EduCativ

Plaistow Primary School and Children’s Centre is situated in the Plaistow North Ward of Newham. We are a two-form entry school that opened in 2002 with the children’s center opening in 2009. Class sizes are no bigger than 30 and the current school role is 440 pupils. Pupils at Plaistow come from a variety of ethnic and cultural backgrounds 71% of our pupils are bi-lingual. There are currently 28 different languages spoken within our school community. At Plaistow, we take care to develop both the personal and social aspects of each child to achieve a supportive and rewarding learning environment. The staff at Plaistow Primary believe in working in partnership with parents and value the support and cooperation that parents provide. The governing body is supportive, hardworking, and committed to the continued progress and success of Plaistow Primary. Foundation subjects such as History and Geography are taught through topics that link to a central theme. English and mathematics are taught daily and follow the National Curriculum. Pupils in the Early Years and Key Stage 1 are taught to read using a phonics program called Read, Write Inc. Physical Education (PE) – all pupils are expected to take part in PE lessons. PE is timetabled for two sessions per week. Pupils in year 5 will learn to swim as part of their PE lessons. Plaistow Primary School provides a wide and comprehensive offer to the pupils attending the school. The school has recently had its SEN department reviewed and we have been awarded the inclusion quality mark. A commitment to inclusive practice is at the heart of the school. We believe that all children are entitled to have their needs met and to have access to high-quality teaching within the mainstream. We are committed to offering an inclusive curriculum to ensure the best possible progress for all pupils whatever their needs or abilities. Plaistow Primary School values the contribution that every student can make and welcomes the diversity of culture, religion, and learning style. The school seeks to raise the achievement of the whole community, remove barriers to learning and provide physical and curricular access for all. As such, provision for pupils with Special Educational Needs (SEN) is a matter for the whole school. All teachers are teachers of pupils with SEN. The governing body, Headteacher, Special needs coordinator, teaching and non-teaching staff all have important responsibilities. Learning environments are a fundamental part of the everyday life of the school, enriching the children’s learning experiences and encouraging an imaginative and enthusiastic approach to learning and teaching. We believe that learning environments reflect the ethos of the school and set a high standard for all to see and to aspire to. Learning environments are a powerful and effective way to both stimulate and sustain children’s interest in their learning. View full school

Pirniehall is a non-denominational school covering the stages P1-7 and nursery class. We were delighted to get a brand new school in August 2002 built on what was our original site, as part of the Public-Private Partnership initiative. We are happy to share this site with St David’s RC school and have fostered good connections over the years whilst retaining our own school identity. Pupils share the dining room, astroturf, outdoor sports area, nursery play area as well as environmental garden. After many inquiries in libraries and museums, it appears that Pirniehall originally consisted of two or three cottages, which stood for about one hundred years where Pennywell Road meets with Ferry Road The tenants were likely occupied in spinning and weaving. The Spool or Pirn was a vital part of the old hand machines. The Pirn seemed an appropriate choice as one of the two main features of our school badge. The Oyster Catcher, in the foreground, also has historical, local significance. Until a few years ago this handsome, industrious seashore bird, distinctly colored black white, and red, was still common on the shore Marine Drive and the recreation fields along Ferry Road. Since these colors coincide with The City of Edinburgh’s black, white and red, we hope to foster a sense of belonging to the local and wider city communities as well as encouraging our pupil's respect for living things and the need to care for them. At Pirniehall Primary School we want to provide a stable, caring, and supportive environment for pupils, parents, and staff. Within this environment, we want to promote effective learning and encourage every child a sense of his or her worth and a belief in his or her potential. We want to encourage tolerance, concern, and respect for others. We want to build on our relationship with parents and foster a partnership that will further enrich their children’s education. School Aims: Value the whole child – celebrating strengths and achievements, and supporting learning needs. Provide a welcoming, safe, accessible, and nurturing environment that listens to & values the opinions of all. Promote independence and resilience so learners feel confident in making choices and embracing change. Deliver a fun, stimulating, and skills-based curriculum. Emphasize literacy and numeracy as key skills for life. Learn about the importance of a healthy lifestyle and keeping ourselves safe. Ensure learners experience and recognize progress. Give many opportunities for active learning, allowing learners to co-operate, persevere and achieve. Encourage respect for ourselves and others. Recognize positive ways of expressing and managing our feelings and emotions. Play a positive role in our community in valuing diversity and equality. Work in partnership with others to enable all learners to reach their full potential. Develop an understanding of our role as citizens of the wider world. We are committed to the principles and values of Unicef’s Rights Respecting Schools and continue to work towards achieving Level 2. UNICEF – Rights Respecting Schools. View full school

Piper Hill High School is an Outstanding school that is ambitious for every one of our learners within the school community. We are a larger than average size special school that caters to students aged 11 – 19 with significant learning difficulties. Our primary aim is to engage pupils in learning through outstanding teaching. We aim to work in partnership with parents and carers and other agencies to provide the very best education for our students and to ensure they have the very best outcomes and make the best rates of progress they possibly can. We ensure that through this partnership each pupil will achieve their potential and make outstanding progress and enjoy their time at Piper Hill. We aim to equip them to become the very best citizens they can be by the time they leave. We hope students will enjoy being at Piper Hill and benefit from the curriculum offered and the vast range of activities we provide. This year we are focussing on further developing reading and communication skills and numeracy for our students through using our pupil premium money and developing the new curriculum for computing. Our academies are encouraged to develop as their distinctive institutions, believing this is how they can best respond to local needs. We do, however, work within a common structure and ethos rooted within the PLT vision. Good test and examination outcomes are the keys to providing the best life chances for children and we are creating a collaborative culture of continuous and joint improvement in teaching and learning with a focus on the basics. Piper Hill is a special school that provides 135-day places for 11-19-year-old students in an environment where pupils with identified and statemented Complex Cognitive Difficulties (SLD as the primary need), can access specialized and holistic education. The carefully planned environment and engaging, personalized curriculum on offer is designed to meet the needs of students with a learning difficulty. All pupils must have a Statement of Special Educational Needs or an Education, Health, and Care Plan naming the school. At Piper Hill, we offer a carefully thought out curriculum, with the curriculum focus developing as the students move through the Key Stages e.g. with more focus on developing independence and life skills through simulated and real-life experiences. Effective and strong links will be forged with the local community. In the process of considering naming Piper Hill in a plan, the LA must consult with the school and the school will consider the appropriateness of the placement for an individual and would also ensure that naming a child for Piper Hill would be in the best interests of the children and whether the school could meet their needs. The final decision on the school to be named rests with the local authority responsible for maintaining the statement. We can only accept referrals from Local Authorities (LA). Whilst parents are welcome to visit the school and can be provided with information about the school, the school cannot proceed to the admissions stage without local authority support. Parents wishing their children to benefit from our provision should ask their local authority to name our school in their child’s EHCP. All schools receive additional funding, The Pupil Premium, which is additional to the main Special School funding from the LA and is intended to help disadvantaged pupils to 'close the gap' and to raise attainment and improve progress. A high percentage of our pupils receive Pupil Premium funding. Here at Piper Hill, we strive to make sure all our students are safe in school, at home, online, and in the community. Our staff is here to keep everyone safe and promote personal safety and well-being. Should you have any concerns, you can contact a member of the school safeguarding team. We believe co-operation and discussion between parents/carers and staff is essential, and that establishing an effective partnership between home and school will give each student the maximum opportunity for development. Your child will have a diary, which is usually completed daily at school. The timetable will be included in the weekly diary. You can use this to communicate with your son or daughter’s tutor. The diary should provide you with immediate information about your child’s progress and well-being. A newsletter is sent home to parents and carers regularly over the year. This contains information about forthcoming events together with contributions from the pupils. Contributions from parents to the newsletter are also welcome. There are many events in school during the year, to which parents and carers are invited. Staff and pupils work hard to prepare for these occasions and an audience is always appreciated. Parents and carers are always welcome to visit the school at any time. Please telephone beforehand to make an appointment if you wish to see someone in particular. It is the legal requirement for all parents and carers to provide the school with contact details and current address. View full school

As a brand new school Pioneer House welcomes its first students in September 2016, we have 14 pupils in Key stage 3 and 11 in Key stage 5. The school meets the needs of pupils with significant learning difficulties through our exciting and innovative vocational curriculum pupils will make outstanding progress to become confident, independent young people who enjoy life and make a positive contribution to their community. It is both a pleasure and a privilege to lead the school, as it builds on the strengths of the Piper Hill Learning Trust, towards a future as a strong contributor to excellent specialist provision locally, regionally, and nationally. Our academies are encouraged to develop as their distinctive institutions, believing this is how they can best respond to local needs. We do, however, work within a common structure and ethos rooted within the PLT vision. Good test and examination outcomes are the keys to providing the best life chances for children and we are creating a collaborative culture of continuous and joint improvement in teaching and learning with a focus on the basics. All pupils must have a Statement of Special Educational Needs or an Education, Health, and Care Plan naming the school. At Pioneer House we offer a strong focus on applied learning, with the curriculum focus growing as the students move through the Key Stages e.g. catering and hospitality and horticulture through simulated and real-life work experience. Effective and strong links will be forged with local businesses. In the process of considering naming Pioneer House in a plan, the LA must consult with the school and the school will consider the appropriateness of the placement for an individual and would also ensure that naming a child for Pioneer House would be in the best interests of the children and whether the school could meet their needs. We can only accept referrals from Local Authorities (LA). Whilst parents are welcome to visit the school and can be provided with information about the school, the school cannot proceed to the admissions stage without local authority support. Parents wishing their children to benefit from our provisi8on should ask their local authority to name our school in their child’s EHCP. Although parents can indicate to their local authority the school of preference to be named the authority may not agree with the placement identified. In such circumstances, parents have the right of appeal to the First-tier Tribunal (SEN & Disability). The school will adhere to LA decisions. All information relating to the proposed placement of any individual is confidential. There will be open and regular communication with relatives, carers, and advocates, which acknowledge and respect the needs of each user. The school will liaise with the local authority to ensure they are kept up to date. All subjects are taught to all pupils aimed specifically at their levels of learning, where each pupil receives a broad, balanced, relevant, and differentiated curriculum. There is also be a strong focus on applied learning e.g. catering and hospitality, and land-based studies through simulated and real-life work experience, and work opportunities. Students continue to develop their skills, knowledge, and understanding in English, Mathematics, Science, ICT, PSHE, PE, RE, Modern language, art, food technology, and design technology, citizenship, careers, and humanities through the school with additional time being spent on applied learning as they move through the key stages. All students will have individual key targets in the functional key skill areas of Communication, Application of Number, and ICT. They also have an individual key target in each skill for Life and Learning curriculum area, including Team Working, Independent Enquiry, and Self-Management to increase their personal, social, and emotional development. These individual key targets inform all curriculum delivery and personalized planning. At Pioneer House we work closely with our pupils to develop their skills as independent travelers by the time they leave us in KS5. Where pupils are not yet traveling independently parents and carers are invited to apply for travel assistance to Manchester City Council’s travel coordination unit (TCU), for travel assistance solutions. E-safety is an integral part of children’s education in today’s digital world and is embedded in their learning at school. We also want to help our parents and children improve their understanding of e-safety issues so they can learn to use the internet and all digital media safely and securely. View full school

Pinner Wood is a three-form entry school, set in a first class learning environment, for children from Nursery to Year 6. We run a Breakfast and After School Club and we have a Children’s Centre on site providing services for the under 5s and their parents. We pride ourselves that we are a happy, inclusive school where everyone matters. We work together to help the children develop as responsible and caring citizens who succeed at school. In June 2011 OFSTED carried out an inspection of our whole school, including the Breakfast and After School Club, and we were found to be outstanding. You will find a copy of that report here. In June 2012 we were inspected by OFSTED again! This time the focus was Personal. Social and Health Education and we were judged to be outstanding in each of the 4 areas, including teaching and outstanding overall. Pinner Wood School is a dynamic and vibrant place to work and learn. We are proud of our identity as an inclusive school where every child is treated as a valued individual and can thrive. The staff team and governors work hard to create a safe, purposeful, and harmonious atmosphere in which all of our children are allowed to achieve. We have high expectations of each other and our pupils. The school works in partnership with parents and carers to ensure that all pupils are offered the support and encouragement that they need. We embrace our diverse community and rich variety of home languages, cultures, faiths, and traditions. Our vision is to prepare our children to be responsible global citizens who can succeed and build a fulfilling life for themselves and their families. We provide a stimulating and nurturing environment where we strive for excellence and celebrate both success and improvement to enable all children to reach their full potential. At Pinner Wood School our ethos is to: Be safe and happy Have respect for and show kindness to each other Learn and achieve to the very best of our ability In Early Years the children learn across the 3 areas of Personal, Social Education, Communication, and Physical development and the 4 specific areas of Literacy, Maths, Understanding the World, and Expressive Arts and Design. They learn indoors and outdoors as they experience a range of adult-led and child-initiated activities. They are taught 1:1 in small groups and larger groups sometimes mixed ability, sometimes similar ability. We value and incorporate the children's interests as they develop and look for learning to be challenging, engaging, and enjoyable. When children reach Year 1 we manage the transition from the Foundation Stage to the National Curriculum carefully. We begin to teach reading in Nursery and our work continues until Year 6. Our reading material comes from a variety of schemes and is graded by color. When the children have completed the color bands they can choose from a wide variety of materials. The children can change their reading books every day as well as choosing other books from the library. Within the National Curriculum the children study 13 subjects, some every day, some in blocks across the year. They are English, Maths, Science, Computing, Art, DT, Music, P.E, R.E, French, PSHE, History, and Geography. We plan our work on exciting topics and promote English, Maths, and Computing Skills across the curriculum. Each topic has a ‘highlight’ such as a visit or a performance to help bring it to life. View full school

We hope that this will provide you with the information you need and also give you a sense of what makes Pinner Park special and unique. Seeing learning through children's eyes is the driver to engaging and inspiring pupils to strive to achieve their very best at PPJS. It is important to us that we work in partnership through sharing our understandings, supporting home and school initiatives, having a clear view of the developmental needs of our children, and identifying the best way to guide and support their progress. We want to ensure that your child's time spent at Pinner Park is a successful and happy period in your child's growth and development. Our aim at Pinner Park Junior is to create a happy and safe learning environment in which children and adults feel welcome and can make a positive contribution towards the life of the school and to achieve beyond what they expect of themselves. Working in partnership with children, parents, staff, and Governors as a community. Respect the rights of all children to experience a quality education that develops and promotes each child's ability and talents. Develop the skills and knowledge to become a 'Learner for Life'.Maintain a happy, secure, healthy, and safe school environment. Give praise and encouragement so that every member of the community is valued Promote the right of the child to express their views and opinions whilst learning to understand the power of their words and their effect on others. Work together, listening to one another, to understand differences between us creating respect and tolerance. Prepare our pupils to become active, creative, healthy responsible citizens who make a positive contribution to the local and global community. Pinner Park Junior School has a strong ethos of inclusion with high-quality provision for children with a wide variety of needs and abilities. The school is a vibrant mix of various cultures and religions which represents our diverse wider community The percentage of the school population other than English believed to be a child's first language is consistently above the national percentage There are approximately 40 different languages spoken by the children The population consists of over 14 different ethnicities The school population represents approximately 10 different religions The staff population is representative of our diverse community and there are 11 different ethnicities and 9 different languages spoken by the staff At Pinner Park Junior School, we expect and encourage every child to achieve their full potential and as such, we provide a broad and balanced curriculum throughout the school. We follow the New National Curriculum 2014 outcomes and endeavor to create a curriculum that engages and inspires children in their learning. We believe all children at Pinner Park Junior School have entitlement to learning experiences that will enable them to achieve their maximum potential. Inclusion is at the center of the core values and ethos of PPJS and we recognize every child's right to a broad, balanced, relevant, and challenging curriculum that is appropriate to individual abilities, talents, and personal qualities. At PPJS, diversity is highly valued and children are encouraged to develop mutual respect and tolerance of each other and to believe that there are no limits to individual effort and achievement. View full school

Pinner High School is sponsored by high schools in Harrow and has been established to provide an excellent, inclusive education for the community of Pinner and Eastcote. Its establishment is part of the response to the need for more high school places in Harrow and Hillingdon, and opening Pinner High School restores state-funded education on a site that first opened as a school in 1937. Pinner High School is supported by a group of very successful local schools all committed to its success. We have an engaged local community excited by the prospect of the school. We have excellent facilities that are being refurbished to an even higher standard. This is a wonderful opportunity to create a school as it should be, rather than as it has always been. All of this creates a unique formula for success. Pinner High School is a learning-based community with high aspirations for all. We will provide a first-rate personal, inclusive education, through a tried and tested curriculum carefully supported by individual pastoral care. Students will have the opportunity to excel in and out of the classroom, on the sports field, on the stage, in the community, enjoying a wealth of enrichment opportunities. We will bring life to the motto ‘Inspiring Learning’. A great deal of this comes with the exceptional everyday experiences students expect with our first-class staff. It also demonstrates the responsibility our young people will have as Pinner High School students to commit to inspiring others. We will equip our students with an understanding of themselves, an appreciation of the world around them, and a desire to innovate and solve problems as active contributors to society. Our vision is, quite simply, to be an excellent, inclusive school for the whole of the Pinner and Eastcote community. This means that Pinner High School expects and achieves the highest standards of and for every student. The ethos for Pinner High School will be a school that is characterized by: Expecting the highest standards from students and staff A calm, friendly, and disciplined environment with positive relationships A curriculum that excites and stretches all students Knowing every student and supporting their personal development Working in partnership with families and the wider community Continual self-evaluation and improvement and Preparing students to have the skills and knowledge required to progress successfully from school. Pinner High School stretches every student to achieve their full potential within a supportive and disciplined environment. Our curriculum is broad and balanced, enabling students to follow their interests and talents whilst ensuring that they achieve high standards and gain the success necessary in English, Maths, and Science. Pinner High School was established because the number of children needing high school places is increasing in both Harrow and Hillingdon as the larger year groups in primary schools reach Year 7. Local schools are consistently and heavily over-subscribed so local families need another local school. The site on Beaulieu Drive became available – it is rare to find such a good site, with enough outdoor space, in London. The high schools in Harrow strongly believed that the Beaulieu Drive site should become a school for the whole local community. We now have the opportunity to create an excellent high school for the whole community. It is going well so far. View full school

The school is part of the Elliot Foundation. As a foundation, it has the highest number of schools that have been judged as outstanding. Pinkwell has this potential! I am a Principal driven to make a difference. Our school values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens So what makes Pinkwell the school for your child? We would welcome your child to our school. Teachers work hard to know your child, they care for your child as part of the “Pinkwell family.” They have designed a great curriculum and challenged and supported your child to achieve. We value you as parents! You know your children! Together we have established our culture of mutual support for children. Together we secure challenging academic and personal targets. Following The Department for Education, we aim to actively promote British values in schools to ensure young people leave school prepared for life in modern Britain. Pupils are encouraged to regard people of all faiths, races, and cultures with respect and tolerance and understand that while different people may hold different views about what is "right" and "wrong", all people living in England are subject to its law. The staff at Pinkwell Primary School are committed to planning and delivering an exciting, engaging, purposeful curriculum. which meets the needs of individual children and promotes a love of learning, which will endure for life. The curriculum is designed to support children to make links in their learning identifying how to process and present scientific evidence through statistics in maths, for example, or using the skills of diary writing learned in English in the morning to record historical facts in the afternoon lesson. We also appreciate parental involvement in homework activities. Parental support to ensure that homework tasks are completed and return to school by the due date is invaluable. If there is a particular reason why your child has been unable to complete their homework, please let the class teacher know. Pinkwell Primary School and Nursery is an inclusive school where we focus on the well-being and progress of every child and where all members of our community are of equal worth. We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality, and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups. At Pinkwell Primary School and Nursery, we are committed to ensuring equality of education and opportunity for all pupils, staff, parents, and carers, irrespective of race, gender, disability, belief, religion, or socio-economic background. View full school

At Pinehurst Primary School we value the diverse ethnic backgrounds of all pupils and families and undertake a variety of events and lessons to celebrate these. We have found this approach to be enriching for all parties as it teaches tolerance and respect for the differences in our community and the wider world. Underpinning all of this are a range of curriculum topics that have strong links to the British Empire. As a whole school, we have celebrated the Olympics, with Olympic-themed sports days, competitions to design sports kits, and opportunities to learn about the history of Olympians in this country. We have had our election, complete with campaigns and debates culminating in an election. We have also received visits from local footballers and Olympians which allow us to explore the Olympic values and how they relate to our society. We also have strong links within our community which help to strengthen our tolerance and understanding of what makes Britain – Britain. We celebrated the wedding of the Duke and Duchess of Cambridge and the birth of their children with special assemblies and themed lessons. The Golden Jubilee was a huge event for the school, with parents invited to a 'street party' event held in the playgrounds. We also promoted the values through our school Summer Fayre which has a root in British culture. On a more general level, the school undertakes assemblies and collective worship which uphold traditional values of empathy, respect, and tolerance. These are also taught within formal SEAL, PSHE, and RE lessons and on an informal nature throughout the school days. As well as a staff promoting the values throughout everyday school life. We provide an innovative curriculum with varied opportunities to allow children to express themselves, with children placed at the center of the curriculum and their learning. They are encouraged to take on both challenges and ownership in a happy and safe learning environment. We embed this curriculum design through our school motto Experience, Excel, and Enjoy. We ensure through careful assessments, monitoring, and planning that the children progress through mathematics and have fun. We aim to provide a maths curriculum that is accessible and meaningful to all children throughout their stages at school. We use 'Maths no problem' to support our maths delivery. We want each child to have a positive attitude towards Maths and have the skills, ability, and confidence to deal with all aspects of mathematics independently both in school and at home. Pinehurst Primary School aims to develop and extend the skills of reading, writing, speaking, and listening through a variety of approaches and teaching methods throughout their English lessons – We use RWInc to support our delivery of phonics and Literacy and Language support our English delivery. Children learn about a wide range of livings things, materials, and phenomena. They investigate by exploring, asking to observe, and collecting evidence. The children learn to work independently and with others communicating their ideas and findings by using scientific language, diagrams, charts, and graphs. We use outside specialists to enhance our science delivery. At Pinehurst Primary. We have interactive televisions or boards in every class and most intervention rooms. We have a wide range of technologies available, including PCs, Android tablets, and iPads. We strongly believe that children learn in a variety of ways and computing can help support children’s learning styles, abilities, and love for learning plus it can be incorporated to enhance other curriculum subjects. The Computing Curriculum is delivered through using the Rising Stars scheme of work (inc E-safety). At Pinehurst Primary School, we use Charanga to support our music delivery. This allows the children to experience a variety of musical experiences from many different cultures. Religious education helps children to develop a framework of values and as we are a community school religious education also helps to develop an understanding and interest in other religions and ways of life. At Pinehurst Primary we respect and value the beliefs and values of other races and religions and embrace them all into our school community. The children are introduced to a variety of different religions such as Christianity and Hinduism. We follow the Liverpool RE scheme. View full school

Pilrig Park Special Secondary School is situated in north Edinburgh. The campus is located within superb grounds and bounded on two sides by the Park itself. A broad, challenging, and relevant curriculum is offered to 95 pupils from 12 – 18 years of age. Pilrig Park School links with other mainstream and special schools to access areas of the curriculum. The school meets the additional support needs of young people with complex needs including Autism. All pupils have Individualised Educational Programmes, with targets set in Literacy, Numeracy, and Health and Wellbeing. In August 2010 a class was opened for children with Autism. The room was funded by the Wooden Spoon Charity and matched by funding from the City of Edinburgh Council. The school has a clear rationale based on the school’s shared vision of working together to inspire learning and help to shape the future. A broad and general education is provided for all young people from S1-S3 and there is a range of flexible progression routes into the senior phase to meet the needs of all young people. High priority is given to providing enjoyable and challenging learning in a range of RELEVANT and MOTIVATING contexts which develop the skills for the 21st century. Young people have an extensive range of opportunities to learn across the four contexts of the curriculum including curriculum areas and subjects, interdisciplinary approaches (IDL), the local community, and rich opportunities for personal achievement for young people across all stages. The promotion of Health and Wellbeing underpins much of the curriculum to provide a SUPPORTIVE and INCLUSIVE learning environment. A key strength of the school’s curriculum is the extensive range and high quality of contributions from partners which provide inspirational learning experiences for young people. The school has developed a comprehensive and strategic approach to providing a progressive IDL framework across the school. Every young person in the Senior Phase of school achieves SQA certification. We offer a huge range of choices within our Senior Phase including choices around vocational studies: skills for life and work. We have our salon, painting and decorating hub, a working and well-resourced café, and a strong gardening department. In all of these areas, we offer a wide range of certifications ranging from National one to National five. Over the past two years we have increased our total presentations in SQA by 531% and also increased our curricular range by 170%. These figures compare very favorably across the City of Edinburgh and also nationally. We try never to lose sight of the fact that the rationale behind all that we do is to prepare all of our young people for life beyond school and we are extremely proud of the fact that over the past four years we have achieved 100% success in positive post-school destinations. Admission to the school is via a professional assessment group process. Liaison and support are shared with many agencies including Psychological Services, Health, Social Work, Careers, Employers, and Further Education Colleges. We have both active Parent and Pupil Councils. Many partnerships have been formed which have enhanced the quality of support for learners and enriched learners’ experiences leading to a high quality of education. The rationale behind all that we do is to prepare young people for life beyond school, encouraging independence, self-confidence, realistic attitudes to Further Education, work, and leisure. Young people are encouraged to be active in their learning across the four contexts. View full school

Pike fold is a large primary school in Blackley, North Manchester. As a school, we have many strengths and these include our strong emphasis on a values system that underpins all aspects of school life. We have a strong commitment to ensuring that every child has the opportunity to experience a creative and energizing curriculum. This results in good academic progress and attainment as well as a strong sense of community that extends beyond the school gates to Blackley Village. We are passionate that the school flourishes by providing a positive and stimulating learning environment, we are very fortunate to have such a wonderful school with grounds that support and enhance our children’s learning. At Pike Fold we value every child and encourage them all to develop socially, emotionally, academically, and physically to achieve their full potential in every aspect of life. We aim for all of our children to leave Pike Fold as life- long learners who have academic skills and emotional resilience to take on any challenges that they may encounter. Your school days are meant to be the best days of your life and we strive to make this a reality for the children who come to our school. We have a fantastic, dedicated team of talented and caring staff whose aim is to ensure progress for all of our children. These aims are summed up in our motto, created by our pupils “Where Stars Sparkle” There are approximately 374 children on roll, of which 52 have full-time places in the Nursery. The school follows Manchester’s Admissions Policy, and before entering school, children and parents are invited to visit us. A responsible adult who is known to school must collect Foundation Stage pupils. We hope that your child will transfer to the main school. Our school is a two-form entry school organized in year groups of mixed ability. We have close links with other primary schools and with The Co-operative Academy. From September 2014 Pike Fold Primary School have adapted their Curriculum in line with the new Government Guidelines. Provided in the files is an overview of each year's group's curriculum with direct reference to the new National Curriculum. The school has a governing body made up of representatives from the school staff, parents, members of the community, and representatives of the Local Authority. The parent governors are nominated for the position as and when vacancies arise. However, if you are interested in joining the Governing body you can become a co-opted member who does not have voting rights. The Governors oversee everything that happens in school. All pupils are given homework. This may range from words in Reception to practice S.A.T. papers in Year 6. All homework supports activities that have been studied in school. If you are unsure about how to help your child, do not hesitate to contact the appropriate class teacher. Bullying is taken very seriously and forms part of our Behaviour Policy. We acknowledge that bullying exists in society but we strive to eradicate it and provide a safe and secure environment for all. Parents will be informed if extremes of bad behavior such as bullying, repeated aggressiveness to others, blatant disobedience, and generally anti-social behavior are exhibited. The underlying principle of the school's policy for providing for pupils with Special Educational Needs (SEN) is a step-by-step or graduated approach. This is consistent with the Department for Education (DfE) Code of Practice for pupils with SEN. The graduated approach recognizes that children learn in different ways and at different rates. If observations and assessments show that children have Special Educational Needs then this leads to levels of additional support known as SEN Support. If a child is felt to have needs beyond this level then a request can be made for a Statutory Assessment. This could lead to an Education and Healthcare Plan by the Local Education Authority which would specify what additional support a pupil needs, including funding to provide such support. For the majority of children, their needs are met through differentiated provision. Some pupils need more support and an individual education plan (IEP) is prepared to meet their needs. A small minority of children are referred for additional external assessment to identify specific needs and the school receives advice on how to ensure their needs are met. The school works closely with outside agencies eg educational psychologists, speech and language therapists, etc, to ensure our pupils receive first-class support. Children’s progress is regularly reviewed and meetings are held with parents, class teachers, and the SENCO. Parents are valued as co-educators. We have parental reviews twice a year, including children with Additional (previously referred to as Special) Needs. There are also induction meetings where parents can meet their child’s new class teacher. We welcome parents as volunteer teaching assistants. If you are interested please make an appointment with the administrator who will apply for DBS clearance. This clearance is required for everyone who works in school. View full school

Pield Heath House School is a non-maintained, co-educational school for young people with special educational needs between the ages of 7 and 19 years, recognized by the DfE under the Trusteeship of The Sisters of The Sacred Hearts of Jesus and Mary. Pield Heath House meets fully its key aim of providing the essential skills and knowledge for students to live fulfilled lives. Students achievement is outstanding… from their starting points to the end of Key Stage 4.This is particularly the case in literacy and numeracy, as well as in their communication skills We offer day, residential and short-break provision for children and young people with moderate to severe complex learning needs and associated speech, language and communication difficulties, including autistic spectrum disorders (ASD). Pield Heath School offers young people with moderate to severe learning difficulties, autistic spectrum disorders, and associated speech, language, and communication difficulties a caring, spiritual and secure educational community in which they are appreciated as individuals and allowed to reach their maximum potential. Our highly skilled and deeply committed staff are passionate in their work with our young people to encourage their progress, celebrate their achievements, and inspire confidence in their futures, in close partnership with parents and carers. Our purpose is to maximize our student's life experience to enable their independence and inclusion in the wider community. Our vision is to enable our young people to live life to the full in a challenging and constantly changing world. Pield Heath House School owes its existence and special character to the belief that God loves us. The daily life of the school is nurtured by the teachings of Christ who showed us the Father's Love: to believe to hope to forgive to love. We are a well-organized educational community in which all young people are of equal importance and are valued for the individuals they are, regardless of race, culture, or background. We aim to provide these ideals in our relationships within our community. We provide an educational community that is holistic as well as formal by involving parents, governors, and the local community. We give all young people the opportunity for educational development to the highest possible level. We aim to develop each individual's talents, abilities, skills, and understanding, so that they may live life to the full. We give all young people the opportunity for educational development to the highest possible level, together with the development of each individual’s talents, abilities, skills, and understanding. We aim to give young people with learning difficulties the very best opportunity to achieve their maximum potential and lead fulfilled happy lives. Pield Heath School is a well-organized educational community in which all young people are of equal importance and are valued for the individuals they are, regardless of race, culture, or background. The School is founded upon Christian beliefs which form an integral part of all teaching and learning, and we provide an educational community that is holistic as well as formal by involving parents, governors, the local community, and the wider community. We give all young people the opportunity for educational development to the highest possible level, together with the development of each individual’s talents, abilities, skills, and understanding. View full school