EduCativ

The 21st Century places many demands on the young people of today and at Rydal Penrhos, we make no apology for challenging our pupils too. We challenge our youngest Prep School pupil and the Upper Sixth Former about how to make a difference in the world, to discover their talents, and be the best they can be. Such ambition for our pupils is not for the faint-hearted and needs the support of outstanding teaching, coaching, directing, mentoring, and exemplary pastoral care. Our unique Rydal Penrhos learner program, grounded in the latest educational research and very best practice, will provide staff and pupils with the means to grow intellectually, thrive socially, and succeed academically We also provide Rydal Penrhos pupils with great choices: choice in the curriculum, choice in their subjects, choice in sport and activities, and the choice of boarding and day, or the best of both in Flexi-boarding. Schools must prepare their young men and women for the world that awaits and our pupils leave as confident, compassionate, and creative contributors to society, but we never overlook the importance of the present. School days fly by so very quickly and each child gets just one chance at a first-class education – we want them to be happy, inspired, and successful here and now too. Our pupils’ international, national and regional successes, be it academic, musical, sporting, or aesthetic, speak for themselves but we promote and celebrate participation as much as achievement. The ethos of the School is underpinned and informed by our Methodist Foundation. In Chapel we gather to listen and reflect, encouraging pupils to be mindful of the things that unite us as members of a close, supportive community. We recognize and promote service as much as leadership, how best to use our talents in support of others. The School’s thriving program of community and charitable service, as well as the quality of relationships between pupils and staff, are testament to our ethos. As a prestigious BSA and MIST independent school, with numerous links to other schools, institutions, and associations, we are fortunate to be able to share expertise and pool ideas, training, and resources. We are lucky too to be part of our local community. The School occupies an important place in the life of the coastal town of Colwyn Bay. We are proud to be associated with this small and friendly town, its residents, and resources, which complement our extensive facilities. The pupils benefit too from a proud and active worldwide alumni Society keen to “give something back” and support new generations of the Rydal Penrhos family. View full school

Rutlish is a truly comprehensive boys’ school. We ensure that our students can realize their full capabilities. Rutlish School has been successfully educating young men for over a hundred years. We have a Specialist School Status in Mathematics and Computing. This has enabled us to build on our outstanding Maths department and to enhance our ICT facilities. We have excellent links with partner primary and secondary schools, as well as with our local community in providing training to colleges across the borough. We believe in challenging our students. Whilst our expectations are high, we provide sufficient help and guidance to ensure that our students realize their full potential. We aim to create an environment where students behave responsibly and contribute fully as they develop a clear sense of belonging to the school community. Rutlish Open Evening is held in September each year for prospective students to look around the school. Morning tours are held in September and October for parents and students who missed the open evening or who simply want to visit the school during a normal school day. Please contact the school if you would like to book a place on one of the tours. All admissions to the school are dealt with initially by the Merton Borough Council. At Rutlish, our expectations are high and we believe in challenging students to achieve their full potential, both inside and outside the classroom. We aim to create a stimulating environment where students behave responsibly and contribute fully as they develop a clear sense of belonging to the school community. All achievements are acknowledged and rewarded so that everyone feels valued and our house system helps to develop a clear sense of belonging. The high academic attainment of our students was recognized and commended by Ofsted: “In 2016, pupils’ GCSE progress was again higher than the national average for the majority of subjects, including English and mathematics”. Our specialist status as a Mathematics and Computing College enabled us to build on our outstanding Maths Department and enhance our ICT facilities across all departments. We are equipped to support our students’ education. Our boys mature into confident, articulate, and sensitive young men, fully prepared to take up a place in our Sixth Form (RR6), higher education, or employment. We offer a balanced, traditional curriculum, taught by subject specialists and designed to meet the academic and creative needs, interests, and abilities of all students. Key Stage 3 students follow the National Curriculum and are taught in ability sets where possible or mixed-ability tutor groups. At Key Stage 4, students can follow the English Baccalaureate and the majority study the core subjects. Additionally, a wide range of GCSE subjects are offered, including separate sciences, Biology, Chemistry and Physics, Art, Drama, ICT, Media studies, Music, PE, and Technology. Vocational qualifications are also offered, including BTEC courses in expressive arts, science, sport, and business studies. At Rutlish, our caring and committed teachers offer students support when needed and ensure gifted and talented students are identified and encouraged to reach their full potential. Staff in our Progress Centre teach individuals or small groups of students for literacy and numeracy ‘catch-up’ and booster classes. If needed, students have access to expert help, such as speech and language therapists, counseling, or the advice of a learning mentor. Members of the Rutlish Head Boy Team have proved to be excellent role models and inspirational leaders throughout the school. We are committed to developing the talents our students bring to Rutlish, achieved through opportunities which we offer beyond the classroom and school day. We aim to ensure that all our students take part in a range of these activities. One of our strengths is the students’ work within the community and their extended charity activities we also support a linked school in The Gambia and individual children in South Africa. The core of our sports provision is made up of the more traditional games but we are constantly expanding the activities we offer to allow every student to take part in the sport he enjoys. Sports teams in all years have reached the pan-London finals and won borough leagues. The school enjoys terrific help and support from external coaches, many come from the Rutlish old boys’ club, the Old Ruts. The house system introduces fun, competition, achievement, and teamwork into the school, with every student being able to represent his house in an activity he enjoys or at which he excels. Our combined Sixth Form with Ricards Lodge, RR6, offers students dedicated Sixth Form facilities and resources. Our specialist teaching and rich program of extra-curricular activities enable students to achieve and succeed. Students have access to traditional A-level and a variety of BTEC level 3 courses across the curriculum. Our academic curriculum and pastoral support are designed to encourage students to achieve, as well as challenging them to think and study independently, in preparation for their futures at university and employment. The comprehensive list of e-Safety web links below is aimed at providing information and better awareness to students, teachers, and parents/carers of the issues relating to the use of the Internet, mobile phones, and other ICT technologies. Communication systems such as social networks, blogs, mobile phones, and email have become increasingly important in our daily lives and often have important benefits but, as we all know, there are also risks to be considered and evaluated. View full school

Ruthin is a wonderful school. It is small enough to allow all staff to know all the pupils, whether they teach them or not. The staff is highly committed to the aims and ethos of the School, dedicated to developing the full potential of all. We are committed to focusing on the individual and allowing pupils to grow in a pleasant and friendly atmosphere. The School has a selective entry so that pupils can cope with our high level of academic education. Of course, school life includes more than just academic education. With a full range of extra-curricular activities, our pupils can enjoy many opportunities outside the classroom. School can be and should be a happy place. The pupils at Ruthin flourish in an environment that respects them as individuals and endeavors to develop all aspects of each one. For most pupils at Ruthin School, the goal is entry to a top-ranking university. But, it is important to ensure that as well as achieving strong academic success, all pupils can enjoy education in its wider sense. At Ruthin, we shall always be committed to both a strong academic education supplemented by a vibrant selection of extra-curricular activities. Our pupils develop self-confidence through recognizing and building upon their strengths as well as identifying and striving to overcome their weaknesses. They are thus prepared to face the challenges of the changing world beyond school. Overriding everything is our belief that individual attention leads to higher individual performances. Ruthin School is committed to developing opportunities for pupils to face experiences beyond the classroom. Ruthin School is committed to developing opportunities for pupils to enjoy experiences beyond the classroom. Many will make the most of these and develop skills in a range of areas. In a small school, all will be called upon to contribute and many are perhaps a little apprehensive initially but gain a great deal from participating. The skills developed to stand the pupils in good stead for the future, increasing their self-confidence and helping towards providing a rounded and enriching education. Facing a climbing wall for the first time can be a little daunting, but helps to develop many valuable skills and teaches the pupil a great deal about themselves. Many of the opportunities are pursued beyond school and certainly contribute much to the pupil and their self-esteem. They can also help considerably in applications for employment by making their CVs particularly impressive. We hope that this section will give you a flavor of some of the opportunities available at Ruthin. View full school

Welcome to Rutherford House School, a two-form entry, primary free school based in Balham, South London. We opened in September 2013 with our pioneering first year of children and their families and have now welcomed our fourth-year group. We currently have Reception to Year 4 classes and will reach full capacity in 2020. At Rutherford House, the child comes first. We are a non-fee-paying, non-selective, non-denominational, co-educational school and as such welcome children from all backgrounds. We pride ourselves on offering a bespoke, personalized education that meets the needs of all pupils and is inclusive. Our ambition is to be excellent in everything we do while ensuring our pupils enjoy their learning experiences, feel supported, and become confident, independent learners in a culture that encourages risk-taking and regards mistakes as opportunities. Discussion and debate are encouraged beliefs, ideas, and rights are respected. Above all, my staff and I enjoy working in a happy school where our children are eager to charge through the gates every morning and are reluctant to leave at the end of the day. We actively seek links between our school, home, and the wider community. We support parents to ensure they can support their child’s development, and stay informed about their learning. The diverse community is celebrated and children learn through sharing their experiences in and out of school. In addition to our permanent staff, we are well supported by specialist teachers in sports, music, and languages, as well as providing a wide range of extended school provision that offers opportunities such as ICT coding, ballet, football, tennis, netball, street dance, cookery, French and much more. We are extremely proud of all our children and what they have achieved since our school opened and I hope our website will give you a sense of what is it like to be part of our enthusiastic, thriving, and successful school community. There is so much more to Rutherford House than academic, sporting, dramatic, or musical success and we are pleased to welcome you to experience our exciting, vibrant, and caring environment in person. At Rutherford House School we are committed to excellent standards in both academic and personal development. More importantly, we believe that happy children learn better. We will provide a secure and nurturing environment where children will feel safe, valued, and able to express themselves. We want children to be excited to come to school. The safety of our pupils is also paramount and the school embeds safeguarding and high-quality pastoral care in all that it does. Ethos & Vision is 'What does an RHS child look like?’ A Rutherford House child is well-rounded, independent, and successful. They experience a broad and challenging curriculum within a nurturing, collaborative and creative environment. They leave Rutherford House School having achieved their full potential, confident and happy interested and interesting. Our Vision: Every child at Rutherford House will leave understanding and embodying our school values. In children, staff, parents, and carers we value: Respect (self, peer, adult, community, environment, integrity, responsible, well behaved) Resilience (sporting, problem-solving, independence, driven, fortitude) Partnerships (friendships, family, citizenship, wider society, empathy, understanding ) Reflection (mindfulness, introspection, self-awareness, self-expression, personal happiness) Ambition (focussed, driven, successful, aspirational) Enthusiasm (fun, playful, enjoyment) These core values are at the heart of everything we do and enable us to put the child first within clear boundaries. They enable us to encourage pupils to take responsibility for their actions by guiding them to be responsible for their behavior and attitudes. All members of our school community feel valued and understood within a safe, supportive, and stimulating environment. We welcome and actively encourage everyone to participate in school life. Our mission is to educate with creativity and rigor, provide an environment for enjoyment, where everyone belongs and we aspire for our pupils to succeed at the highest level. Learn, enjoy, succeed. Our Aims: To develop confident, successful, and independent learners. To promote high academic standards. To provide a rich learning environment including arts, culture, and sport. To know and understand each child as an individual and for them to understand themselves. To provide a welcoming to everyone, safe and fun environment. To encourage pupils to act responsibly and respectfully to all. To establish and maintain effective relationships between home, school, and community. To fully develop creative, well-rounded, and resilient individuals. To nurture a love of learning and a spirit of inquiry. To ensure our staff learns, enjoys, and succeeds. From the Reception Class to Year 6, Rutherford House School offers a broad, balanced, creative, and enriched curriculum, providing opportunities for pupils of all abilities and backgrounds to succeed. We will be unashamedly focused on high academic attainment. This is based on the EYFS and National Curriculum and at times entails formal teaching of spelling, punctuation, and grammar as part of our emphasis on literacy. Rutherford House School focuses on core learning, accelerating progress in literacy and numeracy, and maximizing the use of ICT enabling all pupils to have full access to the curriculum. The curriculum is delivered by the finest teaching staff, but we believe that children learn best when they are happy and excited by what’s happening in the classroom excellent achievements will be a by-product of the education on offer and not the only goal. The children’s wishes, rights, and entitlements are at the core of all discussions and decisions concerning the curriculum and the quality of learning experience the school provides. A 'Can do' approach encourages the children to develop into critical thinkers. Coherent teamwork is key to the learning process where the children develop a positive personal self-awareness. High-quality speaking and listening skills are encouraged through drama activities, hot seating, questioning and explaining During the week, the children also have access to an enriched provision for Spanish, art, music, multi-sports, and dance. They can regularly be found using music, drama, and role-play to bring alive aspects of the curriculum, as well as performing in class assemblies, festivals, and productions, whilst developing confidence, self-esteem, and life-long skills for learning. We feel passionate that education is not restricted to the gaining of knowledge and the acquiring of essential skills but it also includes the personal development of each boy and girl, in its fullest sense which includes building spiritual, moral, social, and cultural development (SMSC). SMSC is embedded within the curriculum and is delivered through assemblies, cross-curricular discussions, and games. It does not target external outcomes in the same way as many other subjects but focuses upon a child’s internal development through their engagement and reflection upon issues that question and challenge children’s view of themselves as an individual, part of a community and the contribution they can make to society and the World. View full school

Rushmore is a friendly, caring, and welcoming community school in a diverse and exciting part of Hackney. We believe in the power of partnership and community involvement to support learning for all! We do everything to ensure that all our children become confident, happy, and creative learners, individuals and citizens and we will settle for nothing less. At Rushmore School, we are committed to the safeguarding and welfare of children and young people. Parents of prospective pupils are welcome to visit the school at any time and can arrange to do so through the school office. Parents wishing to apply for a place need to bring with them a copy of their children's birth certificate/s and proof of address (e.g. rent book, official letter). Please contact the School Office for more information. Applications for a nursery place can be made when a child reaches the age of 2. Generally, children start in the nursery a term after the child's third birthday. Transfer to the reception class in the main school cannot be guaranteed. Applications for Reception need to be made through Learning Trust. Consideration may be given in special circumstances e.g. medical needs, a request from Social Services, a Health Visitor request, etc., but places are not guaranteed in these instances. Children joining the school other than in Reception are carefully supported during the settling in period. The Rushmore School Council consists of 24 members, 1 boy and 1 girl from each class from year 1 to year 6. We follow the National Curriculum for Key stages 1 and 2. We are committed to delivering a curriculum which both supports attainment and progression in the vital skills of speaking and listening, reading, writing, and mathematics as well as developing a rich and creative holistic model which encompasses the Arts, science, computing, humanities, PE, citizenship, and wellbeing. From the Foundation Stage through to the upper phase we recognize the importance of making links across the curriculum. Lessons are designed to ensure pupils acquire knowledge and skills and have opportunities to practice and apply their skills in a range of contexts. We encourage co-operative work, talk, discussion and above all, enjoyment as vehicles for learning in all subjects. The overall goal within the Early Years Foundation Stage at Rushmore is to create a positive learning environment that enables all children to grow and develop in all areas of the curriculum. We endeavor to provide a stimulating learning experience by creating wonderful indoor and outdoor learning spaces. We aim to provide exemplary learning opportunities where all children engage in purposeful play and exploratory activities that provide a range of experiences and activities to develop the children’s independent thinking, creativity, communication, language, and social skills. Parents are an integral part of our department and we have clear and open communications with all of our parents and carers within the local and broader community. Children within the Early Years develop through playing and exploring, being active, creative, and critical thinkers, which takes place both indoors and outdoors. These 7 areas of learning are used to plan your child’s learning and daily activities. Assessment for learning has become ever more important as national curriculum levels have been removed and the responsibility relies ever more heavily on the class teacher and support staff to establish an attainment and progress judgment rather than relying on tests. It's also about making sure conditions for learning are at their peak, making teaching and learning more effective for both staff and pupils. Clear learning intentions, success criteria, good questioning, and detailed and specific feedback are the best conditions for pupils to understand their targets and reach their full potential. Here at Rushmore, we want every child in every class to reach their full potential. At Rushmore, we place great importance on the quality and value of teacher assessment. We do so because we believe that teachers are best placed to make judgments on the attainment and the progress of the pupils in their care as they work with them every day and get to know them well in all domains across the curriculum. We use ongoing profiling of all pupils in Nursery and Reception. These are contributed to by all key workers through ongoing observations which inform teachers about where children's attainment sits within the development matters brackets and what their next steps should be. At the end of the Reception year, teachers assess children against the 'Early Learning Goals. Each child's 'Early Years Foundation Stage Profile' is then shared with parents. We ask teachers to assess whether children in their classes are making progress in the key domains of reading, writing, and mathematics every half term based on the children's progress in lessons and as demonstrated in recorded pieces of work. We also undertake regular assessments of children's Phonic knowledge in years 1, 2, and (for some children) year 3. Rushmore has opted to undertake two summative assessments of children's progress and attainment in reading, writing, and mathematics the first will take place early in the Spring term and the second during the second part of the Summer term. We use NFER tests for these summative assessments. We use the information garnered in these tests alongside ongoing teacher assessment to judge children's overall progress and attainment and to inform future provision. We have a more regular summative assessment schedule of Year 6 pupils than for other year groups and use a variety of materials for this purpose, including previous SATS papers. View full school

Rushey Green Nursery and Primary School, located in Catford within the London Borough of Lewisham. We are a 3 form entry Primary School from reception to year 6, with a successful nursery comprising a further 100 children. We also have an outstanding Centre for the Deaf which accommodates 12 pupils with hearing impairment from both inside and outside of the borough. Our school roll (Published Admission Number) is currently 570, rising to 600 in September. Primary schools in Lewisham are among the top-performing schools in the country, and last year, children leaving primary schools in Lewisham achieved the fourth-best results in the country. Our building was recently extended and comprises innovative designs with state-of-the-art facilities. Several Saxon remains were found during these works which are stored at the Horniman Museum. We believe that children get the most from their education when there’s a strong partnership between home and school, and we hope that you will work with us to make sure that your child gets the most from being at Rushey Green. We aim to work in partnership with parents to provide an education of the highest quality, which celebrates everyone’s success is a happy, caring, creative environment where all our differences are valued. We will do this by helping pupils develop: A sense of their worth, self-confidence, self-respect, and self-reliance A sense of responsibility for thoughts and actions leading to self-control Enthusiasm for work so that each has high expectations and gives of his/her best An inquiring mind, to question and debate rationally Skills and practical abilities for our changing world in work and play Anesthetic appreciation of the world A lively imagination Adaptability and flexibility A sense of physical well being Towards others Reasoned respect and tolerance of other people’s values and beliefs An appreciation of the aspirations and achievements of others A sensitivity for the feelings of others The ability to work co-operatively Respect and responsibility for their environment and an awareness of the fragility of all environments View full school

In the educational research literature, the vision has a variety of definitions, all of which include a mental image or picture, a future orientation, and aspects of direction or goal. Vision produces guidance to an organization by articulating what it wishes to attain. By providing a picture, a vision not only describes an organization’s direction or goal but also the means of accomplishing it. It guides the work of the organization by presenting a clear goal-oriented mental construct that guides people’s behavior. Vision is a picture of the future for which people are willing to work. The vision or ‘future intended state’ should be evident as soon as a visitor walks into a school. In outstanding schools, the vision is almost palpable, shown in the students, staff, the arrangement for learning, the resources and buildings, and in the relationships with the local community. It is the task of the Board of Trustees and Local Governing Bodies to design the agreed vision and it is the task of Leadership Groups supported by staff to implement the vision. For schools in the Chingford Academies Trust, the core ‘vision’ has been agreed upon. This is known as the Quality Statement and is written into the Articles of Association agreed with the Department for Education when the Chingford Academies Trust was set up in September 2012. The Chingford Academies Trust chose to describe the vision in a ‘Quality Statement’ from which schools can develop particular emphases enhancing their particular context. A warm welcome to Rushcroft Foundation School, which is part of the Chingford Academies Trust together with our partner school – Chingford Foundation School. A series of ‘descriptive pictures’ for students, staff, community, learning and teaching, curriculum, and resources are set out below. These encapsulate how we wish the school to appear in the future. We are committed to ensuring this Quality Statement is realized in practice. View full school

Rushbrook is a Bright Futures Educational Trust school, working together with a group of schools across the North West to provide the very best education for all of our pupils. Being a part of Bright Futures Educational Trust means that our pupils and staff can access resources from across the Trust’s schools, continually challenging and supporting each other in our Multi Academy Trust. We have a rich curriculum offer that explores both the knowledge and skills necessary to become successful and well-rounded individuals who can find their way through the world and positively contribute to society. We actively promote and nurture the curiosity and questioning nature of pupils using Philosophy for Children as a way of exploring the curriculum. We develop the professional awareness and curiosity of our teachers through our unique approach to teaching and learning development known as ‘Reflective Inquiry’ as well as exploring a wide range of current educational research. We have many collaborative partnerships both within Bright Futures and outside of our organization. For example, we are an active member of a national network of schools known as Challenge Partners, a network of over 400 schools. We have strong links with Manchester University and other Educational institutes and we work closely with the Manchester Museum and Whitworth Gallery as well as many other partners. It is through these partnerships where we seek the very best experiences for our children at our school for their academic, social, personal, cultural, and spiritual development. Manchester City Council School Admissions manages the admissions to Rushbrook Primary Academy (except in Nursery). Manchester determines which children are offered a place at Rushbrook based upon their Admissions Criteria. All our staff engages in bespoke Continuous Professional Development to ensure that their skills, talents, and interests are nurtured. Wellbeing for both our pupils and staff is crucial in ensuring we have a happy, motivated school community. Mindfulness, Emotional Literacy, and an on-site school counselor for pupils, staff, and parents/ carers are just a few ways in which we support good mental health. We offer a variety of adult learning classes for our parents/ carers such as English/ Maths GCSEs, a parenting course, and female fitness mentoring classes. At Rushbrook Primary Academy we develop a lifelong love of learning in all our children. We are an emotionally literate community where positive relationships provide the framework for all we do. The school community works for the success and happiness of everyone. Our commitment to and belief in emotional education is the foundation for our work in school. We encourage and expect the best from our children in all aspects of school life. We have high expectations of what everyone can achieve. At Bright Futures Educational Trust (BFET) we believe ‘Heart and Essence’ is the foundation of our relationship. It demonstrates a collective endeavor to produce a coherent and consistent mission about what we believe BFET children can be. The participative and inclusive nature of this work has brought about a genuine commitment, resulting in a mutually responsible, coherent, and harmonious message deemed to be at the very heart of what we do with the essence running throughout all of our schools. We believe that our true strengths lie within our networks and through partnerships that build a strong platform for developing a collective responsibility. These partnerships require a deep maturity between our schools and our leaders who actively facilitate this. We understand any system can only be strong if it invests in its people, can join up thinking, and can develop ways and means for identifying and deploying support. This is a truly collaborative system, one which demonstrates the value of being part of Bright Futures Educational Trust and how this unique membership will add value to every single school, every single person, and every single child. Rushbrook Primary Academy works in partnership with the Local Authority and Bright Futures Educational Trust to meet the needs of pupils with Special Educational Needs and Disabilities (SEND). We are proud of our inclusive approach towards pupils with additional needs and we are driven to provide high-quality education for all pupils. We work closely with families and various professional partners to tailor provision to meet the needs of individual children. View full school

Since the amalgamation of the poorly performing infant and junior schools in 2013, Rush Green Primary School has made rapid progress to become one of the highest achieving schools in Barking and Dagenham. In 2016, the school was recognized and congratulated on the very high level of the progress our pupils make, by the Rt Hon Nick Gibb, the Minister of State for School Standards. The school is aiming to continue to build on recent successes and is continuing its upward trajectory towards providing an outstanding education for all children. We have high expectations of what our children can achieve and strive to innovate and inspire all children, through a broad and balanced curriculum, so that they attain their very best and become confident, articulate, and successful individuals in an ever-changing global society. We provide an exceptional learning environment and experience for our children and we use excellent resources, including high-quality staff training, so that pupils make excellent progress. Rush Green Primary School seeks to serve the community by striving to ensure the highest standards of education for every child entrusted to our care. Our vision is to promote a positive, caring learning community where the values of mutual respect, tolerance, compassion, hard work, and commitment enable our learners to become the model global citizens of the future. At Rush Green Primary School we have recently introduced a House Points System. We believe that pupils thrive when they receive praise for their effort, success in their studies, sport, music, and other extra-curricular involvement in the life of the school. The system aims to work together to create a happy and productive learning environment. Every week, in our Friday Golden Assembly, the House Points Cup is awarded to the House with the most House Points. Children can earn House Points for their Houses by working hard in class, producing good quality work, being polite and courteous, helping each other, and setting a good example. Online safety, the safe and responsible use of technology, is a term that encompasses not only Internet technologies but also electronic communications via mobile phones, games consoles, and wireless technology. It highlights the need to educate children and young people about the benefits, risks, and responsibilities of using information technology. It means ensuring that children and young people are protected from harm and supported to achieve the maximum benefit from new and developing technologies without risk to themselves or others. The aim of promoting online safety is to protect young people from the adverse consequences of access or use of electronic media, including bullying, inappropriate sexualized behavior, or exploitation. The Internet is an unmanaged, open communications channel. The World Wide Web, email, blogs, and social networks all transmit information using the Internet’s communication infrastructure internationally at low cost. Anyone can send messages, discuss ideas and publish material with little restriction. These features of the Internet make it an invaluable resource used by millions of people every day. Some of the material on the Internet is published for an adult audience and can include violent and adult content. Information on weapons, crime, and racism may also be unsuitable for children and young people to access. Pupils need to develop critical skills to evaluate online material and learn that publishing personal information could compromise their security and that of others. Schools have a duty of care to enable pupils to use on-line systems safely. SMSC stands for Spiritual, Moral, Social, and Cultural Development. At Rush Green Primary we embrace this broader dimension of learning through SMSC development. We understand that the personal development of all pupils plays a necessary part in their ability to learn and achieve both within this early stage of learning and later as they make their journey through adulthood. It is important to us that all members of our school community help us to provide an education that encourages opportunities for children to explore and develop and understand their own and others’ values and beliefs. To do this we must ensure our children develop spiritual awareness, high standards of behavior, a positive caring attitude towards all, an understanding of social and cultural traditions, and an appreciation of the diversity of other cultures. SMSC is embedded throughout our school community ranging from RE (Religious Education) and SEAL (Spiritual and Emotional aspects of Learning) lessons through to assemblies, charity work, cultural awareness events, visiting speakers, and a wide range of extra-curricular and out of school activities. The school ethos “Strive to Succeed” is also a significant contributor to the spiritual, moral, social, and cultural development of our pupils. The ethos is embedded strongly throughout all teaching of the National Curriculum subjects and lessons aim to include clear SMSC opportunities. As part of the SMSC development within Rush Green Primary, we have implemented a School Creed for all members of the school community to learn and recite. It is important to us that children display an increasing willingness to participate and to learn about their service within the school. This is depicted throughout the recitation of the School Creed. Children must understand their place within their society and the role they must take within it, ’So many hearts make a school’. To start each new week as a working community the children are expected to recite the School Creed alongside their teachers every Monday. To give the children a broader sense of community the creed is also recited throughout the week during assembly time. Before going home on Friday the children will again recite the creed to finish their week with a sense of belonging. View full school

Runnymede St Edward's is an Independent Catholic Preparatory School for boys and girls aged 3-11 years, welcoming children of all faiths. The school is built on the tradition of our founders. Based on their vision, Runnymede is a place in which individuals can develop fully, contributing as happy and caring members of a school community. Children’s unique talents are valued, and they learn to live as well-mannered, self-disciplined, and confident individuals. Located in Sandfield Park, West Derby, Liverpool, Runnymede has a long tradition of providing an outstanding all-around education. The school holds an excellent academic record and we are proud of our musical and sporting tradition. At Runnymede, we pride ourselves on taking in children of all abilities and supporting them to reach their full potential. We prepare children thoroughly for secondary school entrance exams enabling them to enter the second phase of their education with confidence. Runnymede is a family-orientated school situated in a beautiful building which creates a wonderful working environment for our children to thrive in. We are a Choir School for Liverpool Metropolitan Catholic Cathedral and take choristers from Year 4 to Year 6. Their voices can be heard every morning echoing throughout the school and playground. Our Mission Statement: "Inspire, Challenge, Support through Faith". The Runnymede curriculum is tailored to the needs of the pupils and their future aspirations. We seek to challenge, inspire and support children to perform by their abilities. While the National Curriculum is a useful starting point, our highly qualified class and subject teachers adapt and enhance their programs of study to support all children to achieve their potential. Classes are small and therefore a very individual approach can be offered to every child. In addition to the core subjects of English and Mathematics, the Runnymede syllabus includes French and Spanish, Science, Geography, Music, Religious Education, ICT, Art, Design and Technology, PE and Games, which includes swimming, rugby, football, netball, hockey, and tennis. In Year 5 and 6, the children are often placed in sets for English and Maths. In these years we also start working with children whose choice of Secondary school is dependent on an entrance exam. Being independent of any Secondary school means we can work with both children and parents to choose the secondary school that is best for the child’s ability and ongoing education. A structured reading scheme is also in operation in each class offering a variety of reading materials. Our reading program is delivered by the class teacher, supported by the child’s parents, and volunteer parents who come into our school and listen to the children read every week. From Reception onwards, children are given homework daily. Homework is very important as it supports and enhances the curriculum and develops a good work ethic. We have very strong home-school links as the school and home are in partnership, ensuring the very best for each child. We are proud that our children achieve high levels in the National Curriculum tests at the end of each key stage. At Runnymede, we believe learning goes beyond the classroom and during the year all classes will be involved in school trips. Our trips are educational and help the children get a better insight into aspects of their learning. Each year group has 3 trips a year, enriching the curriculum. For example, Stockley Farm Christmas Experience, Victorian-themed days at Styal Mill and Norton Priory, a Roman Experience at Chester, a coastal field study of Llandudno, orchestral concerts at the Philharmonic Hall for Early Years and Upper Juniors. In addition to these trips, Year 5 has a 3 day residential trip to Dobroyd Castle, Todmorden, and Year 6 has a 5 day residential trip to Patterdale, Lake District. Religious Education (R.E.) at Runnymede is based on the national scheme ‘Come and See.’ Religious Education recognizes and enables a dialogue at many levels. Three main questions are to be answered by all the children from Nursery to Year 6. At Runnymede St Edward’s School, we’re very proud of our history, which stretches back to 1852 when a Catholic Institute was founded. His statue is sited in St John’s Gardens, Liverpool, alongside St George’s Hall. View full school

Rumney Primary we work together to create a happy, secure, and successful environment in which all children are inspired and empowered to become confident, independent, resilient, and respectful learners, capable of achieving the success they deserve. We aim to develop the moral, social, intellectual, emotional, and cultural development of every child. “At Rumney Primary School we aim to provide a happy, secure, and stimulating environment where moral values are nurtured alongside a strong sense of self-worth. All children are treated equitably, encouraged to achieve their full potential, and to develop a love of learning to become lifelong learners who display respect for people. property and the environment.” “At Rumney Primary School, we aim to ensure that ICT is embraced by all pupils, staff, parents, governors, and the wider school community. We strive to provide the best possible opportunities for ICT and appreciate the crucial role technology plays in equipping pupils for life in the 21st century.” At Rumney Primary School we provide a happy, secure, and welcoming environment where our children show respect for people, property, and the environment. We strive to ensure that all children are confident, independent, and are inspired to achieve success. Our children are encouraged to be resilient and are empowered to continue their love of learning. We believe that every member of our school community should strive to embrace our school vision and aims that underpin our school ethos. They are demonstrated in the day-to-day life of our school. We strongly believe in the concept of lifelong learning and we intend to provide our children with the optimum range of experiences and conditions to ensure that they develop the attitudes, skills, and knowledge to enable them to achieve their maximum potential. We believe that our aim is primarily to identify what makes Rumney Primary School a school that achieves the very highest possible standards in Teaching and Learning. View full school

Ruislip High School opened its doors in September 2006. The school converted to academy status in 2014 and has been graded outstanding in both Ofsted inspections it has received. Our vision is to ensure that we build upon our excellent foundation and continue to provide students with the very best secondary education available. Through exciting learning opportunities, RHS students become ambitious, enthusiastic, resilient, responsible, and self-motivated to achieve their maximum potential both in and beyond the school community. Ruislip High offers students a diverse range of opportunities both in and outside the classroom (refer to the additional information insert for a comprehensive list). As a school, we are proud to offer the Duke of Edinburgh Award at all levels – Bronze, Silver, and Gold. Our Arts, Healthy Schools, International and Sport marks reflect our commitment to developing each individual as a ‘whole person. We offer a broad range of offsite visits to enrich the curriculum and are committed to allowing all students to experience a residential trip. We believe that students continue to develop their self-esteem and pride through their achievement in lessons and their commitment to enrichment activities, especially when they have to face new challenges Ruislip High School is unique in being a new comprehensive, community school whose genesis related to demand in Ruislip for an outstanding school. Our new building, with unrivaled facilities, reflects the founders’ dream to create a school that aims to develop students from ‘grass roots’ and allows them ‘to reach for the sky. We are a school both in and for, the community. We strive to be the best school we can be for our community and are determined to educate all our students so that they can fulfill their undoubted potential. “We aim to develop confident, independent, flexible thinkers and learners, who can respond positively to the ever-changing global environment.” Our students take genuine pride in their school, both in terms of the community and its environment they speak fondly and highly of the Ruislip High staff and are proud of their uniform in terms of what it stands for. We believe that students need to take responsibility for their learning and their actions. We recognize that secondary school years are full of challenges for students, especially in terms of the transition to each Key Stage. Our primary-secondary transition program is an example of how we work closely with our local primary schools to ensure a successful transition for all students this involves visits by Ruislip High staff in the summer to every feeder school, individual meetings with Year 6 families, and Ruislip High staff, as well as a full induction day in July for Year 6 students followed by a separate parents’ meeting. In terms of Year 9 options, we fully support students in their decisions when for the first time they have a choice in which subjects they will study at GCSE level. We have set up four pathways for students to support them in the decision-making process and use the parents’ evening at the beginning of the Spring Term to inform parents of the various options. The Ruislip High School Sixth Form started in September 2011, with our first cohort of students. We support students with individual meetings to help them with their choices. We are delighted that external students have been keen to join our Sixth Form, which is growing from strength to strength. We work closely with parents and have fostered an open and reflective relationship through our annual parental questionnaires and termly parents’ focus groups. Also, we are fortunate to be supported by The Friends of Ruislip High School, who have shown a commitment to the school since its early beginnings. We also ensure that our students have an established and meaningful ‘voice’ through subject focus groups, student questionnaires, our perfect bodies, and the school council. It is through students’ positive engagement and sense of ownership that the school has gone from strength to strength. View full school

Ruislip Gardens is a co-educational Nursery and Primary School which caters to children between the ages of 3 and 11 years. We have recently expanded to three forms of entry and welcome pupils throughout the academic year. At Ruislip Gardens Primary School we want all our pupils to enjoy their learning as we strive to give them every opportunity to experience a stimulating curriculum supported by a range of extra-curricular activities, clubs, and visits. Pupils enjoy school and are keen to challenge themselves in their learning. We are wholly encouraged with elements of the report that acknowledged areas where performance was good our pupils are well safeguarded, our work on pupil attendance was acknowledged to be strong, it was considered that we provide good support for pupils’ welfare, behavior, and personal development throughout the school and it was noted that pupils in Early Years receive a good start to their education at Ruislip Gardens Primary School. At Ruislip Gardens School, we aim to meet the needs and raise the standards of all our learners through the provision of high-quality teaching and learning in an enjoyable, safe, and stimulating environment. We aim to provide a curriculum that is broad and balanced and one that provides a wide variety of experiences and challenges for all our pupils. We believe that Ruislip Gardens School has something different and special to offer the children who come to us. We have a reputation for providing children with exceptional care and attention, encouraging all-around achievement, and for academic excellence. Ruislip Gardens School children are known for their courtesy, independence, and happiness. At Ruislip Gardens School we believe that giving children the very best education is built upon three principles: establishing lasting values, creating a harmonious environment, and inspiring the pursuit of excellence. We promote an inclusive ethos in which all pupils are valued and all pupils can develop the necessary skills and attitudes to take their place as lifelong learners in the wider community. Overall the school is rated as a school that requires improvement. Whilst this outcome is a disappointment to us we feel confident that we have the staff and expertise in place to make the required improvements within the time frame that is outlined to us we are expecting a repeat visit from Ofsted within the next 12 months to determine progress. Our dedicated staff teamwork in partnership to provide the best possible standard of education for every child. Our teachers are passionate about education. We have high levels of expertise and experience in our teachers but we are constantly renewing the way we teach through strong personal and professional development and effective communication. Our teachers are supported by a qualified and experienced group of teaching assistants. At Ruislip Gardens School we provide a safe, supportive and challenging environment for the children. We encourage parents to work cooperatively with the school to support the education of our children. We keep our parents as informed as possible about all aspects of school life. We strive to ensure the school is valued and held in high esteem by the community it serves. We make every effort to ensure links with our community are developed and extended and that the children are encouraged to be aware that they represent our school, even after they leave the premises. Our online Parent Survey demonstrated some very positive views in all areas which included pupil happiness, safety, communication with parents, leadership, and pupil progress. 95% of respondents stated that they strongly agreed that they would recommend Ruislip Gardens Primary School to another parent, the remaining 5% stated that they agreed with this statement. View full school