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Our impressive and welcoming Georgian-style four-story manor house sits proudly in 35 acres of beautiful grounds, woodlands, and gardens. Located in the Norfolk countryside, only 1 ½ hour by direct train to London, Riddlesworth Hall welcomes boys and girls aged 3-13. Our school has a committed staff and wonderful pupils. We invite you to come and visit us – we would be delighted to welcome you. Above all at Riddlesworth, we strive to ensure that our children develop a love of learning and make the very most of their abilities, encouraging and challenging them to give their best – and to be the best that they can be. Whether they arrive in our Pre Prep at 3 years old or enter the Prep School slightly later in life, we aim to sow the seeds that will allow our pupils to develop into thoughtful, adventurous, and academically ambitious individuals who are enthusiastic about learning and enjoy coming into school each day. Riddlesworth Hall welcomes British and International borders and prides itself on the warmth and good nature that are the overwhelming features of its boarding houses. Children as young as 7 board at the school which soon becomes their home. Students who do board at the school learn to be confident, self-sufficient, and outgoing individuals who bring as much to the school as they take away from it. The best recommendation a school can have is for a parent, at the beginning of a new term, to say “They couldn’t wait to come back”. This is as true of day pupils as it is of boarders, and at Riddlesworth Hall there is always a buzz to the first day back as we all shake back down into school life. And school life is never boring – or indeed predictable. If it snows we all put our wellies on and get out into the grounds to make snowmen. Staff too. If something is happening in the wider world we will respond to it if lessons take an interesting direction we will allow them to do so just to see where they may take us. Our Pre Prep block is a colorful and vibrant department where every boy and girl matters. The walls in the bright and airy classrooms are covered with the pupil's work, of which they are all very proud. Each classroom has a full-time teacher and some a support teacher too, ensuring every pupil has one-to-one time to further their learning every day. Each day is busy and fun-filled with the pupils being taught a wide range of academic subjects, which include weekly drama, music, and language lessons taught by subject specialist teachers. Staff: pupil ratios are kept deliberately low to ensure the highest possible quality of provision is offered to our pupils at such an important stage in their education. View full school

Richmond Park School is a school with many strengths. They include the clear commitment of staff to pupils' educational development, the good teaching, the rich learning experiences provided, and the high quality of care, guidance, and support provided to all pupils. Richmond Park School aims to provide a well-disciplined, caring environment that allows pupils to realize their full potential, both academically and socially. Whilst encouraging individual qualities such as independence of thought, self-discipline, and pride in one's appearance and work, we also stress the importance of respect for others, teamwork, and community spirit. We aim to equip our pupils with the knowledge, skills, and values to help them take their place as responsible, well-rounded, caring members of society. Richmond Park School aims to provide a well-disciplined, caring environment that allows pupils to realize their full potential, both academically and socially. Whilst encouraging individual qualities such as independence of thought, self-discipline, and pride in one's appearance and work, we also stress the importance of respect for others, teamwork, and community spirit. We aim to equip our pupils with the knowledge, skills, and values to help them take their place as responsible, well-rounded, caring members of society. We celebrate achievement, courage, effort, and ability, developing confidence and encouraging self-belief in all children and adults. We aim to create a cohesive network of support between pupils, staff, and parents and work together within our community to achieve our shared goals. We expect that all our children will develop independent attitudes and skills that will enable them to create, question, and challenge their journey to achieve their goals without peer pressure or prejudice. This journey starts at home and is nurtured in our Nursery setting. View full school

Richmond Park Academy is a key member of Academies Enterprise Trust (AET), the operational arm of the Greensward Charitable Trust, which is a federation of academies created to provide thousands of students/pupils with the best possible education. AET aims to provide the opportunity for all young learners to fulfill their real potential, broaden their horizons and become active, prosperous, and successful citizens in the world around them. AET believes that all young people deserve to become world-class learners - to learn, enjoy, succeed and thrive in a first-rate educational environment, with the best facilities, the best teaching, and the most up-to-date resources available to them. AET is committed to doing everything it can to ensure that young people can, in the future, compete on the world stage with the skills, confidence, and flair to generate new ideas, new initiatives and thereby make a full contribution to tomorrow's world. Since new legislation in September 2010, all secondary school admissions, including both Year 7 admissions and mid-term admissions, are processed through the student’s home local authority. Mid-term admissions need to complete an In-Year Admission Form, obtained from and returned to the student’s home local authority. These will, in turn, be forwarded to Admissions Officer at Richmond Local Authority who will process the application and send details to RPA Admission Officer, Terri Nardoni. Thereafter, parents and students will be invited to RPA to meet with the relevant Year Leader. RPA achieved an overall outcome of Outstanding in its recent Annual Health and Safety Audit. A huge thank you to our hardworking team who take the health, safety, and welfare of all our students, staff, and visitors very seriously. We work very closely with staff to ensure activities/lessons are risks assessed, not to curtail the learning and teaching experiences of our students, but to ensure they are carried out safely and securely. We also strive to ensure the building and all the equipment on site are maintained by competent and suitably qualified contractors. The management of health and safety is not just driven by the site facilities team, colleagues have worked extremely hard to create and nurture a positive culture. Our new redeveloped academy poses different health, safety, and security challenges which we will continue to monitor and manage. As parents and carers, we welcome your support in reinforcing to your child the importance of following procedures and our health and safety policies to ensure they conduct themselves appropriately. All our students enjoy a broad and balanced curriculum. English, maths, and science are set in Year 8 and 9 with all other subjects taught in mixed ability classes. Year 7 is currently taught in mixed ability classes across all subjects. A very high percentage of RPA students are High Prior Attainers (HPAs) so research has shown that this is the most appropriate way to structure the school to give all students the best chance of achieving positive outcomes. Within the mixed class environment, teachers differentiate work to stretch the ablest and encourage those who are having any difficulty. For Year 7 students teachers have the full incoming data set to assist them in that differentiation. All students have a right to a broad, balanced curriculum, relevant and differentiated to develop their abilities and maximize their potential, to provide stimulating, satisfying, and progressive educational experiences, and to equip them for adult life. The Governing Body and staff of RPA welcome students of all abilities. All members of staff at RPA are aware of their role and the responsibility they share for identifying and making effective provision for the additional educational needs of all students. Richmond Park Academy regards its behavior policy as pivotal to developing each child as an individual and to develop their potential to the fullest. The policy makes clear which members of staff have specific responsibility for key areas of sanctions, and for promoting good behavior on and off-site. At Richmond Park Academy we are committed to promoting the welfare of every student and ensuring that bullying and/or discrimination does not take place. In particular, we are aware of the needs of some children who may need special and/or additional support for modifying their behavior. Vulnerable students, including looked-after children, children with SEN, physical or mental health needs, will receive additional support according to their behavioral needs. We not only have over 10,000 books but, also, newspapers, magazines, games, brainteasers, computers, and internet access - all available between 8 am and 4 pm every day. Everyone at Richmond Park Academy has the right to use the library and borrow books. We encourage students to use the library often for reading and studying so they produce excellent homework. Almost all books are available for students to borrow and take home for two weeks and everyone is automatically a member of the library when they join the school. We ask that books are looked after and returned on time or renewed if needed for longer. View full school

Our school is an inclusive and happy school where we all work hard to do our very best. We have a strong focus on the well-being and achievement of every child so that their time in our school is rewarding, enjoyable, and successful. We are aspirational for our pupils. To fulfill our vision and aims, we maintain a learning environment where high standards and creativity go hand in hand with excellent behavior, respect, resilience, and independence. Our vision is to uphold high expectations and standards to: Provide every child with their right to a high-quality education embedded in an inspiring and creative curriculum, enriched with opportunities to stretch their talents and interests Enable every child to use well-developed oracy skills to think, learn, reason, explore, communicate, create and influence Develop every child’s ability to be a creative thinker and problem solve Help every child to develop independence and resilience to enable them to be responsible and accountable for their learning and behavior Ensure every child is heard, understood, and valued In doing this we aim to ensure all pupils: Make learning a priority Develop aspiration and ambition Develop an enjoyment of learning Develop independence and self-discipline Work collaboratively and creatively Adhere to high expectations of behavior Rise to challenges Have a determination to succeed Have a voice and use it purposefully Have, and live up to high expectations Adopt our culture of ‘no excuses’ Make the most of the experiences provided in school Are successful and fulfilled Have self-respect and respect for others Commit to supporting each other to achieve We know that the learning environment we create is crucial to children being able to meet our aims. We commit to providing the care, support, guidance, resources, and conditions that will enable all pupils to meet our aims, and in so doing, have a fulfilled school experience that prepares them well for the next phase of their lives and education. Our school holds a lot of personal information – about pupils, parents, teachers, etc., and the new General Data Protection Regulation is the law that says how we can hold, use and store it. We have always been very careful with the personal data we hold and we will continue to have the highest standards under the new laws. At Richard Cobden Primary School we are committed to ensuring our pupils receive a high-quality education through an enriched curriculum that reflects the diversity of our community. We value and celebrate the diverse backgrounds of everyone at our school. We also value and celebrate being part of Britain. We place a high priority on helping our pupils to develop as confident and responsible citizens. In doing this, it is very important to us that our pupils have a clear understanding of their rights and responsibilities. This is achieved through the values, aims, and ethos of our school which is underpinned by the fundamental British values of: Democracy The rule of law Individual liberty Mutual respect and tolerance of those with different faiths and beliefs View full school

At Rhyl High School we aim to give all our pupils every opportunity to develop the skills and attitudes that will set them up to be effective learners- not only while they are at school, but throughout their lives in 21st century Wales. But we go further. We care about our students, their successes, their difficulties, and their wellbeing and work in a close partnership with our parents to make secondary education rewarding, stimulating, and enjoyable. We nurture our learners, embrace their aspirations and help them to mature into well-rounded, emotionally strong, and caring adults who are assets to our local community and the best advertisement our school can have. It is difficult to show just how special Rhyl is in writing so please come and visit us. Feel the energy of our corridors, the warmth of our relationships, and the pride we feel every day of being associated with this school. Our school challenges everyone to try harder and achieve more than they thought they ever could. Our curriculum is designed to engage and inspire all our children and is therefore forever growing and developing to meet their changing wants and needs. The curriculum is diverse. All our children are set challenging targets for their academic progression, these are tracked and monitored regularly. Our pupil's progression is our priority and we work in partnership with parents and carers to ensure these targets are met and exceeded. Our supportive pastoral team is made up of form tutors, heads of house, and our wider pastoral support team - learning coaches, intervention officers, and counselors. They aim to ensure our children gain the resilience to thrive. This team works in partnership with parents and carers to identify and address needs, build support and enable each child to gain in confidence, social skills, and emotional strength they need to be happy and achieving in school. Our standards of uniform and behavior are high, transparent, and communicated. We are very proud of our school and therefore expect all pupils and parents to support our values. View full school

Rhyl is a harmonious two-form entry school in the heart of Kentish Town, within the Borough of Camden. We have very high expectations for all our pupils and we deliver a diverse and enriching curriculum in surroundings that allow children to feel happy and safe Rhyl’s commitment to creativity and the arts has been recognized through our achievement of the Arts Mark Gold award. All children have weekly music lessons from our music specialist, they have the opportunity to learn a range of instruments for free and also have the chance to record in our state-of-the-art recording studio. At Rhyl, we believe passionately in the power of outdoor learning to inspire our children we have won numerous awards for our outdoor garden which boasts a mini orchard, a secret herb garden, and a wood-fired pizza oven. We offer a breakfast club which runs from 8 am every day. It is open to pupils from Year 1 to Year 6 who can enjoy a delicious and nutritious breakfast, for just £1 per day. Our focus so far has been on sharing examples of excellent practice, leading joint staff training sessions, developing the use of Google software, and having an annual School Review. We have called these reviews 'Collaborative Enquiries'. They are led by the Head Teacher and the Camden Professional Partner plus a peer Head Teacher from one of the Cluster Schools. The focus is something particular to each school and their School Improvement focus. These have been incredibly valuable so far in highlighting strengths across the schools but also in identifying further areas for improvement and development. British Values = Rhyl Values: Democracy – We all have a voice and we are all listened to: We have a School Council and we all get to vote so we can make important decisions about our school The Rule of Law – We follow our Golden Rules to make sure everyone is safe, happy, and achieving well at school Individual Liberty – We all have the right to choose: We help each other to make choices that are safe, wise, and considerate Mutual Respect – We show empathy and appreciation for each other. We are all different but we recognize each other’s special qualities Tolerance of Those With Different Faiths And Beliefs – We celebrate our diversity. While we come from many different parts of the world and have different faiths, we are united as one: Our Rhyl Community View full school

Welcome to Richard Cloudesley School. We are an 'outstanding' school for 80 pupils aged 2-19 years with physical disabilities and additional sensory needs. Our pupils are very happy at school and are encouraged to learn, achieve and be independent. We have the privilege of teaching some truly amazing young people. We have an open philosophy and strive to provide the best learning opportunities we possibly can. Our vision is to be a model of best practice in education innovation and collaboration that will provide guidance and inspiration locally and internationally. Our values are: Respect for the individual Value everyone’s contribution Commitment to collaboration Absolute integrity Ambition for excellence Professionalism in everything we do Inclusion is a basic human right. Inclusive schools are an integral part of an inclusive society where each belongs and everybody is welcome. The processes involved in inclusion are wide-ranging and varied. They consist of: Forging relationships Building community Increasing participation Curriculum planning is based on the National Curriculum to ensure it is broad and balanced. Learning is differentiated to take account of each pupil's individual needs, age and to build on prior learning. Our school reflects British values in all that we do. We encourage our children to be creative, unique, open-minded, and independent individuals, respectful of themselves and others in our school, our local community, and the wider world. At Richard Cloudesley School, we actively promote British values in the following ways: Democracy Rule of law Individual liberty Mutual respect and tolerance of those with different faiths and beliefs Your child will be learning skills, acquiring new knowledge, and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are: Communication and language Physical development Personal, social, and emotional development The school recognizes its duty to protect our students from indoctrination into any form of extreme ideology which may lead to the harm of self or others. This is particularly important because of the open access to electronic information through the internet. The schools aim to safeguard young people by educating them on the appropriate use of social media and the dangers of downloading and sharing illegal and inappropriate material. Our definition of radical or extreme ideology is a set of ideas which could justify vilification or violence against individuals, groups or self.’ Our core mission of diversity permeates all we do. We place a strong emphasis on the common values that all communities share such as self-respect, tolerance, and the sanctity of life. We work hard to broaden our students' experience, to prepare them for life and work in contemporary Britain. We teach them to respect and value the diversity around them as well as understanding how to make safe, well-considered decisions. Richard Cloudesley School originally opened in 1903 when it catered for secondary-aged boys only. Since that time it has undergone many changes in philosophy, curriculum, and resources. In 1952, it amalgamated with a similar school for girls. We are now a split site school for pupils aged 2-19, co-located with mainstream partners in purpose-designed buildings which opened in 2008 and 2011. View full school

Richard Albion is a friendly, caring school community committed to achieving the highest standards and sharing the success of each individual. While we are a large school, every child is important to us. We want all our children to have a strong voice. We want each child to be safe and happy at school, to grow in confidence, and reach their highest potential both academically and also as a citizen within our community. We want to ensure that each child has a real sense of ambition about what they can and want to achieve. Sometimes learning can be difficult but we aim to instill in each child a sense of perseverance and the determination to do well and overcome any difficulties. We work hard to ensure that all our children become increasingly confident during their time with us and return to school eagerly each day it is important for us that our children enjoy their time at school happiness is one of our core school values. The school office manages admissions into the nursery while admissions into reception and the school are managed by the London Borough of Barking and Dagenham. Children can be admitted into our nursery, the September following their third birthday. Our nursery offers the 15 statutory hours a week that is a morning or afternoon session of three hours each day when the school is open during term time. Children will be admitted into the reception class on a full-time basis the September following their 4th birthday. Admissions into reception and the main school are managed by the London Borough of Barking and Dagenham. The link to the school admissions page can be found below. Admissions can be made online or in-person at the One Stop Shop. The One Stop Shop is based in Dagenham Library on the Heathway near Dagenham Heathway Tube Station. If you would like your child to attend Richard Albion Primary School please follow the link below to the Borough School Admissions webpage. It will help you choose the correct admissions form and there is a telephone helpline should you need advice or want to talk to someone in person. Rainbow is the name we give to our classrooms for children who have a place in our Additionally Resourced Provision. This caters to 20 children with complex learning needs. Places to this Resource are allocated by the Local Authority and not the school. These web pages show you what we do, what we teach and provide other useful information for parents, carers, and professionals. The policies which we think will be of most use to you as parents, carers, and professionals are listed below. Paper copies are available from the school office. These will be provided free to parents, carers, and prospective parents. A paper copy of any other information on our website can also be provided free to parents on request. Our Additionally Resourced Provision for children with moderate to severe learning difficulties and complex needs. We are proud to have our Additional Resource Provision for children with moderate to severe learning difficulties and complex needs. Known as our Rainbow Class, it is a center of excellence on which our staff and those in other schools can draw. The 20-place resource meets the needs of pupils from Reception through to 11 years of age and is staffed by specialist teachers and a range of support staff. All the children in the ARP have statements of special educational needs/ Education Health Care Plans and places are allocated by the local education authority. Usually, parents of a child who may be suitable for a place are referred to us for an initial discussion about suitability from either an educational psychologist or school special needs coordinator. We will discuss any child protection concerns we may have with parents/carers before contacting outside agencies, however, in situations where a child is suspected to be at increased risk of harm by doing so, the law says that schools may take advice from other agencies without informing parents/carers. The law requires all school staff to pass on information that gives rise to a concern about a child’s welfare, including risk from neglect, physical, emotional, or sexual abuse. As part of their job descriptions, all members of staff must respond to any child protection concerns they have and pass on this information quickly. These concerns will be swiftly managed by trained and experienced leaders. To do this, we work in partnership with social services. Our Governors are a group of people who work together, in the best interests of the children, parents, and staff. They meet twice a term, although occasionally there are smaller meetings of sub-committees. The Board of Governors was reconstituted in January 2014 and it was decided not to have sub-committees but to do all the work where possible through the two meetings of the whole Board each term. Governors and school staff have a responsibility to avoid any conflict between the interests of the school and their business and personal interests and their memberships of any other governing bodies or academy trusts. Our Governing Board demonstrates it is managing potential conflicts by maintaining a register of interests. To be SFVS (Schools Financial Value Standard) compliant, our register is maintained for governors, senior staff, and staff involved in procurement. The purpose of declaring such interests is to enable the governing body to put controls in place to ensure there is no conflict between a governor or staff member’s private interest and the school’s interests. This register sets out any relationships between governors and members of the school staff including spouses, partners, and relatives. Senior Staff and staff involved in procurement also declare relationships with other members of staff or consultants to enable adequate safeguards to be put in place. The definition of a relative includes spouse, partner, parent, parents-in-law, son, daughter, step-son, stepdaughter, child of a partner, brother, sister, grandparent, grandchild, uncle, aunt, nephew, niece. Richard Albion is a member of the Tollgate Teaching School Alliance is an alliance of over 30 schools that include Early Years Settings, Children’s Centres, and Primary Schools. The Alliance can offer high-quality support for teachers and leaders at all stages in their careers. It has National Leaders of Education leading schools and Local Leaders of Education. Many of its school leaders are trained Ofsted Inspectors and the Alliance has the widespread capacity to outreach and support schools’ development needs. The Tollgate Teaching Alliance also has about 40 Specialist Leaders of Education. View full school

Welcome to Rice Lane Primary School. At Rice Lane, we aim to provide a happy and caring ethos in which every child is valued and allowed to reach their full potential. We have high academic, social, cultural, and behavioral standards and are extremely proud of our children's achievements. Rice Lane provides an exciting stimulating and caring environment with a culture of respect, where children begin to take responsibility for themselves, our community, and the world in which we live. Children develop their self-confidence as learners and are encouraged to progress socially, emotionally, and spiritually. We promote the involvement of family and community members and our parents play a very important role as co-educators and we encourage close links between home and school. Our mission statement of "Be happy together, Believe together, Achieve together" is a crucial element in enabling each child to make the most of the opportunities provided for them at Rice Lane. At Rice Lane Primary we want our children to become responsible, active citizens who participate in democracy and public life with respect for diversity and a commitment to working towards greater community cohesion. Through promoting British Values, we give every opportunity to model and learn about: Tolerance, Democracy, British Law, Individual Liberty, Self Respect, Mutual Respect, Respect for different lifestyles. At Rice Lane Primary School, our English Curriculum complies with the statutory requirements of the 2014 National Curriculum. Spoken Word – this is delivered across the curriculum, with opportunities for pupils to use in a range of contexts, including drama, role-play, presentation, discussion, and debate. Talk for Writing is used throughout the school to embed different features of genres and grammar. Word Reading- This is delivered primarily through Letters and sounds in the Foundation Stage and KS1 and through daily guided reading sessions in KS2. In KS1 individual reading takes place to directly teach skills and allow for individual comprehension skills to be assessed regularly. Comprehension – Weekly comprehension activities take place in each year group, from year 1 to year 6, focusing on specific skills. Writing – transcription including spelling- This is delivered through our No-nonsense Spelling Scheme, with opportunities for parents/carers to support with practice at home through weekly spelling homework. For further suggestions on how to support your child with spelling please refer to our Spelling Booklet for Parents. At Rice Lane Primary, our ultimate aim is for the children to become confident and independent readers who demonstrate high levels of enjoyment, understanding, and comprehension, and for them to understand that reading is a life-long skill. It is a law that we, as a school, provide religious education, something that we enthusiastically agree with. The school follows the Liverpool Agreed Syllabus for Religious Education. The syllabus aims to allow pupils to explore themes and concepts within religion drawing on beliefs from a range of different faiths and world views. The Liverpool SACRE has produced a syllabus that is intended to be fully inclusive. The aim of Religious Education is not to make believers out of our pupils but to educate and inform. The syllabus is designed in a way to be reflective and inclusive and we hope that this will mean that parents do not feel it necessary to withdraw children from RE. However, it is the right of parents to request that their child be withdrawn from RE lessons if they so wish and any requests of this nature will be fully respected and adhered to. Physical Education has become a loved subject within our school and is an extremely important part of our curriculum. As a school, we wish for the children to be provided with many opportunities to take part in a range of sports and games that will stimulate and maintain their interests. These opportunities are provided both during lessons and in after-school and lunchtime clubs. View full school

Ricards Lodge High School is a warm and friendly school for girls aged 11 – 16 years. Our co-educational sixth form RR6 is open to young men and women aged 16 – 19 years.RR6 is the combined Sixth Form of Ricards Lodge High School and Rutlish School. We offer students at different academic levels access to courses in a wide range of curriculum areas including our specialist subjects. As a Sixth Form student at RR6, you will benefit from our commitment to first-class teaching and also a pastoral framework that will support you in becoming an independent achiever. Our curriculum is crafted to meet the demands of the national curriculum but goes beyond these to enrich the experience and maximize the talent in every girl. There is a comprehensive offer of extracurricular clubs and trips both day and residential, home and abroad including France, Spain, and beyond with Camps International. We nurture leadership potential across the student body providing an opportunity for the girls to contribute to school life through the Duke of Edinburgh Award Scheme, School Council, as Merton Young Advisors, as members of the Junior Leadership Team, and peer counselors to name but a few. With our local and national connections, girls work with organizations such as the Royal Shakespeare Company, The Royal Ballet School, Merton Music Foundation, Stonewall, The Lawn Tennis Association, and Rugby Football Union to learn from the very best. As an inclusive school, we are proud of the results of all our students and are very pleased to have received SSAT Educational Outcomes Awards for the last few years which confirms how strong our results are and why we are proud of them. Our thriving sixth form RR6 offers a full range of Level 3 courses (further information can be found here). We are proud of the sixth form results and the wide range of destinations our students go onto, be it to the universities of Oxford, Cambridge or Exeter, the world of work, or the world itself. Our school values help to create the ethos and culture in which they operate. These values help to instill in students the characteristics that will help them to become successful and valuable members of the school community and the wider society. We want each of our school values to be demonstrated daily by staff and students. We are fortunate to have a thriving Governing Body that takes an active role in the life of the school. The Governing Body meets termly and visits to the school take place throughout the year. Safeguarding the young people in our care is of the utmost importance, if you are worried about a child during term time please call the school office and ask to speak to a Designated Safeguarding Lead. We enrich and extend our curriculum by providing our students with a very wide range of clubs and activities, some of which make use of facilities in the local community, as well as further afield. The school is within easy access of the center of London with all its museums, galleries, and theatres, and visits to these enhance and develop the school-based study. Learning is further supported by trips to France and Germany. View full school

Rhydypenau Primary School, a school where we have high expectations of children and where we do our best to ensure that they are happy. We work hard to nurture the artists and musicians, scientists, technicians, and sporting achievers of the future, by striving to achieve high standards in all areas of the curriculum. We also support our pupils in becoming resilient, approaching life with confidence and self-belief, becoming respectful, celebrating cultural heritage and diversity, and becoming prepared for life, for a bright and successful future. Our success starts with the children and the families we serve, extending to all adults who work for our school: our pupils are confident learners who believe in themselves, recognizing and harnessing the support of their parents and teachers. Governors share a vision and a clear alignment of values, beliefs, and attitudes. Staff at school are all immensely capable people, willing and able to take responsibility, demonstrating their leadership across every year group. Teams regularly form and disband, pulling together to get a job done and regrouping to tackle the next project. Teachers, teaching assistants, and support staff work together, seeking a culture of equality that is evident in every classroom and creating a climate of learning, supportive relationships, and a stimulating learning environment. This will continue to develop over the forthcoming years. Working in partnership with parents, we aim to offer wide-ranging opportunities to further children's academic, personal and social development. We seek, wherever possible, to involve you as parents in the life and work of the school and to keep you well informed about your child’s progress. Aims: Aim high, grasp opportunities approach life with confidence and self-belief. Be curious, creative, and enthusiastic engaging in irresistible learning opportunities. Think flexibly, show resilience and respond confidently to situations with a positive ‘can-do attitude. Build strong relationships and develop a sense of mutual respect celebrating cultural heritage and diversity. Have enquiring minds and become critical thinkers able to solve problems creatively. Feel happy and safe in a nurturing environment where everybody is valued. Be energetic, eager, and motivated developing a lifelong approach to health and wellbeing. In my journey of learning, collect and value the skills I need for a bright and successful future. View full school

Our vision is to cultivate excellence and enjoyment in learning and teaching, within a stimulating and caring environment, where the achievements of all are celebrated. To achieve our vision we will: Create a rich, varied and safe learning environment, both in school and online, where children and staff develop their skills and abilities Have high expectations in everything we do and gain satisfaction from the success of everyone around us Enable children to be happy, confident, and independent individuals with a positive outlook for the future Celebrate the diversity of our school community through an inclusive curriculum Nurture the spiritual, moral, social, and physical development of the children Work in partnership with parents/carers, governors, and the wider community Recognize the links between all aspects of a child’s well being and their ability to learn Encourage children to respect the ideas, values, and feelings of others enabling them to build positive relationships Facilitate enrichment opportunities through the language and heritage of Wales. Provide a creative curriculum that ensures learning is long-lasting and supports the development of literacy, numeracy, and thinking skills. Embrace new technologies as a learning and teaching tool to raise standards across the whole curriculum Of course, there is a considerable focus on academic achievement at Rhydri Primary School. We are very proud of the high standards in teaching and learning that we provide for our children as well as the development of their spiritual, moral, and social education. However, we also pride ourselves in the provision of a broader curriculum, extra-curricular activities and emphasize the importance of the enjoyment of learning and having fun. The school endeavors to maintain an environment that encourages productive achievement and helps children develop social awareness and self-discipline. We aim to encourage children to develop respect for themselves, other people, and the environment learn positive strategies for dealing with problems understand that everyone is part of a community in which it is necessary to contribute as well as to take and appreciate that rules are established for everyone’s safety and well being. View full school