EduCativ

Prospect Bank School is a school for children with additional support needs in the Leith area of Edinburgh. At Prospect Bank we have 6 classes, each class has a class teacher and support staff. Ratios of adults to children may vary as children develop their independence and confidence. Our classes are named after trees, we have Chestnut, Oak, Pine, Beech, Rowan, and Willow. We work in strong partnership with allied health professionals and are fortunate to have speech and occupational therapists based in school throughout the week. Our learners play a key role in their learning and we value our enthusiastic pupil council. We are very proud of our health-promoting school and eco school status. We are also a Rights Respecting School We follow a Curriculum for Excellence and provide a wide range of learning experiences for our learners to help enable them to reach their full potential. We aim to equip our children with the skills to become responsible citizens, successful learners, confident individuals, and effective contributors. We value joint working with parents, carers, extended family, and local community including links with mainstream schools. We pride ourselves on our positive school ethos where we celebrate every individual’s success and we place a strong emphasis on a whole team approach to meeting the needs of our learners. We have a supportive parent council that plays a key role in school fundraising and planning for improvements. The parent council is always looking for new members for more information on the role of the parent council please take a look at our parent council page. If you can help in any way, they would welcome your support. Our children have complex, long-term additional support needs which are primarily associated with a learning disability and other complex needs. These ASN impact their ability to develop skills for learning, life, and work. We want our children to be as independent and included in society as they can be and our curriculum, teaching approaches, and environment are adapted to enable this. We build a consultative approach with parents, partner services, and the local community and we value this as it enables us to provide a meaningful curriculum, breaks down the barriers to learning, and continue to develop our inclusive society. We want our children to feel valued & continue to experience achievement and success now and in their future lives and enjoy the rewards this brings them and their families. Our curriculum has a clear rationale based on shared values & mutual respect. It is designed to promote challenge, enjoyment, breadth and depth, progression, relevance, coherence, personalization, and choice in learning for all pupils. Prospect Bank School aims: We will provide stimulating and motivating learning experiences. We will ensure the highest quality teaching and learning. We will ensure a safe, secure, and challenging environment. We will ensure that we improve self-esteem and feelings of being valued and listened to. We will promote a sense of physical, mental, and emotional wellbeing. We will ensure a climate of respect for people and the environment. We will ensure a wider and deeper understanding of the world in which they live. We will demonstrate personal responsibility, compassion, and support for others. We will provide a total communication setting where our children can communicate effectively. We will work closely in partnership with parents and outside agencies. View full school

PromisedLand Academy was founded in 2005 by Allan & Shirley Coote. Uncomfortable with the rapid decline of Biblical values in society, they became more and more aware of the long-forgotten truth that education is the responsibility of parents and not the state. Ephesians 6:4 exhorts parents to “bring them (children) up in the nurture and admonition of the Lord”. Many Christian parents, eager to do just this, educate their children at home. In the complex society in which we live today, however, this is often not practical or possible. PromisedLand Academy, therefore, gives parents the option of working hand-in-glove with the school to ensure a truly Christian education is delivered. The school is housed on the premises of St. Philips church in Plaistow. PromisedLand Academy seeks to glorify God by preparing students for a useful and productive Christ-like life by providing a Bible-based education with staff that is committed to Christians in full agreement with the school’s vision. We are pleased to have a family-focused approach to teaching and learning, where parents are welcomed and encouraged to be involved at every stage of their children’s academic and spiritual development. We aim to ensure we teach and support our students to have an attitude of excellence in their academics and character in line with Biblical principles so that they are equipped to practically apply their learning at home, church, school, and in preparation for further education and the workplace.CE is a complete and individualized curriculum for students ranging from pre-school (reception) through to college A-levels. The “ACE model” adapts to the learning speed of your child whereas the "state-school model" classes are lock-stepped regardless of the student’s academic abilities. The ACE model allows the child to progress independently through the curriculum and not as a group. The conventional school model either holds back the faster learner or forces the slower learner forward regardless of his/her learning gaps. The unique format of the curriculum allows students to advance from unit to unit at a pace that is appropriate for the individual student as they demonstrate mastery of each material. The value of excellence in all things we do is translated into mastering subject content. This is the foundation upon which all future learning is built. The ACE model reinforces honest achievement that results in efficient advancement. Students must master a minimum of 80% of the material (90% in Word Building) before advancing to the next level. The curriculum promotes self-learning and trains students to work independently under the supervision of teachers. For example, students learn through setting daily goals for each of their academic subjects (Maths, English, Science, etc.) and are challenged by assessing and monitoring their achievement. This key to learning allows the child to visualize and plan daily progress. This unique discipline of ACE places responsibility and accountability on the student for learning, thus establishing a lifetime appreciation for transferable/work-related aptitudes such as self-management, self-discipline, and self-motivation. At PLA, we work hard to create an environment conducive to learning which enables all of our students to reach their full potential. All of our pupils are expected to contribute to school life and make their own decisions in regards to their attitude towards learning and accountability. View full school

Welcome to Progress Schools. Every year, our students continue to excel themselves and demonstrate how the hard work that goes into each of them pays dividends as they progress into an apprenticeship, further education, or employment. Progress Schools aim to ensure that each student becomes economically active in the future as we thrive in our responsibility to ‘support the potential to achieve‘. Progress Schools Liverpool works in partnership with Marine FC, where all students have access to the fantastic pitch facilities to be used during both enrichment and physical education sessions as part of the curriculum. Progress Schools uses a range of innovative teaching methods in GSCE English, maths, and vocational subjects, through industry expert teachers to ensure achievement for students who require a different approach to mainstream education. We support and develop young people who require appropriate support and challenge to meet their academic, emotional, behavioral, and/or social needs. Our students will be well prepared for the modern world with a positive approach to learning and confident as they enter their future careers, both willing and able to contribute to and strengthen their communities and achieve success in their chosen paths. Progress Schools will Provide a safe and Innovative learning environment with high-quality teaching, learning, and resources. Prepare young people for success in later life. Protect and increase opportunity for all students. Successfully engage with parents and carers to support student progress, well-being and achievement. Provide students with the opportunity to contribute directly to their local community. The Duke of Edinburgh’s Award is the world’s leading achievement award for young people to create a world where young people can reach their full potential whatever their circumstances. Taking part in the program builds confidence and develops self-esteem. It requires persistence, commitment and has a lasting impact on the attitudes and outlook of all young people. The benefits of the program are not just apparent to the participants themselves but can be seen within the family, the community, and by future employers. At Progress Schools we support our students in making positive decisions about their future and focus on Individual career aspirations. We produce a tailor-made education package to suit each of our students to build self-esteem and confidence and equip them with the necessary skills to achieve within their chosen career path. View full school

Prior’s Field is a vibrant and successful school with a fascinating history. Nestled within 42 acres of stunning Surrey countryside, we feel hundreds of miles away from the hustle and bustle of London, but can be in the city within forty minutes. Our safe, tranquil setting is home to a school with a difference, a place where individuality is celebrated and uniqueness embraced: a happy, positive environment, where the girls enjoy learning. Our founder, Julia Huxley, was an inspirational teacher with pioneering ideas about the education of young women in Edwardian England. In 1902 she realized her dream. Prior’s Field was established as a progressive school that stimulated its pupils intellectually and broadened their cultural horizons. Her bold spirit and legacy of successful innovation continue to shape our work today. This is the route to high achievement that Prior’s Field offers: high expectations and plenty of ambition within an environment that provides both a springboard for success and a safety net. At the end of their time with us, girls will have done very well academically, but it is their experience of school life that will have made all the difference. As they complete their journey, we take great pride in the young women they have become: well balanced, thoughtful of others, and fully prepared for the next stage of life. They go on to a broad range of universities to study courses that reflect the independence, diversity, and intellectual acumen we have supported. They have a confident belief in shaping their futures. Achieving happy girls, every day, is our core aim. The happiness and well-being of our girls have always been at the heart of what we do because we know that contented and fulfilled girls, succeed. They have the confidence to step outside the box, take risks, try new challenges and embrace opportunities. We celebrate achievement in the round – creatively, actively, pastorally, and yes of course academically – but not to the exclusion of everything else. Our interest is in the whole girl her achievement in everything she does and every aspect of her school life. In her interaction within the school community in her belief in herself, in her contribution as a pupil, as a peer, as a friend, and as an ambassador for Prior’s Field for the whole of her life. View full school

As a school, we strive to ensure that every child is happy, safe, and enjoys learning. By working in partnership with the parents and carers in our rich and diverse community, we provide an environment where children can grow and develop into responsible, successful young people who have high aspirations and are confident in their abilities. Our school setting is truly innovative. We make the best use of our recently built facilities which provide us with an outstanding learning environment in Central London. Together, our primary department and children's center share the campus with Richard Cloudesley Special School (Primary Department). We are all based in Golden Lane Campus on Whitecross Street, Islington where we were relocated in 2008. Our Commitment: "We will work together to develop children as individuals who achieve high academic standards, develop their talents and contribute to the world around them as independent thinkers, community builders, and keen ambassadors of Prior Weston. We would like them to be happy and healthy as we are committed to their general well-being". We want Prior Weston Children to: Be resilient and curious learners, who think for themselves and are ready to take their next steps with confidence. Discover and grow their unique talents so they feel valued as rounded individuals and are well equipped for the future. Love learning, excel and build ambitions that match their potential. Be excited by a broad, creative curriculum that makes full use of our location. Achieve educational standards to their maximum academic potential and develop the knowledge and skills to lead them securely and confidently onto the next stage. Build strong friendships and develop a sense of mutual respect, responsibility, inclusion, and community. In Nursery and Reception children follow the Early Years Foundation Stage Curriculum (EYFS). The Early Years Foundation Stage is the stage of education for children from birth to the end of the Reception year. It is based on the recognition that children learn best through play and active learning. The learning environment is key to a child’s progress. A rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces. The indoor learning environment provides a safe, secure yet challenging space for children to learn. It contains resources that are appropriate, well maintained, and accessible for all children. The outdoor learning environment has a positive impact on children’s sense of well-being and offers opportunities for doing things in different ways and on different scales than when indoors. We support pupils with a wide range of Special Educational Needs and Disabilities (SEND). We actively ensure that all pupils feel welcome and an integral part of our school. Our modern building is fully wheelchair accessible. For children with any additional needs, support is available within the school from the SENCo - Simone De Juan. Implementation of the New Curriculum we have created a system that is aligned to the expectations of the new national curriculum. We will be reporting children’s attainment in terms of their age-related expectations. View full school

The journey towards adulthood is a search for identity. Every child is searching for a sense of who they are and the sort of adult they want to become. Schools play a role in this journey. Great schools, like Prior Park, help our students to explore who they are and find the adult they wish to be. We do this by providing opportunities. Here, children learn from exceptional teachers in a community where learning is prized and curiosity welcomed. Our young people make friends with others in a school where kindness is central. Our students enjoy a range of cultural and sporting experiences in a community that celebrates success in many areas. We provide an outstanding, rounded education for each of our students and encourage them to embrace all the opportunities on offer. These opportunities allow our students to become happy and successful adults. This success takes many forms. Most of our students go on to top universities to achieve excellent degrees, building on their love for learning that began here at Prior Park. Some channel a different sort of passion into a career. This might take the form of excitement for entrepreneurship leading to a career in business. It could be a love of creativity that leads them to a career in the arts. It may be a desire for service that leads to them following their chosen vocation. They could possess a level of sporting talent that they can follow to the top. All of these passions are nurtured at Prior Park and given room to flourish. We are a school that cares and where children can find out what matters to them. Our renowned pastoral system, rooted in our Christian ethos, provides space and support for each of our students to be who they want to be. Giving children this ‘room to be me’, leads to them leaving us as well-rounded young adults. At Prior Park every child is known, valued, and cared for. It is a school where the Christian virtues of family and community sit at the core of what we do. Prior Park is a diverse community where each child finds their way towards a fulfilled and successful life. We know it to be an open, friendly, and caring place where your family will feel at ease and your children will thrive. Do come and visit us. Come and meet the young people at Prior. Ask them what they think of our school. They will show you, more clearly than any website, review, or league table, that this is a place they are proud to be a part of. We are a school where your family will find a warm welcome and where your children will grow into capable, confident, and compassionate adults. The Mission Statement of Prior Park Schools: To provide Christian education, and specifically Catholic at the College, of the highest quality for a boarding and day co-educational community. To develop as fully as possible the academic and other talents of each boy and girl, to ensure the education of the whole person. To provide pastoral care of an encouraging, supportive and disciplined nature for each student. To create an outward-looking ethos that builds links with parents and the local community, and also celebrates the richness of cultures from around the world. To enable Leavers to be confident, capable, compassionate, and independent-minded. Our ethos is to care for our students so that they feel empowered to develop their talents in many different directions. We also want our students to be rooted in the Christian values of: Consideration Compassion Kindness Service Contribution to others Openness to God View full school

We are a fully inclusive, two-form entry school. We offer places for children from 3 years (nursery) to 11-year-old in the school. We have a diverse community and we take pride in our differences. We value every child as an individual and respect our multi-cultural and multilingual community. A caring attitude is fostered in all of our children. We aim to support them to have mutual respect, self-confidence, and self-discipline. Great emphasis is placed on personal, social, and emotional development so our children can thrive together and in the modern world and feel secure in who they are. We are a happy school where the atmosphere is conducive to learning and high attainment. Consequently, we aim that all children enjoy their education and have fun while learning. We also strive to build a creative curriculum where children enjoy activities that enhance their imagination. High expectations for behavior and attendance ensure that the school is a safe place to be. We encourage strong links with our parents and the local community and believe in forging partnerships to enable the school to thrive in all areas. We believe that parents are the first teachers of the children and that, by working together, we can provide children with the best education possible. We look forward to preparing your child well for their future life and will work closely with you to achieve the best outcomes. At Princess May we have two intakes of part-time Nursery children for the year - September and April. The children start Nursery after their third birthday. Parents can apply at the school's office when their child is two and a half years old by completing an application form. If your child is on the waiting lists for primary schools in Hackney, you can check your child's position on these lists by contacting us on the telephone numbers below. Please note that your child's position will change if other children are added to the list. It could be that you may not get a place at one of these schools during the autumn term or next. If your child was born between 1 September 2012 and 31 August 2013, they will be due to start the reception class next year, you will need to start thinking about the primary schools you would like to apply for your child. Our Primary Schools 2017 Admissions Guide contains information about the admissions arrangements for primary schools located in Hackney as well as how the process works. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for FSM in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months. The Government has decided that eligibility for the Pupil Premium will be extended to pupils who have been eligible for free school meals (FSM) at any point in the last 6 years. As a group, children who have been eligible for FSM at any point in time have consistently lower educational attainment than those who have never been eligible for FSM. A premium has also been introduced for children whose parents are currently serving in the armed forces. All children have a right to a broad, balanced and relevant education that provides continuity and progression and takes individual differences into account. Work in school should be designed to meet the requirements of the National Curriculum. At Princess May we believe home learning consolidates and reinforces skills and understanding in numeracy, literacy, and other curriculum areas, and provides opportunities for parents/carers and children to work together. Pupils are encouraged to read every day. We ask that you please try to listen to your child read every night. Find a quiet time to hear your child read and use lots and lots of praise to encourage them. Pupils are then expected to sign their Reading Record book every evening, ready to be checked by their class teacher the following morning. Governors normally serve for 4 years. The Chair and Vice-Chair are normally elected at the first Governing Body meeting of the school year. Each Governor is expected to be part of one of two committees of the Governing Body. The Committees are Resources and Finance. Princess May has a long-standing involvement and commitment to teacher training, in partnership with London Metropolitan University. Our School Direct route leads to Qualified Teacher Status (QTS) and PGCE, which carries 60 Masters Level credits. Princess May Primary School has just received a School for Success Award from the Mayor of London, Sadiq Khan, which recognizes exceptional schools in the capital. Princess May was recognized in the Schools for Success Awards because they have achieved results above the expected rate of progress for significant numbers of pupils, including the disadvantaged and vulnerable pupils. View full school

Princess Helena College is a co-educational day and boarding school for students aged 11 – 18. Founded in 1820 in London, the school was named after Queen Victoria’s third daughter Princess Helena. We pride ourselves on caring for the individual, nurturing their abilities, and ultimately allowing them to depart with an excellent all-around education and set of experiences and achievements, be that academic or extra-curricular with some wonderful memories of their time here ready to take on the next stage of their lives. We believe there are three strands to an excellent education, the academic, pastoral, and co-curricular experience. Here at PHC, we are rightly proud of our academic success, exam results have been excellent but it is more than just grades that prove our success. Our excellent overall value-added also reflects what PHC is all about, looking after and nurturing the individual so that they can succeed to the very best of their ability, allowing them to discover their true potential. Students succeed the most when they are happy, the pastoral system at PHC enables students to be happy. The size of our school and the ethos enables us to care, mentor, and value every student. We experience a warm and purposeful atmosphere staff know students very well and students know and support each other. For some students, success comes from being able to undertake co-curricular activities. We have a strong program here that allows students opportunities to be involved in sport, drama, music, outdoor adventure, debating, wellness, and academic extension classes. As part of the United Learning Group, we have access to resources to develop our overall educational facilities. We have already seen investment in the building of new washroom facilities, upgrades to the boarding house, and an extensive overhaul of our IT provision allowing better connectivity and more up-to-date equipment within the teaching rooms. We hope you will get a greater feel for PHC by coming to visit us shortly and I promise a very warm welcome when you do visit. Deciding your child’s education is a very important decision and we hope we may be part of this. Princess Helena College is characterized by mutual respect between the students and staff: everyone is expected to accept responsibility for their actions and to behave with care and consideration towards others. Our excellent pastoral care is a key part of what makes Princess Helena College such a special place for students. The formal pastoral structure is provided by the Assistant Head (Pastoral), Heads of Key Stage, Form Teachers, Academic Mentors, the School Nurse, and Boarding House Staff. Every student is appointed a mentor from our team of staff, who works with them on a one-to-one basis to guide them academically and personally. Mentors help to develop independence, resilience, and perseverance and challenge students to push themselves outside of their comfort zones to make and seize opportunities. We believe in the importance of spiritual and moral education. Whilst we are a Church of England school, we welcome students of all religions and support their wishes to observe festivals, diets, and traditions. View full school

Princes Primary caters to children with severe learning difficulties from the ages of four to eleven. We aim to provide exciting opportunities for children to learn in a safe and happy school setting. We offer a personalized curriculum in a caring, stimulating, and challenging environment, encouraging independence and the skills needed for daily life. The school is situated in Toxteth, Liverpool’s inner-city area and children are admitted from across the city. There is a wide mix of socio-economic backgrounds. We currently have 132 pupils across three sites. At Princes School we: Offer a differentiated approach that addresses individual needs through exciting and stimulating curriculum activities. Develop independent daily living skills. Develop communication skills. Work closely with our families to ensure a smooth transition from home to school and encourage effective partnership with parents and carers. Offer a “ team around the school approach “ working closely with other professionals and outside agencies. Develop a range of inclusive activities for all pupils, encouraging links both within the school, with pupils from other schools, and with the local community. Value the achievements of everyone. Encourage a positive attitude and develop self-confidence. Provide an attractive and welcoming environment. Over half of our children have a diagnosis of Autistic Spectrum Disorder in addition to their complex learning difficulties. Every three years we have a review by the National Autistic Society who quality assures our practice. Our last, very successful, the review took place in November 2016, and our next will take place in November 2019. Basic Skills Quality Mark. We achieved this award for the fourth time in April 2015. The award celebrates and supports the continuous improvement in literacy and numeracy throughout the school. Eco-Schools is an international award that recognizes the contribution we are making toward a sustainable environment. We first achieved Green Flag status in 2014 and in September 2016 had another successful review visit. We received the Liverpool Healthy Schools Award in 2011 and this is reviewed every three years. This award celebrates the work that we do with our partners to ensure that all of our children have access to a fully inclusive curriculum and lots of additional activities to develop both their relationships with people in and out of school and their knowledge and understanding of the world. We achieved this in February 2015. We offer a personalized curriculum in a caring, stimulating, and challenging environment, encouraging independence and the skills needed for daily life. Our facilities have been designed with the needs of our pupils in mind. In addition to the regular teaching areas, we have a hydrotherapy pool, a well-equipped sports hall, and extensive outside play areas with appropriate play equipment in each key stage. Within the main school building, we have a sensory circuit, a multi-sensory room, music room, soft play area, and a library. We also have school minibusses which are used daily to enable children to access and learn from their local community. View full school

Prince of Wales Primary School opened in 1950 and is situated in Enfield Lock, North East of the London Borough of Enfield. We are a full 3-form entry school and at our current capacity can accommodate 660 pupils. Our Early Learners Day Care caters to 68 full-time children from 3 months to 5 years old and through the externally run Children’s Centre extensive family support services are delivered by external agencies We benefit from the cultural diversity within our continuously changing local and wider community and have established rich partnerships which support our children’s development and broaden their experiences. We are an inclusive school that has high aspirations for all our children’s achievements regardless of their learning abilities, background, or prior education. Our pupils are taught and coached to be resilient to the many challenges in their lives overall they are well motivated and ambitious. The Early Years Foundation Stage curriculum is implemented throughout the Early Learners, Nursery, and Reception, after which the National Curriculum is followed. All children are encouraged to achieve their very best through a wide range of positive behavior strategies. We recognize the need for a nurturing approach for pupils and adults alike. In the school, our year groups work together and are led by Achievement Leaders who are members of the School Leadership Team. Our values-led education has its focus on English and mathematics skills which are strengthened by a cross-curricular approach. We focus on a monthly Value and immerse ourselves in that value what it means and understanding how we can all practically live by it. School Values have included Attitude, Cooperation, Thoughtfulness, Gratitude, Honesty, Enthusiasm, Responsibility, Compassion, and Peace. Each week we celebrate the successes of children who have demonstrated the values and they are presented with a baton which they take home and pass on the following week to the next role model in their class. We believe it is important that children gain leadership skills and we nurture this in several ways, for example by enabling them to be team captains, take part in the School Parliament, or be elected as a Prefect, Head Girl, or Head Boy. The school has a long history of successful art projects, working with artists and talented parents as well as our dedicated and creative staff. Subject Leaders are continually looking at improving pupils’ outcomes and raising standards in their area of responsibility. They learn from best practices in other schools to benefit teaching and learning across the age groups. Families support us well and all parents are expected to take an active part in their children’s development and education. We have exciting opportunities to promote lifelong learning skills for pupils and parents through study support activities and extended school facilities. We hold regular workshops to enable our parents to support their children in maths and English skills. The is also a range of adult learning that takes place in our Community Room. In the Children’s Centre, Health Visitors facilitate baby well-being, postnatal and antenatal sessions, parenting workshops, employability support, and a school readiness program. There are also opportunities from outreach services to support more vulnerable families with parenting and accessing further help. View full school

Our building work is almost complete and the new Reception class will open in September. We will spend the Summer Term equipping the room ready for our new cohort visits. As I have mentioned at the coffee mornings, in our newsletters, and during parent tours, the plan is to have all 60 children together with two class teachers and two nursery officers. Reception often works in this way at the moment since we put a door between the Newts and Sticklebacks and Niamh and Maria teaching together. We’re excited to have this additional learning space and for Y1 to move to the ground floor with access to an outside classroom! This means some year groups will have a geographical shift in September which means everyone benefits. At Primrose Hill, we are committed to providing a holistic curriculum that maximizes opportunities for meaningful cross-curricular links and learning experiences. Our existing curriculum has been planned to enable such links to be developed and exploited. We place great value on the development of children as individuals. Social, moral, and emotional issues should be given a high profile in the school. As we work on developing new Curriculum Maps, we will give you more information about the curriculum, either through workshops or through the Year Group Information Newsletters which go out at the start of each half term. We would like to make more focus on children’s interests, topics which are meaningful and relevant to our children and families. If you wish to look at the Curriculum Maps below, please bear in mind these may be different from what will be covered later in the year. In Key Stage 1, we introduced an integrated and creative approach to planning the curriculum, as we understand that young children learn best through experiencing a curriculum that is relevant and meaningful to them. This is based on good early years practice and in encompassing the National Curriculum requirements. There are whole class Literacy and Numeracy sessions that continue to include recommendations of the strategies. The children will be involved in directed and independent, cross-curricular activities related to the week’s learning objectives, throughout the day, either with an adult or independently. The learning is planned to meet the weekly learning objectives. It is expected that each child will carry out an independent maths and literacy task each day. This should be cross-curricular wherever possible and differentiated as appropriate to meet the children’s individual learning needs. We follow a topic approach in Key Stage 2. The National Curriculum is much more prescriptive in coverage of key themes and objectives, but we plan to build on this by making clearer links between subjects, being more creative with topic choices, going with children’s interests or events which are happening locally, nationally, and globally and further developing work on oracy and speaking and listening. As a school, we will be developing this throughout the year to establish new Curriculum Maps for September 2018. Our Curriculum was fully updated for September 2015 and this has been a culmination of work led by the Leaders of Learning and with input from the children during the year. These maps also include our focus on British Values, Equality as well as the enrichment activity which features each topic. We have revised our Assessment practices this term to coincide with the new National Curriculum Expectations. Children are required to ‘meet the end of year expectations and demonstrate breadth and mastery across the curriculum. This has been a School Improvement Priority this year. View full school

At Priestmead we aim to provide children with the best start in life and to develop in them an enthusiasm for learning that will stay with them throughout their lives. We are part of a great community and we believe in working closely with parents and carers. We hope that you will find our website informative and helpful in finding out about our school and following your child’s education. We believe all our children need to be literate and numerate but also motivated to become lifelong learners. We believe in an exciting, broad, and inspirational curriculum to open minds and create generations of children willing to challenge the norm and be blue-sky thinkers. The DFE publishes attainment data and you can see ours below, along with a national comparison. Our children broadly match the national average but also do better in many areas. In 2016, the SATS assessments used in Y6 changed and a new standard was brought in. We want all our children to develop an understanding of key values, to enable them to become the great adults of the future. These values bring together the ideals of many religions, British values but more importantly global values to enable our children to be the positive global citizens of the future. Throughout each year we focus on each value and talk it through with our children through the curriculum, our assemblies but also how we behave as a community every day. Our families support these values and in partnership, we work together to ensure we help every child to be the best they can be. Priestmead is committed to working closely and in harmony with its community and celebrating the diversity of the UK. We aim to prepare children for life in modern Britain and to ensure that our school ethos, curriculum, and approaches to teaching and learning reflect and promote British values. We recognize that these values are not exclusive to being British and that they have come to be accepted throughout the democratic world as the method of creating an orderly society in which individual members can feel safe, valued, and can contribute to for the good of themselves and others. We work alongside our local community and recognize the variety of religious beliefs within it. We take children outside the school to take part in local events and meet different members of the community to appreciate the valuable contributions they make. We take opportunities to: acknowledge, celebrate and commemorate national events and anniversaries related to key events in Britain’s past join in with international sporting events and find out more about the countries that host them support several charities that are selected by the children and arrange fundraising events invite members of the local community to our school events. We understand the role that our school has in helping prevent radicalization and supporting our children in developing a world view recognizing Britain’s place within it. The rights of every child are at the center of our ethos. Each year group studies the individual biography of someone who has had a particular impact on the history of Britain and who the children can empathize with. We try to select from a range of cultures and include those who came as immigrants to the country.UNICEF’s Rights of the Child will be an area we will develop by 2018. There are options at lunchtime and Pegasus time that give children the opportunity to choose from a range of activities. View full school

At Priestley Smith School, we aim to support our students, all of whom have a visual impairment, to do their very best, to enjoy school, and to develop into caring, confident, independent, and resourceful young people. We seek to develop well-informed, respectful young citizens who celebrate the diversity in our world and help to shape the future, who are eager to share their thoughts and views but who also listen and respond appropriately to the opinions of others. We have high expectations for our students and have created an environment in which each individual is supported and challenged to achieve their full potential, both inside and outside the classroom. Our students have a very rich and varied curriculum that focuses heavily upon first-hand experiences and develops a love of learning. We want our students to leave us with the best possible academic qualifications but also with strong Independent Living Skills and the ability to move around the wider environment independently and safely so that they can succeed in the world. We expect our students to be ready to learn, to work hard, and to take pride in their achievements. We also believe that a strong partnership between students, parents, and staff will ensure the best possible outcomes and therefore work closely with children and their families to identify the next steps in their learning and ways to support them to achieve these. We are an all-age specialist center for pupils with severe sight loss. All of our teaching staff are experienced and qualified teachers of the Visually Impaired. Our support staff is also all trained to a very high standard. We are committed to providing an exciting, stimulating, and highly differentiated learning program for all of our students and to ensuring that each child is supported to reach his or her potential. We provide both a mainstream curriculum, personalized to meet each child’s visual and learning needs, and the additional specialist subjects of braille, mobility, perceptual development, and Independent Living Skills. Every student leaves the school with a range of accreditation and qualifications to help them make their way in the world. Priestley Smith School is located on the site of Perry Beeches mainstream schools in Great Barr, Birmingham. The campus includes Perry Beeches Nursery, Infant, Junior, and Secondary schools. Our buildings are purpose-built for visually impaired students and are very well resourced to meet their needs, providing the specialist equipment they require to access the curriculum. At Priestley Smith School we aim to provide: A safe, caring, and supportive learning environment which enables all students to achieve their maximum potential and encourages them to be as confident, resourceful, and independent as possible. High-quality first-hand learning experiences for all pupils, delivered by specialist teaching and support staff. Full access to a broad, balanced, and highly differentiated mainstream curriculum, modified to meet the visual, learning, and social needs of each child. Opportunities for both academic and social inclusion throughout all phases with campus and local schools. Small groups with a high teacher-pupil ratio Consistently high-quality resources and materials for all pupils, including specially adapted Information and Communication Technology. Individualized training in mobility and Independent Living Skills, delivered by specialist, on-site Rehabilitation staff. A range of additional extra-curricular activities to supplement class-based learning. An environment in which diversity is celebrated and in which all barriers to inclusion are challenged. A close working partnership with parents and carers, which enables them to be fully involved in their child’s learning. The school strongly supports the Birmingham Curriculum Statement, a copy of which is included below, which ensures that all students receive their full curriculum entitlement and are prepared well to live in a culturally rich and diverse society. We recognize parents’ rights to withdraw their children from Religious Education and Sex and Relationships Education but ask them strongly to consider the importance of their child being well informed about these aspects to be independent, tolerant citizens, well equipped for life in society today. Any parents requesting withdrawal of students from RE or Sex and Relationships Education will be asked to discuss their concerns with the school’s senior leadership team. The school recognizes its responsibility to create a curriculum that meets the needs of pupils with severe visual impairment and which also reflects their very diverse backgrounds. Additionally, it takes into account the fact that many of our pupils have complex needs which include learning difficulties, communication difficulties, physical difficulties, and social/emotional needs. It is therefore essential that the curriculum we offer while paying full regard to national guidelines is fit for purpose in meeting this range of need. Our curriculum is designed carefully to meet the needs of students with visual impairment and a range of additional needs and is bespoke to our school. View full school