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The School can trace its origins back to 1758 when a group of City gentlemen met and decided to collect up enough money to create a boarding school for twenty orphan boys. This opened in 1760 and twenty girls joined the School a couple of years later. We are proud of our royal patronage. This Christian school is committed to fostering Christian principles within a caring community, where people of all faiths and beliefs are made welcome. Gatton Park with its three lakes, serpentine, and 260 acres of parkland provides the ideal setting for our school. Our purpose-built classrooms provide first-class facilities for study. Purpose-built boarding houses provide comfortable, modern accommodation for Primary, Lower Secondary, and Upper Secondary pupils. Predominantly a boarding school, we provide continuity of education from seven to eighteen years. Unusually, we can provide the very best of boarding education at reasonable charges. As a state school, we are only able to admit children from UK or EU families. Our Motto, Mission Statement, Ethos, and Ambitions underline all that we do, and how we teach in school and care for pupils in their boarding environment. School Motto Nisi Dominus Frustra. The School motto is adapted from the 127th Psalm 'Unless the Lord keep the City the watchman waketh in vain. School Vision & Values We develop impressive individuals ready to flourish by Providing an inclusive and all-round education Delivering academic progress and success Inspiring leadership and character Ethos To sustain a boarding culture that fully embraces Flexi boarders. To be a Christian caring community respecting all religious values and none. To contribute positively to the local community. To give attention to the individual pupil and to engender mutual respect between staff and pupils and between individual pupils. To foster a love of learning. To provide an evolving curriculum and co-curricular activities for the benefit and development of all pupils. To maintain a constructive partnership with parents. To give several children from disadvantaged family backgrounds the best possible start in life. Ambitions To provide our pupils with an outstanding education for life that combines academic and non-academic achievements and where all our students reach their full potential. To both advise and prepare our pupils for university, other education courses, and their chosen careers. To ensure that all pupils leave the school as confident young adults who, rightfully proud of their achievements and their school, become valued members of society. View full school

Roxeth Primary School is one of the oldest schools in Harrow and we are proud of that history. Our school ethos is underpinned and reflected in the United Nations Convention on the Rights of the Child and a ‘values’ based education. We have strong links to our families, local schools, and our community. We put every effort into ensuring our children become confident, considerate citizens. Working in partnership with you, we aim to ensure every child achieves his or her full potential, feels safe and happy at school, and develops a love of learning. We expect the best from our children and we help them to do their best. Educating children, and ensuring they grow up to lead safe, happy, healthy, and successful lives, is at the heart of what we do at Roxeth Primary School. We are committed to providing a full and efficient education to all pupils and embrace the concept of equal opportunities for all. We will endeavor to provide an environment where all pupils feel valued and welcome. For a child to reach their full educational achievement a high level of school attendance is essential. Regular and punctual attendance at school is both a legal requirement and essential for pupils to maximize their educational opportunities. We will consistently work towards a goal of 100% attendance for all children. Every opportunity will be used to convey to pupils and their parents or carers the importance of regular and punctual attendance. Any child who is absent from school at the morning or afternoon registration period must have their absence recorded as being authorized, unauthorized, or as an approved educational activity [attendance out of school]. Only the headteacher or a member of staff acting on their behalf can authorize absence. If there is no known reason for the absence at registration, then the absence must be recorded in the first instance as unauthorized. Roxeth Primary School is a larger than average school serving an ethnically and socially diverse community. There are 33 languages spoken, the largest group of youngsters speaking Asian languages, principally Tamil. There are children from Africa, the Caribbean, and Eastern Europe alongside the indigenous community. We have one child currently looked after by the Local Authority. At present we have approximately 8 % of the school population entitled to a free school meal. The staff community is ethnically diverse, representing many of the communities that exist in Harrow. The staff community is ethnically diverse, representing many of the communities that exist in Harrow. We aim to: Provide a learning environment where all individuals see themselves reflected and feel a sense of belonging Prepare children for life in a diverse society in which children can see their place in the local, regional, national and international community Include and value the contribution of all families to our understanding of equality and diversity Provide positive non-stereotyping information about different groups of people regardless of gender, ethnicity, disability, sexual orientation, religion, and age Plan systematically to improve our understanding and promotion of diversity Actively challenge discrimination and disadvantage Make inclusion a thread that runs through all our activities. Our mission statement is equality, excellence, education. Together at Croxteth, we can achieve. View full school

Focussed on the principles of child-centered excellence and inclusivity, Roxeth Mead sets out to provide a broad educational experience in a nurturing setting where individual qualities are valued, enabling pupils to grow in confidence and reach their full potential. The children are prepared for a successful, happy, and healthy future founded on decency, mutual respect, and a love of learning. ‘Child-Centred Excellence’.Great importance is placed on developing a sense of responsibility for oneself and others. We have a consistent approach in our school rules and routines that fosters co-operation and empathy and provides a safe and happy community where all feel able to work together. We are highly inclusive in our approach to all aspects of daily life. Fairness and equality of opportunity are central to our ethos and each child is valued for his or her effort and contribution. Combined with the principle of inclusiveness is a commitment to excellence. We believe in recognizing each child’s abilities and talents fostering pride in achievement. Engendering an enduring enthusiasm to learn is paramount and the pursuit of excellence is perceived as an enjoyable experience. Close working relationships are developed with pupils and their parents so that the educational experience can be an effective partnership between school and home. We are proud of our Christian heritage whilst embracing the religious and cultural differences of all children and parents who are part of our community. We celebrate and respect diversity. In preparing Roxeth Mead children for a happy and successful future, we aim: to provide the highest standards of teaching for every child in our care. to provide a stimulating, supportive environment that encompasses all aspects of the children’s spiritual, moral, social, and cultural development equipping them with a set of positive values that will remain with them throughout their lives. to foster a sense of ambitious direction and independence that engenders a lifelong love of learning. to encourage self-discipline, adaptability, flexibility, and self-reliance, which are vital components in the process of achieving success, enabling them to meet the demands and challenges at the next stage of their education with confidence and good humor. to develop each child’s self-esteem and potential through a breadth of educational experience. to demonstrate the importance of working together through mutual respect. to foster a sense of belonging within a community where each person is recognized for his or herself, where all are working together to form warm and happy relationships. to nurture a sense of responsibility within our school environment and the wider community. to maintain an environment where children are happy, healthy, and safe. to provide opportunities for personal and professional growth for all who live and work in our school community. View full school

We have approachable, professional, and committed staff, a dedicated and effective Governing Body, supportive parents, and exemplary children with positive attitudes to learning! We use high-quality resources and we have excellent facilities which contribute to a highly effective learning environment. We are very proud of our school ethos, which is commented on by everyone who visits. Our children behave very well because they are keen to learn. this creates a purposeful environment where teachers can focus on teaching, and pupils can focus on learning. We ensure our curriculum and quality of teaching are academically rigorous but that it doesn't lose breadth. Our mornings are very structured, and it is during this time we teach phonics, reading, writing, and mathematics. Our afternoons are dedicated to achieving a broad and balanced curriculum, and this is when children are taught science, geography, and history by their class teacher. We have a team of talented and passionate specialist teachers and purpose-built classrooms. Every week, our specialist practitioners teach Art / DT / Food Tech, Computing, Music, PE, and RE across the school. We offer a wide range of enrichment and extra-curricular opportunities. Every week, we run approximately 25 clubs, ranging from piano tuition to cookery classes. Every half term, we take advantage of our great city, by leading inspiring class trips into London to visit some of our greatest museums and landmarks. We also run overnight sleepovers for our pupils in Y3 and Y4 and Y5 and Y6, pupils have the opportunity to take part in a 4-5 day multi-activity residential trip. At the end of the 7 years, pupils spend with us, many go on to achieve great things at secondary school and beyond. Last year, for example, we sent pupils on to some of the most prestigious secondary schools, including Chesham Grammar, City of London, Haberdashers. Henrietta Barnet, Langley Grammar, Queen Elizabeth's, Upton Court Grammar, and St Helen's. This is a testament to the hard work and collaborative efforts of our children, staff, and parents. Our pursuit for excellence is something that I look forward to celebrating with you in the coming weeks, months, and years. We look forward to working with you to make your child’s years at Roxbourne Primary School a truly happy and rewarding time. Together we will help your child ‘achieve their goals.’ We are committed to providing a safe, nurturing, and stimulating environment in which all children achieve their goals. Through active, inclusive teaching and learning we will work in partnership with parents and the community to create a school where everyone is valued. Our children will leave us as happy, articulate, respectful individuals able to fulfill their unique potential. Our children will be: We give our children the skills and confidence to continue their journey of life–long learning. Independent and motivated Confident, active contributors Skillful and knowledgeable thinkers Considerate and respectful to all View full school

Rowanfield School is situated in the North of Edinburgh and is a city-wide, multi-agency school for primary-aged children with severe and complex social, emotional and behavioral needs. Rowanfield is situated in the North of Edinburgh and is a citywide, multi-agency school for primary-aged children with severe and complex social, emotional and behavioral needs. Rowanfield opened in November 2002, under the Public/Private Partnership. It is a purpose-built school consisting of teams that work with children and their parents/carers. There is a city-wide multidisciplinary process to assess placements at this school. We believe that: Courageous children are most likely to achieve their aspirations Curious children will question the world around them Compassionate children can encourage others to be better Creative children will be able to solve the problems of the future To enable children to achieve these qualities school staff aspire to: Nurture children as individuals and help them recognize what they have to offer as members of society Motivate and inspire children to achieve Develop children’s interests, passions, and/or talents Create positive and memorable learning experiences. When we create this, Children will feel: That they have something to offer that is valued Curious & excited about learning Confident to ask questions and have a desire to explore Inspired to share their learning. Our pupil population is transient due to new learners arriving, and others leaving to move on to a mainstream setting or another specialist provision. This process happens throughout the school year. The building is divided into three learning and teaching areas, each of which has three classrooms, a nurture space and support base, and a general-purpose area. Other spaces include the gym hall, art room, teacher resource room, family room, nurture classroom, sensory room, therapy room, meeting room, visiting therapists’ room, outdoor education resource, and support for learning area. The management team consists of the Headteacher, Depute Headteacher, Principal Teacher, and a part-time Business Manager. Our staffing model reflects the degree of individual care and attention that our young people require to help meet their needs. The school has a multi-agency approach to working with our young people and this includes Educational Psychologists, Speech and Language therapists, Occupational therapists, School Doctors, Nurse and Health assistants, and Community Mental Health Workers. In addition to this, we work in partnership with our school Family Support Worker and Barnardos. There are currently 8 classes and the child to teacher ratio is 6:1. We also offer Relax Kids and The Zone nurture class for those who require this input. Also, there are Nursery Nurses and Behaviour Assistants who make up our Behaviour Support Team. We also we Pupil Support Assistants working throughout the school to support both the pupils and their families. At Rowanfield, we aim to offer a safe, nurturing, and stimulating environment for our young people whose social and emotional difficulties and consequential behaviors can pose an issue to themselves within mainstream education settings. We aim to support our pupils so that they can make good progress from prior levels of attainment and achievement. We aspire to actively engage them in their learning and to take responsibility for setting personal targets and improving their behavior. We want them to be proud of their school environment and their achievements. We aim to help our young people focus on developing respect for themselves and others to maximize their experience of Primary School and be presented with opportunities to be reintegrated into their community. Rowanfield is a safe and nurturing place of learning where we help our young people build skills for life and have high hopes for their future. Our Aims: To maintain a positive environment where children feel safe and are nurtured. To provide an inclusive, creative and challenging curriculum that engages our learners. To model appropriate behavior and mutual respect. To build self-esteem by nurturing talents and interests. To engage parents and carers, partner agencies, and the wider community. View full school

Welcome to Rotherhithe Primary School. We are very pleased to inform you that Rotherhithe and Dog Kennel Hill primary schools are now officially in a hard federation as of 2nd January 2018. We pride ourselves in providing a caring, happy, and friendly atmosphere that nurtures all children and enables them to meet their maximum potential in all areas of their growth and development. We believe that every child is different, yet equally important and valued. This ethos is tangible and can be felt as soon as you walk into our school building and the classrooms. We aim to give the highest priority to academic excellence through a broad, balanced, and exciting creative curriculum with a keen focus on the performing arts and sports. Our main aim is to give each young person education of real worth, one which will equip him/her to take a place in society as a responsible, informed person who has high self-esteem and respect for others. Thus, we firmly believe that a child’s education must include the widest range of opportunities, be they artistic, sporting, cultural, recreational, or social. Driven by the children, we chose an anchor as our logo which reflects our steadfastness, relentless commitment, and the strength we show as a learning community. We consider ourselves as the ‘anchor’ of our community. Our values: Caring, Courageous, Ambitious, Resilient, and Empathetic (CCARE) are at the heart of all we do. Our school is extremely well resourced for teaching our creative curriculum. We have a very modern, multipurpose computer suite which is being utilized well by children and parents during and after school. Also, each class has access to laptops, iPods, cameras, an interactive whiteboard, and a projector which are used effectively throughout the school as teaching and learning resources. Whatever their special and/or educational needs, we can assure you that your child will be well looked after by our dedicated, committed, and very skillful staff. We are an inclusive school and have achieved ‘Flagship status’ in recognition of our commitment that all pupils reach their full potential. Good emotional health and well-being are paramount for learning and for creating well-rounded citizens, we have therefore incorporated mindfulness into our daily school practice. We take pride in our relationships with parents, the mutual respect our children and young people show each other, and the care that we offer. We make time to get to know children and their families. Passion for learning and high motivation are key components of our school’s success. By being confident, independent, and collaborative learners, we aspire to achieve highly, both academically, creatively, and socially. We are an inclusive school where pupils have a strong sense of their own identity and have high aspirations for future success and happiness. Our values of being: Caring, Courageous, Ambitious, Resilient, and Empathetic help us to prepare them for an exciting yet unknown future filled with possibilities and opportunities. We value and seek to empower our families by working in partnership with them and with others within the local community. Pupils are exposed to a world of possibilities so that they understand their place and their responsibilities as global citizens. Any attempt to continue to raise standards in our school must be focused on the classroom. Continued and sustained improvement is dependent upon sustaining the high quality of earning that is taking place daily. Across our school, the expectation is that all pupils are provided with high-quality learning experiences that lead to consistently high levels of pupil achievement. At Rotherhithe we want every child to be successful. We know that the sooner children learn to read, the greater their success at school. We use a phonics program called Read Write Inc. The teaching of phonics is a key strategy that is used to teach our children to read and write. We start teaching phonics in Reception, year 1 and year 2. Some children in Year 3 and 4 may continue to be taught phonics if this is needed. We use the Read Write Inc Fresh Start program for children in years 5 & 6 who may continue to show some challenges in terms of learning to read. During phonics lessons we give children books we know they can read using their sound blending skills. Before they read the story, they sound out the names of characters and new words, practice reading any of the ‘tricky red’ words, and tell them a thought-provoking introduction to get them excited about the story. Then, the children read the story two to three times: first to focus on reading the words carefully then to read fluently with comprehension and understanding. We talk about the story together for example, how characters might be feeling and why. By the time your child reads the story to you at home, they will be able to read it confidently with expression. View full school

Welcome to Rotherfield Primary School. Rotherfield aims to grow children’s futures by providing a high-quality education, where every child achieves their full potential. We will do this by providing: A rich and diverse learning experience A safe, inspirational environment where children can flourish High standards of teaching and achievement Along with all other maintained schools in England, we are required by the government to teach the revised National Curriculum, which began in September 2014. Here at Rotherfield children follow the Letters and Sounds scheme to learn to read and write using phonics. Phonics lessons play an essential role in reading and writing and are embedded in the curriculum from Nursery onwards. In Key Stage One, children are streamed for Phonics and their reading is assessed on a half-termly basis. This ensures targeted learning and fluid progression. Letters and Sounds aim to produce competent readers who read for enjoyment and discovery about the world around us. During Phonics lessons, children are taught to: Learn to read and write using graphemes (letter sounds) Decode words effortlessly, spell and handwrite Comprehend what they read Read with fluency and expression Write confidently using oral rehearsal Work effectively with talk partners to articulate their learning at every step Children are encouraged to use their phonic knowledge to read and write during the Literacy Hour. At the end of the Year, 1 child will take a National Phonics Screening Check, where their class teacher will formally assess their phonic knowledge. This is a national test that all children in year 1 will participate in. It aims to build children’s speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic program for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven. Rotherfield Primary School (previously Rotherfield Street School). Much of Rotherfield street was built in the 1840s when the Islington market was located just north of it. Until the 1860s the terraces of houses had their names. The beautiful terrace opposite the school was part of Sussex Place. In 1990 London Boroughs took over from the ILEA and in the following year, it was necessary to renew the roof. High winds disturbed the tiles and blackboards (remember those?) were used to shelter children as they were evacuated from the building. As well as the Dining Hall building, recent developments required in the interests of security and safety have included the fire escape and the new reception area. Removal of the outside toilets enabled the provision of an edible garden, which greatly improves the visual amenity as well as providing a valuable educational resource. In 2012 the school was given day-time access to the green space in front of Rotherfield Court. The final reorganization came in 1999 when the two Rotherfield schools were amalgamated to form Rotherfield Primary School. The delegation of funding to schools had made it increasingly cumbersome to maintain two schools, and Islington had decided that as one head resigned or retired amalgamations should take place. Moreover, there are educational advantages in a single staff team working together with scope to move from one age range to another. View full school

Rosslyn School is a small independent school and registered nursery, offering a first-class, affordable education for boys and girls from 3 to 11 years. With classes typically fewer than 15, we can offer individual attention and able to appreciate the unique qualities of every child, ensuring every step of their education is tailored to meet their needs. The school was established in 1927 as a high school for girls. It has grown over the decades and has recently undergone significant developments. The improvements have equipped the school to a high standard, allowing for the provision of a broad and balanced curriculum for all. Teaching methods uphold traditional values, whilst encompassing new ideas and initiatives to meet the needs of children growing up in an ever-changing world. We aim to nurture our children in an atmosphere of one large family, where there is a strong sense of community and where children feel happy, safe, and secure. In achieving this, our children flourish in all areas of their development. There is a high emphasis on both academic achievement and educating the whole child to prepare them for life as adults and the wider world. British values are upheld and the school actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those with different faiths and beliefs. We welcome children of all abilities and faith backgrounds and are committed to inclusive practices. We strongly believe that every child is equally important as stated in our school motto: ‘Each different, Each talented, All valued’. We achieve our aims to provide children with the skills that will equip them for life and become independent, lifelong learners who achieve economic well-being. Our priority is to ensure we provide a welcoming and caring environment where young children feel happy, safe, and secure. Staff is well qualified and experienced practitioners who are committed to the delivery of the Foundation Stage Curriculum. Positive attitudes develop confidence in the children’s abilities to become successful learners and have a positive mindset. They explore and share their thoughts, ideas and feelings through a variety of experiences incorporating Art, Design and Technology, Music, Dance, Imaginative and Role-Play activities. They learn about the world around them and develop the all-important skills in Literacy and Mathematics which lay firm foundations as they progress into the Lower School. The Foundation Stage has its secure play area, where children enjoy a full outdoor curriculum. It has been carefully designed to fully meet the requirements of the Early Learning Goals. Children enjoy this rich and stimulating environment in which they develop skills and acquire knowledge to develop in all seven areas of the Early Years Foundation Stage curriculum. View full school

Rossall Academy Motto: ‘Our School, Our future’. We welcomed our first students in August 2002 and are proud of the academic, social, and personal achievements of around 3000 young people since, as we now enter our 14th year. Our vision is that ‘all learners will maximize their potential, aspiring to excellence, in an atmosphere of equality, integrity, and respect.’ Our Curriculum for Excellence provides pupils with the skills for learning, life, and work, not only delivered in the classroom but enhanced by many high-quality extracurricular and community opportunities and events. The success of this is due to: Our talented, committed, and creative staff. Our ethos of achievement and high aspirations. Our commitment to promoting the highest standards of behavior in class, in school, and the community. The active involvement of parents and carers in supporting every stage of your child’s education. We also involve pupils in the running of the school, encouraging respect, responsibility, self-discipline, and genuine compassion for others. I am ambitious for our school and truly believe that with an effective, positive, three-way partnership, we can ensure the achievement of all of our aims and the highest outcomes for all of our learners. We work with stakeholders to strengthen this partnership at Rosshall Academy and look forward to your ideas as to how we can improve this. The health and wellbeing of the pupils at Rosshall Academy are of paramount importance to us and it is the shared responsibility of the staff, parents, and pupils themselves. It is also a key element of Curriculum For Excellence and, as such, it will always remain a key priority of the school. ‘At Rosshall Academy, we strive to ensure that all learners maximize their potential, aspiring to excellence, in an atmosphere of equality, integrity, and respect.’ We will utilize each parent's expertise to create and develop ideas to ensure that our fundraising events are fun, rewarding and most of all will benefit the school as a whole. View full school

Rossall School has an excellent reputation for inspiring creativity and engendering a lifelong love of learning. Situated on the spectacular Fylde Coast, we are a progressive and internationally-minded community, which benefits from excellent links throughout the UK and beyond. We are committed to providing an outstanding quality of teaching and learning, and an engaging and exciting curriculum. Our pupils benefit from an extraordinarily vibrant academic culture, and this actively promotes both their intellectual and emotional growth. On the regional and national stage, we are immeasurably proud of the achievements of our pupils within the realms of performing arts and sports. Most importantly, young people leave us with the confidence, compassion, resilience, and academic qualifications necessary to support their future personal and professional success and happiness. Rossall is unique as a school in the sheer breadth of its student base when you arrive you are guaranteed to meet a variety of people from different countries and backgrounds, a truly rewarding experience. As a school for both day pupils and boarders, Rossall creates an environment in which its students can learn about the numerous cultures that constitute the student body, both in lessons and within the boarding houses. The Rossall community offers support to everyone within it, be it physical, emotional, or academic, both staff and pupils are happy to help, and there is always a friendly face around campus. Rossall allows each student to push their boundaries, learn new skills and develop relationships in an environment that never ceases to care for those within it. The variety of available subject options allow for pupils to pursue existing interests or develop new ones as they see fit. Be it playing Fives a game played by only a handful of schools across the country, learning the rules of the aptly named Rosshockey, attending fascinating lectures in the Astronomy Centre, or mimicking real-life situations in MedSoc and the Model UN, you are guaranteed to find your niche, and undoubtedly a group of people who are as passionate about that topic as you are. Despite the many wonderful opportunities that are available at Rossall, it is the houses that truly complete the experience. Each Houseparent is caring and concerned first and foremost with your welfare. Members of the same House develop bonds that supersede background and age, each ready and willing to help a Housemate wherever possible. Nothing better displays this familial bond than House Competitions, the school thrives on annual traditions, fuelled each year by new ideas inspired by past generations. These include sports such as Football, Hockey, Waterpolo and Handball, as well as House Singing, which takes place in the Grand Theatre in Blackpool, and the Battle of the Bands. The atmosphere at these events is often competitive, yet everyone is allowed to participate and enjoy themselves. Rossall also prides itself on its traditions, of which it has quite a few, having just celebrated its 175th Anniversary. The finest among these include The Christmas Dinner, in which the Houses enjoy a meal together and compete in volume whilst singing ‘Twelve Days of Christmas’, as well as the Carmen, the school song that is sung at all important events. For those who have shown outstanding effort and achievement across the school’s many facets, Prize Day is a reward for a year of hard work, whilst also serving as a graduation ceremony for the Upper Sixth. Rossall’s motto: “men agitate modem” which translates to “mind over matter” truly encapsulates the essence of the school. Anything is possible if you put your mind to it, the resources and guidance necessary to achieve any goal are at your fingertips, not only in the school but also after graduating, the long-standing Rossallian Club is a perfect example. Once you enter the school, the opportunities are endless, you simply have to seize them. The School is committed to inspiring young people to develop their potential by providing them with a first-class educational experience within the context of an intellectually exciting and culturally creative community. View full school

Rosh Pinah Primary School was founded in 1956 by the then minister of Edgware United Synagogue Rev Saul Amias MBE when it was realized that there was a need for a local Jewish Zionist school. The school achieved voluntary‐aided status in 1968 and moved the Junior School from its original location in Mowbray Road, Edgware to its present location in Glengall Road, Edgware in 1986 when it became a two‐form entry school. We are currently in the middle of a major building program that will see our nursery operating from a brand new state-of-the-art building as of September 2014. Rosh Pinah is a Scopus Jewish Day School. The religious character of the school is that of Modern Orthodox Judaism. Our cohort of children comes from a wide range of religious and socio‐economic backgrounds. We are an inclusive school, catering to the needs of all pupils and committed to providing the best education possible for every child in our care. Our popular and hugely oversubscribed school has approximately 500 pupils aged between 3 and 11 and a staff of approximately 100. Rosh Pinah means ‘corner stone’. Our principal goal is to provide our students with the building blocks to become mature, confident, educated men and women who are proud of their Jewish heritage and identity and able to thrive in the modern world. To that end, we aim to provide an exciting integrated coordinated curriculum that is rich, varied, challenging, and makes strong links between subject areas and between the secular and Jewish curriculum. We are determined and committed to making Rosh Pinah the premier school in the community which is known for its outstanding teaching, an excellent integrated secular and Modern Orthodox Jewish Zionist curriculum, top academic results, and outstanding pastoral care. We believe that every pupil should be inspired to help them achieve their full potential. We set the highest of expectations so that pupils will develop the skills, confidence, and independence necessary to become successful learners. We are a supportive community, and ambitious for our pupils and the role that they will play in the future of their communities. Together with parents, we will enable every pupil to reach their potential. Our vision pervades everything we do – learning to inspire, inspired to learn. View full school

Rosetta Primary School is a successful school based in Custom House in Newham, close to the DLR the Excel Centre. We provide excellent and exciting education and are very proud of the school's many achievements. Rosetta Primary School was recently placed in the top 3% of schools in the country for the progress that the children make whilst at our school a fantastic achievement that we are extremely proud of. We have taken the time to write our curriculum which we believe is exciting and relevant it also enthuses and engages our children at the same time as providing them with the values, skills, and knowledge to give them a good start in life and to prepare them for their future. Although we understand the importance of academic achievement and have high expectations for this, we also place great importance on our children's happiness and well-being and have a brilliant pastoral provision we are a happy school! Rosetta School aims to enable all children the opportunity to achieve their best academically, emotionally, and socially through providing high-quality learning to enable children to acquire the skills, knowledge, and concepts relevant to their future. We promote an ethos of care, mutual respect, and support, where effort is valued and success celebrated. Enabling children to become active, responsible, and caring members of the school and wider community. The school works towards these aims by: Promoting high-quality learning and exceptional attainment. Providing high-quality curriculum entitlement and a high-quality learning environment. Promoting the Rosetta Core Values to enable the children to value themselves and each other. The Core Values are: We take responsibility for our actions and always make sure we do the right thing. We show honesty and always make sure we are truthful and fair. We show aspiration and always have a positive attitude about what we can all achieve. We show respect and always have regard for ourselves and other people’s feelings, wishes, and rights. We show compassion towards others and always make sure we try to understand and support others. Promoting an effective partnership with parents and the wider community. We show respect and always have regard for ourselves and other people’s feelings, wishes, and rights. We show compassion towards others and always make sure we try to understand and support others. At Rosetta, we think it very important that our pupils develop a strong set of values and principles, and that they question and understand what it means to grow up in British society. Through a rich and challenging curriculum, and a focus on key events in British history, we invite pupils to reflect upon their role in a diverse, multicultural and multi-faith society. At Rosetta, we value every member of our school community as individuals and respect their rights and freedom. The government set out its definition of British values in its Prevent Strategy. These values are democracy the rule of law individual liberty mutual respect and tolerance of those of different faiths and beliefs. We develop several pupils from each year group into Young Leaders (replacing the School Council) and these children make decisions about school life. Children seek to be elected as class representatives and participate in hustings and voting processes to bring an element of real-life democracy into the classroom. We encourage pupils to show care and consideration for others through charitable work and using our Young Leaders’ program, we ensure that all children can influence decision-making. We support all of the main British charity events within the school, such as Sport Relief, Comic Relief (Red Nose Day), and Children in Need. We always send children to participate in the WE day celebrations. As a school that serves a diverse community, we take our responsibility to promote community cohesion seriously. A senior member of our teaching staff is our Community Cohesion Leader, who organizes events to involve all members of our school community, including educational Parent Workshops. About the children’s moral development, we hold regular class reflection time and various assemblies which allow and encourage our children to discuss British values and understand how these are relevant to them. We focus on the difference between right and wrong respecting the civil and criminal law of England and understanding the consequences of our behavior and actions. Our children are encouraged to reflect on the predominant religious and moral values that underpin our democratic and multi-cultural British society. Spiritual development is encouraged through RE lessons, assemblies, and celebratory events, our children learn about the similarities and differences of other religions and are encouraged to reflect on their own beliefs whilst tolerating the different viewpoints of others including those who do not have religious faith. View full school

Rosemead School was started in Thornlaw Road, London. SE27. As far as we know the school existed by 1936 and it may well have started a year or two before. Children can join our Nursery at any point from 2 years and 6 months old. All children are assessed during an informal 2-hour play session before entry to the Nursery. At Rosemead, we feel that children embarking on “the best years of their lives” should do so as happy, confident people. The philosophy of learning through play continues in the Reception year. The children are also introduced to a more formal approach to language, literature, and mathematics, with an emphasis on the teaching of phonics and correct letter formation. Mathematical learning combines practical activities and a published scheme. Specialist teaching begins in the Foundation Stage in music, PE, Spanish, and ICT. Children spend two full years in Key Stage 1 in mixed ability classes. Our syllabus has been carefully devised and is based on the National Curriculum, which builds on the areas covered during the Foundation Stage. Since it is the vehicle to facilitate most of the children’s learning, we support a structured approach to the teaching of reading at Rosemead and use the phonetic alphabet alongside our reading schemes. A wide range of reading material suits readers of all abilities. We expect pupils to become independent readers by the age of 7, and additional reading staff helps the children to achieve this. Our well-experienced staff creates a nurturing environment at the same time as promoting independence and high expectations of behavior. Our high adult: child ratio allows us to tailor learning to every child’s individual needs. There are seven areas of learning and development. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships, and thrive. How children engage with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner. View full school