EduCativ

Single gate Primary School is a popular and oversubscribed school of average size. The school educates pupils from many different backgrounds. Many speak English as an additional language and, in total, 19 different languages are spoken by pupils. The school has an Early Years Foundation Stage, which is made up of a Nursery and a Reception class. The proportions of pupils with learning difficulties and/or disabilities have declined recently but are still above average. A high proportion of families claim free school meals. The school operates afterschool and breakfast clubs, which are run by the governors. At Singlegate we strongly believe in the concept of lifelong, child-initiated learning, where both adults and children learn new things every day. We maintain that learning should be a rewarding, enjoyable, and successful experience for everyone. Through learning and teaching opportunities we equip the children with the skills, knowledge, and understanding necessary to be able to make informed choices about the important things in their lives. We believe that appropriate learning and teaching experiences help children to lead happy and rewarding lives. Much time has been spent reflecting on what skills and experiences our children need to equip them for life in the 21st century and what constitutes an appropriately challenging and exciting curriculum. As a result, we have adopted a themed creative curriculum. Our creative curriculum is a carefully planned, thematic approach to teaching and learning designed to support children’s enquiring minds and stimulate and nurture their creativity. It offers the children the opportunities to work in more depth, giving them the time they need to reflect, consolidate and transfer knowledge, skills, and understanding across the learning experience as a whole. Our collaborative cross-curricular planning is closely referenced to the National Curriculum and programs of study to ensure coverage, progression in knowledge, understanding, and skills for all age ranges. There are clear links to specific subject areas in both planning and teaching, with a strong emphasis on the development of children’s Literacy, mathematical and inquiry skills. We encourage children to take responsibility for their learning, to be involved in reviewing the way they learn, and to reflect on how they learn best. There is greater flexibility of timetabling to allow for more sustained periods of focused learning targeted on the planned desired outcomes. Subject leaders closely monitor the progression of subject knowledge, understanding, and skills whilst also supporting the professional development and expertise of all teaching staff. At Singlegate School we recognize that as individuals we learn best in different ways. In our schools, we provide a rich and varied learning environment that allows all children to develop their skills and abilities to reach their full potential. Our school's ethos permeates all aspects of learning and teaching. The purpose of our creative curriculum is to ensure that the children at Singlegate and William Morris Primary School are provided with outstanding learning and teaching experiences that lead to consistently high levels of pupil achievement. Learning should be challenging, rewarding, and enjoyable. Learning involves child-initiated projects that captivate the interests and is directed by all children. Teaching should be relevant, creative, and enthusiastic. At Singlegate School we provide children with experiences that are fun and memorable, drawing upon their interests that ensure high levels of engagement and involvement. The emphasis is placed on helping all children fulfill their potential, not just academically but in all aspects of learning. We understand that as individuals we learn in many different ways, and respond best to different types of input (visual, auditory, and kinaesthetic) we, therefore, deliver teaching in different ways to address the needs of all of our learners and so retain their concentration, motivation, and application. We take into account the different forms of intelligence (for example, mathematical/logical, visual/spatial, interpersonal, and musical) when planning our delivery of the curriculum. We ensure the best possible environment for learning by developing a positive atmosphere where children feel safe and they belong, where they enjoy being challenged, but where they enjoy learning and know that they will succeed. The programs of study of the National Curriculum tell us the minimum requirement of what needs to be taught in Key Stages 1 and 2. The aim is that the required Knowledge, Skills, and Understanding are covered as many times as possible throughout the Key Stage. In our Foundation Stage unit, you will find an "Outstanding", inspiring and progressive indoor and outdoor setting that meets the needs of all children between the ages of three to five. With the support and encouragement of an enthusiastic team, children learn in a happy, safe, caring, and fun environment. The Foundation stage unit, including both Nursery and Reception, aims to continue to be a "model of excellence", where all our children have access to fun discovery resources that encourages them to engage happily in their independent learning. We also aspire to provide a stimulating and appealing approach to our working areas that at all times generate an interest and enthusiasm to learn. Children"s ability to have a go, to take risks, and display confidence are encouraged by our excellent and well-qualified team. We have adopted a key worker system and we strive to ensure that the children receive the care and the support they need to help them develop and progress in their learning. View full school

At Simon Marks Jewish Primary School we are committed to ensuring that every pupil leaves our school with high aspirations, an enduring enthusiasm for learning, and the confidence to address the world on their terms. We are committed to the concept of lifelong learning by identifying opportunities for professional development, Jewish family education, and community learning of a high standard. Central to our success is the significance we attach to the relationships between the school, the parent body, and the local community. Simon Marks Jewish Primary School is a one-form entry, inclusive, modern orthodox Jewish school which nurtures strong ties with Israel. We welcome children from across the spectrum of Jewish practice and also from local families who are sympathetic to and respect the school’s Jewish and inclusive ethos. The school will admit 30 children to the reception class, including children for whom the school has been named in an Education, Health, and Care Plan. In the case of oversubscription, the school will give priority to those who meet a religious practice test based on guidelines from the Chief Rabbi. Those applicants wishing to be considered as priority applicants for available places will need to obtain a Certificate of Religious Practice (CRP) based on criteria such as the family’s synagogue attendance, prior commitment to Jewish education, and voluntary work within the community. All unsuccessful applicants will be placed on a waiting list and children will be ranked on the list by the admission criteria above. The waiting list will be maintained throughout the school year. Ranking on the waiting list is strictly based on the admissions criteria listed above. Priority will not be given to children based on the date of their application. Parents should make a formal application to the local authority by completing the In-Year application form. The Supplementary Information Form and Certificate of Religious Practice should be returned to the school. Applications will be considered in conformity with the oversubscription criteria and without delay. If a waiting list exists for the age-appropriate class a CRP will be required and the applicant will be added to the list. If there is a vacancy a CRP might not be required. I f a place in a Reception class is offered before a child is of compulsory school age, parents can request that their child’s entry be deferred until later in the same school year. This means that the place is held for the child and is not available to be offered to another child. Parents would not, however, be able to defer entry beyond the beginning of the term after the child’s fifth birthday, nor beyond the academic year for which the original application was accepted. The school is committed to taking its fair share of children who are vulnerable and/or hard to place, as set out in locally agreed protocols. Accordingly, outside the normal admissions round the governing body is empowered to give absolute priority to a child where admission is requested under a local protocol that has been agreed for the current school year. The governing body has this power even when admitting the child would mean exceeding the published admission number (PAN). Simon Marks is a school where children learn to achieve through working with and helping others to respect the diversity of the community in which they live and learn to contribute to Jewish continuity and the wider society. We teach key skills and knowledge that lead to understanding and develop the confidence to succeed. We are committed to providing a caring, happy, welcoming environment that meets the needs of each child and ensures that all children have equal access to a broad and balanced curriculum including interaction with, and appreciation of, the arts. Our learning community is facilitated by a leadership structure that communicates the purpose and direction of the school and a system of informed continuous professional development. Our professional staff team actively seeks to take up opportunities to further their knowledge and skills. A word about the composition of the Governing Board membership: two are Parent Governors, elected for four-year terms by all current parents at the school. The staff elects a Governor too. And, as a voluntary-aided faith school, we currently have six Foundation Governors, appointed for three years each by the Simon Marks Jewish Primary School Trust. The health and safety of our pupils and staff are of the utmost importance. In recent years we resurfaced part of the school playground to remove some hazards and to install a softer play area. We are fortunate to have two full-time security guards, Greg Guzsaly and Iulian-Mihai Mereuta, who are employed by a security company approved by the Community Security Trust. Greg and Iulian are highly valued members of our school community and ensure children enter and leave safely with a known parent or carer. The school has a detailed policy covering all matters of health and safety, available on request from the school office. Children have unique personalities and abilities. We aim to meet the school community’s educational, social, emotional, and physical needs by creating an environment that encourages everyone to achieve their full potential. In the past two years, the government has allocated funds to enhance the teaching of Physical Education and promoting healthy, active lifestyles for all children. In 2013-2014 the school invested in new wall bars and apparatus in the hall which is accessed by all pupils during their indoor PE sessions. In 2014-2015 the school invested in new playground markings which all children access at playtimes making these times more enjoyable and active. View full school

At Sighthill Primary School we take pride in fostering a long and happy partnership with pupils, parents, and the community. We work hard to ensure that everyone is valued as a member of our school community and promoting mutual respect is key to this. Pupils are encouraged and expected to do their best at all times. We celebrate children’s achievements and successes daily to support children in developing their love of learning. We are very keen to develop strong home/school links with parents as we believe that this is key to supporting children’s learning and development. We at Sighthill Primary School are committed to encouraging the development of the whole child within the context of a successful school community where everyone has high expectations of their own and others’ behavior. We aim to ensure everyone is: Safe Healthy Active Nurtured Achieving Responsible Included We adopt a zero-tolerance approach to behaviors such as aggression, racism/xenophobia, sexism, intolerance of others, and bullying. We use a restorative approach with the children to deal with any of these concerns. At Sighthill, we encourage good behavior, manners, and work habits at all times. We recognize that positive relationships foster the best learning. Merit Awards are given to recognize good behavior and performance. Pupils are awarded: a BRONZE CERTIFICATE on achieving 25 Merit Awards a SILVER CERTIFICATE on achieving 50 Merit Awards a GOLD CERTIFICATE and Gold Medal on achieving 100 Merit Awards. Curriculum for Excellence balances the importance of knowledge and skills. Every child is entitled to a broad and deep general education, whatever their level and ability. Every single teacher and practitioner will be responsible for literacy and numeracy – the language and numbers skills that unlock other subjects and are vital to everyday life. It develops skills for learning, life, and works to help young people go on to further study, secure work, and navigate life. It brings real life into the classroom, making learning relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgments, challenge, enquire and find solutions. There are new ways of assessing progress and ensuring children achieve their potential. There are now new qualifications for literacy and numeracy, and new National 4 and 5 qualifications. Our well-regarded Access, Highers, and Advanced Highers have been updated to take account of and support the new approaches to learning and teaching. There is personal support to help young people fulfill their potential and make the most of their opportunities with additional support wherever that is needed. There is now a greater emphasis on looking after our children’s health and wellbeing – to ensure that a school is a place where children feel safe and secure. We have an Active School coordinator who is working with us to provide clubs in which the children have shown an interest. Our P1 and P2 clubs tend to run at lunchtime and we also have many activities taking place after school. The new program this session looks exciting so please encourage your children to sign up for these as if these are not well attended they will have to be canceled! For all our children to succeed, we must all work together. All those involved with the children’s development are called ‘stakeholders !’ Apart from parents and carers, we are also supported by stakeholders such as charities and various other agencies: Speech and Language Services Additional Support Services Child and Adolescent Mental Health Services Social Services, and many more. View full school

Side by Side Special School is a community school offering a unique environment for all its children. It is located in the London Borough of Hackney primarily attracting local Hackney and Haringey families, although we welcome everyone irrespective of their location. The school is registered under the Department for Education to offer education to children from the age of 2 till 19. The school actively encourages parents and the community to be fully involved in the school. We value parents' input into their child’s education and encourage them to fully participate in our setting. Parents will be valued and respected, kept informed, consulted, involved, and included in the setting. Side by Side aims to provide an outstanding Torah and secular education for all children. The school works closely with the parents to support the children with special educational needs in enabling them to become independent and valued members of our community. All eligible 2-year-olds can access up to 15 hours of free early education up to 570 hours a year. These 15 hours can be taken as flexibly as your childcare provider can offer. Children become eligible for the term after their second birthday. 3-5-year-old free entitlement spaces available (from the term after a child reaches 3, each child is entitled to a set amount of free childcare until the term after their 5th Birthday). For all eligible 3 and 4-year-olds, we can also access an additional 15 hours of free childcare. Side by Side has robust Health Care policies in place and structures to support all the pupils and their specific needs. We have links with the local NHS healthcare professionals who advise and provide training to staff as required. Parents need to inform the school manager of any changes in their child’s medical and health needs to ensure our records remain up to date. Fire Safety is taken seriously in the school and we have an up-to-date Fire Risk Assessment in place for the school and ensure that each term there are up to 2 fire drills for staff and pupils to be able to familiarise themselves with our fire procedures. The children are entered on National Programmes that match their cognitive levels and interests at Key Stage 4 and 5. We are proud of the achievements of our pupils in several ASDAN qualifications. These include the Transition Challenge Programme, Youth Awards, and Employability. Our students have worked within the Bronze Level Award in the Youth Awards and Entry 2 for Employability. They further their opportunities by advancing their qualifications & move on to Functional skills where they master numeracy and literacy skills to help them prepare for adulthood. Also, all our pupils across all the key stages have consistently achieved well in all subject areas specifically concerning Numeracy & Literacy skills, when compared with other children who have similar needs using the CASPA’s analysis of Special Pupil attainment measure. Integrated provision for all children (2 – 5 years old) whether mainstream or special needs. The nursery encourages the children to learn and play side by side in a highly staffed environment ensuring all the children’s needs are met. Our team of therapists is also available to support those children who require additional input. The school offers specialist educational and therapeutic intervention for children 5 -19 years of age. All the children have Education, Health & Care Plans (EHCP) with the programs designed to meet the specific needs of each child within the context of small class groupings. Our policy is to integrate all new children into the classroom as quickly as possible, even where the home language is not English. Our staff support all children and ensure they are fully included in all activities and understand what is required of them. We have bilingual teaching assistants who can also support the children. Where it is found that a child is finding learning English difficult we will put in a range of interventions to support them. Our Therapy team comprises Speech & Language, Occupational, Music, and Physiotherapists. All our therapists are registered with the Health and Care Professions Council and have many years of experience. Therapists support the children on a 1:1 basis, with a small group and classroom-based intervention. Therapy goals are consolidated throughout the week by our teaching assistants. Also, where appropriate, the teachers incorporate these goals into their classroom sessions. We aim to support our children to be able to integrate and spend time in one of the local mainstream schools. This enables them to have the opportunity to learn and play with children of similar age. This helps them develop important social skills, raises their self-esteem, and makes them feel a part of the wider community. Through individualized education and therapeutic programs, some of our children can progress and transfer their placement to a mainstream setting. Side By Side staff will assist and support them through this transition. Side By Side provides an after-school club for secondary-aged young people. Activities are varied and include sports, IT as well as life and work skills. Throughout the school year, we organize a range of additional activities aimed at expanding experiences and opportunities for all the children. View full school

At Sidcot we understand how difficult a decision selecting a school can be. We recognize that, just as all children are different, so too are schools. To help you decide if Sidcot is the right school for you we have identified several things that make us different. Sidcot's approach is different from other schools. The environment we live in, how we teach and our Quaker values and heritage make Sidcot distinct. What matters when you’re choosing a school? Let us tell you a little about what matters to us. Curiosity, simplicity, equality, empathy, personal responsibility, speaking up, and being heard. These are all part of the Quaker philosophy that underpins life at Sidcot School. At Sidcot we are justifiably proud of our student's academic record. We are equally proud of their social skills, their emotional intelligence, their resilience, and their determination to make a difference in the world. It’s no surprise that these personal qualities go together with academic excellence. It’s our experience that curiosity and the confidence to enquire fearlessly - to live adventurously, as our Quaker philosophy puts it - leads children to be better motivated and more at ease with themselves as thinkers and learners. We don’t cram children at Sidcot, because we don’t have to. This is a kind, purposeful place where we educate the whole person for a life of active, responsible citizenship. From an early age, Sidcot students experience a community where it is clear that independent thought is encouraged and curiosity is a way of life. We aim to educate the whole person, to equip them with practical and personal skills alongside their qualifications. We know we’ve succeeded when our students go out into the world with an insatiable interest in all that life has to offer. Our teaching staff is motivated by curiosity and a lifelong love of learning. They want to pass that enthusiasm on. They use imaginative teaching methods that encourage students to see learning as an exciting creative journey that everyone can take part in. A journey that doesn’t end when they leave school or university. We want our students to have interesting lives. We want them to have the confidence and motivation to develop their talents and the desire to put those talents to good use in the world. Sidcot students live and learn in an environment that is beautiful, well cared for, and rich in experiences. We encourage them to see school as a place to explore and experiment, to follow their instincts, and develop their interests. Every day brings opportunities, and the resources to make the most of those opportunities. In arts, sport, sciences, music, students have access to top-quality facilities and excellent teaching. They learn in small classes in an atmosphere of optimism and inquiry. Often they’ll work with students from other year groups, learning from each other and developing a sense of community and shared responsibility. We are proud that our graduates are often described as people who can ‘talk to anyone. Lifelong friendships are made at Sidcot – and lasting love of life. In keeping with the ethos of its Quaker founders, Sidcot School has always been outward-looking and pioneering. It is part of our educational approach that we enrich learning by increasing awareness and sensitivity to local and international matters. Social and ethical issues around social responsibility and peace and sustainability are live topics within the school. Students examine and discuss them, and reflect on their intellectual and emotional responses. In doing so they come to understand how their actions can make a difference, and to appreciate the value of making a purposeful contribution to the world. Our students choose a wide range of occupations and most go on to study at University. Along with their academic success, we also expect them to leave us as confident individuals with open minds and hearts. In the words of the Quaker's values, we want them to have learned to ‘Let your life speak’. Equality is one of the key Quakers values and it is central to life at Sidcot. During their time at Sidcot students learn to speak up for their own opinions and values, and to listen with interest to the views of others. In lessons and school activities, everyone is encouraged to contribute to discussion and debate: not taking over, not opting out. In this way, students develop an enthusiasm for collaboration and co-creating. Their fellow students are often people whose stories are very different from their own: people from different backgrounds, different countries, races and religions, and people with different abilities. In this rich social environment, students come to take pride in their individuality and to enjoy the individuality of others. View full school

Sibford School is a co-educational, independent school for children aged 3-18. With a large campus and a wide range of facilities available to our pupils, we offer small class sizes alongside a diverse education that builds a strong foundation for learning while encouraging our students to learn about themselves and the world around them. Sibford School’s Quaker ethos has underpinned all policies and practices since the school was founded in 1842, and is expressed today through the following aims: To create and maintain a culture in which all members of the community can be themselves, developing confidence, self-esteem, and tolerance by ensuring a secure setting in which they feel valued and respected. To enable every pupil to recognize and acknowledge his or her talents and to help each one realize his or her full potential. To meet the needs of our pupils, be they educational or pastoral. To provide our pupils with a thirst for lifelong learning and an active concern for their immediate environment and the wider community. To welcome parents into a partnership embracing trust, understanding, and mutual support. The following values are central to our life as a community here at Sibford School: Respect Resilience Relationships Responsibility Reflection There is something very special about walking through the doors of Sibford School. When lessons are being taught there is a remarkable sense of calm and peaceful study. However, at all other hours, the sounds of our happy, engaged, and energetic community are very much evident. Sibford is a family school that is built upon outstanding pastoral care and a values-based approach to education. Small class sizes and strong relationships built upon mutual respect are the bedrock of all that we do. Our intake of pupils is broad inability with some exceptional academic talents and others who might find their talents lie more fully in other areas. Knowing each pupil as well as we do however means that we can support and encourage them to achieve their aspirations whatever these might be. Although we are primarily a day school we do have a thriving boarding community and offer full, weekly, and Flexi-boarding packages. To this end we offer the best of both worlds: pupils can start their day at 7 am and finish at 6.30 pm should they wish to and, by not having lessons on Saturdays it frees pupils up to take part in activities outside of school – or get involved with one of the many boarder’s activity trips should they wish to. We are proud to be an inclusive school where the individual matters. We have an outstanding Support for Learning department that teaches some remarkably talented individuals. Our Gifted and Talented and Scholarship programs also encourage and guide our pupils to aspire to great heights. View full school

Shrewsbury School has a world-class reputation for all-around excellence. Fully co-educational, with a seven-day boarding heartbeat and an integral day community, we deliver a dynamic education that develops the abilities and enthusiasms of every individual girl and boy. School should be serious fun. Learning and enjoyment go hand in hand: in the classroom, through a vibrant co-curricular program, and in the communal life of the School. At Shrewsbury, we aim to provide the most diverse, challenging, and supportive environment in which all our children can thrive and exceed their expectations. A good education opens doors. This means getting the best possible examination results and qualifications. Academic excellence is achieved through a wide-ranging curriculum that uncovers and encourages a genuine love of learning, alongside inspirational teaching that challenges each pupil to strive for her or his personal best. However, examination certificates are just one product of education. Many skills, values, and aptitudes do not come with a piece of paper, but they are nonetheless vital for happy and purposeful living. A great education nurtures character and it lasts a lifetime. The Shrewsbury School motto gets to the heart of our vision: Intus Si Recte Ne Labora – ‘if all is right within, trouble not’. Ours is not a superficial, skin-deep education but one that seeks to develop the whole person. If our values are true, and we live by them with honesty and conviction if we look beyond the surface of things to question and champion independence of mind and if we learn deeply to lead lives of meaning, generosity, and purpose, then we will see the full fruits of a Shrewsbury education. We understand that the choice of the right senior school is as complex as it is important. With this in mind, a personal visit is the best way to form a view as to what makes Shrewsbury School so special. Shrewsbury School has a strong vision, derived from its position as a major co-educational boarding school of international reputation. It aims to instill a rigorous approach to academic work, based on the encouragement of independent thinking and intellectual curiosity. The school believes that learning should be a habit that is inculcated for life, not only a means to short-term examination success. Through its diverse opportunities, Shrewsbury School aims to encourage and enable pupils to become caring, thoughtful, confident members of society. Ambitious yet not arrogant, generous in spirit, interesting, interested, and able to respect and communicate effectively with people of all backgrounds. To this end, Shrewsbury will always strive to achieve the highest possible standards in the breadth and quality of its curriculum, the provision of its facilities and resources, and the achievements - whether academic, sporting, musical, theatrical, or artistic - of its pupils and staff. Shrewsbury delights in the uniqueness of its education a blend of values, traditions, inspiring people, a beautiful location, participation in the world beyond school, and a strong belief that life is what you make of it. View full school

Achievement, progress, challenge, inspiration, and enjoyment are at the heart of everything we do. We are committed to providing children with the very best education to ensure that each child reaches their maximum potential and develops a lasting love of learning and a sense of curiosity in the world around them. We know that children who feel respected and proud of themselves will learn best. Both achievement and perseverance are celebrated and recognized. Children are eligible to start Nursery in September after they have reached three and a half years. You can apply to the school once they are two and a half by completing an application form and returning it to the school office with official proof of address, dated within three months, and an official birth certificate. A general application form can be collected from the school office. Places will be allocated towards the end of the spring term, before your child starting in September. If your child was born between 1 September 2012 and 31 August 2013, they are due to start primary school in September 2017. n-year admissions are applications made for school places outside the reception class intake and Year Six transfer to secondary school in September each year. To make an in-year admission to Shoreditch Park School parents/ carers must complete an in-year transfer and send the completed form to Hackney Learning Trust. We know that children who feel respected and proud of themselves will learn best. Both achievement and perseverance are celebrated and recognized. We aim to deliver excellent education by providing a stimulating, rich and relevant curriculum that balances the rigorous teaching of core skills and knowledge with creative and imaginative opportunities. We believe in our role in shaping future communities and aim to ensure our children leave here as happy, successful individuals – sociable, thoughtful, confident, and equipped with the skills they need to do the best they can in their immediate environment and the wider world. Our expectations of the children and the adults within the school are high. We foster a welcoming, safe, disciplined environment where all children, families, and all other members of our school community are treated with tolerance, kindness, and respect. The curriculum at Shoreditch Park Primary school is constantly shaped and refined to ensure it meets the needs of our pupils. Learning is linked across the curriculum to enhance the children’s experiences and to facilitate a context-focused skills-based curriculum. We champion a holistic approach to learning and children are encouraged to reflect on themselves and their conduct as learners to support them in their learning journeys here at Shoreditch Park and beyond. Teaching children to read and write independently, as quickly as possible, is one of the core purposes of a primary school. These key skills not only hold the keys to the rest of the curriculum but also have a huge impact on children’s self-esteem and future life chances. We love reading at Shoreditch Park Primary School and linked with our Power of Reading Project we like to make sure that every classroom from Nursery to Year 6 has a well-stocked and inviting Book Corner. In our Book Corners, you can find everything from newspapers to poetry, non-fiction to fairy tales, and picture books to classic popular fiction. In all year groups, we encourage children to be reading at home every night. Sharing a book with your child is bonding, relaxing, and allows you to escape into another world with your child. Reading for pleasure will help develop your child’s vocabulary, communication, concentration, empathy, and imagination. Whether this is sharing books by reading together (when children are in Nursery, Reception, Year 1 and 2 this is crucial) or beginning to read more independently, we advise that all children read for 20 minutes a day. In Reception, Year 1 and 2 we encourage parents to practice the phonic sound cards at home with their child. These are available to buy from the school office. Most importantly of all, in all year groups, we encourage children to be reading at home every night. Sharing a book with your child is bonding, relaxing, and allows you to escape into another world with your child. Reading for pleasure will help develop your child’s vocabulary, communication, concentration, empathy, and imagination. Whether this is sharing books by reading together (when children are in Nursery, Reception, Year 1 and 2 this is crucial) or beginning to read more independently, we advise that all children read for 20 minutes a day. Child Protection is part of Safeguarding: it refers to the activity that is undertaken to protect individual children who are suffering, or are likely to suffer, significant harm. Shoreditch Park School recognizes that new technologies have become integral to the lives of children and young people in today’s society, both within schools and in their lives outside school. Children and young people have an entitlement to safe internet access at all times. However, the accessible and global nature of the internet and the variety of technologies available mean that we are also aware of potential risks and challenges associated with such use. Our PTA is about much more than simply fundraising. We want to provide closer links between home and school and it is an excellent way to bring staff, parents, and friends together socially in support of the school, working towards a common goal. It is fun too - just ask any of the Committee members or PTA helpers. Obviously, as in any organization, we have experienced some challenges but we believe that with the continued support of parents and staff, our PTA will succeed in its efforts. View full school

Shirley High School is a successful, oversubscribed, mixed, 6 form entry, 11-18 comprehensive school, set in a pleasant residential suburb of Croydon on a site exceeding 13 acres. We have a school roll of approximately 1000. We are very proud of our Performing Arts School Specialist status. To achieve this we had to show excellence in all areas of the curriculum and have the ability to pass on those skills to other schools. The school has a Christian tradition and we are very proud of our school and the students that study here. Their achievements, supported by our hard-working and committed staff, make us the successful school that we are. The school aims to develop students for the future as they learn to achieve the highest standards of excellence in academic work and other areas of school life. The school's examination results have shown a consistent improvement and we are continually above the national average. The school has a reputation of being a well-ordered, happy, caring community, popular with our students and their parents/carers, and is over-subscribed in the first choices from local primary schools with over 700 applications for the 180 places in Year 7. We are committed to working closely with parents/carers in the education of our students. We believe students develop best in a well-ordered environment where expectations are made clear. There are several co-curricular (extra-curricular) activities provided for students to ensure a broad and balanced education. Shirley High School has received a whole host of national accolades in recent years demonstrating the wide range of learning experiences available to our students. In June 2012 we were placed in the top 10% performing academies and schools by the SSAT (Specialist Schools and Academy Trust) based on Key Stage 4 value-added scores for students achieving 5x A*-C including English and Maths this achievement highlighted the steady improvement made at the school as we were placed 20% in 2010 and then in the top 15% 2011. (Value-added scores show the progress students in a school have made between their test results at age 11 and age 16). Similarly, at Key Stage 5, we were placed by the DfE third in the country for all schools and colleges for our vocational progress score results in summer 2014 and then second in summer 2015, and in the final DfE tables for 2016 we have placed the top school in the country for progression on ‘Applied General’ courses. These are achievements we are justifiable very proud of. Our excellent staff is dedicated to helping our students develop their interests and skills so they can take their rightful place within our society as confident young adults. View full school

A Shiplake College education is transformational. We are a selective school but welcome a broad range of academic abilities. What is far more important is the sort of person you are. And what excites us is the sort of person you can become. A broad curriculum offers opportunities for all, while outstanding facilities provide an abundance of co-curricular activities – Shiplake provides a truly holistic education. Above all, rigor lies at the heart of everything we do and our focus is on adding value to every single pupil. Our fuel is ambition and aspiration, and the commitment to always seek improvement. This is a school in which the little things matter and from which great things can be achieved. It’s cool to care and try hard. The central pillars of Shiplake are its core values, the 3I’s, ‘Inclusive, individual, and inspirational’. This is our DNA and gives us direction, provides cohesion and fosters a genuine sense of mission. We are a family and look after each other, the wellbeing of both pupils and staff is paramount. Every person matters. Our setting is beautiful and uplifting. Who else can boast lunch in the Great Hall while watching our world-class rowers train on the Thames? But it is the people who provide the magic and create Shiplake’s authentic and unique culture. Shiplake College is an independent boarding and day school for boys aged 11 to 18 and girls aged 16 to 18. Situated in 45 acres of beautiful Oxfordshire countryside near Henley-on-Thames, we offer an outstanding education based on small class sizes, excellent facilities, and dedicated teaching staff. Shiplake College is not just a place to learn, but a place to live. Our mixture of boarders and day pupils form a vibrant and busy community where every day brings fresh challenges and new opportunities. The environment we provide is perfect for those who are able or have the desire to make the most of these opportunities. We are proud of what our pupils achieve, and so are they. Studying at Shiplake is a unique experience. In line with the values which underpin our College ethos, our pupils should expect to be included, be individual, and be inspired throughout their time at school. Not only will your child be equipped with key interpersonal qualities, which we have identified in the Shiplake Seven, but we will also help them discover and develop talents they never knew they had. Shiplake has a wholly inclusive environment spanning all areas of College life. All pupils are valued regardless of academic prowess, artistic flair, or sporting ability, with opportunities for all to join in and try new things. In the classroom, pupils are not asked to copy down endless notes. Instead, teachers face the class or sit amongst them. All pupils are invited and expected to contribute. After all, active learning is far more effective than passive. Notes are often emailed, or better still, shared online where pupils can comment, add or disagree, leading to further discussion in class. Multiple sports teams are fielded in each year group, to give everyone the honor and excitement of representing their College. Every boy in Year 7 is immediately entered into the Lower School orchestra, regardless of their ability or experience. Some play in their first concert just weeks after picking up an instrument. The Headmaster, meanwhile, invites those in senior year groups uncertain about their choral ability to join his very own choir. These are just some examples of how every pupil is placed at the heart of Shiplake life. View full school

At Sherwood Park School we have always prided ourselves on being a happy, vibrant learning community that inspires curiosity and creativity in our young people. It is immensely gratifying that so many parents, staff, pupils, and visitors tell us that the School has the feel of an extended family. Both of our Campuses ensure our pupils are at the heart of their wider community, through a rich, person-centered curriculum that ensures they achieve their outcomes and aspirations, from early years to Post 16, on the journey to adulthood. The Sherwood Park and Sherwood Hill campuses are unique learning communities – unique because they constantly develop and grow to meet the highly individualized needs of each of the learners. The rich curriculum and strong teaching, delivered through the integrated approach of our teaching, therapy, and nursing teams reflect and ensure the achievement of the aspirations and outcomes of all of our young people - from the moment they embark on their learning journey to the point they transition to adulthood. We value each of our learners for the individuals they are and celebrate achievement at every opportunity. And we are truly a community, with everyone contributing to the development and wellbeing of our learners – our wonderful parents, carers, families, and Governors, as well as other professionals and our many supportive partners. Ethos and Values of Sherwood Park: To realize that our pupils are children/young people first and ‘special’ second. To create a happy, safe, purposeful, and stimulating learning environment for the whole school community. To provide a broad and balanced curriculum designed to meet the identified needs of the individual pupils and to enable each one to develop to his / her full potential. To provide an atmosphere where our pupils/students are valued as individuals, regardless of their gender, disability, ethnicity, or cultural background. To provide a comprehensive support system for parents and carers to create a coordinated, cohesive approach to the management of each pupil’s needs and improve the quality of life for the whole family. To provide a consistent, pupil / student-focused approach to meeting his/her educational needs by using the expertise of a multi-professional team. To prepare our young people for their future lives and role in society and help them to make a positive contribution. To continue to strive for and extend good relationships with the community, both local to the school and throughout the wider area to foster mutual goodwill, social and educational contact. To develop our pupils’ / students’ confidence, self-esteem, independence skills, and achievement through praise, encouragement, and the celebration of success. To strive to be a sustainable school. View full school

Sherwood Park is a welcoming and inclusive two-form entry primary school in Bexley with 450 children on roll and a Nursery offering full-time and part-time provision for up to the equivalent of 26 full-time places. In our 2016 OFSTED inspection, we were delighted to be graded as Good, in all areas, undoubtedly, the result of excellent teamwork by the children, staff, parents, and governors. Here at Sherwood Park, we have an excellent reputation and an ethos of hard work, respect, and fairness. Supported by a team of hard-working, talented, and dedicated staff, our children are happy and well-behaved and have an outstanding attitude to learning. Our aim is not only for all children to reach their potential academically, but also through educating the whole child, to prepare them for a full and useful life and to develop in them a passion for learning. We recognize that all children have talents and interests and foster these through a range of experiences and opportunities both curricular and extracurricular. We expect that all children are well mannered and show care, consideration, and kindness to those around them. We also expect all children to appreciate and celebrate the richness of our multi-cultural community and individual children’s needs as evidenced by our school mission statement ‘Respect everyone, Look after what we have, Work together and Enjoy what we do’. And for all parents and carers to reinforce these important values at home. At Sherwood Park, we believe that we provide a caring school community in which all children can feel happy, safe, and secure. We are committed to developing strong partnerships between home and school and believe that it is through a combination of care, dedication, and collaboration, that the children, parents, carers, governors, and staff of our school work together to create a successful school. We aim to develop independent and active learners who can achieve success and are eager to come to school each day. We are an inclusive school and recognize that every child matters. We expect and work towards the high achievement for all pupils regardless of gender, race, disability, cultural or social background so that every child leaves Sherwood Park having reached their full potential and with the skills, knowledge, and confidence to succeed in the next stage of their academic journey and into their future life. Sherwood Park Primary School strives to be the school of choice within the local community of Sidcup. Our motto, ‘Learning for Life Together, underpins our commitment to working in partnership with children, parents, governors to ensures the very best outcomes for every child. And to provide learning opportunities that prepare children for every step of their academic journey and life in the future. It is our responsibility to support every young person to reach his or her potential, regardless of background. At Sherwood Park Primary School, we believe that pupils should have the benefit of a broad and balanced curriculum that extends and enriches their knowledge and understanding of the world we live in so that they can make a valuable contribution as they grow. We are particularly keen to develop the ‘whole child’ and as such seek to further children’s interest in physical activity, music, and art. We ensure children receive a rich curriculum by extending opportunities through theatre visits, visiting performers and musicians, Educations Trips, and our Year 4 and 6 Residentials. View full school