting being a new Parent can be, especially when charged with the task of finding the right school for your child. We are here to help you with that journey and our Family Support Team can offer the guidance and care you need to help you make the right decision. We offer prospective parents the option of a tour of the school and the choice of a professional to answer any questions you might have. To arrange such a visit, please contact our School Office. Children are admitted into the Nursery in September after their 3rd birthday. Children are admitted to the Infant School in September after their 4th birthday. Parents may place their child on the Nursery waiting list after their 2nd birthday. The admission process for securing a Reception place usually starts as early as December in the year before the child starts school. All admissions to and between schools within the Local Authority, including starting Reception, are administered “centrally” by the Local Authority’s Admissions Team. Parents wanting a place in the school, should complete the relevant documentation and return it to the Local Authority or apply online. We must emphasize that securing a place in the nursery does not necessarily guarantee a school place. To apply for a Nursery place, please come to the School Office. Thames View Infants is a bright and welcoming School, originally built in 1953. It serves the most deprived ward with the 6th most deprived Local Authority nationally. Between 2008-2012, (with help from the London Thames Gateway Development Corporation), the School grew in size and now encompasses 12 classrooms, a nursery, 2 halls, and offices. It provides a lively, cheerful environment for children and staff. Achievement at TVI is well above the national average and continues to grow. End of KS1 Attainment has been ranked the highest of all schools within LBBD since 2009 and – more recently – within the top 3% of all Schools nationally (at Expected+ and within the top 1% of all Schools at Greater Depth). The school is fully accessible with ramps located at all entrances to offer wheelchair access. There are additional classrooms in the playground, which provide the school with accommodation for a range of group activities. An extensive variety of after-school clubs take place in the school. Thames View Infants is a national trailblazer and staff often contribute to conferences and events both regionally and nationally. We have won a variety of awards and are invited to contribute to local news radio. We regularly share expertise on driving attainment, standards in Learning, Attainment, ICT, Supporting Families, Leadership, and Community Cohesion. Cited in a Governmental White Paper for valuing “Parents as Partners”, TVI continues to strive to offer the best possible learning experience for all pupils and adults alike winning the e-Learning Foundation’s “Best Primary of the Year Award” in 2012 and receiving a special commendation in the 2013 Pupil Premium Awards. Headteacher Paul Jordan, (in post since 2007), was the only London-shortlisted Headteacher in the 2017 TES Headteacher of the Year awards. Committed to working closely with partners and schools locally within LBBD and across London, Thames View Infants became an Academy in 2012 and 2017 gained Multi Academy Trust Status (a part of TVI Learning). Since 2014, Thames View Infants has supported other Schools as a National Leader of Education (NLE). With well-established partnerships with UEL and Teach Redbridge, TVI continues to support Initial Teacher Training (ITT). View full school

An old African proverb says: “It takes a village to raise a child.” At the Thames, we believe that success in life is about more than academic achievement. Success is also about making good choices, building positive relationships, and developing the resilience to overcome challenges. By fostering a strong connection between staff and students, our pupils develop the wisdom, confidence, and resilience to become authentic leaders, able to rise above challenges. They learn to make good choices and understand that every choice has consequences. We go out of our way to recruit excellent teachers who are passionate about their subjects and whose warmth fosters enthusiasm in the pupils. High-quality teaching and small classes enable the teachers to build a rapport with each individual, nurture their talents and inspire them to achieve. Many of our teachers are professionals in their field, bringing a unique edge to their teaching. This enhances the array of co-curricular opportunities in academic, sporting, and creative subjects. Our size enables pupils to have much greater participation than in a larger environment. As a result, pupils excel in a wide range of subjects from the traditionally academic to the creative arts and technology. Over the past three years, 44% of grades have been A*/A and 88% A*/C. In 2017 87% of our leavers attained at least one A*/A grade, 53% at least two, and 40% at least 3 A*/A grades. The academic success reflects their personal growth and means that pupils have no difficulty gaining places at their first choice of the sixth form, often at top independent and grammar schools. Our aim is that each pupil understands they have innate value as an individual and a sense of purpose as a member of the school community. Parents choose the Thames for many reasons: small classes, academic results, strong pastoral care, personal attention, co-curricular opportunities, and excellent teaching. Many pupils are academically gifted and go on to achieve 9 or more A/A* grades taking up places at top independent or grammar sixth forms. Some may find academic work a challenge but maybe talented artistically, creatively, or in sport. Others have potential yet to be realized. Whichever is the case, the inclusive ethos of Thames, the personal attention and partnership with you as parents, enables each pupil to thrive and achieve more than they or you may have thought possible. Choosing a school is a big decision and so the admissions process involves getting to know both you and your child. We seek to understand your child’s aspirations and how we can enable them to fulfill their potential. A Christian background is not a prerequisite for entry but every pupil and family must feel they can fully support our ethos and values. The main entry points for admission are at 11+ (Year 7) and 13+ (Year 9). Applications in other years will be considered throughout the year, space permitting. We will consider applications from pupils about to start their GCSEs. Once you have submitted your application, your child will sit an entrance assessment. This is followed by an interview during which we will discuss your child’s abilities and how he or she could thrive at the Thames. The Thames is a mainstream independent school with recognized provision for a small number of pupils with mild to moderate specific learning difficulties such as dyslexia, dyspraxia, dyscalculia, or Asperger Syndrome. We recognize that these pupils can be extremely gifted. If your child has Special Educational Needs you may make an appointment for an informal discussion with the SENDCO. The school does not have the facilities to meet the needs of pupils with behavioral difficulties and therefore is usually unable to accept pupils with a poor behavior record in a previous school. Parents are asked to note this before applying. If you think that the Thames might be the school for your child, we encourage you to request a prospectus and then visit us on one of our open mornings to meet and speak with our staff and pupils. Individual appointments to view the school may be made if you wish to apply for immediate entry. The key to our success is the way staff build a rapport with every pupil. High-quality teaching and small classes enable teachers to get to know each individual, nurture their talents and inspire them to achieve. Teachers are passionate about their subject areas and their enthusiasm is infectious, fostering our pupils' curiosity. Many enrich their teaching with professional experience from outside education. Although a small school, the curriculum is exceptionally broad. Equal value is placed on the sciences, arts, humanities, technology, and languages. We believe that the workplace of the future will require a broad range of skills so options are blocked to allow as much flexibility as possible and it's not unusual for most academic pupils to balance three sciences with two arts subjects, maybe a language and humanity. The most academically able pupils will take 10 or more GCSEs. Pupils who find academic work more challenging but have other outstanding gifts, often in the creative arts or sport, may choose to take fewer. Each individual is encouraged to study the subjects that will develop their talents and result in appropriate qualifications to pursue a career of their choice. Although the Thames is a mainstream school, personalized and inclusive teaching benefits all types of pupils. Those with mild to moderate Specific Learning Difficulties, who are often gifted and talented, benefit from excellent learning support recognized by CReSTeD, the Council for the Registration of Schools Teaching Dyslexic Pupils. The Thames is one of a small number of schools nationally to be selected as a Google Reference Site. The use of cloud technology enables collaborative learning at school and home. In addition, Apple Macs equipped with industry-standard creative software for art and music ensure pupils have the necessary skills for the digital world. View full school

Tettenhall College is an independent, co-educational day and boarding school situated in the picturesque village of Tettenhall, two miles northwest of Wolverhampton City Centre. We provide an exceptional learning environment for boys and girls aged between two and eighteen years, with both day pupils and boarders mixing in an inclusive, vibrant community. The caring, supportive atmosphere of Tettenhall College, coupled with our excellent pastoral care means that pupils quickly settle in their new environment and enjoy the opportunities that it offers. Interesting and engaging lessons extend beyond the classroom with a wide range of extra-curricular activities. ears 7 to 9 in Senior School are designed to give our pupils a sound basis for studies at GCSE and beyond. As well as a strong emphasis on the core subjects of English, Mathematics, and Science we consider languages to be important, and so offer French and Spanish. Creativity abounds in our Art, Music, and Drama programs, and History and Geography lessons teach pupils about our world, both past, and present. Computing offers exciting possibilities to understand and control new technologies. Physical Education and Games encourage health and fitness, as well as providing opportunities to acquire and develop skills and attitudes to individual endeavor and teamwork. Add to the mix the moral and ethical dimensions discussed in PSHE and Religious Education and you have an academic program that is broad and balanced, enjoyable and intellectually demanding. In Year 9, Business and Electronics are introduced to ensure that pupils experience all of our GCSE subjects before choosing which subjects they wish to study further. EAL is offered as a specialist subject throughout Senior School. Throughout Senior School, pupils are assessed regularly to ensure that they are working hard and achieving to the highest possible standard. Formative and summative assessments are reported to parents via Progress Check Cards which grade pupils on their attitude to learning, classroom contribution, and independent learning. Certificates are awarded to those who achieve well and work hard. Written reports (twice a year for most pupils) allow teachers to comment more fully and suggest strategies to ensure improved academic attainment. The school subscribes to the CEM scheme, run by Durham University, and pupils take MIDYIS tests in year 7, YELLIS tests in Year 10, and ALIS tests in year 12. These tests measure developed ability – students’ underlying learning potential – rather than achievement based on the curriculum, and so form an excellent way to identify the learning profile of the pupil. Based on this, and our knowledge of the pupil, we can produce strategies to build on strengths and target areas that may need extra support. We aim to ensure that every pupil fulfills his or her academic potential, and so academic progress is measured and tracked by regular progress checks, the results of which are reported to parents. Founded in 1863 by a group of Wolverhampton businessmen, the school originally housed the sons of Free churchmen seeking their independent schooling - 15 boys and a cow! Since then the school has grown and flourished with new buildings and facilities being built to accommodate the increasing number of pupils. Significant expansion took place after the School bought Tettenhall Towers, a Grade II Special Listed building in 1943. Overseas pupils first joined the School in the 1960s and girls entered the Sixth Form in 1969. The school has been fully co-educational since 1982. From its earliest years, Tettenhall College made its mark locally and nationally with distinguished politicians, lawyers, academics, sportsmen, and sportswomen among its alumni. Amongst them, Peter Radford gained a Bronze medal in the Rome Olympics and set numerous world records whilst Sir Arthur Harden was awarded the Nobel Prize for Chemistry. The School today is a thriving community with unrivaled facilities in a stunning location and is recognized as one of the best independent schools in the region. With significant recent investment and ongoing plans to further develop its current facilities, there has never been a more exciting time to be part of its history. View full school

It is only by visiting our school that you will understand why we are so proud of it, we look forward to welcoming you! View full school

Temple Primary School is situated 1 mile north of Manchester City Centre. We have a lovely building which was first built in 2001, and further expanded in 2014. We are particularly proud of our building and grounds - why not take a look in one of our galleries. We are a very large school with approximately 700 pupils aged 3 to 11 and around 120 staff. Our children come from 23 different countries and between us we speak 27 different languages. Our largest ethnic groups are Pakistani, Arabic, and Somali. The Governing Body of Temple Primary School follows the admission procedures set by Manchester Local Authority. Please visit the Manchester Local Authority website for more information. As the Admissions Authority for the community and voluntary controlled schools in Manchester, the Local Authority (LA) is required to draft, consult on, and determine their admission arrangements. Where there are more applicants than places available, the LA will apply the admission arrangements to decide which applicants will be offered places. Admission arrangements for voluntary aided schools, foundation schools, free schools, and academies are set by their Governing Body, who are the Admission Authority for their establishment. They are responsible for drafting, consulting on, and determining their admission arrangements. Copies of admissions arrangements for these types of schools/academies in Manchester can be found on the school/academy website and the LA’s website. All parents/carers are required to apply to their home LA regards of where the school/academy they are applying to is situated. Manchester residents will apply to Manchester LA. The LA will liaise with other Admissions Authorities in Manchester and other LAs where required. Manchester LA will inform parents/carers in writing of the outcome of their application. These admission arrangements apply to applicants seeking a place in Reception up to Year 11 for the schools listed in appendix 1. Applications for admission to the sixth form or a nursery of a Manchester school/academy will be dealt with by the school/academy, not by the LA. Applicants should apply directly to the school for a sixth form or nursery place. The LA is obliged to include in these arrangements the following provisions that apply to parents/carers making applications for a place in Reception only. Waiting lists will be held in criteria order according to the oversubscription criteria. Waiting lists will not be operated on a “first come, first served” basis. The amount of time an applicant is on a waiting list will not affect their position on it. For the Primary Admissions Round, a waiting list will be held up to the end of the autumn term. At this point applicants will be required to re-apply for the school should they wish to stay on the waiting list. For In Year applications, waiting lists will be held for the term in which the application was made. At the end of the term, all applicants will be removed from all waiting lists. The only exception to this will be if the applicant has not been offered a place. In this circumstance, the applicant will be kept on the waiting list for the next term. Details of the waiting list process will be on the application forms and the offer letters sent to applicants. Temple Primary School Nursery offers 79 full-time places and a waiting list is kept in school. Parents wishing for their children to attend Temple Primary School may add their name to the waiting list by calling or visiting the school. We accept children onto our waiting list from 26 months of age onwards. The closing date for Nursery admission is 15th January 2018. This is by the local authority closing date for a Reception place. Governors work as a team we call the governing body. They are responsible for making sure the school provides good quality education. Raising educational standards in school is now a key priority. This has the best chance of happening when there are high expectations of what pupils can achieve. Governors also promote effective ways of teaching and learning when setting the school aims and policies. They do this together with the headteacher, who is responsible for the day-to-day management of the school. Every school must have a governing body. The membership will vary according to the type of school. Temple uses The Oxford Reading Tree as its reading scheme, but we aim to ensure that our children have full access to a range of text styles and genres to develop their understanding of the range of reading matter that everyday life presents us with. Each Phase has a library that is well resourced with fiction and non-fiction texts. Reading is valued throughout the school and reading opportunities are planned in all subject areas, including Creative Curriculum topics. We provide our children with the skills, knowledge, and understanding required to read and gain meaning from this range of reading material as well as develop an enthusiasm for reading for pleasure and the technical skills required to decode print. View full school

Tucked away in between Balham and Streatham we pride ourselves on having a ‘small school feeling’ rooted in a strong sense of community. Everyone is welcome at Telferscot and we pride ourselves on being a school with a 'village feel' in urban London. We are like a hidden gem – once you find us you will not want to leave! The school is expanded to a two-form entry school with 11 classes: the nursery class followed by four key stage 1 (infant) classes: reception, year 1 and year 2 then the four key stages 2 (junior) classes years 3, 4, 5 and 6. Each class has a maximum of 30 pupils. Our school commits to providing a broad and balanced curriculum that meets the guidelines set out in the National Curriculum and Early Years framework. Our School Curriculum follows all the requirements of the National Curriculum but we are proud to offer a much broader curriculum than that, making the most of many and varied opportunities in London and around the country to broaden and enrich the curriculum for our children. The emphasis is on British Life, Society, and History. The National Curriculum provides the school with the outline of knowledge, skills, and understanding that we are required to cover in school. We choose to teach much of this through creative, cross-curricular themes where children will learn different strands of the curriculum from a range of subjects, all within one common theme for a term. The curriculum has a strong commitment to equal opportunities, diversity, and multi-cultural values and ensures that all children enjoy success and high standards. We aim to teach our curriculum in an engaging, interesting, and stimulating way primarily through a thematic approach. The school runs a framework of study that is based on the individual subject guidance and our commitment to topic work that makes links between subjects. In planning learning for children, every teacher ensures that learning is fully embedded in real-life skills that promote lifelong learning. Telferscot continues to have a long commitment to family learning. We believe that families who participate in learning together maximize every child's opportunity for success. Being involved as a parent/carer demonstrates to children that joining in is important and that a have-a-go attitude is incredibly rewarding. All children are encouraged to achieve their full potential and to be included in the social and academic life of the school. We aim to provide educational experiences that take into account the individual needs of all children, appropriate to their level of ability. View full school

Teikyo School UK was founded in 1989 in the beautiful countryside near Windsor Castle just outside London. The lush green campus provides an ideal environment for learning and sports, and its facilities include a classroom block, boarding houses, a football field, a sports hall, and an indoor swimming pool. The school’s primary aim is to improve our students’ English skills. We provide a holistic proficiency in English by focusing on both practical language skills – through conversation lessons with British native speakers – and the theoretical knowledge that is a requirement at university entrance examinations in Japan. We monitor each student’s ability closely and carry out regular English assessments. We can also provide appropriate guidance on Higher Education to students wishing to study in Japan, as well as in the UK and abroad. Our second aim is to foster globally-minded individuals through international opportunities. We provide a range of cultural exchange activities, including events with local schools. Such opportunities to develop as a cultural ambassador will undoubtedly help students to become more globally-minded. Our third aim is growth through campus life. Through communal living, students learn to empathize with and respect others. Friends made at the school will undoubtedly become lifelong friends. We prioritize ‘health and safety in caring for our students and do our utmost to ensure they have an enjoyable boarding experience. Lastly, our Football Course is also one of the school’s main features. Originally introduced in 2008, the curriculum changed significantly in April 2015 to include joint practice and matches with a local academy school. The course is unique in combining improvement of football skills, as well as obtaining a Football Association approved coaching license. We hope that after completing their studies, students will have grown into globally-minded individuals ready for the next step in their life. View full school

When students join Teddington School, they are welcomed into high achieving, forward-thinking and caring community. We have a tradition of academic rigor combined with creative curiosity that is supported by a wide range of extra-curricular provisions. Students are encouraged to be ambitious, resilient, and inquisitive which has led to excellent examination results. Teddington School prides itself on being a fully inclusive, happy, and vibrant place to learn. We firmly believe that students achieve best when they feel the genuine security of a community that supports learning and promotes social responsibility. We believe that educating your child is a joint effort between home and school. We work closely with parents, fully involving you in your child’s performance. Applications for Year 7 places at Teddington School are managed by the Richmond Borough Admissions Team. The application process will be open online between 1 September and 31 October. Our recent Open Mornings have been a great success, with prospective parents praising the school and the excellent conduct of students, especially the guides and the high quality of lessons they were free to observe. The success of these events has meant that, due to high demand, we will be hosting another Open Morning at 9 am on Tuesday, October 17. At Teddington School, we believe the curriculum should provide the right opportunities for high achievement for each child. This means that we will always seek to be flexible and creative within the confines of any curriculum model that we provide. Our aim is that all our students achieve highly and make greater progress with us than they would in any other school. To do that we have to ensure our teaching and learning practices, grouping policies, assessment routines, and course offer always enable the highest levels of success. We group our eight forms of entry into eight different teaching groups for foundation subjects, and ten teaching groups for the core subjects English, Maths, and Science. The majority of groups are of mixed ability throughout the school, with Maths, and Science from Year 9, grouping by ability. All of our teaching groups are reviewed regularly throughout the year to ensure learning is maximized for all students and that the best possible experience for our young people is provided. We enjoy ensuring our students work in different groups with different people where possible to benefit from the increased social and academic benefits such groupings can bring. At Key Stage 3 in Years 7 – 9, we offer a broad and balanced range of subjects in line with the National Curriculum. We track progress and achievement and keep families informed of developments. At Key Stage 4 students opt to study four subjects in addition to the core curriculum. We work with families and students to help students make choices that will enable them to be successful and lead to future progression which is appropriate for them. The regular curriculum is supplemented with Curriculum Enhancement Days throughout the year, which offer our students a very different and memorable learning experience. Our core purpose of our Sixth Form at Teddington is to focus on the individual student from the moment you join us and to ensure you realize your unique potential academically, physically, and socially through dedicated, innovative, and enthusiastic teaching and learning. We expect you to learn to take responsibility for your learning and to demonstrate a committed and conscientious approach to your studies to enable you to carve and secure your future pathway. We believe that both excellence and progress should be equally celebrated. We believe we can achieve and aspire to greater things. We will accomplish this through the sharpening of our academic skills and social awareness which will allow us to adapt to an ever-changing society and become responsible citizens of tomorrow. The House System is designed to embody the values and ethos of the school and aims to be an integral part of our school community. In the time it is our ambition that the House Captains and the School Council will work together to create a stronger pupil voice to motivate students and further the community spirit of the school. Pupils are assigned to one of the four houses on the entrance to the school in Year 7 where they remain until the end of 6th form where possible younger siblings will become a member of the same house. Each member of staff is also attached to a house. Each House competes with each other to achieve the highest number of house points at the end of each term and most importantly by the end of the year when there will be prizes. The governors and staff of Teddington School fully recognize the contribution they make to safeguarding children. We recognize that all staff, including volunteers, have a full and active part to play in protecting our students from harm. All staff and governors recognize our moral and statutory responsibility to safeguard and promote the welfare of all children through a culture of vigilance from all staff. Our staff code of conduct makes it clear that we expect the highest standards of care and support for all students. We endeavor to provide a safe and welcoming environment where students feel secure, are listened to, and are safe, as well as feeling respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection, and justice. View full school

At Tayyibah we believe that education in an Islamic environment means instilling self-discipline and self-respect in our pupils. We believe that we should inculcate good character within ourselves to reap true success in this life and the hereafter. Tayyibah Educational Trust was established in September 1992, to provide high-quality, excellent moral and academic education for girls in Hackney. Tayyibah Girls School is the flagship project of the trust. Our humble beginning was in a basement flat in Cazenove Road, Stamford Hill, with just 4 girls. Today there is a full primary, secondary school, and sixth form. The school moved to its current premises in 1993. A further extension was made to the building to improve the facilities available to its students. One of the central aims of the school has been to provide an excellent education to its students equipping them for their lives ahead. Tayyibah Girls School over the years has been constantly been the top-performing school in the Borough. Its Alumni have progressed into many professions including Medicine, Law, Education, and Islamic Scholarship. In Key Stage One and Key Stage Two, children are taught all the elements of the newly required syllabus of the 2014 National Curriculum for both core (English, Maths, and Science) and foundation subjects (history, geography, art, physical education (PE) and religious education). At Tayyibah we have worked hard to ensure that the change to the new national curriculum has been smooth and through our planning, we have endeavored to ensure that all learning is matched to the individual needs of our children. As far as possible a cross-curricular, thematic approach is used to teach the ‘core’ and ‘foundation’ subjects. A theme is selected and applied across a year group each term. By adding this dimension to learning we can provide opportunities for key skills to develop across the curriculum and to cultivate creative thinking. The Secondary School curriculum is academically rigorous and enables girls to develop those significant intellectual skills that go beyond each academic discipline, to ensure they can use their knowledge in new situations and see connections between and within-subjects. Such skills are fundamental if pupils are to achieve their maximum potential and develop as independent, focused learners who are academically successful. Girls have the choice of Arabic, Urdu, or Turkish as their main language. French is also available as an after-school language for those with a French-speaking background or interested in learning French. At Tayyibah we aim to: Assist our pupils to achieve the very best they are capable of achieving. Continue to develop and improve the essential literacy, numeracy, and ICT skills of the pupils. Improve their social skills so that they are fully prepared for the next stage of their education and their role as responsible adults. Ensure that all pupils and staff feel part of a whole learning community where it is safe to learn and feel included, valued, and respected. Ensure pupils aim high, are proud of their achievement, and leave school believing in themselves, their abilities, and their capacity to grow and change. Tayyibah Girls School provides a range of extracurricular activities available to students. Staff is very generous with their time to enrich our students’ experience and a large number of clubs and activities are available covering a wide variety of interests. English, Mathematics, Art, French, and Arabic clubs are all active within the school. The school is in the process of enrolling our senior girls for the Duke of Edinburgh Award. The school also gives its students to raise money for a variety of charities our school council, provides students with the opportunity to involve themselves in school issues. New technologies have become integral to the lives of children and young people in today’s society, both within schools and in their lives outside school. The internet and other digital and information technologies including social media are powerful tools that open up new opportunities for everyone. New technologies help teachers and students learn from each other. They can stimulate discussion, promote creativity and effective learning. Children and young people should have an entitlement to safe internet access at all times. The requirement to ensure that children and young people can use the internet and related communications technologies appropriately and safely are addressed as part of the wider duty of care to which all who work in schools are bound. The school's online safety policy should help to ensure safe and appropriate use. The use of these exciting and innovative tools in school and at home has been shown to raise educational standards and promote student achievement. Tayyibah Girls School would like to keep in touch with all leavers from 1992 onwards. This is an opportunity for former students to offer invaluable support in a range of ways, for example as a career and educational role models, mentors, work experience providers, or even fundraisers or donors. View full school

Tawhid Boys School has been established by the Grace of Almighty Allah, with this intention. That it will provide an Academic and Islamic education within an environment that will nurture the talents and potential of our children, equipping them with the necessary skills and moral qualities, and thus preparing them to face and challenge tomorrow’s world, Insha-Allah, The fruits of our endeavors will only be realized when our lives are molded and our actions are in accordance to the Sunnah of our Prophet Muhammad SAW. To achieve this is our collective responsibility and for this, we the school, request you the parents to help us to help our children. Parents are required to complete an application form for the child and this must be accompanied together by a copy of a valid Birth Certificate and all other information requested by the School. New Children will be admitted from the first Monday of each month. All new admissions will be enrolled on a probationary period of one School Term, which may be extended if required. Upon satisfactory performance of the child, permanent enrolment will be granted at the Managements discretion. The broad and balanced curriculum at Tawhid aims to provide moral and academic excellence for all its pupils. The continuation and success of this depend on the contribution of staff, pupils and, parents. As parents and carers, we need to be actively involved in the moral upbringing and academic achievements of our children. Pupils follow the National Curriculum subjects as well as Arabic language and Islamic Studies. Students are taught in mixed ability groups and with work being differentiated to cater to all abilities. Additional subjects may also be offered on a one-year course. As well as traditional subjects, the school offers a range of skills-based programs to allow pupils to develop real-life functionality. At KS3 emphasis is on pupils to develop core functional Skills in English, Mathematics, and ICT. At KS4, pupils complete a range of WorkSkills and Career development programs, Work Experience, and the Duke of Edinburgh (DofE) Bronze and Silver Award. TBS has a team of dedicated staff that aims to provide a high standard of education. Most are PGCE qualified teachers, graduates, or postgraduates specialized in their subjects. The School encourages and supports its staff for Continuing Professional Development. The School provides NQT and QTS Induction Programs. The staff has the opportunity to attend a range of subject and professional-related day-release courses with external agencies. Homework which may take many forms, including that of continuing classwork or projects and assignments, will be set regularly- and must be carefully and thoroughly done and handed in on time. Homework timetable requirements will be sent to parents during the Autumn term and can also be downloaded from the parent portal. Equally, students must be ready to undertake extra homework, which may not be timetabled, if it is appropriate to a particular stage of a subject. The support of parents in ensuring that homework is conscientiously done in appropriate surroundings is much appreciated. The ability to study independently becomes increasingly important, as students progress through school and good habits established at an early age are a foundation for good self-discipline in later life. It is imperative parents work closely with the school to support their child. Parents must check, via the planner, homework is done regularly. They must allow time to go through the work with their child and provide the school with feedback on the related task. They must praise, encourage our students at home and use appropriate rewards to celebrate achievements. Students must feel their hard work is being valued. Homework is monitored every week. At Tawhid Boys School, we aim to provide our students with: A high standard of academic and Islamic education A safe and secure learning environment in which all members of the school community can achieve their best An outstanding Curriculum that inspires our pupils and enables all our students to acquire understanding, knowledge, and skills appropriate to equip them for the 21st Century Learning experiences, which challenge, build self-esteem and confidence and so enable our students to take up their responsibilities as adults and members of society View full school