EduCativ

Sunnyfields is a popular, award-winning primary school and nursery, set on extensive grounds. We believe that children learn best when they are enjoying their lessons and we ensure that children benefit from a stimulating environment. Our broad and balanced curriculum offers children exciting opportunities to become actively involved and responsible for their learning. Sunnyfields is a Rights Respecting School and children's rights are at the heart of everything that we do. Our pupils value the education they receive and are keen to achieve. All staff works hard to ensure excellent outcomes for all the children, with a firm commitment to support individuals to reach their potential. We are very proud of our school results which are in line with or above the national average for reading, maths, and writing at both Key Stage One and Two. As well as being the first Barnet school to receive the Level Two Rights Respecting School Award, we also received the Gold Award for Sports, Gold Award for Sustainable Travel, Silver Healthy Status, and the Quality Mark for Science and Religious Education. However, we are ambitious for our children and are currently striving towards Gold Healthy status and the Platinum Sports Award. We value the opinions of all our stakeholders and recently consulted children, staff, parents, and governors to find out their hopes and dreams for the future of the school to develop a shared vision for Sunnyfields. At Sunnyfields staff aim to encourage success and build aspirations within a supportive and inclusive environment that offers all children the opportunity to reach their full potential. We strive to ensure that high standards of respect and behavior enable our children to feel secure and happy regardless of their background, culture, gender, religion, or ability. Effective partnerships with parents, governors, and outside agencies are a vital and fundamental part of our success. Our vision is for Sunnyfields to be a small school doing big things. A school that delivers an exciting, well-rounded curriculum where children and adults work collaboratively, celebrating each other’s achievements. Through our inclusive approach, we foster tolerance and respect, challenging children to take ownership of their learning, nurturing them into lifelong learners. We appreciate the effective partnership with parents who enjoy the strong community spirit. At Sunnyfields, we promote fundamental British values through our ethos, the curriculum, spiritual, moral, social, and cultural development, and through our work as a UNICEF Rights Respecting School. Children have many opportunities for their voices to be heard. We have a school council which meets regularly to discuss issues raised by pupils. Two council members for each year group are voted by each class. School Council is also involved in the recruitment of new staff. At Sunnyfields we use Building Learning Power as part of our aim to develop independent learners with a growth mindset. Lifelong learning is our birthright. We can continually develop our capacity to learn throughout our lives. We are all learners every day of our lives it’s just that sometimes in our busy schedules we can lose sight of this wonderful capacity, worse still we can take it for granted and then assume that our children will just "pick it up"! At Sunnyfields we believe that every child should be allowed to take part in Sports. We are firm believers that children who do well on the sports pitch receive a confidence boost that helps them do even better in the classroom. Therefore, we try to ensure that all children enjoy a range of Sports and benefit from the experience. As a result, Sunnyfields has been awarded the Sainsbury's School Games Gold Award. View full school

Sunningdale School is a family-run boys’ prep school of 110 pupils in Berkshire. Founded in 1874 it stands in 25 acres of mature gardens and grounds. The school is excellently situated just 45 minutes from London, 20 minutes from Heathrow, and 15 minutes from the M3, M4 and M25 Motorways. Sunningdale aims to provide a happy and supportive environment in which boys can prosper both as individuals and as members of the school community. We also aim to prepare boys both academically and socially for life at public school. Our record at Common Entrance is outstanding and boys from Sunningdale have gained 10 scholarships to public schools in the last three years. The school has its chapel. It also has a house in Normandy to which each boy goes for a week three times during his time at Sunningdale. Sunningdale is a traditional boarding prep school but we are always looking to the future. We aim to instill traditional values of good manners, hard work, involvement in school life, and kindness in all the boys. We encourage the boys to develop six key qualities: Kindness Honesty Courage Resilience Self-discipline Zest for life We believe that these qualities set the foundation for a happy and successful life. For every boy at the school, we want to find the things they love, their ‘spark’. We want to help them develop their strengths and be the best that they can be. This builds confidence and encourages them to try new things without fearing failure. Good teaching and learning are at the heart of what we do. We want the boys to be enthusiastic about their learning, actively participate in the lessons, ask questions and develop a lifelong love of learning. We firmly believe that outstanding extra-curricular provision is an essential part of a child’s education. We are committed to offering the boys a wide range of opportunities in sport, music, art, drama, and other fields. We also aim to include all the boys in as much as possible, thereby ensuring that every boy has the chance to shine. We believe that children should develop a happy way of being together, that their self-respect leads to a respect for the rights and needs of other children and adults from their own culture and other cultures. We aim to do this in the context of a warm and welcoming Christian ethos so that all will develop strong Christian values. Our smaller size means that we get to know the boys incredibly well. We understand what makes them laugh, what they enjoy, what they are good at, and what they need help with. We tell them when they have done something well and we help them when they have found something more difficult. We are a big family in which every single member is valued. This makes a huge difference in the classroom as well and our academic record rivals any other prep school in the country. We are not academically selective but we get the absolute best out of every boy. We aim high, sending them on to the best public schools in the land. They all get the chance to try new things and to excel at the things that they enjoy. We have a huge program of sport, art, music, drama and other activities and we aim to find each boy’s passion and help him develop it. We are a boarding school that does boarding properly but we also understand the need to be flexible. Boys may weekly board until Year 7 but we are 70% full at weekends, which are packed with fun things to do. We also have a small number of day boys who are fully integrated into the life of the school. The school is non-selective and boys may enter in any of the three terms. We set high academic standards, though, and expect all the boys to do their best and to be ambitious. One of the most important things we do is to build academic confidence. We encourage the boys to take risks in the classroom, to answer even if they are not certain it is the right answer. It is so important that the boys take an active part in the lessons as they will enjoy them and learn a great deal more. We uniquely structure our forms, operating a form of the ladder system. Boys move through our form system as they develop academically and not simply because of their age. This means that boys for whom learning is easier are stretched and challenged and boys who find it a little more difficult are given the time and support to develop at their own pace. In their last two years, the boys set a full set of Common Entrance or Scholarship papers in their internal examinations so that by the time they sit the real thing, they know exactly what to expect. Sunningdale was founded in 1874 by Canon William Girdlestone. At that time it was a school for some thirty boys. In 1880 a Chapel was built and Canon Girdlestone was given special dispensation to conduct acts of worship in the School Chapel. In 1900 F.L. Crabtree took over as Headmaster and he was joined two years later by D.M. Smith who was joint Headmaster until 1924. In 1933 G.D. Fox became Headmaster. He was to do twenty years in the job. He did have five years away during the war, during which time he was awarded the Military Cross. Mr. Crabtree held the reins in his absence. C.E.W. Sheepshanks was headmaster from 1953 to 1967. He and his wife Mary, who is a novelist, ran the school until twin brothers Nick and Tim Dawson acquired the school in 1967. The Dawson twins ran the school for 38 years during which time the school went from strength to strength. Tim’s wife Prue was very involved in the domestic side of the school. In 2005, the current Headmaster, Tom Dawson took over and his wife Elisabeth is also heavily involved. View full school

Sundridge is a one-form entry Primary school and is maintained by the Local Education Authority. The school has been serving the local community of Kingstanding and Great Barr since the early 1940s. In 1995 the school was re-built and in 1996 we moved into our purpose-built school with all modern facilities. The school is situated on secluded, pleasant grounds, and has its own sports field and an attractive play area. We have seven classes, one for each academic year. The admission limit is thirty pupils per class. Children are admitted into our Reception class at the beginning of the school year in which they are five, via Birmingham Local Authority Admissions. Children transfer to their secondary school, from Sundridge, at the age of eleven. We aim to ensure that each child has a happy and successful time in our school and we are committed to working in partnership with parents to achieve this. Pupils have PE sessions timetabled per week through which we develop the six areas of activity as set out in the National Curriculum – Dance Games Gymnastics Athletics Outdoor and Adventurous activities Swimming. Children are allowed to swim during KS1 and KS2 and we aim for all pupils leaving the school to be able to swim at least 25m. Sports taught include football tag rugby netball basketball kwik cricket and short tennis, dance, multi-skills as well as athletics. All pupils take part in a range of tournaments and sports festivals both within the school between year groups and with other schools. During the Autumn term, we have developed our link with our local church when Father Philips from St Mark's Church led our school Harvest celebrations. The food that was donated was sent to Birmingham City Mission. We offer a variety of after-school clubs for the children to take part in such as the arts and sporting activities. At Sundridge Primary, all pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for young pupils to make informed choices, through a safe environment and an empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our Religious Education, E-Safety, and PSHE lessons. Sundridge Primary is a diverse school. We actively promote diversity through our celebrations of different faiths and cultures. Religious Education lessons and PSHE lessons reinforce messages of tolerance and respect for others. Our rich curriculum and inclusive ethos illustrate our commitment to exploring our diverse school community. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. View full school

Summerside is a vibrant, inclusive, and culturally diverse school. We celebrate children’s different cultural backgrounds. Adults and children make new children welcome. We have a specialist provision in our school for Deaf children, where children are fully integrated into mainstream classes. Children enjoy coming to Summerside to learn. They are excited about learning new things and making progress. Our staff works hard to ensure that our learners have the skills that they need to succeed in life. We provide excellent pastoral support for children, including kind adults who will listen, trained counselors for children experiencing difficulties, and Learning Mentors. Our children care for each other and play safely together. We are proud that the children at Summerside are extremely polite and well-behaved. At Summerside, we pride ourselves on offering a creative and positive learning environment where all children have the opportunity to be successful and feel valued. We aim to create a secure and safe school where all children can develop confidence, self-esteem and feel successful. Every individual is allowed to grow personally, socially, and academically. All of our staff are committed to providing outstanding teaching and learning which is fun and creativity is at its heart. This will enable each child to achieve the highest possible standard and the academic and social skills necessary for their future education and life in society. “Summerside is a fully inclusive school, where all pupils are valued as individuals and supported in realizing their true potential. At Summerside, we believe that reading is fundamental to the development of children’s language and imagination. There is lots of research to demonstrate the links between good reading skills from an early age and future success in life. That is why we want all our children to be readers, be passionate about reading and develop a love of books. We hold many themed Book events including Scholastic Book Fairs, World Book Days and we are developing our links with local authority libraries – North Finchley Library. We regularly have authors and storytellers in for workshops and we are developing Buddy Reading sessions across our school. Children are innovative when developing their passions for reading including organizing and running their own Book Exchange Library. Nestled in the heart of our highly inclusive school, the Resourced Provision has places for twelve children from Nursery to Year 6. It combines the advantage of mainstream education with highly specialized support and intervention for deaf children. Our approach to communication and supporting children is child-centered. Communication preferences for each child are discussed and reviewed with parents and staff. We can provide a broad range of communication support. This is appropriate for children who are oral/aural, those who use British Sign Language, and for children who use a combination of both. In line with this, every child in the Deaf Provision has a Communication Profile detailing their current communication methods and best practice for working with the child. Places are available for children with moderate to profound hearing loss and a Statement of Special Educational Need and delayed language development. We recognize the importance of combining inclusive education and specialist support. Children are based in mainstream classes according to age. They are supported in class and withdrawn with support as appropriate. We aim to enable pupils to acquire language and communication skills so they can fully access the curriculum. The Summerside team includes Teachers of the Deaf, Communicators, a Deaf Tutor, and support from NHS Speech and Language Therapists in partnership with parents or carers. All school staff is encouraged to learn British Sign language to level 1. We provide daily audiology checks and liaise directly with local audiology clinics. The rooms in the Deaf Provision are acoustically treated to provide very good listening conditions for the children. All mainstream classrooms and halls have sound-field systems to provide improved amplification of the teacher’s voice. Some classrooms and the halls have additional acoustic paneling to further improve the quality of sound for the children. We value home/school links and use individual home/school books as a means of communication. We record what the children have done in school using text and pictures and we encourage children and parents or carers to do the same at home. We are very happy to discuss the children’s progress with parents or carers by phone, email, or in-person informally. We have termly coffee afternoons for parents and staff to meet informally. View full school

A co-educational boarding school in Suffolk, England - The original alternative 'free' school. Founded in 1921, it continues to be an influential model for progressive, democratic education around the world. Summerhill is the oldest children's democracy in the world. It is probably the most famous alternative or 'free' school. The system that Summerhill employs is not only about education - it is also a different way of parenting which eliminates most of the friction and many of the problems experienced by modern families. "Summerhill is a real place, not a utopia. Living in a community of around 100 people is not always easy. Everybody is learning about themselves, and on a bleak January day, with the east wind blowing, things are sometimes not wonderful! But Summerhill in the summertime is lush, green, and not unlike never-never land. It is more of a family or tribe than a school - full of companionship, laughter, and real feelings. “All crimes, all hatreds, all wars can be reduced to unhappiness,” wrote A. S. Neill, founder of Summerhill School. Today, all over the world, education is moving towards more and more testing, more examinations, and more qualifications. It seems to be a modern trend that assessment and qualification define education. If society were to treat any other group of people the way it treats its children, it would be considered a violation of human rights. But for most of the world's children, this is the normal expectation from parents, school, and the society in which we live. Today many educationalists and families are becoming uneasy with this restrictive environment. They are beginning to look for alternative answers to mainstream schooling. One of these answers is democratic or 'free' schooling. There are many models of democratic schools in all corners of the globe, from Israel to Japan, from New Zealand and Thailand to the United States. The oldest and most famous of these schools is Summerhill, on the east coast of England. Summerhill School was founded in 1921 at a time when the rights of individuals were less respected than they are today. Children were beaten in most homes at some time or another and discipline was the keyword in child-rearing. Through its self-government and freedom, it has struggled for more than eighty years against pressures to conform, to give children the right to decide for themselves. The school is now a thriving democratic community, showing that children learn to be self-confident, tolerant, and considerate when they are given space to be themselves. Summerhill School is one of the most famous schools in the world and has influenced educational practice in many schools and universities. The democratic school's movement is now blossoming internationally, with many schools far and wide being based upon the philosophy of A. S. Neill or inspired by reading his books. Summerhill is a community of around a hundred people. About 75 of these are children aged between 5 and 17. The rests are teachers, house parents, and other staff. It is situated in a large much loved, Victorian house and grounds, two miles from the coast of Suffolk. Most of the children board during the term time, though there are day pupils as well. As the younger ones grow older, they usually prefer to sleep at school. Summerhill is co-educational and enjoys the diversity of pupils from throughout the world. There is a wide choice of subjects, up to the GCSE level. A new timetable is created each term when the older children have "signed up" for classes, though there is no compulsion to attend. As well as the structured timetable, there is free access to art, woodwork, and computers. The staff meets regularly to discuss any problems or concerns. A Special Attention List monitors new children and those who may have problems relating to learning. Staff will consider various actions to assist the child. For example, if a child is nervous about the classroom, one-to-one lessons can be offered. This is the case for fast or slow learners. Pupils can take exams early if they wish and most pupils take some GCSEs before they leave, but of course, they have the option not to take any at all. The important freedom at Summerhill is the right to play. All lessons are optional. There is no pressure to conform to adult ideas of growing up, though the community itself has expectations of reasonable conduct from all individuals. Bullying, vandalism, or other anti-social behavior is dealt with on the spot by specially elected ombudsmen or can be brought to the whole community in its regular meetings. The school is set in twelve acres of garden and woodland with plenty of space for cycling, hut building, tree climbing, bonfires, camping, imaginative games. There is a swimming pool for use in the summertime, a tennis court, playing field, basketball area as well as table tennis indoors. Summerhill is a happy and caring community that recognizes the importance of expressing emotions and learning through feelings. There is general openness and honesty among the community members. Staff does not use adult authority to impose values and solve problems these are solved by the individual with the help of friends or ombudsmen or by the community in meetings. View full school

A very warm welcome to Summer Fields. We are a full-boarding and day school for boys aged 4-13, situated in a prime location in the heart of Oxford and within easy reach of London and several airports. We have 70 acres of beautiful grounds and the boys take full advantage of this exceptionally pleasant environment. At Summer Fields we nurture the boys academically, morally, spiritually, and culturally to develop their confidence and sense of independence. In doing so, we help them to discover talents, interests, and values that not only prepare them for the next stage of their education but which stay with them for life. Summer Fields has an outstanding record of winning awards and scholarships to top public schools like Eton, Harrow, Radley, Stowe, and Winchester, among others. This success is dependent upon dedicated teachers who inspire the boys to work with enthusiasm and enjoyment. We are fully committed to boarding life: there are a vast number of activities on offer and the school’s exceptional facilities provide an ideal setting for the boys to cultivate their talents. The extracurricular life of the school is active both during free time and in more structured clubs. We aim to provide education of the highest quality, whether it be intellectual, moral, technical, or physical. We seek to instill a love of learning in our boys, and we endeavor to offer them the fullest opportunity to stretch the boundaries of their ability. The curriculum is varied, stimulating, and demanding, but flexible enough to suit the ability of each boy. Self-motivation, an enquiring mind, and an eagerness to learn are all cultivated. Most importantly, boys learn how to learn - a skill that lasts a lifetime. We teach a traditional curriculum, with Common Entrance the ultimate goal for the majority of our pupils. This involves structured teaching in all the core subjects (English, Maths, Science, French, Latin, and Humanities), with regular practice in the exams which they will ultimately sit when they approach the end of their time here. However, we intend, in most cases, to go further and wider than the constraints of the exams. Lessons are varied and stimulating, often involving collaboration and pairwork, and always involving challenge and discovery. Against this backdrop we take every opportunity to open our boys’ minds to other areas of learning: Drama, Art, Music, Sport, and PSHE are non-examined subjects that constitute an important part of the curriculum, providing an essential complement to the work in the classroom. We view them as just as important as the core subjects we aim to prepare boys for life in the 21st century, for lives and careers where creativity, imagination, and curiosity will be as important as a clutch of top exam grades. It is an inevitable fact of senior schools today that most boys will be required to sit assessment tests before they take Common Entrance. These assessments focus on both academic and extra-curricular ability. To prepare boys for these, we run a structured program of interview practice and familiarisation with the computer-based IQ tests. We expect that boys will enjoy these assessments and will give a good account of themselves they should certainly have no fear of them! View full school

Sudley Infants is a very successful school, where children are at the heart of all we do. Our ethos is summarised in our school motto – Building Bright Futures. At Sudley Infants, we aim to create a secure, caring and stimulating learning environment in which everyone can develop and do well. We share a commitment to achieving the highest possible academic standards, alongside the development of our children as confident, caring, and responsible citizens. At Sudley Infants, we firmly believe that a key factor in helping children develop and achieve lies in the relationship between home and school and we work hard to ensure there are many opportunities for parents/carers to work with us. At Sudley Infant School we want to engage pupils to become skilled and self-motivated, lifelong learners, through an enjoyable, memorable curriculum. Children are encouraged to observe, explore and investigate the world of science, so developing their understanding, knowledge, and skills, so that they may increasingly apply these in further investigations. We aim to provide the children with a variety of opportunities to experiment with different media and techniques, in 2 and 3 dimensions, and to promote awareness and enjoyment of artwork from many cultures. We aim to develop the children's design and technology skills so that they may investigate a need or respond to opportunities to make or modify by planning effective ways of working, organizing appropriate resources, and evaluating their designs. We aim to develop an awareness and appreciation of scenic features and the nature of the built environment concerning our society and the wider world. The children should be able to use the computer as a friendly aid to access information, use CD Roms, and word process their literacy work. They are taught basic coding and debugging and how to stay safe when using the internet. To generate awareness of our multi-cultural society, to develop links between the community and the school, encouraging greater trust and understanding. We aim to involve children in enjoyable musical activities in which they may participate as performers, listeners, and composers, using a variety of styles to develop musical concepts. We aim to help children examine their own and other people’s attitudes and values and to be able to make informed decisions. We allow children to develop respect for themselves and others by discussing self-esteem and positive images. Children discuss various aspects of hygiene and healthy eating which helps them acquire the knowledge and understanding that will enable them to choose healthy lifestyles. During the Foundation Stage, the Reception curriculum is organized into seven areas. The prime areas of learning are Communication and language, Physical development, Personal, social and emotional development. The specific areas of learning are literacy, Mathematics, Understanding the World, Expressive arts, and design. These areas of learning are developed throughout the year within a variety of studies. Early in the school year, the children are allowed to enjoy a variety of books and begin to read. When appropriate they will begin to record simple writing and maths work. Our new Reception outdoor play area is enjoyed by the children as they further develop their skills. All tasks within the subjects are taught through carefully planned, well-organized, and interesting study units which the children find stimulating and enjoyable. View full school

Welcome to Sudbury Primary School. Our mission statement ‘Working together in harmony to develop confident, well-educated learners with healthy minds and bodies, who are independent, resilient, motivated, and committed to lifelong learning’ reflects our aspirations for our students to work together and be the best that they can be and this applies to every student who attends our school. These are the values that are celebrated and upheld across the academy so that students of all ages enjoy learning and developing the skills they need to achieve even more success through their transition to High School. Our modern world-class learning environment is exceptional having benefitted from an investment of millions of pounds over the past few years enables the school to provide an outstanding music suite, exclusive drama venue, and a nature garden to name just a few. Learning at Sudbury is outstanding and this is something that we are very proud of because it is this that makes such a difference to the engagement and success of all our learners. Assessment of children’s progress and attainment is fundamental to providing relevant and challenging education. Teachers use daily formative assessments to plan the next steps in learning and to differentiate learning within their class. Children become a part of this process as we ask them to regularly reflect on their achievements and acknowledge their progress and targets. We know that children can achieve more when they are aware of what they have learned and where they need to improve. Greatness comes with hard work and challenge, dedication and perseverance, and sharing the journey of success with others over time. The overriding aim of Sudbury Primary School is to instill in children a love of learning. We inspire children to relish a challenge, persevere, enquire and reflect whilst developing their skills, knowledge, and understanding, in preparation for later life. Providing equal opportunities for all pupils in a happy, secure, and stimulating learning environment. Children learn to discover themselves, having the confidence to develop their unique talents whilst respecting and valuing the contributions of others. Setting high standards across all aspects of school life and have ambitious expectations for all children. The Curriculum at Sudbury Primary follows the 2014 National Curriculum and is organized around six half-termly themes/topics/units. The school has opted to follow the National Curriculum 2014 to ensure the children receive a broad and balanced curriculum and ensure a smooth transition into high school. Our pupils are encouraged to read for pleasure and to read widely. We use the Oxford Project X Reading Scheme and Letters and Sounds phonics program. We are also introducing the ‘Power of Reading’ scheme to further secure the link with reading and writing. Writing is an integral part of learning at Sudbury. Children have the opportunity to have their work published by regularly submitting their work to ‘Young Writers’ competitions. We use the Letterjoin Handwriting program to develop handwriting, with cursive writing from year one upwards. Democracy is an important part of pupil’s learning at Sudbury. Pupils have the opportunity to have their voices heard. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. Children are given opportunities to devise class rules and discuss their opinions on appropriate sanctions. Dojo points are used both as an incentive and a sanction to reinforce school rules. Visits from organizations such as the Police, Fire Service, charities, etc. are regular parts of our calendar. Children also benefit from theatre groups and workshops to reinforce their understanding of their role as citizens living in a democracy. Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. We educate and provide boundaries for young pupils to make choices safely, through the provision of a safe environment and empowering curriculum. Respect is the first of our 5 Sudbury Values and pupils regularly discuss in class and assemblies what this means and how it is shown. All adults within the school role model the values and children and parents know that these underpin all policies and practices, including our behavior policy. View full school

Sudbourne Primary School is a happy, thriving, and successful school in the heart of Brixton Hill. The school is 1.5 form entry – this means that 45 pupils can be admitted in each year group. As a community school, our role is to serve the families in the local area, and the school's admission policy is in line with all Lambeth community schools. Sudbourne is an outstanding school with a reputation for developing and nurturing children both academically and pastorally. We are rightly proud of our achievements. We received a Pupil Premium Award from the DfE last year, and this year have been invited to join the London Mayor’s Schools for Success program in recognition of the outstanding learning outcomes of our children over the years, in particular for children from more disadvantaged backgrounds. This is a testament not only to the dedication and commitment of all our staff members, but also to the ongoing support of our parents/carers and, of course, our most important asset - our amazing children. It is also because inclusion is at the heart of everything we do. We strongly believe that our role is to provide a warm, friendly, safe place for children, no matter what their starting points in life are. At Sudbourne, our children develop a love of learning, create long-lasting relationships, discover and celebrate their hidden talents, and express their individuality. Visitors to the school comment on how noticeably happy the children are, how well behaved and courteous they are – simply, how much they love being at our school. This is because we believe that children learn best when they are having fun and are engaged in meaningful learning. Our team of talented, creative, and incredibly hard-working teachers and support staff fill every day with challenge, purpose, exploration, and kindness. It is our vision that Sudbourne children leave the school with a strong sense of self, independence, and an eagerness to learn and face new challenges, confident that they have a meaningful contribution to make to our world. Every person will develop aspirations and have the confidence to recognize that their potential is limitless. We strive to ensure every child at Sudbourne acquires and develops skills, creativity, and knowledge through stimulating and enriching learning experiences to become an enthusiastic lifelong learner. We are committed to nurturing every child to take responsibility for their actions and to have a sense of understanding and respect for others so that they may contribute responsibly and constructively to our local and global community. School is an integral part of the community. Sudbourne recognizes and celebrates diversity through the involvement of parents, carers, and local people. We are committed to ensuring that children develop the skills and acquire the knowledge to meet and surpass curriculum requirements. We set high standards and we are focused on our efforts to help children meet those standards. We are also sensitive to the needs and learning patterns of different children and we try to inspire them to recognize their potential and work towards achieving it. View full school

"We are a small school but big on ambition and determination". Studio @ Deyes offers a vibrant learning experience combining GCSEs, A-Levels, Btecs, and occupational qualifications. Here at Studio@ Deyes, we have created a unique and exciting school that develops students with high-level skills critical to a successful future. Immersing students in real-life, hands-on projects, is an extremely efficient and engaging way of learning. Through this method, students not only pick up core skills, such as Maths, English, and Science, but also learn and practice the softer, but equally important, skills employers are looking for – such as independent thought, responsibility, teamwork, and communication skills. By working in this way and collaborating with real companies, we have created an environment that nurtures well-rounded, mature, and confident individuals, who leave us fully ready for the workplace. Our students not only continue to gain qualifications at Studio@ Deyes but also become experts in their chosen pathway. Our vision is to revolutionize how we teach our young people and ensure they are properly prepared for work in a way that will enable them to smoothly transfer from the classroom to the workplace at whatever level and whenever they decide to enter employment. At Studio @ Deyes we offer a distinctive small school environment where every student is nurtured, every student is listened to, encouraged, and challenged to be the very best they can be. We create a “can-do culture” and teach our young people to aim high. We aim to create a creative and dynamic approach to learning where it is considered “Cool to Succeed.” We also understand that some of our students still need lots of support both pastorally and academically and so we aim to provide a secure, safe environment in which all of our learners are valued. We can confidently say that our students will be the leaders of the future who employers will want to nurture as employees. Studio@Deyes works closely with employer partners to ensure that students receive a full educational experience which not only ensures their academic progress but prioritizes their social and emotional progress. We want students to bring their passion for one of our pathways and we will work with them to turn their passion into a profession. Studio@Deyes offers pathways in Business, Engineering, and Fashion. We prepare our students as market leaders in careers from Civil Engineering through Fashion Buying. Employers support and work with Studio@Deyes to ensure that our students gain valuable real-life hands-on experience through enterprise projects and work placements. A personal learning approach is central to the ethos of Studio@Deyes. Every student receives one-to-one coaching. These coaching sessions ensure that students develop their ability to identify learning barriers and create solutions. Personal coaches support the individual needs of each student to meet and exceed, their targets. All students studying at Studio@Deyes will be encouraged to aim high, striving to achieve their full potential. Innovative teaching will place the students at the center of every lesson. Project-based learning brings live projects presented by employers into the timetable. Learning made practical, interactive, and engaging whilst achieving work-ready qualifications, alongside academic qualifications. A purposeful school experience that prepares Studio@Deyes students for success in their future steps. The breakdown of subjects in the KS4 curriculum will ensure that time is given to core subjects ensuring students will have the appropriate allocation of time to make and exceed targets set in English, Maths, and Science. The offer at KS5 allows students to take one of three pathways that all have a clear route into specific specialisms at Engineering, Business, Fashion (with Art & Design). View full school

We believe children learn best when they are enjoying themselves, and when what they study is targeted to their needs and interests. We build a new and creative curriculum designed around engaging topics. Our school ethos is around helping children to grow into successful, happy, and kind people. Individuals who feel part of society, understand their role in the world, and have attained the academic successes, social skills, and behavior to prepare them for life after Stroud Green - in secondary school and beyond. Building strong relationships with parents and families is also an important aspect of our work and ethos. The school sits at the very center of the community, offering the services to families that they need to support their busy lives. We have therefore opened a new nursery offering places to children from 1 to 4 years old. Stroud Green is a two-form entry primary school in Haringey North London. Our school aims to give you an insight into the school, as well as providing regularly updated information for the whole school community. At Stroud Green, we believe that children deserve - and thrive on - excitement in their learning. We have an engaging creative curriculum, where topics are based on the interests and experiences of our children. This is designed to encourage them to take ownership of what they study, to make it more engaging, and to inspire a life-long love of learning. School Motto: "Believe & Achieve". Stroud Green Primary School, part of a richly diverse community, is a place where all children flourish in a safe, happy, and stimulating environment. We are keen to support our children in many aspects of their life to become confident and resilient young people. We want our children to: Develop academically, creatively, physically, socially, and emotionally. Enjoy a broad, balanced, and enriching curriculum. Strive for high levels of educational achievement. Know that achievements are recognized and celebrated. We underpin this with an environment where: Personal responsibility, self-esteem, and concern for others is developed Cultural, social, religious, and other diversities within our community are recognized, valued, and celebrated Children feel secure, know what is expected of them, and understand that they will be supported in meeting life’s challenges Statement of Equality: Everyone has rights and responsibilities. Everyone has equal value to “ourselves”. Everyone in school is valued and treated fairly. We respect each other's cultures, languages, ethnicity, appearance, age family, intellectual ability and aptitude, talents, and religious beliefs. We will not tolerate anyone who disregards these values through sexism, racism, or bullying in any way. Stroud Green is proud to be an inclusive school. We are committed to achieving the best for all students. Inclusive education means removing barriers to learning and giving children the best start in their lifelong learning. We believe it is good for all children to be educated together. At Stroud Green Primary School we believe wholeheartedly in a broad, balanced, and creative curriculum. We know that children learn best when they are happy and engaged in their learning. We have a topic-based curriculum and children learn everything through a topic that changes half termly. Once a year we have child-initiated topics. At Stroud Green Primary Early Years Foundation Stage is the term used for the education of children in our Reception Classes. Technically 'Early Years Foundation Stage' encompasses Nursery and other ‘pre-school’ placements and is completed at the end of the year in Reception when children move into Key Stage 1 or Infants. (This comprises Years 1&2, whilst Key Stage 2 covers Years 3-6). At Stroud Green, our first aim is to settle the children happily into the school, as happy children are ready learners. To this end, the early days in Reception will largely mirror pre-school provision and children will move gradually towards more formal work over the year. Well-planned play is a key way in which young children learn with enjoyment and challenge. Through play, children explore and investigate learning experiences that help them make sense of the world, without fear of failure. However, there will be many children who are ready to work in a more structured way as the year progresses. We aim to challenge all the children and provide them with a range of opportunities and teaching strategies to extend their learning. View full school

Empowering girls to pursue ideals and knowledge unafraid Inspiring, enlightened, and intellectually rigorous — this is the education offered by Streatham & Clapham High School. Our pupils prosper in a vibrant setting that provides challenge and width of opportunity in a warmly supportive and enabling environment. They thrive on account of the school’s family ethos, which allows them to be known, valued, and nurtured as individuals. Equally, they draw strength and derive wisdom from the school’s rich social and cultural mix. Put simply, ours is an exceptional learning community. The pursuit of excellence is thus our defining feature. This is reflected in our examination results, which place us in the top 25% of independent schools nationally. But we nurture our pupils to attain success across the widest spectrum of activity, extending far beyond the conventional ‘academic’ horizon. In so doing, they learn the beauty of reason, the allure of the aesthetic, and the vitality of the physical. Our pupils, whether they are very able or late developers, learn to navigate the landscape of the human spirit and achieve beyond the realms of expectation. At the heart of our pupils’ success are our expert and alert pastoral systems. The care we extend to all pupils enables them to make outstanding progress, both academically and in their personal development. We strive to empower them to pursue ideas and knowledge unafraid. As a result, our pupils mature into confident, accomplished, and well-adjusted young women, prepared for the challenges of university education, their future careers, and everything else that their future lives may hold. We believe in inspiring all members of the school community to outperform expectations daily. Our pupils are nurtured to attain success across the widest spectrum of activity, extending far beyond the conventional ‘academic’ horizon. In so doing, they learn the beauty of reason, the allure of the aesthetic, and the vitality of the physical. Our girls—whether they lean to the sports or excel in the sciences, whether they are budding musicians or keen linguists—achieve beyond the realms of expectation, in the process becoming independent learners, confident in taking intellectual risks. We do not view outstanding pastoral care as an ‘add-on’ to our academic program. Neither do we believe that a ‘hothouse’ atmosphere is desirable or healthy. Girls achieve best if they are happy and settled in their social relationships. Hence the ‘family’ ethos of our school. How we nurture and value individuals are intrinsic to our girls’ success. This level of care and personal attention stimulates each of our pupils to make rapid progress. All members of staff, up to the Head Master, are easily accessible to pupils, providing for an environment in which pupils feel warmly supported and valued. We celebrate diversity and draw strength from the school’s rich social and cultural mix. The warm, vibrant, harmonious atmosphere at the school reflects the exciting diversity of the school population. In this uniquely dynamic environment, our pupils develop the values and attitudes that can make an enduring impact on the world around them, leaving the school attached to ideals and appreciating the joys of all that life has to offer. View full school

At Strathmore School, we aim to provide a happy, safe, supported, and structured environment in which each member of our learning community will flourish. As an organization, our school strives to meet both the educational and care needs of every individual within a climate of friendship, trust, and opportunity for development. We bring a culture of experience combined with contemporary understandings to provide a learning environment in which appropriate ways of working are planned for each individual. Each child and young person is special and important. At Strath more, we are proud of our inclusive, multisensory, and motivating approach to teaching Communication, Language, and Literacy. We believe that by truly knowing and understanding our pupils, we can deliver an appropriate curriculum for each individual. We aim to support every student to independence. As the children develop, they have access to different reading and writing routes based on a personalized learning approach, in line with their development. With support from OccupationalTherapy, the students develop the skills required to write. Word processing programs such as Clicker 6 have had a positive impact on the pupils’ ability to write expressively in sentences, or label pictures with nouns if they are unable to write using pens or pencils. In 2015 16, we carried out extensive research on learners who were not making progress with a phonics approach to reading. Because not all students can verbally pronounce sound sand blend, we knew we had to explore other ways to support the early reading skills. Each teacher plans their Communication, Language, and Literacy lessons to cater to their class groups. For some pupils, a multiskilled lesson can be most effective e.g. having a range of activities to access within the session based on different aspects in Communication, Language, and Literacy (guided reading, reading for pleasure, writing, communication, listening, speaking). Other class groups or individuals benefit from a discrete hour of writing, an hour of reading, etc…twice or three times a week. All pupils receive the recommended amount of Literacy/English teaching. As a school, we continue to develop our approaches in teaching Communication, Language, and Literacy in line with statutory guidance and the latest research-based advice. We improve our teaching and learning through copious observation, reflection, trialing new ideas, and collaborating with other SEN and mainstream professionals. We are very lucky to be able to draw upon our wealth of experience as a team and make very specific, personalized assessments to track pupil progress. Our therapy team provides excellent guidance and works in conjunction with the class team to integrate Speech and Language Therapy into all learning. The Children and Families Act, introducing major reforms to the SEN system in England, comes into force on 1 September. The Act changes how children and young people’s special educational needs (SEN) will be identified, assessed, and met, and will shape the future of a generation of children with SEN. The Bill aims to transform the system for children and young people with SEN by placing families at the center of decision-making. It sets out requirements that education, health, and care services should work together to provide coordinated support across all areas of a child or young person's life. Educational and medical staff work together as part of the interdisciplinary team, which is designed to meet the wide-ranging needs of pupils in the school’s care. Liaison with therapists is a key role for teaching and support staff, and this takes place via formal meetings and appointments as well as through less formal discussions. The Speech and Language Therapist is concerned with the management of disorders of speech, language, communication, and swallowing in children and adults. The therapist will diagnose problems in these areas and develop individual therapy programs to maintain and improve pupils’ abilities. Therapy might be carried out with the therapist on a 1:1 basis, in class as part of a communication session, or in pairs or small groups. Programs may include strategies such as PECS (Picture Exchange Communication System), Intensive Interaction, special dietary or feeding requirements. The therapists as well as the school's Makaton trainer can also provide training for staff and parents. The Prevent strategy is not just about discussing extremism itself, which may not be appropriate for all Strathmore children. It is also about teaching children values such as tolerance and mutual respect. The school will make sure any discussions are suitable for the age, ability, and maturity of the children involved. View full school