EduCativ

Roding Primary School and Nursery with provision for deaf children is a welcoming school where everyone is ‘Free To Achieve’. The dedicated staff, amazing group of children, and committed governors work hard to support strengths, improve weaknesses and remove any barriers that may prevent reaching potential. We aim to be a school where everyone feels safe, works hard, and has fun. Our curriculum ensures a focus on academic success, creativity, and personal development. We are a 2 form entry school (with 3 forms in Year 6) with a morning and afternoon nursery. We also provide education for up to 40 children who are hearing impaired or deaf and, through our H.I. Advisory Service, support deaf children from birth to 18 years old across Redbridge. This creates a unique, rich, and privileged identity for our school and is a fundamental part of our inclusive nature. Our specialist provision for 34 deaf pupils adds dimension to life at Roding, particularly since we have extended opportunities for both staff and children to learn signing to help communication. Pupils are included as fully as possible in their class but may also be withdrawn for focused group teaching within one of several soundproofed bases if it is appropriate to meet their needs. Five specialist support teachers of the deaf and a team of specialist teaching assistants support the children to access all aspects of the curriculum. The school provides a total communication approach to teaching although specific groups are taught using a purely oral/aural teaching approach, reflecting the school's commitment to meet each child’s individual needs. There are also three deaf adults on the staff. The school also houses the borough’s H. I Outreach Service, which offers support to all children from 0 to 18 with hearing needs in Redbridge. This team of teachers of the deaf and one full-time audiological technician work with health services, pre-school agencies, and mainstream schools to ensure that the children and their families receive consistent support, as soon as their hearing needs are identified. Staffed by a fully qualified teacher and two nursery nurses, Roding Nursery can offer access to the school’s facilities and offer a smooth transition into school. The nursery is integrated into the life of the school and takes part in whole school activities and special events. Roding Primary School also has provision for deaf children – we have specialist teachers of the deaf and additional support staff. This allows us the scope to fully integrate our deaf children. Children will learn basic sign language alongside their deaf friends and begin to become aware of the needs of the deaf community. We offer a range of experiences to support the developmental needs of young children in line with National Guidance. With an emphasis on developing children’s communication skills, physical development, and personal and social skills a range of fun activities is carefully planned to support the needs of the children in the class. Early numeracy and reading skills are developed over the year and small group and individual support are given depending on children’s needs and abilities. We encourage children to become active and resilient learners Termly newsletters keep you informed of the topics we are learning about, and our blog is updated regularly so you can see your children ‘in action. Independence, curiosity, application, resourcefulness, and reflection. By supporting the children to develop these behaviors, we will help them to become lifelong learners –and this will serve them well throughout their lives and support them to learn effectively and efficiently. Originally, the land surrounding Roding Primary School was part of a large site owned by Barnardos, the children’s charity. In 1913, The Woodford Bridge Garden City Council Elementary School was opened for boys from the local Dr. Barnardo’s Home. The school was located near the Menzies London Chigwell Hotel (formerly The Prince Regent).In 1978 Barnardos sold 18 acres of land to builders Roger Malcolm Limited of Wembley. They developed over 200 homes and we now know this area as the Gwynne Park estate. Roding Primary School was built in 1938, although this was not the school name at the beginning. Initially, the school building was used by the fire service during the Second World War. In 1946, the school was opened as a county junior school when single-story buildings were added. In 1948 a separate infant school was established. The amalgamation of the Infant and Junior schools took place in 1952 thus creating the current Roding Primary School. View full school

Rockport was founded by Geoffrey Bing, in 1906, as a boys’ preparatory school, and pupils were made ready for the Common Entrance examination to public schools throughout the United Kingdom. Originally with just four boys, one assistant master, and a matron, the school expanded considerably during Bing’s Headship, and concerts, plays, sporting fixtures, and Lough swims flourished. Rockport became a Charitable Trust in 1967, has subsequently had two Headmistresses and three Headmasters, and has grown to be a school of 250 pupils. The school became fully co-educational in 1967 and began taking pupils to the age of 16 in 1998 and the age of 18 in 2015. New buildings and facilities have continued to be added to the Rockport estate, but the school remains very identifiable with the one established by Bing over a century ago. Rockport a great school with a proud tradition. Idyllically situated on the shores of Belfast Lough and a proud member of Round Square, we have strong values and a sense of adventure. Combine everything that makes us ‘Rockport’ and you have an inspiring environment and an education which goes far beyond the classroom. Small class sizes help meet the individual needs of our pupils and our excellent GCSE and ALevel results, alongside overall academic achievements are testament to our bespoke educational approach. In a woodland setting adjacent to ten miles of the coastal path and with the Mourne Mountains only an hour away, we foster a spirit of adventure and a love for the great outdoors that can last a lifetime. Children from the age of 8 go hillwalking and sailing and in senior school, we enjoy almost 100% participation in the Duke of Edinburgh’s Award. Service is encouraged at Rockport and our children regularly volunteer to help in the community and to care for the environment. We enjoy much success on the sports field and believe sport is so important that we do an hour of games every day. We are also successful in the Arts, with a remarkably high level of participation in Music and Drama. Our children develop leadership skills and practice public speaking from an early age developing confidence which stands them in good stead in later life. View full school

Studying at Rochester Independent College combines academic rigor with a creative buzz. There's no uniform and students and staff are on first-name terms. Accepting day students from the age of 11 and boarders from 15, the average class size is 8. Students enjoy being here and are treated as young adults. Our teachers have masses of expertise and experience and get teenagers. It’s a place for individuals and a real alternative to traditional schools. We encourage our students to voice their opinions, to think critically, creatively, and independently. They leave not only with excellent examination results but with enthusiasm for the future and new confidence about themselves and their education. RIC interviews are a chance to explore your education, including things that haven’t worked out as planned. Routes forward may look different for every student who joins us. A small school allows this flexibility. RIC aims to give students an enjoyable and successful experience of school in an international environment with small classes and high-quality teaching and pastoral care. The focus is on examination success and preparation for university in a lively, supportive and informal atmosphere. We encourage students to search for their answers, to voice their opinions, to think critically, creatively, and independently. We value academic and creative achievements equally. Our only entrance qualifications are an honest determination to work hard and behave well. We aim for students to leave us not only with good examination results but also with enthusiasm for the future and new confidence about themselves and their education. The college ethos is designed to foster respect, challenge prejudice, and develop an imaginative and informed attitude. The college aims to play a role in the local community with a particular emphasis on the arts and the environment and to support the growth, welfare, and development of its staff. Our aim in the boarding is to ensure that all students are well supported to live in an international environment where the informality of a College is combined with supervision appropriate to the age of the students. We understand that our boarding students are often far away from home and we aim to ensure that they: Live and learn in a safe and secure environment Thrive in a caring atmosphere Have clean and comfortable accommodation Are well fed Can talk to a member of staff or an independent contact about any issue or concern Receive as much attention as they need Are happy and well looked after Have the opportunity to express their wishes Are respected View full school

Robin Hood Junior School is a community co-educational school for girls and boys aged from 7 to 11. We have up to 360 children on the roll, with three classes in each year group. At the moment we have a few more boys than girls. Many children transfer to us from Robin Hood Infant School and we work closely with them to make sure this is a smooth transition. Our Year 6 pupils transfer to High Schools across the borough and in neighboring boroughs. Our vision for Robin Hood Junior School is for our children to leave us literate and numerate hardworking able to communicate brave and compassionate. We work hard to provide a creative and challenging curriculum to build children’s skills, confidence, and self-esteem. Every child and every adult is valued and developed and we are committed to safeguarding. Our parents and governors are supportive and fully involved in school life. We use the Cornerstones’ Curriculum as the basis for our learning. We aim to meet the needs of individual pupils through the delivery of broad, balanced, engaging, and differentiated learning opportunities designed to provide the right level of challenge. We are committed to assessment for learning, and our marking and feedback identifies progress and achievement and moves children on to their next step. We are keen to help you support your child’s learning and offer a range of ways to do this. Robin Hood Juniors believes in a broad and balanced curriculum for all our pupils. Our clubs vary depending on the time of year and availability of coaches and staff but have included: Cookery, Football, Drama, and Cricket! All children in Year 4 learn a brass instrument and we have a guitar teacher who comes into school once a week to work with individuals and small groups. The choir sing at many events and venues and our sports teams enjoy great success in local competitions. We have excellent links with Robin Hood Infant School. We meet termly and try to plan many events and activities together. Transition for our prospective Year Three children is planned carefully and several visits are made before they join us, to make the move as smooth as possible. At Robin Hood Juniors we enjoy excellent technology resources to support learning. We also make the most of our gardens and playground area. We are delighted with our new classrooms for Year Three – they were definitely worth the wait and all the disruption. The playground redevelopment is now underway...and then we want to build a library! As a maintained school we follow the National Curriculum and we deliver this through exciting and engaging Cornerstones’ Topics. We also have a detailed program of Personal, Social, Health and Citizenship Education which includes Sex and Relationship Education. We are committed to the Social, Moral, Spiritual, and Cultural development of our school community and this is embedded in all areas of the curriculum and school life. We have a half-termly ‘values’ focus which links to assemblies and our PSHCE teaching. These values include honesty integrity tolerance rule of law freedom of speech and many others. We are an inclusive school and aim to meet the needs of all our children. Some children however will need support which may be different, or additional to, the majority of pupils the same age, at some stage in their time at school. We endeavor to make reasonable adjustments to ensure that children with special educational needs or disabilities (SEND) are not disadvantaged compared with their peers. We value the views and opinions of parents and pupils and seek to work in partnership with all those who are involved with securing the best outcomes for our pupils. We, therefore, seek to provide opportunities for the views, wishes, and feelings of the child and their parents to be taken into account, and for them to be involved with decision-making regarding their child whenever possible. View full school

We are a high-achieving, busy but friendly school, with lots going on. Thomas Wall Nursery and Robin Hood Infants School federated in September 2007. We share a site and in joining together, we have created a very large early years unit, including an assessment unit for nursery-aged children with complex communication difficulties. There are 390 children on the roll, housed in twelve classrooms. We have many awards and accreditations including the Primary Quality Mark, Healthy Schools, and Sports Quality Mark. Our end of Key Stage 1 attainment is high and we work hard to maintain this. Both schools have been judged as outstanding in OFSTED inspections. Our vision and values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. Children are our priority. We work with families to provide a welcoming, caring and inclusive, yet challenging environment, in which children feel safe and reach their full potential. We offer a creative curriculum to inspire children to become independent learners and thoughtful individuals with respect for themselves and others, building strong foundations for their future part in society. We aim for children to: Feel happy, secure, confident, and valued. Be lively, independent, and inquisitive thinkers. Work hard at learning and enjoy their success. Show respect for themselves, each other, and people in our community. Enjoy physical exercise as part of a healthy lifestyle. Achieve as highly as they possibly can, using spoken and written language to communicate, and mathematics to calculate. Learn the technical skills necessary for the modern world. We aim for staff to help the children to: Develop lively, independent, and enquiring minds. Learn to work hard and enjoy each success, developing self-confidence and a love of learning. Acquire the knowledge and skills set out in the National Curriculum, using language, mathematics, and computing to communicate and reason. Respect themselves, each other, and people in our community by recognizing that although everyone is different, all are equal. Enjoy a healthy lifestyle, using physical exercise to control their bodies. Take responsibility for their actions and play a part in making decisions in school. Continue learning out of school supported by an active Home-School partnership. At ‘The Federation of Thomas Wall Nursery and Robin Hood Infants' we follow a creative curriculum in both the Early Years Foundation Stage and KS1. Children enjoy learning through an exciting and engaging curriculum that is enriched through school trips, extra-curricular activities, themed weeks, and special days. A love for learning is developed through an exciting play-based curriculum that children access through both independent plays and focus activities with adults. Children are encouraged to make connections in their learning through a creative topic-based approach led by the children’s interests. Children can engage with their learning through an imaginatively resourced free-flow learning environment that enables exploratory and child-initiated play both indoors and outdoors. We believe it is important that children develop as lively, independent, and inquisitive thinkers. Children learn through a topic-based creative curriculum that encourages independent learning, critical thinking skills, and a healthy lifestyle. View full school

Robin Hood Academy vision To be known as a flagship school locally, nationally, and globally. To be a provider of excellent, world-class education and to celebrate the exceptional achievements of our children. To continue to provide the innovative practice that has been established since 1988 when the school was first opened. To fully ensure that everyone knows “we aim high and reach for the stars.” At Robin Hood Academy we have a shared philosophy of what makes us unique. Independent learning is a core feature. These skills are developed and advanced from nursery through to year six, enabling children to problem solve and take risks in a safe, supportive environment. Computing is embedded and progressive. We have a specialist technology teacher who supports children with innovation and technology projects. Blogs serve to support the curriculum and promote communication across the community. Mandarin is taught from the Foundation stage onwards. Robin Hood provides an exceptionally broad curriculum. We have links with schools in China, Europe, and nationally as well as organizations like The Birmingham Repertory Theatre and The Royal Ballet. Specialists provide additional sporting opportunities throughout lunchtime and afterschool, exploiting resources in the local community. PE plays an important role in developing a range of skills and contributes to an enjoyable healthy lifestyle. We are a Healthy School. Our University Challenge sessions empower children to develop aspirations and choose their subjects to ignite passion. Our development in STEM work links us with higher education establishments and industry. It brings science to life for our children. We strongly believe in having an open-door approach to parents, so they can participate and engage in their child's education this is promoted through daily Independence Time, INSPIRE workshops, and Parent/Carer forums. Teamwork is important we are friendly, forward-thinking, and reflective practitioners. Cooperative learning and the mastery curriculum is a fundamental part of the school ethos to our teaching. We champion every child to achieve their best. This is embedded through our “No Outsider’s” program. We ensure that everyone knows “to aim high and reach for the stars” to fully succeed. We prepare our pupils to be lifelong learners critical and collaborative thinkers and global citizens who meet the challenges of life with confidence, optimism, and enthusiasm. Our core values underpin the ethos of our school. British Values, the Unicef Rights of the Child, and the Equality Act 2010 provide the foundations for our three key drivers: RESPECT, INNOVATION, EQUALITY. At Robin Hood Academy the most important underlying principle of a curriculum is to help children learn, and deepen their understanding and skills. We believe that a successful curriculum is brought to life by high-quality teaching inspirational learning activities and opportunities to listen and plan for the developing interests and motivations of children. View full school

Robert Clack School opened in 1955 and was named after the man who was Mayor of the Borough of Dagenham from 1940 to 1942. Alderman Robert Clack was rightly known as a fighter for social justice, someone who cared passionately about the people of Dagenham and worked tirelessly to secure better outcomes for them his values and principles permeate the ethos of our school to this very day. Robert James Daniel Clack was born in 1901 in Bromley-by-Bow. He worked as a railwayman before becoming involved in local politics. From 1931 to 1934, he was an officer in the Bow branch of the National Union of Railwaymen and in 1933 he was President of the Dagenham Trades and Labour Council. The following year he was chairman of the Dagenham Ward Labour Party and was elected to Dagenham Council. Dagenham was then an Urban District Council but became a Borough Council in 1938. Robert lived with his wife and family on Moss Road, in Dagenham, and was appointed mayor of the borough in 1940. He was so popular that he was elected to a second term, until 1942. Robert died in 1953. At Robert Clack Sixth Form we pride ourselves on our ability to deliver a first-class post-16 education to all of our pupils. We offer courses to cater to a wide variety of interests and aspirations. We have a proven track record of working with pupils to secure places at a range of universities (including Oxford, Cambridge, and Russell Group) to study a wide variety of different subjects (including highly competitive courses such as Medicine, Law, Dentistry, and Veterinary Science). Pupils also progress to employment and apprenticeships including at international firms in the City of London. We aim to provide an outstanding holistic education that will ensure the young people of the Robert Clack School community are equipped with the knowledge, skills, and attributes necessary to fulfill their potential and make a valuable contribution to society. Our ethos reflects the values of Alderman Robert Clack, the former Mayor of Dagenham after whom our school was named when it opened in 1955. He was recognized as a fighter for social justice and worked tirelessly to advance the life chances of the people of Dagenham. His values continue to permeate our school ethos today, which is summarised perfectly by the maxim: 'Excellence for all excellence from all'. We strive for excellence in all that we do in the Robert Clack School community to equip our pupils with the knowledge, skills, and attributes necessary to fulfill their potential and make a valuable contribution to society. Teaching expertise and experience allows our pupils to excel in all of the subjects that we offer, as our 2017 results show. These can be found on the ‘Results and Destinations’ page. We are proud to help pupils progress to their desired university, apprenticeship, or employment destinations after Sixth Form. Also included on the ‘Results and Destinations’ page are the 2017 University places that our pupils secured this September. Our pupils have access to a broad and balanced curriculum of A-level and vocational subjects, combined with extensive enrichment and personal development opportunities. All staff regularly receive training and updates around safeguarding policy, practice, and current issues. This allows us to make sure we meet our responsibility to ensure that children are happy and safe. To support this, children are encouraged to report any concerns through our pastoral systems. We use assemblies and various elements of the curriculum to make children aware of various issues related to safeguarding. At Robert Clack we are fortunate to have an experienced counselor in school twice a week, holding timetabled sessions in the morning and a drop-in session one lunchtime. All sessions are confidential and students are referred based on their needs.CAMHS School Counselling is for any young person who's having problems, whether it's depression and mental health concerns or issues with parents or people at school. Students can expect to be helped by a supportive and non-judgmental counselor who is a BACP registered and trained in, amongst other training, Children and Young People Improving Access to Psychological Therapies (CYP-IAPT) models. Many of our young clients tell us that they feel happier after they see the school counselor and are better able to deal with their problems. In some cases, the CAMHS school counselor helped them to concentrate better at school, or get on better with their friends and family. The school counselor can liaise with other professionals to support the young person where appropriate. The young person can be referred by a teacher or can ask to see a counselor. The counselor is available for drop-ins during lunchtime. What is discussed is confidential, unless the counselor is worried for the young person’s safety. The School counselor follows school protection procedures and works closely with the school to ensure all safeguarding procedures are responded to effectively. We are passionate about ensuring that we support students to be mindful and aware. Mindfulness involves learning to direct our attention to our experiences as they unfold, moment by moment, with open-minded curiosity and acceptance. Rather than worrying about what has happened or what might happen. It trains us to respond skilfully to whatever is happening right now, be that good or bad. Well-conducted mindfulness interventions are capable of addressing the problems of the young people who take part, and improve their wellbeing, reduce worries, anxiety, distress, reactivity, and bad behavior, improve sleep, self-esteem, and bring about greater calmness, relaxation, and self-regulation and awareness. Robert Clack School has been selected to take part in an exciting opportunity and partnership with the Department of Psychiatry at the University of Oxford. The school will be involved in research that will investigate how schools prepare young people to improve resilience and manage their emotional health. The research will take 3 years and will involve our current year 7 and 8 cohorts. The research will support a wider understanding of the impact of mindfulness on young people. Today in our society, e-safety is a crucial part of children’s education. Although the digital world supports your child’s learning, we would like you, as parents, to support your child with the issues faced in the online world and how to protect themselves in the digital world. Cyberbullying is as offensive as being bullied physically, but the difference is that it’s being done through digital devices. Examples include bullying taking place over social media sites and text messages using mobile phones. A recent nationwide survey revealed that 55% of children have received hurtful comments online with 18% experiencing cyberbullying and the problem is growing. View full school

Robert Blair School and Children’s Centre is nestled in the heart of Islington in the vibrant area of the Caledonian Road between Kings Cross and Angel. We have high expectations of the whole school community in terms of progress and achievement, behavior, and engagement to make our children ready for the next stage of their education, and to prepare them to contribute to British society. We work hard to remove barriers to learning. Creativity has a high priority. It is a process that requires both freedom to experiment and the use of skills, knowledge, and understanding. It is a vehicle to develop self-esteem, confidence, and engagement both with the curriculum and with the ever-changing world that our children are living in. Robert Blair Primary School, an inclusive learning community where: Expectations are high Individuals are nurtured Creativity is valued Our key priority this year is to improve teaching to accelerate progress and raise attainment further by making sure that: Pupils have more regular opportunities to read challenging texts and other materials in subjects other than English Activities in reading lessons are always purposeful and support the ongoing development of the full range of pupils’ reading skills We use a topic-based approach to the delivery of the curriculum linking learning and core skills in a way that will capture the children’s interest. Trips are strongly encouraged. It is expected that every class has a school trip once per half term many have much more than that. We are very well placed to access all the potential that London can offer about museums, galleries, and exhibitions. The school also employs specialist sports coaches and an environmental officer. We follow the national curriculum to provide a broad and balanced curriculum that promotes the spiritual, moral, cultural, mental, and physical development of pupils and prepares them for the opportunities, responsibilities, and experiences of later life. Our themed approach enables whole phase topic enrichment ensuring that key skills in reading, writing, maths science and the arts are taught in a way which motivates and engages the children". The EYFS curriculum is organized into six areas of learning: personal, social, and emotional development communication, language and literacy mathematical development knowledge and understanding of the world physical development, and creative development. At Robert Blair Primary School we have the highest possible expectations for all our children. We aim to provide a happy, caring, and safe environment that stimulates children’s natural curiosity and allows them to develop their skills, knowledge, and understanding. We want children to develop independence, co-operate with others and communicate in a range of situations whilst learning the skills needed to progress through school and future life. Great emphasis and importance are placed on the environment which reflects the EYFS topic each half term and is designed to entice the children to participate in a range of learning activities. We follow the EYFS statutory framework and use ‘Development Matters’ which supports the implementation of the statutory framework by outlining the characteristics of effective learning and how best to promote these in an Early Years setting. Our school embraces the 16 ‘Habits of Mind’ as a way of clarifying educational aspirations and targets for our pupils. They provide a framework and common language for students, to share when discussing and planning for the development of our thinking. Cooking in the Curriculum - Every child has the opportunity to cook at least once a term. Basic Skills - We place a strong emphasis on the development of basic skills – skills that are necessary for lifelong learning. We have ‘non-negotiable’ basic skills that are taught and expected to be applied. Phonics - Children have daily phonics lessons until they are secure in their knowledge. Robert Blair Primary School is committed to meeting the needs of all pupils, including those with special educational needs and/or disabilities (SEND). We will do our best to make sure that a pupil with SEND gets the support and provision they need. View full school

At Roath Park Primary, we are extremely proud of our commitment to developing International Links. We recognize that our pupils are growing up in a global society where international cooperation and understanding are increasingly vital. We aim to provide learning opportunities that will enable all of our children to understand that they are citizens of the world. As educators of young minds, we strive to raise awareness of the world around us, by opening as many "windows to the wider world" as possible. We wish for all children to be proud of their shared Welsh culture and to be excited about learning from our neighbors, near and far. We embrace fully the opportunities for respecting and celebrating global diversity. Knowledge of other nations, cultures, and languages is enhanced through the use of communication technology. We value and celebrate our similarities as well as our differences. We hold strongly to the belief that children are very similar in classrooms across the world and hold the key jointly to a brighter future for us all. Our Aims: To provide an informed awareness of countries, cultures, and languages To celebrate and respect the diversities of culture, belief, and heritage of all students and staff in our school and local and national communities To enable students to know, become involved in, and understand more about global issues To enable students and staff to experience other people’s daily life and enjoy regular contact with those living in different countries To reinforce the promotion of equal opportunities and equality To embed the global dimension into the whole school and subjects’ and faculties planning. “At Roath Park, we strive towards excellence in all aspects of School life by creating a well-ordered, yet inviting atmosphere in which we help children to value diversity, to acquire a joy of learning, and to develop an enquiring approach as a foundation for good citizenship.” View full school

We strive for excellence in everything we do, because our pupils and families deserve nothing less. They make up the acronym ARCHITECT to signify our passion for designing and building a school that will make an indelible mark on the world for generations to come a school that will impact positively on everyone who enters, on people we may never meet, and in ways, we may never know. We see our pupils’ time at Riverside School as just the first part of their journey and we want them to leave us at the age of 19 as confident, lifelong learners. We also want them to remember their time with us with great affection, with memories of life-enriching experiences and enduring relationships. Our core purpose, our mission, is to transform our children’s lives and the lives of their families and our vision is to inspire breakthroughs in the way society enables children with complex needs to find true fulfillment. Our mission and vision are underpinned by four pledges: We will equip our pupils with a bespoke package of profoundly personalized support so that when they leave school, they succeed, flourish, and leave their mark on society. We will inspire our pupils, families, and the wider community to make the seemingly unachievable achievable through the Performing Arts. We will ensure current and future pupils make remarkable progress by attracting and training the highest caliber special educators at Riverside School and beyond. We will influence the world of specialist education by creating an innovative curriculum framework based on The Pursuit of Happiness. We were heavily involved in the Complex Learning Difficulties and Disabilities (C.L.D.D.) Research Project, led by Dr. Barry Carpenter and, as one of the initial 15 Trial Schools selected nationally, we were involved in researching: How a new definition of C.L.D.D. was relevant for a new generation of increasingly complex learners who are presenting in schools. How new styles of pedagogy are needed for these learners, with a specific focus on individualized engagement. Our School Development Plan is a culmination of many months of debating where the school is now and where we wish to be in the future. We have adopted an invitational and consultative leadership style and this has enabled us to draw upon expertise and experience and create consensus and understanding. It is not about compliance but commitment: it is about hearts and minds, soul and spirit. It is a shared commitment to building a better future. View full school

Riverside Primary School and Nursery is a thriving community school situated near the town center of Maidenhead. Riverside Primary School and Nursery are expanding to become a two-form entry school. We believe school should be an enjoyable, enriching experience. We value everyone in our school community and have high aspirations for all. Our school provides a nurturing and stimulating learning environment that develops responsible and resilient citizens. Riverside has the advantage of being set on beautiful grounds with a large field. The new build has modern, light and spacious classrooms and provides excellent play, games and sports facilities. We invite you to come and take a tour of the school. Everyone at Riverside, staff, and Governors, strives to provide the highest standard of educational opportunities for our children. Our vision for Riverside is to provide the highest quality of teaching and extra-curricular activities. We offer all our children an enjoyable and stimulating learning environment underlined by traditional values of discipline, self-reliance, courtesy, knowing right from wrong, and respecting others. The first-rate team of teachers and support staff act as role models, educating and nurturing each child to bring out their strengths and achievements and to enable them to become capable, caring, and confident citizens of the future. To achieve our aims, we work closely with parents so that we understand the needs of your children and to address any concerns or anxieties that you may have. Aims of Riverside Primary School and Nursery are: To provide a happy, healthy, safe, and stimulating environment where our children are encouraged to learn in a variety of ways. To achieve the highest standards with pupils having positive expectations of themselves and those around them in all aspects of school life. To provide a broad, balanced and creative curriculum that takes account of different starting points and levels of achievement which maximizes each child's potential. To help each child to develop and learn the social and academic skills, knowledge, and attitudes needed in school that will provide a firm foundation for future citizenship and lifelong learning. To develop lively, enquiring minds, enjoying the widest variety of life-long experiences. To work in partnership with our parents and carers to meet the high expectations that we all have for their children by providing high-quality information and good communication to overcome barriers to learning. To promote our school as a place of learning for all, including children, staff, parents, Governors, and the wider community. Arrangements for the admission of children into the reception year are made by the admissions department of the Local Authority. All children are offered a place for the academic year of their fifth birthday. If you do not automatically receive an application pack from the LA, please contact them through the link below. The Admissions Procedure to the Royal Borough of Windsor and Maidenhead schools is clearly explained in the ‘Primary School Admissions Guide’ that is published each year by the Local Authority and is available online. If you live in RBWM and would like your child to transfer to Riverside part-way through the academic year, you must complete an In-Year Transfer form, available from the LA. They will assess your application based on your preferences and availability of places in the relevant school year. If you live outside RBWM, you must complete an In-Year Transfer form from your current LA, who will then process it and pass it to the RBWM. Parent View asks for your opinion on 12 aspects of your child's school, from the quality of teaching to dealing with bullying and poor behavior. If your child is at a boarding or a residential special school, it also asks for your opinion on five aspects of your child's boarding or welfare. Ofsted will use the information. When inspecting education in independent schools, we recommend when inspection should take place but inspect at the request of the DfE. By sharing your views, you'll be helping your child's school to improve. You will also be able to see what other parents have said about your child's school. Or, if you want to, view the results for any school in England. View full school

Riverside Bridge is an expanding Special School and the only of its kind in the borough, coming under the umbrella of ‘Riverside Campus’. We work closely with Riverside Primary and Riverside Secondary to provide the very best for our students. As of September 2017, we have 15 classes ranging from 6 – 10 students. Each of these classes has the support of 3 adults who work closely with them daily to ensure they are given access to an inclusive and enriched curriculum that is both accessible and relevant to their needs. Riverside Bridge is an inclusive school where every child is valued and supported to achieve a full and independent a life as possible. Inclusion is about entitlement, access, and equality of opportunity. Every student has a right to expect a broad and balanced relevant education alongside his or her peer group and within their local community. We will be open to children from all religions and will practice tolerance of all faiths and beliefs in the multi-cultural community we serve. We believe parental co-operation and support are key factors in our student’s school success, many of our students are unable to communicate so it is vital to receive parental input at the earliest opportunity. Class teachers, phase leaders, and the senior leadership team are happy to be contacted about individual students this can be done via the home/school communication book, a phone call, or by sending an email via the school email. There is a supervised Homework Club, which runs after school in the IT suite, for students who wish to make use of school facilities to help them with their work. At the start of the year, each student is baselined using the school’s chosen method of assessment, ‘Strands of Attainment’. The base-lined data is used to generate targets for Autumn, Spring, and Summer terms. Targets are calculated and adjusted according to the individual child’s category of need (PMLD, MLD, SLD, and ASD). Riverside Bridge uses a combination of aspirational targets based on baseline levels alongside CASPA (Comparison and Analysis of Special Pupil Attainment) which is used by schools across the UK for students with special needs. Student’s progress is monitored on a termly basis through data collection the data is closely analyzed and evaluated through pupil progress meetings. The findings of this data are then used to inform future planning and address any interventions that may be required. In the Spring term, students have an annual review to discuss any progress made and any requirements needed to ensure they are supported in all areas both educationally and personally. Where appropriate, discussions and changes to Education and Healthcare Plans (EHCP) are made. In September 2016 we moved to the new site on Renwick Road, along with Portakabin, Anna Hope assisted with the design of the purpose-built Riverside Bridge School. Here we have a range of facilities to support both the needs of our students alongside specialized classrooms. Each of them has a ‘chill out’ or group room attached for additional learning. We are also fortunate enough to have our own sports facilities, dining hall, food technology, science lab, art, DT, and our Home Management rooms. Students where appropriate travel to and from these additional rooms which are located to access a wide and varied curriculum, the travel aspect encourages independence and an awareness of the surroundings outside of Bridge. The curriculum at Riverside Bridge School offers pupils curriculum experiences that are broad, balanced, relevant, differentiated, and progressive and which promote the spiritual, intellectual, personal, social, and physical development of all our pupils. Accommodating the educational needs of all its pupils and enabling pupils to acquire the knowledge, concepts, skills, and values that are relevant to their present and future lives is core to the school culture, management, organization, curriculum content, and approaches to teaching and learning. The pupils at Riverside Bridge School are not a homogeneous group, and even those of the same apparent developmental age may not progress through the stages of development at the same rate but we aim to provide all pupils with relevant and appropriately challenging targets and work at each stage of their development. We’re pleased to announce that we have switched to an online payment service for you to pay for your child’s school dinner. Using a secure website called ParentPay you will be able to make payments to school online using your credit or debit card. Everyone will benefit from our new payment facility. ParentPay is easy to use and offers you the freedom to make online payments whenever and wherever you like, 24 hours a day, 7 days a week – safe in the knowledge that the technology used is of the highest internet security available and that funds will reach school safely. With ParentPay, parents have their secure online account, activated using a unique username and password making a payment using your credit or debit card is straightforward and ParentPay holds an electronic record of all payments for you to view at a later date. When you make a payment, an email confirmation is sent to you, reassuring you that the transaction has been successful. View full school