EduCativ

It is a huge pleasure and privilege to welcome children from the age of 3 to Swanbourne House to commence, and thoroughly enjoy, what is arguably the most important 10 years of their lives. These formative years are when bright and inquisitive young minds learn how to think, how to make good use of their emerging and developing skills, how to behave towards others, and how to regulate themselves. We progress their knowledge in all of our academic and co-curricular subject areas to an impressive level, but of equal importance, we help them to identify and build upon intrinsic human skills and their unique make-up of individual strengths and talents. We do not just teach the children, we inspire them to teach and challenge themselves and each other. Personal development is just as important as academic progress and attainment at Swanbourne. We open the children’s eyes to a world of opportunity in Sport, Drama, Art, Music, Design & Engineering, and ‘real life’ creative, skills-based projects, as well as many varied outdoor challenges and pursuits. We ensure the children understand the relevance and purpose of what they are doing and what they are striving to develop and achieve. Enabling children to see a bright future for themselves, wherever their passions and strengths lie, imparts a long-lasting sense of self-worth and value. We want to help children to accept themselves and their human imperfections and feel comfortable and confident in their skin. Looking ahead, beyond education, they need to be well on their way to being prepared for a fast-paced, unpredictable, globalized world of working, offering skills that cannot be readily replicated by continually advancing technology. Take one bright mind, add Swanbourne’s very unique blend of carefully balanced ingredients, and unlock individual greatness. This is Swanbourne House. As Swanbourne House School approaches its landmark centenary in 2020, we look forward to celebrating 100 years of history and the legacies that are yet to come. The aim of the curriculum at Swanbourne House is to provide a broad education with strong academic foundations through which pupils with a range of abilities, interests, and learning styles flourish. Our progressive academic environment ensures that the children are fully prepared to take on the challenges of the next stage of their education with courage and confidence whilst the extensive co-curricular and Saturday Enrichment programs provide boundless opportunities for the children to develop their passions and talents. Traditional academic disciplines are complemented by Expressive and Performing Arts, Design & Technology, Computing, and Outdoor Learning, as well as a diverse Sports program. The breadth and balance within the curriculum entice pupils to engage fully in the range of lessons they have each day. Activity and investigation enable our pupils to be confident in thinking for themselves and to be resilient when problem-solving. A Swanbourne House pupil will understand that to ‘fail’ is another step forwards in learning. View full school

"Swakeleys School for Girls" is a school where high achieving, behavior, and discipline are good, we have a modern approach and promote values of tolerance and respect. It provides us with a unique opportunity to promote the enjoyment of learning and celebration of achievement in an uninhibited way. We offer girls an up-to-date curriculum which provides the opportunity for all of them to achieve the best academic results they are capable of. This is exemplified by our choice of the new ‘Science for the 21st Century’ GCSE. Our focus on high-quality teaching and learning helps us to ensure that lessons are engaging, interactive, and fun. Teachers challenge pupils to achieve aspirational levels and grades which are based on their potential. They use modern technology as a tool for learning and they adapt their teaching to meet the needs of all pupils, from those who are exceptionally able to those with learning difficulties. We take pride in our high standards of behavior and our behavior policy can be viewed here. Many other policies are available on request. Those that may be of particular interest to parents include Assessment Policy, Health and Safety Policy, Anti-Bullying Policy, Child Protection Policy, Single Equality Scheme, Charging Policy, Collective Worship, Sex and Relationships, and School Visits Policy. We are a high-achieving school that focuses on excellent teaching and learning and high standards of behavior. All girls are given opportunities to develop their interests and talents in a wide variety of extracurricular activities and above all, they are safe and secure. We want to get the best from every girl, raising standards even higher whilst maintaining the caring ethos of Swakeleys. We encourage our pupils to take responsibility, to make a valuable contribution to the running of the school, and to become respected members of our community. We aim to: Create a school community based on equal opportunities in which each individual is valued, and where learning will thrive so that girls will gain a sense of achievement from the learning process. Provide a challenging and stimulating environment that will enable every girl to achieve the highest level of skills, knowledge, and qualifications of which she is capable. Teach self-discipline and a sense of responsibility to self and others and foster a commitment to excellence. Widen the horizons of all our students, to make them aware of the rich cultural diversity of our society, and to prepare them for the wide variety of roles open to women in today’s world. Foster close links with the local community and be flexible as an institution to evaluate and respond to new initiatives, both from inside and outside the school. A “School offer” is the provision made for pupils who may require additional help or support. This may include pupils who have special educational needs and/or disabilities. It may also include pupils who require additional support to fulfill their academic potential. Swakeleys School values the diversity of its student population and strives to meet the needs of all learners. The staff within the learning support and extension department work to support students who have Special Educational Needs (SEN), English as an Students with SEN or EAL are supported in a variety of ways by the subject teachers and the learning support and extension department. Students may be supported in small group settings outside the class, they may receive in-class support or they may receive support from an outside agency such as an educational psychologist. G&T students are supported in class by extension activities which are designed to broaden and deepen their understanding or knowledge of a subject and out of class with extracurricular clubs and events. Our building is accessible to a range of disabilities, being largely on the ground floor. We have a lift where the building extends to the first floor. Our current provision which very successfully supports a blind pupil reinforces the good access arrangements we have. View full school

Swaffield School aims to provide an enjoyable and successful start to every child’s education and is truly in a class of its own in the way it does so. I’m proud to have an experienced and enthusiastic staff whose focus is on providing a creative and inclusive environment for children to develop both academically and socially. At Swaffield, we provide an interesting and stimulating curriculum whilst at the same time putting considerable emphasis on the children’s physical, social and emotional development. You’ll find the atmosphere friendly, happy and fun but at the same time focussed to help each child reach their potential. You can read more about our school in our prospectus. We were happy to be visited by Ofsted in July 2016 and delighted that the inspectors gave us such positive feedback. To quote them: " Swaffield is a very happy school which is focused on pupils’ learning." Statement of Shared Aims & Values is Pupils, parents, staff, and governors all have a part to play in making Swaffield a school of high quality. Together we strive to maintain a stimulating and motivating learning environment for all. We aim to safeguard and promote the welfare of all children in our care by providing an environment in which they are safe and secure and can be supported in their physical and emotional needs. We aim to provide a happy and healthy school environment where children and adults respect each other and take responsibility for their actions. We support a policy of inclusion, where there are equal opportunities for all. We will provide a curriculum that is broad and balanced, that will help children prepare for the opportunities and responsibilities that are needed for now and later in life. We expect everyone to achieve high standards of work and behavior both inside and outside school. We will encourage the children to develop spiritually, morally, culturally, mentally, and physically. We strongly believe that communication is crucial between all staff, parents, and children and we will foster an ethos of openness whilst maintaining appropriate confidentiality. At Swaffield School we believe that our creative curriculum provides the children with an exciting and stimulating learning environment. The curriculum is relevant to the children’s life experiences, inspires and engages them in their learning, and enables them to work flexibly and collaboratively using their imagination. Our curriculum builds on the children’s knowledge and helps them develop key skills and enthusiasm for learning. Sex and relationship education is taught as part of our science curriculum. Parents are welcome to view the program we use as well as read the policy (see policies page) and course notes. Parents are also able to withdraw their children from the lessons if they wish. To enhance the curriculum, all children have regular outings into the local area as well as visits to museums, galleries, and other places of interest. Year 6 children are allowed to take part in a residential trip to an activity center. We invite specialists into schools such as theatre groups, puppeteers, and musicians. We also have regular visits from the Police, Fire Brigade, and other agencies. Children in the Nursery and Reception classes work towards achieving a set of 'early learning goals and develop key skills across a wide range of areas. The Early Years curriculum is divided into three prime and four specific areas of learning. The prime areas of learning: Communication and language – developing confidence in self-expression and ability to listen in a range of situations. Physical development – involving action and interaction, developing coordination, control, and movement. Personal, social, and emotional development – developing a positive self-image, good relationships, and respect for others, learning how to manage feelings and behave appropriately. The specific areas of learning: Literacy – linking sounds and letters and beginning to read and write. Mathematics – improving skills in counting, understanding and using numbers, simple calculations, describing shapes, space and measures. Understanding the world – making sense of the physical world and their community. Expressive arts and design – exploring a wide range of materials and media as well as sharing their thoughts, feelings, and ideas through a variety of activities involving music, art, drama, and so on. The curriculum is carefully planned to cover all of the required areas. Activities are put into contexts that ensure learning is engaging and fun for the children. Our learning environment encompasses both classroom and playground and children are encouraged to build up skills in activities that take place in both areas. We aim to maintain a very happy, challenging, motivating, and sociable environment, where all children feel included and are keen to learn. You have worked with your staff in the early years (Nursery & Reception) to ensure that the youngest children in the school get off to a flying start in their learning. In Years 1 & 2 children begin to have more formal literacy, numeracy, and science lessons. Throughout school children use a variety of web-based and school-bought software to enhance their Computing skills and learning. They are involved in History and Geography projects and develop their skills in Art, Music, PE, and Drama. Year 1 children take the national Phonics Screening Check near the end of Year 1. Towards the end of Year 2, all children take national tests in reading, writing, spelling, and maths. The results are used to inform teacher assessments, which are reported to parents at the end of the school year. There will continue to be an emphasis on the core subjects of English, Maths, Science, and Computing. We follow detailed schemes of work for all National Curriculum subjects and ensure that a broad and balanced curriculum is followed. The children are expected to take on more responsibility for ensuring that their work is completed to a high standard. Additional support or extension work is provided wherever necessary. Individual assessments of the children will continue throughout the Key Stage culminating in National SATs tests for children in Year 6 in Maths, Reading Comprehension and, Spelling, Grammar, and Punctuation. Writing and Science are assessed by the teacher and moderated externally. Children in Year 6 also complete Wandsworth Tests in non-verbal and verbal reasoning in September. Sex and relationship education is taught as part of our science curriculum. 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Suttons is a place where high standards, individuality, and a sense of community are fostered within a happy, safe, and caring learning environment. We are a school that likes to celebrate success - at every level. The life of the school is driven by enthusiasm and a desire to achieve. We aim to bring learning alive, making it exciting, stimulating, and contextual to each learner. We want to give our children a thirst for learning that continues with them throughout their future school experiences and lives. An essential ingredient for this to happen is teamwork. We view education as a joint venture, involving everyone - children, parents, staff, governors, and the wider community. We hope that we will be able to depend on your co-operation and support in this partnership, hoping that together we can provide the best for every child. At Suttons Primary School we aim to provide a safe, caring, and stimulating environment that offers opportunities: For everyone within the school to reach their potential and develop: self-worth confidence and the ability to take responsibility for their actions and perseverance. For everyone within the school to have a sense of wonder, enthusiasm for learning and help children to develop as independent thinkers and learners with enquiring minds. To encourage and develop respect and understanding for others. To develop all partnerships - small and large - from the individual parent to the wider community and beyond, to support children's learning. To give children access to a broad and balanced creative curriculum to attain the highest possible standards about prior attainment through assessment and learning. We are a community in which everyone is treated fairly and with respect. We want everyone to reach their potential, and recognize that for some pupils extra support is needed to help them to achieve and be successful. The school is committed to making sure it provides equality of opportunity through employment and service delivery. The school's approach to Equality and Diversity is based on the principle of inclusion. At its heart is a commitment to the value that all staff brings to the organization, because of their diverse characteristics. These cover race, gender, disability, age, marital status, sexuality, religion, background, personality, and work style. The school, as part of the community, will aim to influence, promote and maintain the equal treatment of all members within its community. View full school

Having developed a love of learning and the self-discipline required to achieve, our students will have mastered essential skills that ensure their continued success at university, in employment and the wider community. They will have been guided throughout this journey by expert tutors and teachers, offering excellent bespoke support and advice, delivered in ways that allow all to achieve. We are not all created equal, but with hard work and tailored guidance, all can improve themselves. Through an exciting and dynamic curriculum, our Nursery and Pre-prep children are encouraged to be independent thinkers and decision-makers. Helping them along their journey is a team of dedicated and passionate teachers who strive to inspire and nurture all their talents. We believe that curiosity must never be suppressed. We embrace the National Curriculum in Key Stage 1, but are not bound by it and look to extend beyond, and for our younger pupils, the Early Years Foundation Stage Profile system forms the core. Literacy and Numeracy are paramount to a child’s education however, it is the approach to these subjects that determines learning success and the enjoyment for our pupils. Throughout the Pre-Prep department, this is through the use of creative, cross-curricular topics that will fire the imagination and allow using real-life tools. Moving up from Year 2 to Year 3 marks the transition from Key Stage 1 to Key Stage 2 in each child’s learning journey. The curriculum offered is broad, balanced, and engaging, offering depth and challenge. Subjects are timetabled within the week and homework is gradually integrated. Pupils are placed in ability sets for English and Maths from the Lent Term of Year 3 to help to tailor teaching to each child. To ensure that every child’s progress is tracked effectively, the children undertake regular assessments, including NFER, reading and spelling tests, and targets are shared. Differentiation is crucial and, therefore, embedded into our curriculum. In Year 5 the children are taught by subject specialists and are prepared for any entrance examinations that they will be undertaking in Year 6, including the Kent Test (Eleven Plus) and entry to our own Senior School. Learning how to learn is paramount to a child’s education and pupils are given many opportunities throughout their Prep education to think independently, solve problems and foster their natural curiosity. Our First and Second Forms (Years 7 and ? follow our innovative, challenging, and stimulating Junior Curriculum, which has academic excellence at its heart and continues to promote our pupils’ love of learning by emphasizing the SV Learning Habits of Being, Thinking, Doing and Relating. We also ensure that the fundamental study skills required for success are mastered so that our pupils can move on fully prepared to excel at GCSE and beyond. These pupils also undertake our Junior Leadership Course which promotes those essential skills required in addition to academic study for them to become truly successful and make the most of all that is on offer: leading others, team membership, organization, time-management, and perseverance, as examples. In addition, they each produce a Junior Portfolio which records their achievements over the two years and ‘graduate’ in readiness to join the Senior School with the award of the SVS Junior Diploma. Many pupils join us in the Third Form from other schools. In this Form, we concentrate even more on developing a high level of competence in the essential numeracy, literacy, and ICT skills, across all subjects, in targeted-ability groups, with the ablest often undertaking extension programs, in preparation for GCSEs, which are then studied in the Fourth and Fifth Forms. Every pupil is set ‘Target Agreed Grades’ (TAGs) in discussion with their teachers and their attainment and effort level about their TAGs is reviewed half-termly. These grades are benchmarked against the performance of pupils of similar ability in other independent schools. Our aim is that SV pupils will aspire to and achieve highly ambitious outcomes relative to their ability profile and thus amply fulfill their true potential. Sixth Form Pupils, either progressing from our Fifth Form or joining us from elsewhere, pursue A Level courses in three or four carefully chosen subjects along with individual research in a specialist topic in preparation for submission of an extended project qualification (EPQ) or the BTEC Level 3 in Uniformed Public Service, which counts for university entry. As in the younger years, all pupils work towards ambitious TAGs based on Durham University’s independent school benchmarking system. They can also expect to receive plenty of individual support and expert, bespoke, advice on appropriate Higher Education applications, interview practice, CV writing, and careers in general. In addition, there are numerous opportunities to be fully involved in wider School life and take on positions of leadership. The vast majority will continue their academic journey at the university level, although employment-based training routes are becoming an increasingly popular option for some. On Leavers’ Day, we are always immensely proud of our pupils. They will have followed a bespoke academic program, tailored to their individual needs and worked very hard to achieve exceptional things in a multitude of disciplines, whilst always playing a full part in our community and caring for others along the way. View full school

Sutton Grammar School is a state-funded selective school for boys and is situated in the center of Sutton. We also welcome girls into our thriving Sixth Form. The school currently has 930 pupils in total which includes five forms of 27 boys in the Lower School, 240 boys in Upper School and 285 students, including girls, in the Sixth Form. Sutton Grammar School is a well-established grammar school that enjoys a fine tradition of academic learning and success. Not only do we feel our students demonstrate ‘Excellence across the curriculum’ but that they also demonstrate ‘Excellence beyond the curriculum’.Pupils are encouraged to participate widely in sporting and cultural activities and greatly enjoy doing so. We delight in developing close links with each family. The School is small enough for us to be able to care about every pupil but large enough to support a successful sixth form, with an appropriate choice of subjects at Advanced Level providing an excellent basis for entry to university and a professional career. The school seeks to provide an exciting and challenging education to the pupils who come here and this includes a significant emphasis put on the extra-curricular life of the school. Activities like sport, music, drama, the Combined Cadet Force, and many varied activities, ranging from board games to debating, operate at lunchtimes and after school – including making use of an early release day in years 7-9. Pupils can learn electronics in early release sessions and then take part in STEM projects in the upper school. Pupils have enjoyed considerable success in science and engineering competitions – including winning national prizes for technical innovation (Intel or Google prize winners for the last five years at the UK Science and Engineering Competitions and in 2017 1st in the UK Intermediate Scientist of the Year and 1st in the Intermediate UK Engineer of the Year). Maths and science subjects are very popular at A-level and we have about ten-twelve students per year move on to medical or dental schools. About twelve boys go on to Cambridge and Oxford Colleges for a whole spectrum of subjects. We enjoy success in a broad range of subjects. We offer three modern languages at A-level. The humanities and English are also very strong. The premises have been improved in recent years and the latest building was the three-story £3m building that houses the sixth form, the geography, and the art departments. We have a large sports ground in Northey Avenue, Cheam. One of the features that we believe contributes to the very positive ethos within the school is our small size. The staff knows the pupils well and pastoral care is given the proper priority to ensure that pupils are stretched academically but are cared for as developing young adults and their mental well-being is very important to us. Where it is needed there is expertise in supporting special needs. Our curriculum is designed to enable pupils to fully realize their academic potential by becoming successful learners, confident individuals, and responsible citizens. It is also designed to equip pupils with the skills and qualities needed to meet the challenges of life in a fast-changing world. Breadth and balance are important features of our curriculum design. The school provides a curriculum for selective pupils aged 11-18. The school’s curriculum is guided by the National Curriculum and we regularly review and update the curriculum, implementing initiatives that best suit pupils of selective ability. Another aspect of our Sixth Form is the pre-U global perspectives course. We expect all students in the sixth form to take this course. It provides valuable experience in reading sources and evaluating arguments that we believe are of value to all students. It is a one-year course assessed by two coursework tasks and a short exam and the result will be available when university applications are made. Here at Sutton Grammar School, we believe that our pupils’ experience should be far more than just academic excellence in lessons leading to examination results. We believe in excellence beyond the curriculum. Curriculum Enrichment is anything that takes place above and beyond a normal school curriculum and will include organized trips, visitors to the school, activities, and educational experiences. The kinds of special educational needs and disabilities that are provided for in our school are those arising from sensory impairments, emotional and behavioral difficulties, difficulties with social communication, specific learning difficulties, and difficulties with mobility or the physical environment. View full school

Sutton Coldfield Grammar School for Girls has a long tradition of providing students with a high-quality, broad, and balanced education. This is a happy and purposeful learning environment, where staff and students work together and enjoy coming to school. Here, teachers are subject specialists who share their enthusiasm as well as their knowledge. Students are encouraged to develop ‘a growth mindset’ to see the value of effort, have a positive approach to overcoming difficulties, and take responsibility for their learning. The welcoming and supportive atmosphere is underpinned by excellent pastoral care and well-planned transition programs. Throughout Years 7 to 13 there is a program of PSHE (Personal, Social, Health & Economic education), tutor time, assemblies, and house activities that help students become well-rounded individuals and provides them with leadership opportunities. There are numerous charity events throughout the year which are led by students. Our day-to-day activities and ethos mean we live up to our motto ‘not for our advantage but the common good. There is a huge variety of extra-curricular activities on offer here. There are numerous sports, drama, music, clubs, and societies for students to participate in. There is a wide variety of trips and visits organized both in the UK and internationally. We are fortunate to have fantastic facilities, including state-of-the-art science laboratories, sports hall, library, and a brand new teaching block which is home to the English department in addition to a multi-purpose social space. Sutton Coldfield Grammar School for Girls is about so much more than academic success. Over seven years it provides students with numerous opportunities to develop their existing skills, to discover new ones, to challenge themselves, and broaden their horizons. We welcome girls from all backgrounds and use the Pupil Premium funds to provide support, narrow the attainment gap and allow every student to fully engage in all aspects of school life. Sutton Coldfield Grammar School for Girls has an inclusive ethos and works in partnership with students, parents, and other agencies to provide the best possible educational outcomes. We have high expectations of all our students and put support in place at the earliest possible stage where it is needed. During the transition from primary school, we gather information from primary school staff as well as parents to ensure that our members of staff are well informed, in readiness for the beginning of Year 7.Year 7 students complete baseline tests in reading, writing, and mathematics. Data is shared to support interventions with students who have gaps in their progress. This facilitates early interventions. Any identified SEN will form part of this information. We follow the ‘Assess, Plan, Do, Review cycle. View full school

Susi Earnshaw Theatre School is an independent day school for pupils aged 9 - 16 years. It is unique because we only take 12 pupils in each year group and we focus on each individual to constantly change and adapt our school to meet their needs. This means when one person has a specific interest, this knowledge is offered to all. So we learn together, grow and constantly develop. We inspire our pupils to achieve their full potential so they can succeed in whatever career path they choose. Most of our graduates go on to work as performers in theatre, film, TV, and radio, lighting and sound engineers, camera operators, live events, LED technicians, musicians, composers, managers, agents, directors, producers, writers, etc, whilst others have gone on to study law, marine biology, forensic science, and journalism, As we are based in a fully operational theatre in High Barnet with our recording studios and weekly radio program with Barnet Community Radio, our pupils are surrounded by “the business" and have many opportunities to do work experience in front of house and marketing or to assist the technicians during shows. Smaller numbers mean more opportunities and more individual attention. Our pupils are given the time and space to grow into who they are meant to be. See the agency showreel, the list of work obtained via the agency, all the performing opportunities given to our pupils in extra-curricular activities, and the list of colleges that our graduates transfer to. Our pupils take turns to research, produce, present and engineer a weekly radio show broadcast on Barnet Community Radio, a popular internet radio station. Our shows are full of interesting facts and opinions and have a great selection of music. We believe it is a unique platform to talk about matters which affect young people, and we think we are the only internet radio run completely by young people for young people. Our pupils learn the importance of giving back to the community by performing at several charity events throughout the year. Our monthly under 18s Open Mic Nights are very popular and give our pupils plenty of opportunities to be seen and to grow as performers. The school performs two shows each year that are open to the general public: A Family Panto on the first Sunday of December, and our End of Year Show in July. All pupils are involved in these shows. The school is very busy but we make sure we have time to enjoy outings, whether they be trips to the West End Theatre to watch and support classmates, specialist academic workshops, or just fun days out View full school

Welcome to our School. At Surrey Square, we aim to give our amazing pupils the very best. Our mission focuses children and adults on the high expectations we have of our school community. Our core values define our ‘personal excellence’ and are the backbone of the school, shaping our curriculum and pedagogy, and guiding our behaviors. Surrey Square is an exciting place – and our best asset is our pupils. Buzzing with energy, they are at the heart of everything we do, and meeting their needs is our sole focus. At Surrey Square, we believe that children can achieve personal excellence through the teaching and modeling of values and skills. Our 7 values – Responsibility, Respect, Enjoyment, Community, Perseverance, Compassion, and Excellence - drive and shape every aspect of school life, and have taken the place of school ‘rules’. Our work in this respect has been acknowledged by many visitors (including, repeatedly, by Ofsted). We do not judge or get angry with children when they come to school not able to read or write – we set about using our professional skills and experience, love and energy, to do everything in our power to ensure they learn those things. So why should it be any different if what the child needs to learn is about how to speak appropriately to an adult, or how to manage themselves when they feel upset or embarrassed? Why would we as an institution simply expect our pupils, coming from such challenged backgrounds in so very many cases, to know this stuff, and get angry with them when they didn’t? Surely, in the most fundamental way, if they don’t know ‘how to behave, then it is our job to teach them? Children have got to have the ability to make decisions and choices themselves about the best way to behave in a situation. We will not always be there helping them to think it through. That is the key difference in our approach to values-based learning rules prescribe a set of appropriate/inappropriate context-specific behaviors (e.g. walk in the corridors), whereas values give a set of aspirational guidelines within which children must choose the right behavior in any context. Our vision is summed up in our mission - ‘Personal and academic excellence everyone, every day.’ For us, the ‘and’ is a critical high attainment in core skills is a pre-requisite for success in secondary school, and beyond. However, just as important are the other skills – the ability to ‘self-manage, to communicate clearly with others, to know who you are, and to have ambition. We define this as ‘personal excellence’ and actively teach our pupils these skills, sing the core values as a framework. We passionately believe that the circumstances of birth should not be the key determining factor in success in life and are immensely proud that ALL children achieve well at Surrey Square, regardless of their socio-economic, ethnic, or gender status. At Surrey Square Primary School we believe in making all learning purposeful and meaningful. We do this by teaching the national curriculum and personal excellence curriculum through the use of REAL projects. REAL means: Rigorous Engaging Authentic Learning Projects are rigorously designed and planned to cover all aspects of the national curriculum whilst at the same time providing a rich, real-life learning experience. This way of learning allows our students to develop their self-confidence and creativity, as well as develop skills that prepare them for a world outside of school. Surrey Square is one of the 9 schools that serve the Aylesbury Estate in South East London. Just a mile from the River Thames at London Bridge, it does seem a world away. The Estate is the largest in the country, and the high-rise blocks can be a foreboding sight. Channel 4 has an ‘ident’ that uses images of the Estate, giving a very negative perception. Our school serves ‘the global majority since 90% of pupils are from non-white British heritages. A large number of our families hail from West Africa, and we also have families from Bangladesh, Somali, Algeria, Peru, Columbia, Poland, Jamaica, Lithuania, Pakistan…and many other places! We are immensely proud of our community that works and learn together in an atmosphere of mutual respect and tolerance. Our Identity curriculum supports this ethos, through the explicit teaching around what it means to be British and exploring different beliefs within the framework of our core values. View full school

Education at Sunrise Primary and Nursery Schools is a harmonious balance between academic guidance, creative expression, and inner growth, to develop the highest potential in every child. Based on a synthesis of the UK National Curriculum, Montessori methods, and Neo-Humanist principles, our curriculum provides varied activities that allow for self-directed learning. Our holistic approach nurtures the all-around development of the child: body, senses, emotion, intellect, creativity, and spiritual awareness. We cater to children between ages 2-11. However, from November 2017 and until further notice, we are not able to offer 2-year-old places at our Tottenham Nursery. The Tottenham Primary School opened in 1987 and the Nursery in 2005. In 1998, Sunrise purchased a piece of land in County Clare, Ireland, and expanded our scope of operation with Sunrise Farm. Sunrise is part of a worldwide movement known as Neo-Humanist Education, the aim of which is to encourage a universal human society. The interaction of different cultures in our London schools enriches the children with an integrated outlook. We feel that our children are our most precious resource and that by providing them with a holistic base for life we can help bring about a bright, more enlightened future. Great importance is given to the daily circle. Circle time creates a family feeling of togetherness, a chance to share and listen, to sing and dance joyfully. It is a special morning time celebration where the magic and the true heartbeat of the school can be experienced by all from the youngest nursery child to the oldest children and by the teachers as well. Practicing this meditation in circle time each morning develops the children’s concentration and awareness and most importantly, Ives them a direct experience of their own inner life. The children learn to be still and feel love. Before meditation time we dance and sing kirtan with our eyes closed and our arms reaching upwards in a gesture of openness, a willingness to receive positive energy from the universe. Such meditation and ideation develop in the children a sense of security and peace within themselves and a feeling of love for the universe to which they belong. After this quiet time, the children can listen to a story, enact a drama or have a learning moment. Circle time helps to develop each child’s intuitive, creative and spiritual capacity. Sunrise Primary School and Nursery provides Spiritual, moral, social, and cultural development (SMSC) which includes the promotion of Universalism which also includes the incorporation of British values by Enabling students to develop their self-knowledge, self-esteem, and self-confidence. Enabling students to distinguish right from wrong and to respect the civil and criminal law of England. Encouraging students to accept responsibility for their behavior, show initiative, and understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely. Enabling students to acquire a broad general knowledge of and respect for public institutions and services in England. Encouraging further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures. Encouraging respect for other people. Encouraging respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England. The school aims to take pupils to at least one place of interest per academic term as part of the British values learning curriculum. At Sunrise, we strive to awaken in the children a joy of learning and a thirst for knowledge that will remain with them all their lives. Imaginative play, games, and stories enhance instruction and the Montessori approach nurtures motivation and concentration. Yoga exercises, sports, and a vegetarian diet encourage a healthy and coordinated body. Music, arts, dance, and drama provide scope for Sunrise children to discover their expressive skills and a deep appreciation of the arts. Through gardening, nature studies, and care for animals, true ecological consciousness is awakened in the children who come to feel themselves as part of Nature. At Sunrise, the children practice a simple form of meditation. Feeling love within each day develops a direct experience of the inner self and a feeling of oneness with others and the world around. Sunrise’s unique curriculum imparts character-building values – integrity, moral courage, self-confidence, self-reliance, and a spirit of service. View full school

Sunrise Christian School has high standards for its teachers, as laid out in its Constitution. Not only are the teachers to be innovative educators but also of approved character with an innate ability to relate to children. All of the teachers of Sunrise Christian School are committed Christians, confessing Reformed theology. Sunrise Christian School is currently the only Christian school in Glasgow and one of the few in Scotland. We offer a thorough and excellent education that is based upon the Word of God and prepares children to serve God throughout all stages of life. Children need to learn Biblical wisdom, a quality that is desperately lacking in modern Scotland. Biblical wisdom is not just learning facts about the Bible, but learning how the Bible relates to all of life. Biblical wisdom bows before Christ in every subject of the curriculum. It honors Christ who is Lord of all of life. Our School seeks to consistently apply these principles through the whole curriculum to prepare our pupils to serve in His Kingdom. If you are a parent, we invite you to consider partnering with us for your child’s education. Christian education is an investment in their future and we keep our fees as affordable as possible. Check out the photos below and read through our site to see what sort of education your child will enjoy. If you want to see Reformation in modern Scotland, would you consider supporting the work of our School? You will find all sorts of reasons why a Christian school, like ours, is needed in Glasgow and how you can help support us. It is greatly appreciated. Sunrise Christian School is an independent primary school that aims to offer an excellent, Biblically-based education that encompasses all the recommended curriculum areas. The Vision and the Constitution of our School are based on a collection of Reformed confessions. We, as a School, are committed to creating a safe and friendly learning environment where each child will be valued and challenged according to their abilities and skills. We are bound, by our standards, to the highest degree of integrity and transparency. We are a non-profit organization and so aim to offer affordable school fees for normal working families. Sunrise was founded by parents for parents, and so we welcome parental involvement. We view education and schooling as a partnership with parents. We are committed to helping homeschooling families in their efforts to educate their children in Christian values. We seek to accomplish this by offering various programs for home-schooling families. Above all, we aim to glorify God and serve Him in all our endeavors. View full school

At Sunnyhill we develop our school so that it is a consistent, creative, and exciting place for our children and the community. We have high expectations of each other and we share the responsibility of making the school the best environment for children's well-being, learning, and safety. Sunnyhill is a large, expanding primary school with a Nursery and Children’s center in the heart of Streatham. By 2017 we will be fully three forms of entry in every year group from Reception to Year6. Since 2009 the school has gone from strength to strength. We have continued to develop a sense of purpose and clear direction within our school. Our school community is supportive of what is going on at Sunnyhill and there is a positive atmosphere about the future amongst all those who work to support and who have links with the school. We have a clear vision that we share with the Local Authority and our community of parents, Governors, teachers, and pupils to ensure that we are always focused on moving forward and that there is a clear direction for the immediate and long-term future. The school team has developed together creative ways of working and planning- by trying out new ideas we have had a positive effect on assessment and children’s learning. This creativity is backed up with a real sense of rigor. We know we are moving in the right direction- we now have confident pupils who are happy at school and staff who have good morale and enjoy coming to work. Sunnyhill is a happy place to learn. We are well on the way to meeting our goals and are clear about the way we need to move forward. We know that we can improve and look forward to the bright future ahead- we know that in many instances we already demonstrate that our provision is outstanding- one of our aims is to be outstanding across the board within the next few years and are committed to working as hard as we can to achieve this. We aim to develop our school so that it has consistency at its heart, that it is a creative and exciting place for our children and the community, that we have high expectations of each other, and that we hold each other to account. We are committed to educating holistically, focusing on the social, moral, creative, and artistic as well as the academic. We aim to give children opportunities to develop the knowledge and skills they will need for later in life. We strive to have high expectations of each other and of all our children encouraging them to always do their best. We are working hard to build a school community with positive relationships based upon clear values, respect, and support. We are proud of the cultural diversity that makes up our community, seeing it as a strength, which we celebrate at every opportunity. We are helping children see the importance of taking responsibility for themselves, their actions, and their learning. We are ambitious for our children and our school. Quality, Creativity, Consistency, and collaboration are what we work towards – they are at the heart of everything we do. At Sunnyhill we aim to make learning appropriate, creative, and fun- we plan creative learning journeys for our children, based on what we know they need to learn, what is relevant for them, the National Curriculum, and their ideas and interests. The process of planning a creative, quality rich learning experience is consistent throughout the school. Our curriculum map, the National curriculum, and the skills ladders are used as signposts along the creative learning journey- we use them in a cross-curricular way (so for instance, letter writing might be taught through a project all about The Romans). We look for connections wherever possible between subjects, projects, and ideas to help children remember as much as possible. Throughout their learning we look for opportunities for the pupils to review their learning as well as reviewing what they have learned themselves – these are like pit stops along the Creative Learning Journey to assess the progress the children have made against their starting points. View full school