EduCativ

Our vision and values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. We pride ourselves on the school’s family atmosphere & caring approach, we are proud of our links in the community and the relationship we have with our Church. The Equality Act 2010 replaced nine major Acts of Parliament, as well as almost a hundred sets of regulations, dealing with equality and discrimination. The Act provides a single, consolidated source of discrimination law, covering all the unlawful types of discrimination. The new law should make it easier for school leaders and governors to understand their legal responsibilities and tackle inequalities in education. In England and Wales, the Act applies to all maintained and independent schools, as well as academies and free schools. The Act covers all aspects of school life to do with how a school treats pupils and prospective pupils, parents and carers, employees, and members of the community. Everything a school does must be fair, non-discriminatory, and not put individuals or groups of people at a disadvantage. Saviour C of E Primary School welcomes a diverse population of students, staff, and carers. Through our broad and balanced curriculum, we ensure children have a chance to express their beliefs and opinions in a safe and non-judgmental environment. Our pupils are taught to be tolerant and respectful of others. Here, at Saviour, we believe that quality first teaching will enable our pupils to make good progress and reach their potential. However, there are sometimes barriers to learning which prevent some children from making as much progress as we would hope and this is when additional support or advice may be required. We have links with the local secondary schools, making the transition smoother when your child moves on to secondary education. Our staff works hard to provide the very best education for your child to help them succeed. It describes the role of national curriculum tests and teacher assessments, as well as how results are used. The Standards Testing Agency have published a leaflet to help parents understand what to expect in reports from schools about pupils’ assessments at the end of key stage 2 (KS2). It describes the role of national curriculum tests and teacher assessments, as well as how results are used. Saviour will nurture and support our children, staff, and carers. We will provide a secure and happy environment through the promotion of self-esteem and mutual respect, fostering a climate, which emanates a positive attitude with consistently high expectations of behavior, through a clear positive framework. We will develop clear procedures that are buihaspon a positive approach to behavior management, adopting effective classroom management strategies that promote self-esteem through PHSE, circle time, and recognizing and rewarding good behavior. Ensuring that pupils and parents are aware of what good behavior looks like and working in partnership to deal with poor behavior, applying consistent consequences when it occurs. Saviour is a learning community. We encourage staff to continually reflect on their classroom effectiveness. Staff is encouraged to spend time getting to their class by gathering as much information about each child by speaking to parents, the SENCO, headteacher, or the previous teacher. The class teacher should know aim to know their pupils as individuals. This means learning their names, family background, friends, personalities, and interests. Saviour CE Primary School aims to create and maintain a safe learning environment where all children and adults feel safe, secure, and valued and know they will be listened to and taken seriously. Our school is committed to the principles outlined in ‘Working Together to Safeguard Children 2013’ and ‘Keeping Children Safe in Education’, statutory guidance for schools and colleges, and implements policies, practices, and procedures which promote safeguarding and emotional and physical well being of children, young people, and staff. The school is committed to supporting the delivery of effective early help through multi-agency working, a consistent application of the thresholds, and the use of a single agency assessment. The Manchester Common Assessment Framework is embedded into everyday practice and procedures when responding to children’s needs and signposts children and families to appropriate preventative services. The children have access to appropriate curriculum opportunities, including emotional health and well-being, to support the development of the skills needed to help them stay safe and healthy, develop their self-esteem and understand the responsibilities of adult life, particularly regarding child care and parenting skills. Access to cross-curricular activities will provide opportunities to develop self-esteem and self-motivation and to help pupils respect the rights of others, particularly those groups who may be considered a minority. View full school

At Sarum Hall, we offer a very exciting and imaginative curriculum where girls learn in many ways observing, listening, and most importantly participating. Girls who join us are encouraged to work hard, to the best of their ability. Sarum Hall girls develop their natural talents to the full and can appreciate the talents of others in a safe and vibrant environment.” Our aims are: To ensure the welfare and safety of our pupils. To provide our pupils with the knowledge and experience appropriate to their age. To teach literacy and numeracy skills to the highest possible standard. To teach those cultural skills which enable pupils to develop knowledge and understanding of the world, its peoples and cultures, both past and present. To develop and enhance pupils’ knowledge of the environment and thereby foster an awareness of the need to conserve and care for its resources. To develop the desire and ability to contribute to the community at large, respecting and appreciating others for their differences and beliefs, with particular reference to British values. To develop pupils’ confidence in themselves to lead full and independent lives. To develop an appreciation of art, drama, and music and to provide opportunities for performances of a high standard. To provide opportunities for pupils to engage in the democratic process and participate in community life. We have to Keep Children Safe in Education. This responsibility necessitates a Keeping Children Safe in Education policy, Child Protection and Code of Conduct Policy and we may need to share information and work in partnership with other agencies when there are concerns about a child’s welfare. We know this has been achieved: Through pupils’ responses to all lessons. Through pupils’ behavior towards each other and within the community. Through pupils displaying the initiative, integrity, and respect appropriate to their age. Through regular assessment and testing of pupils. Through regular internal assessment and appraisal of staff. View full school

Sarah Bonnell School is one of the oldest girl's schools in England, as it was unusual for benefactors to view girls' education as important in the 18th century. Sarah Bonnell School is a wonderful girls school where achievement and well-being are at the center of everything we do. The school has a great track record for teaching girls innovatively and engagingly and this has an impressive impact on achievement. Our motto, which was developed by the students, explains these values and gives important guidance for all members of the school community to follow: Be Proud. Aim High. Work Hard. Be Nice. No Excuses. As a result, Sarah Bonnell School is buzzing with positive attitudes and behavior and is a place where staff inspires and supports all girls to be the best that they can be. At Sarah Bonnell, we feel it is important to keep our students and their parents well informed. We have, therefore, constructed this section with useful information about our school, which we believe will be beneficial to everyone. Our school facilities are exceptional with well-resourced classrooms that motivate and support students and staff. This year we are beginning another exciting building project to ensure even better provision for all students. Our vision is to provide a happy, caring, vibrant and stimulating environment where all students will recognize and be given opportunities to maximize their potential – academically, spiritually, and socially - and ensure that they are well equipped to meet the challenges of education, work, and life. At Sarah Bonnell we believe: That education is a force for positive change within and beyond the community. All students have a right to quality education. That every student can succeed regardless of their starting point. In valuing all members of our community for their contribution. In respect for others and personal self-esteem. At Sarah Bonnell, we aim to be a center of all-around educational excellence serving the whole community and developing the potential of every student through a curriculum that is accessible, broad, diverse, and challenging. We promote a culture in our school of valuing and respecting each other and the environment in which we live. We will provide both within and beyond the school day learning experiences that are constantly challenging and rewarding. The opportunity and the right to learn and succeed in a safe, stimulating, and caring environment will be provided for all students and all staff. We will promote personalized learning and encourage a habit of life–long learning and help every individual to mature into an active, considerate, informed, and responsible citizen. We believe that working in a mutually supportive and effective partnership with students, teachers, parents/carers and the wider community is the key to making a difference in young peoples’ lives. The School will undertake regular curriculum monitoring, review, and evaluation of all learning opportunities to ensure continual improvement and success for all. View full school

We aim to provide up-to-date news, information, and events the children have been involved with. You will be also able to find out what each class is currently involved in by visiting their department blogs. These will be updated regularly throughout the year. Choosing the right school for your child is a very important decision to make. As parents, we all want a good education for our children but just as important is that they are happy and feel safe and secure. At Sandycroft CP School we feel we can offer all of those things. We pride ourselves on the wide, varied, and full education we provide for all of our children. The high standards we set for teaching and learning are a credit to the hard work of staff, parents, and pupils in a strong partnership. Equally, we are also very proud of the warm family atmosphere of co-operation and support that exists in our school. Visitors often comment on the warm welcome they receive and the polite and positive attitudes of our pupils. We value all of our pupils highly and believe that their time in school should be fun, happy, rewarding, and fulfilling. Information will be sent home closer to the time. Sandycroft is a Community Primary school for children of ages 2 to 11 years. There are 7 Infant/Foundation Classes and 6 Junior/KS2 Classes. Sandycroft CP School also runs a separate setting for Flying Start and Nursery Plus in line with CSSIW standards. Our school was built in 1957 by Flintshire Education Authority to replace St Francis’ V P School. After opening, the school population grew steadily and in 1967 an extension to house the Infant Department was opened. Over recent years the school has had an extensive refurbishment. We have 12 spacious classrooms, 4 large activity areas, a large refurbished staff room, an Additional Needs room, cloakrooms, activity rooms, reading areas, and ICT Suites. Foundation 1 (Early Years) pupils are in a self-contained room, which has recently been refurbished. They also have access to outdoor learning areas that are used throughout the year. Our outside facilities comprise separate Infant and Junior Playgrounds and 2 large playing fields. The grounds are enhanced by colorful flower beds and ornamental trees providing an atmosphere of a park-land. We have ramped access to our Early Years, Infant, and Junior departments. We also have an Environmental and Conservation Area, which is an ongoing development. It is an area that benefits all our pupils and provides habitats for wildlife. Our School Garden is also enhanced by the work of pupils, parents, and staff who regularly plant, water, and weed the borders. View full school

Academic results are a crucial part of a Sandroyd Education, but alongside this, we place equal importance on the essential character education of our children. We believe that the formative years of childhood are at Prep School and during this time we encourage all of our pupils to develop vital life skills – not just for their time at school, but also for the rest of their lives. We nurture pupils to be ambitious and try their hardest in all they do – to embody the school’s motto (Niti est Nitere) “to strive is to shine”. We also encourage them to communicate well, to listen and respond to the needs of others to learn independently, as well as learning to be a good team member to have confidence, as well as learning to be resilient and to persevere when the going gets tough. All of this is at the very heart of what we do both in and out of the classroom. It is impossible to develop a child's character in the classroom alone hence the significant amount of time spent on the sports field as well as in the performing and creative arts departments. Indeed our day is broadly split into academic work in the mornings and after lunch children spend the majority of time outside. By working as part of a team either in a band, theatre production, or sports team, children continuously develop their social and emotional intelligence as well as share the joys of success and learn from failures together. Pastoral care is central to everything that we do at Sandroyd. Our friendly and nurturing boarding environment equips children with the confidence and skills to challenge themselves, to be happy, and to succeed. We are unequivocally proud of the size of our school, creating a wonderfully unique family atmosphere that allows us to properly focus on the individual needs of each child at every stage of their education. It ensures that no child slips under the radar and everyone is challenged daily. The result is that Sandroyd's pupils do stand out from the crowd. Don’t just take our word for it we’re repeatedly told that our pupils are better prepared to face the demands of senior school successfully. Not just in their academic abilities, but, just as importantly, in the vital ‘soft skills’ of confidence, resilience, and self-motivation. All of this takes place in our idyllic rural location, set in over 500 acres of parkland, on the Wiltshire/Dorset border. Due to our location, there’s always time in the day for pupils to play and enjoy their childhood – be it riding horses or riding bikes, playing with pets or paints – or perhaps adventuring in the playgrounds or the woods! View full school

Sandringham Primary School is an exciting school to be a part of and whenever you visit us, you'll find us busy with something compelling. It's really important to us that our children not only do well in their reading, their writing, and their maths but are successful across the curriculum and beyond. Working alongside our dedicated classroom staff we have a team of specialist teachers who provide a breadth and depth to our curriculum that gives all of our children a rich and varied experience of school with opportunities to excel, particularly in performing arts and sport. As well as the exceptionally wide range of opportunities we offer our children, we are also passionate about making our children better learners using technology to enhance learning giving our children the confidence and skills to present themselves, and helping them to understand their rights and responsibilities. At Sandringham, we are proud to be a large, multicultural primary school in Britain's capital city, London. We actively promote and acknowledge British values throughout the whole of our curriculum and spiritual, moral, social, and cultural development. We want our children to be reflective, tolerant, active, and successful British citizens. As a school, we also understand that we have the responsibility to challenge threats to our British Values as a result of the promotion of extremist views and radicalization and will deal with any such issues as per our safeguarding policy. At Sandringham, we teach using a skills-based, cross-curricular approach. Cross-curricular means we make links between different subject areas e.g. History, Art, Geography, and English by teaching them together under a theme such as ‘Explorers’ or 'Africa'. Each term or half term sees a new topic introduced within each year group. Our topics are designed to reflect the needs and interests of our pupils, and the community in which we live. Topics are developed alongside the children who play an active role in deciding what they would like to learn. Our pupil’s opinions matter to us. Each term, the pupils are interviewed about their curriculum and their comments and ideas are used to inform future planning. We strive to ensure our topics are vibrant, engaging, and relevant. Each topic ends with an event or project which gives a real-life context to the children’s learning. This event or project is an opportunity for the children to use and apply the skills and knowledge they have gained throughout the topic. At Sandringham Primary School, we are committed to achieving the highest possible standards of teaching and learning. Our dedicated staff share a clear vision and ethos for learning which put skills, mindset, and attributes at the core. We believe in a whole education and developing children’s skills and attributes in addition to their knowledge. We dedicate time to helping the children explore how to learn effectively and be successful in life, through developing our 8 school attributes. Learning at Sandringham is exciting, vibrant, and challenging. We encourage children to have a growth mindset believing that everyone can become smarter through hard work. We encourage children to challenge themselves, take risks and persevere in the face of difficulties. By developing these characteristics children achieve high academic standards whilst also becoming well-rounded and successful individuals who are equipped for the future. We believe that school should be a place of fun, discovery, curiosity, and imagination. Our teaching invites children to ask questions, experiment, and explore. We encourage children to be independent learners, thinkers, and innovators. Children at Sandringham are continually reflecting on their learning to help them adapt and improve, we know that this is far more powerful than teachers telling them what to do and how to do it. At Sandringham, children even participate in writing their reports and marking their work, although Teachers also provide feedback and guidance of course! The school is committed to the continuous development of staff to ensure that we learn, grow, and improve alongside the children. As a result, we are always exploring the latest research and developments in education to inform our professional practice. View full school

At Sandilands, we have high expectations in both work and behavior. Our dedicated staff works hard so that every child develops to the best of their ability academically, socially, and emotionally. This will ensure that children have the knowledge and skills to equip them for their secondary education and life beyond school. Sandilands has a good reputation within the local community. We know that the relationship between home and school is a vital one and we appreciate parents and carers working with us to continue to develop the aspirations of all in our community. The standard number for our school is 60 i.e. two classes per year group. If you are looking to send your child to Sandilands and would like to have an initial visit before submitting your application form to the Admissions Team then do please ring staff in the school office. We will be able to give you some indication at this time as to whether or not we have vacancies in the year groups you are looking at. The governing body should help to set, and keep under review, the broad policies and procedures within which the Headteacher and staff should run the school. In all its work, the governing body should focus on the key issues of raising standards of achievement, establishing high expectations, and promoting effective teaching and learning. The governing body is responsible for monitoring and evaluating the school's effectiveness, asking challenging questions, and pressing for improvement. The headteacher is responsible for leading the school providing high-quality education and for the day-to-day management of the school. The governing body is responsible for ensuring good quality education in the school and decide on strategic direction. The headteacher and staff report to the governing body on the school’s performance. It is not the role of governors to rubber-stamp every decision of the headteacher. Keeping our children safe is of paramount importance to us all and below is a series of links to information and services that may help to keep our children safe in a digital world. Just click on the relevant logos to visit the various information sources. In the digital age, parents and carers must be aware of the websites and apps that their children are using. Social media apps, including Facebook, Instagram, Musical.ly, Snapchat, and WhatsApp have a minimum age of 13, as set out in their terms and conditions. Children under the age of 13 should not be accessing these apps. The NSPCC website Net Aware has a list of many apps and gives information about the age restrictions for each one. Sandilands First Steps offers a warm, caring, homely environment, providing stimulating activities to encourage your child’s development within the EYFS framework. Sandilands First Steps provides an inclusive environment for your child where we recognize the importance of working in partnership with parents/carers thereby ensuring individual child’s needs are met. All children are encouraged to make their own choices and decisions. We provide continuous provision both indoors and outdoors to enable your child to explore actively and freely. Children at school are considered to have Special Educational Needs if their abilities are outside the normal spectrum for their age range. The class teacher usually identifies children with Special Educational Needs. The school’s SENCO (Special Educational Needs Co-ordinator) would then be notified and where necessary help from other agencies would be sought. Parents would be included at each stage and their help and involvement are greatly valued. If you think your child has special needs or health needs before they are admitted to school then please inform us so that we can consider your child’s needs and whether specific transitional or supportive plans need to be put in place. Sandilands is committed to a nurturing ethos. Staff is dedicated to identifying the particular needs of all children and providing intensive, tailored support to overcome barriers to learning. Our Nurture Group is an intervention for both KS1 and KS2 children which provides a structured environment with a consistent, predictable routine with a balance of education and emotional support within a home-like atmosphere. Our Nurture Group is important for the development of general well-being and to help the children regulate their own emotions. We offer children the opportunity to have nurturing experiences and to develop their skills to achieve their targets, build relationships and gain the confidence to deal with the everyday challenges of life. Children access the safe and secure environment in The Base at different times in the day. Positive language is vital for children’s self-esteem and The Base helps children to develop social skills and build positive relationships with both their peers and adults. Children throughout the school know that A Base is a safe place they can go to if they are struggling in the playground or if they are upset for whatever reason they know that there is always a member of staff there to talk to them and who will try to help. View full school

At Sandhurst Junior School we believe in excellent progress for all and excellent experiences for all, in a safe and caring environment. We aim to provide a friendly and stimulating environment in which children can develop all of their skills and abilities to the highest standard. We intend to develop self-discipline and awareness of socially acceptable behavior. Each child is treated as an individual and every effort is made to suit their needs. Help will be given to any child with specific difficulties. To provide a calm, happy, stimulating, and purposeful environment in which children can learn effectively. To help pupils develop lively, enquiring minds. To develop the ability to question, reason rationally, and adopt a positive attitude towards learning. To help pupils develop sensitivity towards and respect for the cultural and spiritual experience of themselves and others. To provide a clear curriculum framework for all our children and to monitor each child’s achievement within the curriculum. To encourage the partnership of parents and carers with the school in the education of their children. To help the children achieve an understanding of the world in which they live and appreciate the richness and cultural diversity of our community. To enable the children to acquire the concepts, knowledge, skills, and attitudes which will help them to be personally enriched and to contribute to and be adaptable in a changing world. To develop the appreciation of human achievements in the fields of art, music, literature, mathematics, science, and technology. To provide equality of opportunity. To maintain the school as a caring community in which each individual is given every opportunity to make a valuable contribution. At Sandhurst, we expect the very highest standard of behavior from all of the children. We have a clear behavior policy which is signed by pupils and Parents/Guardians. All the adults in school are committed to valuing qualities of positive behavior in children and will recognize, encourage and develop them at all times. One approach that we use in dealing with unacceptable behavior is that of Restorative Justice when all parties are involving in discussion and resolution. There is a short description of the behavior policy. View full school

Our school values the importance of a successful partnership between home and school. In Sandfields Primary School all staff works extremely hard to create a positive ethos where each child is valued and can develop to their full potential. We aim to make learning an enjoyable and exciting experience to prepare children for the adult world. Sandfields is a County Primary School catering for boys and girls between the ages of three years and eleven years of age. The medium of instruction is English, but all children are also taught Welsh as a second language. Sandfields Primary School serves the urban community of Aberavon in Port Talbot and is situated in the heart of the area. The pupils from the school will move on to Glanafan Comprehensive School. The main buildings were erected over one hundred years ago and comprise The Infant building, the Junior building, one Early Years Unit / ICC (Integrated Children’s Centre), and a Dining Hall and Kitchen providing over 200 meals per day. The school is well equipped with audio and visual aids such as iPads, iPods, Apple TV, musical equipment, digital cameras, PCs, and interactive whiteboards in each classroom. Some classes are equipped with. Good attendance and punctuality play a vital role in the education of our children at Sandfields Primary School. The school attendance target is currently 95%. Regular, unbroken attendance is vitally important for your child to reach their full potential. Whilst it is acknowledged that the primary purpose of school is to try to achieve academic excellence for all its pupils, it should also be recognized that it should, as well, be a place where a caring and understanding attitude prevails and where all pupils are allowed to develop their skills and personalities. Our school is consistently striving to improve its facilities as evident in the school’s ethos and environment. We aim to be a community school and welcome opportunities for developing community links and involvement in school life. The school has developed a large area of waste ground into playing fields for the school. These are used extensively by all pupils, throughout the year. There is also a nature reserve where the children can observe wildlife in its natural habitat and utilize the area as an outdoor classroom. The Board of Governors, the Headteacher, and the Staff, through policies and proposals in the School Development Plan, envisage that, when pupils are ready to continue their education at the Comprehensive School level, they will be adequately equipped to do so. If you, as a parent, decide to choose our school for your child’s education, then you might wish to have additional information. This is found in the School Development Plan. The school has an “open door “policy and welcomes all parents of pupils to come along and join inappropriate school activities. View full school

To be the School of First Choice. We will embrace the teachings of Christ and, in our pursuit of excellence, we will foster greater knowledge and love of the Divine Saviour. We will develop, in our pupils, exemplary manners and a commitment to their studies so that they make outstanding progress. We will nurture our pupils so that they become effective leaders of good influence. Our values are based on the Eight Beatitudes - blessings recounted by Jesus in the Sermon on the Mount recorded in the Gospel of Matthew. Pastoral Support is a service that gives help and support to pupils as well as providing information, advice, and guidance. We always work in close partnership with teachers, parents/carers, and other specialist agencies. We aim to identify any concerns or issues at the earliest possible opportunity and remove any barriers to learning, which may be preventing our pupils from reaching their potential. We pride ourselves in knowing our young people well, and by working alongside the teaching and support staff we aim to develop positive relationships with them and their families. We respond as quickly as possible to any issues and ensure that difficulties are discussed and resolved in the best possible way. Behavior support/management Emotional help (including anger management and counseling) Academic support (including intervention work, extended work experience specialized timetables, and programs) Restorative Approaches Peer mediation Links to specialist external agencies when needed Motivational groups The Pastoral Team support pupils continuously to monitor their progress in all aspects of school life. For any pupils causing concern, referrals for support and intervention can be made by the pastoral support team, classroom teachers, parents/carers, support staff, and the students themselves through a self‐referral process. Investigate/resolve behavior issues Work as a member of the school's pastoral team, supporting pupils' welfare and safety, to identify and address barriers to learning, and encourage academic progress Liaise with the Year Leader providing appropriate interventions for pupils with identified needs Establish/maintain close contact with parents/carers to address academic underperformance, attendance, and behavior issues Communicate with professionals and outside agencies providing support for pupils and families Utilize a range of data identifying individuals and groups at risk of underachievement and, with the line manager devise strategies to address barriers Deliver programs of support, including mentoring, to identified pupils and to evaluate the success of programs delivered Provide feedback to pupils, teachers, parents, and carers about progress, attainment, behavior, and attendance Investigate/Manage behavioral issues, recording, reporting to relevant staff, and informing parents Supervise/Support the running of the school’s inclusion room Attend and contribute to re-integration meetings and other meetings with Key Stage Leader and parents/carers and outside agencies Maintain records of support, write comprehensive reports of programs delivered and monitor progress Liaise regularly and frequently with the head of Year and other key staff including the SENCO, Attendance Officer, and Connexions Establish/Maintain regular contact with parents/carers, including attendance at Parents’ Evenings and carry out home visits Attend, contribute, and report back to relevant staff on meetings convened by Social Care Further develop a knowledge of the range of agencies, organizations, and opportunities available to provide support for pupils Support effective transition of pupils across phases i.e. induction, options, post 16 advice Actively support school's policies on behavior, uniform, punctuality, attendance, and equality Attend year team meetings, SEN plan, Student Forum as required and make specific contributions Support KS4 and Year Leader with the organization of extra-curricular activities Assist in enforcement of sanctions following school policy and the management of detentions View full school

We are a happy, vibrant primary school in Queen’s Park with 680 children and 100 staff who speak 42 languages and have a wide range of skills and talents. We are very much a community school and embrace a long history of neighborhood participation and value the role of parents and guardians in the education of their children. We celebrate the place of all faiths, values, and beliefs and work consistently to create a school family where everyone feels safe, happy, and secure. We support and encourage all to reach their full potential, to seek the highest levels of attainment, and celebrate every achievement. We deliver an innovative and creative curriculum and build self-belief and confidence. We broaden horizons, develop life skills and unlock opportunities for all. We are twinned with a school in the Gambia, teach the International Primary Curriculum, and have won several awards for our achievements in the arts, languages, and sports. Our children range in age from three to eleven and learn together in a beautiful refurbished Victorian building with a sports court, playgrounds, and outdoor green spaces. Our children can play, explore, actively learn, create and think critically in a safe and friendly environment. These are key features, which underpin learning and development across all areas and subjects and support the children to remain effective and motivated learners. We have a specialist teaching base where a variety of alternative therapies and sessions take place, Place 2 Be counseling service based on-site, and support a Dutch and Brazillian school to operate at weekends. On Sundays, the school grounds host one of the largest Farmers Markets in London, and several kinds of music, dance, and community groups rent rooms throughout the school. In our school, we inspire happy, confident children with a lifelong love of learning. We believe in and dare to dream for all within our vibrant, valued community. We work positively together to foster self-confidence, enthusiasm, perseverance, and integrity encouraging all to excel and flourish. We strive to ensure our pupils will: Be safe Be healthy Enjoy learning Achieve success Be able to contribute to their school and society Be prepared for life in the 21st century. View full school

Saltney Ferry is a growing County Primary School based in Saltney Ferry on the outskirts of Chester. The name derives from the ferry that used to operate across the River Dee transporting pedestrians and cyclists -a footbridge has now replaced the ferry. The school caters to children from the ages of 3 – 11 years and we also have ‘Saltney Small Steps Playgroup’ onsite for children aged from 2 years to 4 months. At Saltney Ferry, we strive to provide education, set good foundations for future development, and help children to realize that learning is fun and lifelong. We have high expectations for our pupils in their work and behavior, supported by a dedicated team of staff who work extremely hard to ensure that all our children reach their full potential. On this website, we aim to provide you with useful and up-to-date information so viewing our site regularly will allow you to keep in touch with everyday life at our busy school. At Saltney Ferry CP School we recognize that good attendance and punctuality are essential if pupils are to take full advantage of school and become independent learners. It is vital to the continuity and effectiveness of learning. Children should enjoy school and develop good habits of attendance and punctuality which will influence them as they grow older. We believe that attendance is a partnership between parents and the school, and is the responsibility of everyone to help children develop good habits for life, monitor and support attendances, and to be alert to any problems that may lead to absence. School attendance is subject to education law and guidance and this school attendance policy is written to reflect this legislation and the guidance produced by the Welsh government. It is a parent’s responsibility to ensure that their child arrives at school on time and in a condition to learn. Parents are expected to inform the school office, by telephone or letter, by 9.15 am on the first morning of absence, if their child is unable to attend school. View full school