EduCativ

Reed’s is a successful independent day and boarding school, providing an education for around 730 pupils between 11 and 18, with girls in the Sixth Form. The charitable Foundation remains an integral part of our ethos today, instilling in our pupils – past and present – many important values including respect, integrity, kindness, and compassion. The Reed’s Foundation was established in 1813 by the Rev Dr. Andrew Reed. With financial support from the City of London and other dignitaries, Rev Reed founded the London Orphan Asylum in Shoreditch. Its raison d’être was to care and provide an education for destitute children, boys, and girls, who had lost both parents or their father, with the mother unable to provide for them. Based in Clapton from 1825, in 1871 the school moved to Watford. Just before the start of World War II, it was renamed Reed’s School and the boys were evacuated to Totnes in Devon - girls to Towcester in Northamptonshire. After the War in 1946, the girls moved to a separate school, Dogmersfield in Hampshire, and the boys took up residency at our current site in Cobham, Surrey. All through this time, Reed’s was a boarding Foundation School where all of the pupils were funded on bursaries with support mainly provided by companies within the City of London. However, after 1958, for financial reasons and to enable the work of the Foundation to continue, the School expanded to take fee-paying borders and, in the mid-1960s, day pupils. We believe that we must prepare Reed’s pupils for the demands of the modern world and also to inspire in them a desire to shape it for the better. Our pupils are exposed to an exhilarating array of opportunities during their time at Reed’s. Whether it is working with our partner charity in the townships of South Africa or speaking at the Toastmasters public speaking society whether as an officer in the Combined Cadet Force or trekking across the Brecon Beacons for the Gold Duke of Edinburgh scheme, we believe that the richness of our pupils’ educational experiences develops independence that cannot be taught. The excellent Higher Education and Careers advice and support our pupils receive means that, whether it be Medical or Art School, engineering or economics, the top universities in the UK or the USA, they will be confident that the choices they make as part of their unique journeys will be informed and exciting. In return, we will be confident that we have provided the platform for our pupils to leave Reed’s as secure, self-assured men and women who will continue to build on the values we have instilled and who will always be Reedonians. The purposeful and nurturing ethos of the School, where there is a love of learning and where we seek to develop the self-esteem and character of each individual is at the heart of our pupils’ successes. At Reed’s, we are ambitious for every child we educate. We believe passionately in nurturing and encouraging each pupil within a supportive environment so that they develop into confident, articulate, and happy young men and women who go out into the world with the determination to improve it. Inspired by the vision of our Founder, Andrew Reed, a central aim of Reed’s School is to support children who have lost one or both parents, and our ethos of celebrating our pupils' successes and inspiring them to unlock their true potential is founded on outstanding pastoral care, excellent teaching and a philosophy of providing a breadth of opportunities for all our pupils. View full school

Welcome to Redriff Primary School. At Redriff our motto is “Dockland Pride” and we want all our children to take pride in themselves, their families, their background, and their heritage. We believe that all children can succeed. We know that children succeed when they are happy at school, when they feel cared for and valued and when their work and efforts are appreciated. Our light and attractive single-story building opened in 1990, replacing an old building located near the River Thames, which had served generations of local children for over a hundred years. It is surrounded by pleasant grounds with grassed and hard play spaces, enhanced by trees and garden areas. We are also very lucky to be sited alongside Russia Dock woodland, which is used as an additional resource for class activities. For over one hundred years it has been our privilege to serve the local community in this part of Rotherhithe. Over time the community has changed in many ways as, indeed, has the school. For the past ten years, we have worked for, and achieved, outcomes consistently above national expectations for all the children in our care. We aim to be outstanding. We want children from Redriff to have the capacity and the desire to be future leaders: of our community, of our country, and our world. We wish them to be wise as well as clever, compassionate as well as ambitious. To achieve this, we employ some of the most dedicated and talented staff in London. We see every child as an individual within the community and we have high expectations of behavior, effort, and parental support, both for their children and for the school. As a school community, we have a set of values and we try to promote and exemplify these in everything we do. We aim to live and work in ways that are aspirational, adventurous, individual, enlightened, and compassionate. We have forged a partnership with another highly successful school, the City of London Academy and we are proud to have the Corporation of London as our sponsors. The Corporation is one of the oldest and most prestigious institutions in Britain, boasting over one thousand years of history. At Redriff School we believe in a just society in which people are: Aspirational Adventurous Individual Enlightened Compassionate At Redriff School there are many different religions represented in the beliefs of pupils. We are proud of the diversity and tolerance to which our community bears witness. Our RE Curriculum is an inquiry-based syllabus, integrating debating and philosophy. To foster positive attitudes and encourage pupils to see themselves as equal and valued members of their community, we give opportunities for children to lead discussions on the values and assumptions of world religions. Differences are welcomed and explored. In a safe and supportive learning environment, pupils openly engage with different beliefs to consider how religion plays a role in societies around the world. RE provides a forum where children can search for meaning together and realize a reasonable sense of the world. Through reflecting on the teachings of major faiths, our pupils reflect on their responsibility to act with morality and dignity. Above all, they try to understand each other. At Redriff school, our values are Aspirational, Adventurous, Individual, Enlightened, and Compassionate. We have made a conscious decision to place aspiration as our foremost value because we want our children to want to succeed, and then make it happen. We believe it is not about being born “talented”, but about the desire to be so. Out of this aspiration comes endeavor. Our vision is therefore to encourage aspiration and then support and rewarding endeavor. We expect that parents/carers, staff, and governors are aspirational for the children and we work together to identify, support, and extend children’s learning to meet their full potential. Together, we make a determined effort to ensure the children with the desire and capacity to obtain the highest possible educational outcomes become local and national leaders in academia, industry, and public service. We feel it is appropriate to adopt a fluid approach to providing for the more able and talented learners, as this allows us to identify and make provision for this group in a flexible and considered way. We provide a rich and varied curriculum that can be accessed by all, regardless of ability across a range of subjects. View full school

Rednal Hill Junior School comes under the umbrella of the Birmingham local authority. It is situated on the southwestern border of the city close to the Lickey Hills at Longbridge. The area has a strong history with car manufacture although much of the original site has now been developed with a new technology park, housing, and amenities. The school was built in 1952 and has three forms of entry from Year 3 to Year 6. It offers full wrap-around care from 7.30 am until 6 pm each day. The building provides access to the full range of curriculum needs and has its purpose-built dining and refreshment area. Good use is made of spacious grounds which provide ample scope for sport and recreation. Included on the grounds is a vegetable garden with a woodland walk, pond, and science area. We belong to a class community, a school community, and our family community. We enjoy working and playing in these communities. We understand that in a community there are rules and responsibilities. We also belong to bigger communities: Longbridge, Britain, and the World. We like to know about these communities and find out about the other people who share them with us. We all have lots of things in common. We want to be a responsible citizens by appreciating and caring for the communities that we live in. We are learning about our changing world and finding out how we fit into it and how we can make a positive difference. We celebrate differences and understand that people think differently and have their values and beliefs too. We like to work with our friends and encourage and support them to do well. We are good at teamwork and we know that sometimes we can achieve more together than we can on our own. We try to take on board the ideas of other people as well as sharing our fantastic ideas. We like other people to know that they can trust us and that we will be honest. In return, we want other people to be able to trust us. We are friendly to everyone at our school and value old friendships and new ones. We communicate well with others by listening and respectfully speaking to them. We are aware of the needs of other people and try to consider them in everything we say and do. We support others and demonstrate generosity, patience, and kindness. We know that we have choices to make every day. Some of those choices could have positive or negative outcomes. We want to make good choices so that we can enjoy school and life and that the people around us can enjoy themselves too. We can make these choices ourselves. We are aware that we will have to make choices for the rest of our life and that some of these will be moral choices. We are developing our own beliefs about what is right and wrong so that we can follow our conscience. We choose to stand up for other people. We do not tolerate bullying of any kind and we work hard to educate others to ensure that there is no discrimination in our school. We understand that our justice system is designed to encourage people to make good choices. At Rednal Hill we want people to respect us and be considerate of our needs. We show this respect to our friends, peers, and all adults. We are polite to everyone. We are aware of other people’s needs and show consideration. We are kind and demonstrate care for others by looking after people and sharing with them. We are patient and supportive as we want to help other people to be the best that they can be. We are appreciative of what others do for us. In school, we show respect to adults by following the school rules and listening to what we are asked to do. We show respect for ourselves, for others, and our environment. We look after the resources that we have and help to keep our school looking wonderful. We are all different and amazing! We like the fact that we are not all the same - we all have different strengths and different personalities. We are developing self-awareness and an understanding of our own identity. We want to reflect on what we do well and decide what things we could do even better. We are confident and independent: we like to be resourceful and problem-solve. We all believe in ourselves and know that we can achieve great things. We are free to be ourselves and should know our own beliefs and opinions and it is good to share these respectfully. We are aware of who we are and how other people see us. We are proud to stand up for ourselves and what we believe in. We are assertive. View full school

We have an incredibly strong staff team, with a vast amount of expertise, committed to providing the very best learning opportunities for children within a broad and balanced curriculum. As a school, we aim to provide a dynamic curriculum, and we are committed to improving all the time and being involved in new and innovative projects, including supporting other schools in Birmingham and other authorities. We emphasize academic achievement and the development of the whole child and strive for educational excellence in all that we do. From the first home visit, through to our carefully considered and unique environment in Early Years, we nurture children to achieve their best. This is reflected in excellent outcomes for children at the end of KS1. Here at Rednal Hill, we aim to maximize learning by ensuring every moment spent here is a valuable one. Our school values of Respect, Honesty, Fairness, Resilience, Trust, and Responsibility provide a vehicle for learning across the curriculum and are embedded in everything we do. Forest School and outdoor learning are a vital part of school life for all of our children and provide additional opportunities for children to become absorbed in their learning. We aim to build children’s self-confidence and their independence to develop into life-long learners. Please read our Curriculum Statement for details of how we achieve these aims. Most importantly, we value our children and their childhood within the community we serve. Our team of enthusiastic teachers, along with supportive governors and parents are dedicated to providing a varied, fun, and safe environment within which children can flourish and reach their true potential. At Rednal Hill Infant School we value every child and work closely with parents to ensure your child has a positive learning experience throughout their time here. We aim for every child to enjoy school but also to achieve the very best they are capable of. We value the outdoor learning environment and every child from Nursery to Year 2 will participate in regular Forest school sessions outdoors. At Rednal Hill Infant School we aim to serve our community and to meet the needs of our learners by providing the highest quality education within a broad and balanced curriculum, underpinned by our school values of Respect, Honesty, Fairness, Resilience, Trust, and Responsibility. We strive to provide an environment where academic achievement goes hand in hand with the development of the whole child and a long-term love of learning. Our school curriculum encompasses the statutory national curriculum but is broad and enriched by our ethos and vision. We aim to develop our children’s individual qualities as well as developing their knowledge and understanding of the skills they need to master to continue to flourish in the next stage of their education. Highly skilled practitioners draw on the Early Excellence principles of continuous provision and an enabling environment to ensure our children make strong and sustained progress from the start, developing into confident, engaged, and independent learners. Learning is purposeful and begins with children’s interests. The ongoing formative assessment ensures next steps are carefully planned for and the challenge is built into all aspects of the curriculum. A strong focus on child-initiated learning and high levels of engagement ensure our children participate enthusiastically and have a sense of ownership over their learning, recognizing success and showing resilience. Our children have many different learning styles and our curriculum reflects this- from weekly Forest School sessions and outdoor learning to inquiry-based challenges and a wide variety of learning stimuli learning opportunities are built into every moment of the day. Everything that interests our children can be channeled into a learning opportunity. Relationships are at the core of our school curriculum and we recognize the importance of good attachment. Our children are individuals, with individual strengths and needs. Barriers to learning are carefully unpicked and a holistic approach draws on all stakeholders to ensure each child reaches their true potential. Regular attendance is central to our ethos and we want children to enjoy school and feel successful. We value the role of our parents as carers and educators and work in close partnership with families. As children move through our school learning opportunities continue to be maximized, from discreet lessons and the consolidating of particular skills to ongoing, open-ended, and topic-based challenges. Collaboration and effective feedback are fundamental to developing our children’s self-evaluation skills and planning the next steps. We aim to equip children with the necessary literacy and numeracy skills to succeed in later life and the ability to apply these skills to scientific investigation, historical and geographical inquiry, enhanced by competent IT skills and a love of reading. Music and a love of art and DT are woven throughout our curriculum. View full school

Redlands is an exciting, happy, and vibrant community school in the East End of London. Children enjoy attending and, with the support of our enthusiastic and caring staff, challenging themselves to become successful learners. Redlands School is committed to providing a high-quality education for all our children. We believe there are times when some children need additional support to fully access all aspects of school life. Through our special needs provision, and working collaboratively with parents/carers, outside agencies, and local special schools, we endeavor to identify promptly a child’s particular need so that individualized programs and support can be provided when appropriate. Our Vision Statement is ‘Learning Creatively with pride’. We believe everyone should take pride in their achievements as this will build confidence and resilience and will encourage further success. We also believe that learning can and should occur in many different forms and places. At Redlands, we endeavor to create a learning environment that: Recognizes and celebrates success – to develop confidence and self-worth. Excites and enthuses children about learning – to develop life-long learners. Develops a culture of learning from each other – to develop open-mindedness and respect. Leads children to appreciate the importance of challenge – to build confidence and resilience. Allows for and encourages individual choice – to develop independence of thought. Nurtures and cares for everyone as individuals – to build reflectiveness, self-esteem, and responsibility. Develops an understanding of our impact on the environment both locally and globally – to develop responsibility. Supports the development of social and emotional skills – to develop integrity and mindfulness. Our vision and aims inform all our plans and policies at Redlands. They are reviewed regularly with pupils, staff, parents, and governors. The Redlands Curriculum is based on the National Curriculum and includes RE and PSHE. Our curriculum reflects the culture, values, and ethos of the school Redlands Aims and is designed to prepare our pupils for the opportunities, responsibilities, and challenges of life in modern Britain. Learning experiences include relevant activities beyond the classroom, such as educational visits, residential stays outside London, and rich and varied extended school opportunities. Our curriculum leaders are currently in the process of updating and redesigning the Redlands Curriculum, informed by current research on how children learn. We view children as active participants in their education and aim to provide them with opportunities to engage with challenging ideas linked to values in local, national, and global contexts. Our curriculum development will be an ongoing process taking place over the next two years. We aim to develop an innovative integrated curriculum, with meaningful cross-curricular links and opportunities for deep and rich learning experiences. The National Curriculum is a “mastery” curriculum and we believe that pupils should repeat content as many times as possible across the key stage to gradually deepen their understanding. Our curriculum design reflects recognition of our responsibility to promote social cohesion and social mobility. Personal development and physical and mental wellbeing are key, and we focus on Redlands Learning Powers to foster attributes such as resilience and stamina. Our Social Moral Spiritual and Cultural education (including age-appropriate education on relationships and sex) aim to equip our pupils to be reflective, caring, and active members of our diverse society. View full school

Redford School aims to develop the whole child, not just securing academic foundations but also in the varied qualities needed in a demanding modern society. This is achieved by providing a broad and balanced curriculum. The Christian ethos encourages fellowship between all cultures and religions. Self-discipline, tolerance, and care for their fellow man are also an essential part of the curriculum. Expectations, therefore, are high and pupils are expected to rise to meet these demands, both academically and socially, within the secure framework of the school. Each pupil is different and care is taken through positive direction and reward to enable all children to achieve success and excel in their way. One of Redford's main aims is that our children will “smile”. They feel safe, in the knowledge that they are respected and their views valued. They are motivated to learn because meaningful education is being delivered. They will quickly become independent learners because they received inspirational teaching. They will become lifelong learners because individually differentiated work ensures the level of learning is appropriate and this generates a love of learning they are learning in a school that is continually evolving and presenting itself with new challenges, thus preparing them for a constantly changing world. There is a bi-annual dance production and children are encouraged to choreograph their dances. Classes are most enjoyable and provide a splendid physical release from the pressures of school. Children may take classes from the age of three years old and at this stage, the pupils, led by the teacher, are encouraged to respond to music and nurture their creativity and imagination. They progress through the structured syllabus of the Royal Academy of Dance and are entered for examinations when they reach the required standard (the taking of examinations is, of course, always optional). The older students may be invited to attend a pointe-work class. In these classes, there is a greater emphasis on the rhythmic side of dance. Boys and girls will increase their fitness and stamina while enjoying the vibrant music and rhythms they are creating. The students, if they wish, are prepared and entered for the examinations of the I.S.T.D. The minimum age is 5 years old. In this class, your child will be learning the style of dance that you would see in the West End musicals. It will greatly improve coordination and overall fitness levels, especially strength and flexibility. There will be an opportunity for able students to take the Imperial Society of Dancing (I.S.T.D.) Modern Dance examinations. The minimum age is 4 years old. View full school

Welcome to Reddam House Berkshire, we are delighted to introduce you to the flagship UK school of the successful Reddam House International group. Set in 125 acres of wood and parkland, housed in a magnificent mansion building we offer an unparalleled opportunity for your child to experience a fresh approach to education. Throughout the school, our emphasis is on independence we expect our students to work hard in the belief that success is in his or her own hands. From babies in our Early Learning School through to our Sixth Formers moving on to University, students are active participants in setting the direction of their educational journey, developing a love of learning, and being empowered with the self-discipline that provides the bedrock for success. Academics is just one area in which our students thrive. We offer your child abundant opportunities in which to participate, including academic and co-curricular activities. Rather than trying to 'find' their talents and interests, our students are encouraged to 'create' themselves and develop new competencies in preparation for a world that requires courage, resilience, and flexibility. But most of all, your child’s time at school should be happy. We believe that our vibrant learning environment comes from complementing the academic and co-curricular strengths with the three ‘Rs’ of pastoral care: relationships, respect, and responsibility. We are proud to be a school where each student is valued as a unique individual and receives carefully considered nurture, support, and advice at each stage of their school career. Whatever the age of your child, choosing a school is an important decision and requires time, thought, and consideration of the ‘feel’ of a school. The static pages of a website can only give a glimpse of our thriving community but are no substitute for seeing it in action yourself so please do come and meet us, we love welcoming visitors to the school. Early Learning School where the serious business of early education thrives in each of our dedicated classrooms and exceptional outdoor facilities. Learning here is based around a ‘rhythm of the day instead of a structured timetable caring, dedicated staff invites our youngest students to join in with a variety of activities that are designed to allow each child to reach the next step in their development. We believe that children are confident, capable learners from birth, and the education of our children is of utmost importance. Our facilities are designed to meet the specific needs of the particular age of the child, as well as offering a home-away-from-home, nurturing environment that ensures every child feels comfortable and happy whilst learning in all areas. Our teaching and learning environment values both achievement and momentum to succeed, supported by the broad curriculum and commitment to academic, creative, cultural, and sporting excellence. Our school reflects a vibrant and lively community, where children are given space, countless opportunities, and support to grow in confidence and to discover their talents. The teaching and learning environment values both achievement and momentum to succeed, supported by the broad curriculum and commitment to academic, creative, cultural, and sporting excellence. View full school

At Redbridge High School we aim to provide outstanding educational provision that will also encompass the holistic needs of pupils, aged 11 – 19 with SLD, PMLD, and any additional needs particularly ASD. We will deliver this through a flexible skilled workforce in an inclusive caring environment that has pupils at its center. Redbridge High School is a Community Co-Educational Secondary School for students with severe learning difficulties or profound and multiple learning difficulties. Many of our students have additional needs and we can provide discrete provision for students with ASD in addition to severe learning difficulties. The school has 120 places and provides a range of specialist facilities to support our student's learning. The school works closely with a range of other agencies to ensure the needs of our students are met and actively encourages partnership with parents. The school is organized on a Basis relating to the needs of students and the appropriate Key Stage. Class sizes average 8 students with a teacher and 2 support staff. The school provides specialist teaching in Music and PE to all students and offers the full range of the national curriculum entitlement to students. At Redbridge High School we are: Holding a holistic view of pupils’ needs including academic, health, social and emotional. Maintaining an inclusive environment that promotes equal opportunities and puts pupils at the center. Treating all with dignity and respect. Working in partnership with parents and links with other agencies. Advocating for our pupils both in school and the wider community. Working as a flexible skilled, professional workforce who operates as a team and always providing good role models for our pupils. RE lessons are available to all pupils at Redbridge and classes cover topics in all faiths. The school RE lessons are varied and pupils experience the religions and traditions of a multi-faith society. This approach enables students to have a broad understanding and experience different ways of worship and enjoying life. The pupils have the opportunity to learn the school prayer and can choose at the end of a weekly assembly if they would like to pray. Throughout the year we celebrate various festivals and events e.g. Diwali, Holi, Hanukkah, Christmas, and Easter. Personal, Social, and Health Education is central to the educational entitlement of all students at Redbridge High School, and, as a cross-curricular dimension, permeates all aspects of life in school. At Redbridge High School we aim through Personal, Social, and Health Education (PSHE) and citizenship to enable the pupils to become healthy, independent, and responsible members of society. The pupils are encouraged to play a positive role in contributing to the life of the school and the wider community. Through PSHE lessons and whole school activities and events, we help to develop the pupils’ sense of self-worth. The pupils are taught about relationships, respect for others, rights, and responsibilities. They learn to appreciate what it means to be a positive member of a diverse multicultural society. Pupils are taught to know and understand what constitutes a healthy lifestyle and to be aware of safety issues. They learn to make informed choices regarding personal, financial, economic, career, and social issues. Redbridge High School was built in 1976 to accommodate students from Longmoor Special School which was then situated at the Cottage Homes (off Longmoor lane). View full school

We strongly believe everyone should show respect for each other and value the contribution we all make. We celebrate individual efforts and achievements both in and out of school. We promote self-discipline, good manners, and co-operation between each other and with staff. We like our children to get the best start to the day possible and ask that parents ensure that children arrive at school promptly. We feel that education is a partnership between school and home with the child being at the center. We strive to build good relationships with all our parents and carers and have a "Friends of Red Hill" organization that works with the school to strengthen this ethos and raise money. We also foster strong links with the local community through organizations such as the Rotary Club and The Chislehurst Society. We maintain close links with the pre-schools in our local area and are also involved in several projects with the local secondary schools. Everyone at Red Hill Primary School is committed to providing the building blocks for every child to flourish in a safe and nurturing environment. We offer a creative curriculum, enriched with opportunities to enable our pupils to understand the world around them and be responsible citizens. Through developing their resilience, independence, and confidence, our pupils see learning as a way to realize their full potential. The following principles, laid out by The Pioneer Academy are tried and tested in all of its schools and have been recognized as being highly successful by Ofsted. These principles underpin The Pioneer Trust Mantra which promotes success for children and guarantees improved outcomes. Promoting and achieving excellence - to inspire children and adults to achieve the extraordinary in dynamic learning environments that foster the development of independent learning. Working in partnership across The Pioneer Academy to provide innovative opportunities for staff and children to raise aspirations Recognizing the importance of outstanding teaching and learning- to develop leaders of learning, create the reality and sustain high-quality educational experiences and raise the self-esteem of all children enabling them to contribute positively to society Actively encouraging creativity and innovation - giving opportunities for risk-taking and the exploration of new knowledge and concepts to grow a ‘can do’ and ‘no excuses’ learning culture Consistent high standards of behavior and attendance - role modeled by all staff to shape the ethos and values of the school, support learning, and promote achievement Equality and diversity - to gain mutual respect through an understanding of the key values of justice and equality Safeguarding health, safety, and welfare - to protect all children and adults View full school

At the Reay Primary School, We strive to help each child at REAY reach their full potential by introducing them to a wide variety of learning experiences in a happy school community where everyone can be inspired. our school as the place for your child to learn, grow and develop. At Reay, we have a friendly atmosphere based on mutual respect where each child feels secure and cared for and each family is made to feel very welcome. We strive to help each child reach their full potential by providing high-quality teaching of basic skills and by introducing children to a wide variety of learning experiences. The opportunities we provide will make each child’s journey through school a happy and exciting time. The school will provide many opportunities to make lasting friendships with other children from the local community. At Reay, we welcome parents and carers into the school to support the learning of their child in partnership with our experienced staff. Our “Friends of Reay” eagerly await new members to organize fun events for the whole school community. We look forward to you becoming fully involved in the life of the school. We actively encourage speaking and listening to help children make sense of their world and become confident communicators. This is a vital component of all literacy and written work. We want all learning to be fun and relevant. Our staff works hard to make links between different areas of the curriculum so children find their work is meaningful and connected. For example, we use maths to help solve problems and find out how things work, and we also use maths in cooking, design, science, and dance. Children learn how to grow vegetables and how to look after themselves and their environment. We continually update our provision with new technologies ensuring that children are equipped for the world they are growing up in. View full school

In a small, caring school with a nurturing ethos and a high staff to pupil ratio, every pupil can have an influence. You are never new here for long and those joining the school are quickly assimilated into the busy routine. Everyone is important and everyone contributes to the good of the school. If you are considering an independent education for your child, Read School is well worth a visit. Here at The Read School, our Pre-Prep and Early Years department offer the best possible start for your child’s development. We foster a child’s natural curiosity and a love of learning through rich, fun, and varied activities. The ELF Unit and Pre-Prep are situated on the main school site, in the Shipley building. The ELF Unit comprises one large, light, and airy classroom, which can be converted into 2 classrooms, depending on activities during the working day. We offer a safe, secure yet stimulating outdoor environment. A fantastic place for the Early Years and Pre-Prep children to begin their school journey. ELF Unit – Early Learning Foundation Unit (Ages 3-5). Varied and enriched play opportunities are the key to successful Early Years Learning. All teaching and learning in the ELF Unit and underpinned by the Early Years Foundation Stage Curriculum, Development Matters. We foster a strong sense of family community and spirit where the priority is to nurture the individual child ensuring that we deliver a flexible bespoke education that meets individual learning styles. Small learning groups and the independent school ethos help to promote self-esteem and expression and develop the enquiring mind. Individuals are encouraged to succeed and we share and celebrate these achievements in our weekly celebration assemblies. The Preparatory School has comprised of the Key Stage 2 classes, Years 3 – 6, and is located in the Coggrave building on the main school site. Cosgrave is situated adjacent to, but separate from, the Senior School accommodation, enabling the school to retain its own identity, whilst allowing the children to share joint facilities with the Seniors, such as the Moloney Hall, the Sports Hall, and playing fields, music facilities, and the ICT suite. The Read School exists to provide an all-around education for its pupils, combining independent tradition with the best of modern practice. There has been a constant program of upgrading and expansion over the last ten years with many additions and improvements to the fabric of the school including the Shipley building, now housing the Pre-Prep School an extension to the Ramsker building (for the teaching of English) extended and improved dining room refurbished and modernized science laboratories and library Creative Arts Centre for teaching Art, Design Technology, Graphics, and Food and a stunning upgraded Sports Hall. Boarding accommodation has also been recently upgraded for both boys and girls. The summer of 2016 has seen the MUGA Astroturf pitch completely refurbished and replaced and the beginning of an exciting new venture with a new facility for the teaching of music in the school. The guiding values at reading School are those of fair-mindedness, hard work, enjoyment, and treating others with proper respect and consideration. We also attach great importance to manners, good discipline, service to others, and caring for the School and external environment. We value both effort and achievement and we encourage every positive contribution that a pupil makes to the life of the Read School community. Read School is a good place to study, especially as preparation for higher education as the Sixth Form brings many challenges. The Sixth Form is an important time for academic study, often as a preparation for and requirement of university entrance. Many boys and girls will have been at Reading for some time before entering the Sixth Form. The Sixth Form must be able to provide a different and altogether more adult experience, not just an extension of school. September 2008 saw the York Sixth Form Centre created from an area of former boarding accommodation on the first floor. A much bigger and brighter area than the previous Centre, York is an airy, modern and open area for working and leisure during the non-teaching time. Computer workstations, large worktables, access to careers and university information, and a small area for relaxing and socializing are all included here, giving our most senior students the facilities they need and deserve. Independent study is encouraged. A small kitchen has also been created for them to make hot drinks and prepare snacks throughout the day. The Centre was updated again over the summer of 2014. Sixth Formers wear smart business clothes (rather than school uniforms) and relationships with teachers are inevitably less formal. Teaching groups are very small and the standard of teaching support high. Teachers are always ready to assist and advise students on the choice of subjects. The timetable is constructed to meet students’ wishes as much as is possible each year. View full school

Raynes Park High School is a mixed, vibrant, comprehensive school with a successful Sixth Form. We are values driven school, passionate and relentless about our students’ learning & achievement. Central to our school motto 'Inspiring Learning Achieving Excellence' is the firm belief that students learn best within a secure, well-disciplined learning environment and we are committed to supporting all of our students on their RPHS journey. We are exceptionally proud of the school and the values that are central to its ethos and success we celebrate the comprehensive intake and diverse nature of the RPHS community and ensure that our core values underpin all we do. We know how challenging it can be to choose the right school for your child but if you do choose RPHS, we know this will be the start of a long, happy association with our school and we warmly invite you to be part of our future. Raynes Park Sixth Form offers high-quality education and training to students aged 16–19 years old. In its five years, the students in our Sixth Form have had outstanding results with students making excellent progress between GCSE and A-Level. We offer a wide range of courses at levels 3 and 2, which run over one to three years. We also provide numerous opportunities for wider learning, leadership, volunteering, recreational and community projects. The ethos of our Sixth Form stems from our singular focus on ensuring our students leave Raynes Park sixth form with qualifications that match their interests and career aspirations. Our success, and that of our students, is founded on ensuring each individual develops the social and interpersonal skills to lead happy and productive lives. The Careers Department at Raynes Park High School is committed to promoting a career development culture by providing access to career information, advice and guidance to students, and career education to help them build the skills they will need for working life. Careers Education is delivered to all year groups through Personal, Social, and Health Education lessons, assemblies, drop-down days, and relevant subject areas and is based on the Career Development Institute’s Framework for careers, employability, and enterprise education. All students in Year 10 will receive a careers guidance interview with the independent careers adviser who is in school once a week. Following the interview, a written action plan will be produced and shared with the student, their parents, and their tutor. Parents are encouraged to take note of the action points so that they can support their children in reaching their goals. Appointments with the independent careers adviser are also available at Year 8-13 parent evenings. Ms. Brake, the Careers Coordinator, is also fully qualified to give careers guidance and is available for drop-in guidance on Monday and Wednesday lunchtimes. This is open to all year groups but priority will be given to Year 11. Also, students in Year 13 can self-refer to Ms. Brake for guidance appointments. In Year 8, students will be given access to Fast Tomato www.fasttomato.com which has a profiling tool that suggests suitable occupations. Students can also use this website to find up-to-date information about any occupation of interest and the different routes into it, including which subjects might be essential to study. Students in all year groups are encouraged to review their Fast Tomato profile regularly as their interests change. Opportunities such as open days and apprenticeship vacancies are shared with students via their tutors and the careers noticeboards. We also have a full range of career resources in our school library and sixth form. All students in Year 10 complete one week of work experience, to develop a greater understanding of the world of work and identify the links between the skills used and developed in school, and those necessary in the workplace. Following the week’s placement, students are given opportunities to reflect and evaluate their own experience and development Raynes Park High School has an active student leadership body and has recently introduced a Year 11 Perfect Team. Head Boy and Head Girl, Vice Head Boy, and Head Girl along with the Perfect Team from Year 11 are elected democratically through a whole school vote at the start of each year. In addition to this, our pastoral house system consists of House Leaders and representatives across all year groups selected and voted by their Head of House and house members. At Raynes Park High School we foster student voice and student leadership through developing a team of students that form our Student Cabinet. This is a group of 22 students including members of the Prefect Team in Year 11 and the House Leaders. This gives a representative voice from across all of the year groups. The Cabinet meets half termly to discuss various issues and listen to the wider school community's views before taking the suggestions for school improvement to the Senior Leadership Team. Also, the Prefect Team and the House Leaders have a visible role around the school and assist in break duties, school events as ambassadors, and have numerous roles supporting teachers around the school. The role of the Student Cabinet and various student leadership positions empowers students to work in partnership with staff towards shared goals. It enables creativity to flourish so that a school community benefits from the wealth of experiences, ideas, skills, and sense of fun that students bring. Being a member of the Student Cabinet and having a student leadership position provides opportunities for students to develop a range of skills through a variety of inspiring, challenging, and valued projects which impact positively on learning, teaching, and well-being for both students and staff. A student leadership role helps to inspire and prepare students for further education and for achieving personal and professional excellence in life after formal education by being involved in democracy from a school-wide level. View full school