EduCativ

Pickhurst Infants is a center of excellence in early years education, a truly inclusive school where within a nurturing environment each child’s ability is recognized, valued, and developed. Our core values of Friendship, Respect, Excellence and Determination motivate and inspire our children to embrace challenge, show respect, be resilient learners and achieve excellence. Through an inspiring and exciting curriculum that includes specialist teaching in sports, music, and outdoor learning in Forest School, our children learn how to problem solve, think creatively, work collaboratively and communicate effectively. Our children can develop their interests and talents to become happy, confident lifelong learners so that by the age of 7, they are ready to move with confidence to the next phase in their education. NEST was first created in 2015 when Farnborough and Worsley Bridge schools came together to create a multi-academy trust. On 1 November 2017, the trust expanded when it was joined by six more local schools - all judged to be good or outstanding by Ofsted, creating an exceptional and distinctive learning community of primary schools. At the heart of our belief system is our focus upon learning – a commitment to the classroom and the core purpose of education. At NEST our commitment to the learning process challenges all of our schools and academies to fully endorse the concept of collaborative learning. Just as our commitment to inclusion is a non-negotiable so too is each school’s contribution to inter-school learning and the development of a NEST-wide professional learning community. “We have a moral purpose to provide excellence and opportunity for all, to enable lives to be transformed" We believe all choices and decisions should be child-centered. Pupils’ academic, emotional and social well-being is paramount to enable each child to aspire and be inspired by the opportunities within our schools We believe that enhancing pupil progress and achievement is best realized through challenge, collaboration, and partnership, based on strong accountability between member schools. Co-operation and interaction with stakeholders will create pride in NEST and a desire to be involved in its work. Also, key partnerships with other organizations offer further opportunities to enhance learning and teaching across our schools. Our values are our set of guiding principles which taken together, define what we do and how we do it. They allow us to make the decisions and take action which drives us towards our vision and keep to our core mission. Our values are based on the cooperate values of our partner schools. The words may be different but the moral purpose remains the same. Our school's VALUE is Achievement, Success, Inclusivity, Inspiration, Responsibility, Respect, Honesty, Trust, Enjoyment, Leadership, Collaboration, Opportunity, Confidence, Determination, Resilience, Creativity. Our NEST Core Values are supported through our principle of achievement inspired through the NEST ‘CHOICE’ circle. Through our strong family ethos, the staff, parents, governors, and friends of the Pickhurst Infant Academy are committed to working together to provide the highest quality of education that will meet the needs of every child and enable them to achieve their personal best. Our aims are founded on the Olympic values of Friendship, Respect, Excellence, Determination, Inspiration, Courage, and Equality. At Pickhurst Infant Academy we are committed to: Empowering and challenging all children to have high expectations of themselves and to achieve their personal best. Nurturing children’s emotional and physical well-being and keeping them safe and secure. Celebrating the uniqueness of every child and valuing the contribution they make to the lives and learning of others. Inspiring children to think creatively, to question, to solve problems, and to discover for themselves. Engendering in every child respect and responsibility for others and the world in which they live. Working in partnership with parents to enable every child to succeed and develop a life-long love of learning. Promoting healthy minds and bodies and a strong team spirit. As an organization, we recognize that each school’s communities are different. We value each school’s uniqueness and its contribution to ensuring pupils have the best education and experiences. Each school is distinct to the success of the organization. We believe passionately that together we can make a greater difference providing higher education outcomes and wider opportunities for our pupils and greater prospects for our staff and communities. Each organization commits to our CHOICE values. It is a reminder that we have made a choice to be a part of the wider organization of Nexus Education Schools Trust and that we are all obligated to the community as a whole. To develop a strong network of diverse and inclusive schools with similar values, aspirations, and a commitment to enable all learners to succeed To drive improvement within the collaborative and deliver excellent outcomes for all learners and leaders To minimize the barriers to progress and achievement in the schools and communities in which we work To advocate the interests of member schools and their children in local, national, and global planning and policy To achieve efficiencies in the provision and procurement of goods and services To secure funding for educational projects within and beyond the Trust To further develop successful educational partnerships beyond the Trust. View full school

We are very pleased to welcome you to Phoenix Primary School. At Phoenix Primary School, we want to create a learning environment that is exciting, challenging, safe, and happy. We want to unlock the potential of every child to help them to achieve both in their learning, and as they grow into young people. We pride ourselves on being a friendly, welcoming school. Our classrooms are filled with books, resources, and creative displays to promote high-quality learning to support children in their lessons. We recognize the importance of developing all the abilities of the children and offer many opportunities for them to take part in additional activities. We aim to support children through a broad and balanced curriculum that targets basic skills as well as the depth of knowledge and understanding across a wide range of themes and contexts. Lessons are planned to be interactive and engaging to promote children’s independent learning skills as well as working cohesively and collaboratively. Our school strives hard to promote an ethos of community, mutual respect, pride, creativity, and ambition. This aims to develop open-minded, flexible, and resilient individuals with the skills and attitudes to be successful in modern Britain. We recognize the potential of every individual to achieve excellence. We strive to positively address underachievement and have very high expectations. We work very hard to creatively remove barriers to achievement and raise self-esteem. We are determined to create a truly meaningful partnership with the whole school community. Everyone works to provide a welcoming, calm, happy, and purposeful atmosphere. Consideration, encouragement of positive role models, respect for others, their property, and the environment are our priorities. We aim to deliver a broad, balanced and enriched curriculum in an optimum learning environment that is attractive, stimulating informative, and instills a sense of pride. All our children will study the National Curriculum for both core and foundation stage subjects. work hard to make sure that the curriculum is planned so children can access a broad range of activities and opportunities that develop their knowledge, skills, and understanding of the world around them. Much work is undertaken regularly to ensure that our curriculum remains creative, engaging and allows children to develop a curiosity to make progress and be ready for the next stages of their learning. Phonics is taught through the Letters and Sounds program. In EYFS, children will experience the seven areas of learning. Personal, Social, and Emotional Development Communication and Language Literacy Mathematics Understanding the World Physical Development Expressive Art and Design In Key Stage One and Key Stage Two, children are taught all the elements of the National Curriculum for both core (English, Maths, and Science) and foundation subjects (history, geography, music, art, physical education (PE), design technology and religious education). Philosophy is also featured in our curriculum to generate opportunities for critical thinking. In Key Stage Two, children are taught French as a Modern Foreign Language. We have worked hard to ensure that the national curriculum informs our planning, as well as endeavoring to meet all of the individual learning needs of our children. As far as possible, a cross-curricular, thematic approach is used to teach the ‘core’ and ‘foundation’ subjects. A theme is selected and applied across a year group each half term. By adding this dimension to learning we can provide opportunities for key skills to develop across the curriculum and to cultivate creative thinking. We are committed to providing a fully inclusive education that meets all children’s needs. We support children fully to reach their potential and consider carefully each child’s progress regularly to ensure strategies are put into place to help overcome any potential barriers to progress. View full school

Phoenix School, a well-established special school, offers a unique service to the children of Tower Hamlets. We offer a rich and stimulating curriculum, which is individually tailored reflecting good practice in an environment that supports the pupils’ learning. The school offers a range of sensory and therapeutic interventions and a multidisciplinary approach to pupil needs. The school has developed a holistic approach working in partnership with other agencies, parents, and families to have their needs met from one center. There is a strong focus on maintaining good relationships between home and school. We encourage respect for others, good manners, and tolerance. We believe it is important for pupils to achieve their full potential and importance is placed upon achievement at all levels. Pupil achievement is celebrated and positive rewards are used to promote and encourage good behavior and learning. There is a caring yet purposeful atmosphere within the school and there is a balance of focus between welfare and achievement for all. Learning in EY is structured to be active and experiential where children enjoy a sensory approach to the curriculum to engage in their learning. They are given every opportunity to achieve at their level of learning. The curriculum provides enriching and generalizing experiences so that all children have the opportunity to practice and consolidate skills for them to learn successfully. Teachers plan a variety of different trips outside school, including walks in the local area, visits to the shops, farm, zoo, and travel on public transport. Trips form a key part of the pupil's learning which supports understanding. Religious Education incorporates the Tower Hamlets agreed syllabus for Religious Education (2012-2017) and visits have taken place at the local mosque and St Pauls's cathedral. We are currently in the process of integrating Religious studies into the humanities subjects and we have a focus on value-driven approaches to RE with a focus on SMSC. Across the primary department visits to the local environment, shops and museums are encouraged to support curriculum areas. Key Stage 2 pupils have the opportunity to go swimming within the year as well as weekly yoga and horticulture sessions. The curriculum in Key Stage 4 aims to help students build on their learning from Key Stage 3 and further develop academically, personally and socially, in preparation for Key Stage 5 and adult life. We do this through a broad curriculum that provides a rich program within the school and the local community. It aims to develop our students’ social, work, and community-based skills. The curriculum also provides a medium for students to generalize their skills from the classroom into the workplace and community. The goal is for them to become active and as independent as possible within their local community and home life while becoming responsible citizens. Students are encouraged to apply their skills to real-life everyday situations thus enabling them to access their community as fully as possible while making sure they are safe, happy, and confident in meeting life’s challenges. The curriculum is personalized with a focus on building on each individual’s strengths and interests. It is designed to develop their skills, attitudes, and confidence that will support progression to their chosen destination. Achievements are recognized and valued through termly assessments and nationally recognized qualifications. We use Person Centred Planning to ensure all students & families contribute to the development of an Educational Health and Care Plan (EHCP). These are reviewed annually and are referred to and informed by the person-centered Annual Review. We work with the Career Service, Community Learning Disability Team (CLDS), local colleges, and Social Care providers to plan for successful student transition at post 19. View full school

We are a small school which aims to provide a family atmosphere where pupils and families feel supported this enables us to take a holistic approach to the child’s learning journey. We work as part of a team, to offer a nurturing environment where pupils can develop to their full potential. This is facilitated by working closely with families and other agencies to provide a holistic learning experience for our pupils. We are all responsible for contributing to our learning community. At Phoenix Arch we value and respect children as individuals, we adopt a nurturing caring, and united approach to support all children to succeed and achieve in their learning. We encourage children to form positive relationships, know what their rights are, and take responsibility for their role within the school and the wider community. Our vision is one of an environment encompassing a creative exciting and inspirational learning community. The curriculum at Phoenix Arch has been developed to allow teachers to be creative and make the learning journey of pupils stimulating and exciting. There is a two-year rolling plan to ensure the curriculum remains interesting and challenging. It is designed to promote effective planning with careful sequencing of content which builds on previous knowledge, learning, and achievement. It can be adapted to suit the different learning styles of pupils thereby providing personalized learning opportunities. The school understands that unstructured playtimes can often be the most challenging for pupils. We, therefore, use this time as structured learning time which is planned and assessed as part of the child’s learning journey. Play is highly supervised by staff and pupils are encouraged to join a range of activities. Pupils are encouraged to make choices and develop friendships and support each other across the school. Every week Key Stage 2 pupils take part in Enrichment activities. These sessions are planned for and develop cross-curricular links involving life skills. Pupils are mixed into social family groups. This enables pupils to develop links across the school and work with different staff and pupils developing relationships outside of their class environment. Recent activities have included designing skateboards. This involved researching and costing equipment. Pupils put forward a case to justify the cost and went on the design and build their skateboards. This was teamed with a project on graffiti which had a strong PSHE element as well as Art. Other activities have included multicultural cooking involving costing, shopping, budgeting, and healthy eating. This is a very valuable approach to developing our whole school approach to supporting each other to work collaboratively in a family-like atmosphere. Our new-build was completed on time in February 2015. Since then it has developed to provide creative learning spaces including therapy rooms. It now provides additional facilities for our pupils and families. Speech and Language Therapy (SALT) at our school aims to provide full speech and language assessment, diagnosis (where appropriate), and intervention strategies for children with communication difficulties as an integral part of their educational life. The school is housed in a building which is refurbished accommodation and a substantial new build which is expected to complete the school’s facilities. This project has been planned for some time and once finished will offer greater facilities for our pupils and families. The new area will provide much-needed therapy rooms, an art room, and a sensory room. We will also have a music room which will double up as our community room. The whole school curriculum takes into account the specific learning difficulties of the pupils and their learning styles and encompasses communication the core and foundation subjects of the National Curriculum Religious Education Personal, Social and Health Education and Citizenship. Signing, symbols, pictures/photographs, speech, and gestures are all used to develop each pupil’s communication skills. View full school

Peter Lea is an inclusive community school and is strongly committed to the ethos of high achievement and equal opportunities. We value cultural diversity and aim to provide a safe, happy and secure environment in which racism and all forms of prejudice are challenged. We are a busy but friendly school, with lots going on. This website aims to give you a taster of the school, as well as providing regularly updated information for both parents and pupils. The school aims to provide 'Wrap Around' care for its pupils including a Breakfast Club and 'Treetops' an after-school club. The school community is committed to promoting wellbeing and considers extracurricular activities to be very important in the development of the school ethos. We at Peter Lea are developing into confident, independent, and resilient learners who are equipped with the skills to prepare us for life in an ever-changing world. We are a happy, inclusive community in which pupils and staff value each other and inspire each other. Together, we create lasting memories on a journey of life-long learning. As a school we will try to : Care for your child’s health, safety, and happiness Ensure that your child achieves their full potential Provide a balanced and rich curriculum to meet the individual needs of your child Achieve high standards of work and behavior Encourage your child to do their best at all times and assist them in fulfilling their academic sporting and artistic potential Support your child to develop a positive attitude to one another, regardless of gender, race, culture, belief, values, and need Celebrate your child’s academic and personal achievements Ensure our learning environment is stimulating and challenging Encourage your child to become an active member within our community and help them to see that they can have an impact on the world around them Set achievable homework to extend the curriculum and provide the opportunity for independent learning. Let you know about any major concerns or problems that affect your child’s work or behavior. Regularly meet with you to communicate the progress of your child Provide information to you about our school, including relevant policies, meeting, workshops, activities, newsletters, and open days Be very happy to welcome you if you would like to contribute to our school broader curriculum Provide opportunities for you to make suggestions about the running of the school. View full school

Peter Hills is a school where things are done differently. We pride ourselves on knowing each child and we make sure our curriculum is tailored to meet their needs. We recognize that primary education is about so much more than Maths and English and we believe every child deserves to have the best possible start to school. With this in mind, we strive to deliver experiences that focus on the whole child. If children are to be successful and fulfill their God-given potential strong partnerships between home and school are vital. We value our parents and wider community and work hard to involve them in all aspects of their children’s education. As a church school, our Christian ethos is important to us. We want our children to leave Peter Hills not only with the capacity to be the leaders of tomorrow but as kind, compassionate young people ready to take on the challenges of an ever-changing world. Our vision is that Peter Hills will be a truly learning-centered school that strives to nurture the creative talents of all its learners. We will be a school that puts the children at the heart of every decision we make. We will foster, above all else, a love for learning that extends a lifetime, and in our quest for this, we will provide children with opportunities to develop confidence and resilience through our bespoke curriculum. A broad global view will permeate the curriculum and the effective use of ICT will underpin all the school’s systems. We will use the best of modern technology to inspire learning and all future decisions about new buildings will have the flexible and sustainable delivery of our provision as the guiding design principle. Peter Hills will be a healthy, happy school where our pastoral system ensures that everyone feels safe to learn. We will be at the heart of the local community and the church. Our school will be rooted proudly in its past but will be dynamic and forward-looking it will be somewhere that remembers to enjoy the experience of today. The name Peter Hills will be synonymous with excellence and professionals both locally and nationally will recognize our practices as the gold standard. At Peter Hills, we reflect on and celebrate a different value each half term. These values are discussed in class and collective worship, they feature in our daily prayers and our praise assembly. We read stories that demonstrate the value and learn about people who inspire us to show this quality in our daily lives. RESPECT PEACE FRIENDSHIP THANKFULNESS TRUST COURAGE Peter Hills Church of England Primary School serves a diverse, open, and accepting community. Here at Peter Hills, everyone is committed to the values espoused within the Gospels. As modern British values have evolved from a time when we were historically Christian, our Gospel values and British values are fundamentally the same. Through the teaching of our curriculum, we believe in and promote core British values including democracy, respect, tolerance, acceptance, peace, being non-judgmental, humility, justice, the rule of the law, the dignity of each human being, and individual liberty, forgiveness, generosity, fairness, discipline, and hope. Our Early Years Unit provides exciting and stimulating learning opportunities for children aged 3 years (Nursery) to 5 years (Reception). We follow the Early Years Curriculum which is based upon the seven areas of learning in the Early Years Foundation Stage (EYFS) with a specific focus on the three core areas of Personal, Social and Emotional Development, Communication and Language, and Physical Development. The Characteristics of Learning (engagement through playing and exploring, being motivated through active learning, and creating and thinking critically) that underpin these curriculum areas must be specifically planned for. Skills such as independence, curiosity, resilience, collaboration, and reflection are critical for success as a 21st-century learner. We aim to build upon every child’s natural curiosity, inspiring a love of learning, exploration, and creativity. We offer a safe and well-resourced environment designed to stimulate imagination, social interaction, and the development of a range of skills, ensuring that your child will grow in confidence. View full school

Perseid School offers pupils an outstanding educational provision and a caring environment in which to reach their potential. We work with young people, aged 3-19, who have severe and complex learning difficulties and learners with an additional diagnosis of autism and/or physical/sensory difficulties. We are extremely proud of our school, the achievements of our pupils, the expertise and dedication of our staff, outstanding facilities, and our reputation as a center of excellence. At Perseid, we pride ourselves on the achievements of our students, the expertise of our staff, our outstanding facilities, and our reputation as a center of excellence. Our mission to inspire learners to achieve high standards is implemented by teachers, teaching assistants, and support staff across our primary and secondary school campuses both of which are equipped with specialist support and facilities appropriate to the age range. To ensure that the needs of every child and young person are met, classes are small and systems and teamwork are strong and robust throughout the school. Pupils can flourish in our dedicated facilities and alongside strong professional teams, this enables us to trailblaze holistic learning. From bright, spacious classrooms, fully equipped indoor and outdoor play areas, to our inviting hydrotherapy pools and purpose-built dance studio, learners are provided with the opportunity to explore their talents and shine in areas that they most enjoy. Our school community, supported by a highly committed governing body, is determined that each student receives an individual, rich, and finely tuned education, within a happy, thriving environment. Our continuous efforts to maintain high standards have been reflected in three consecutive ‘Outstanding’ Ofsted awards – we are delighted that inspectors have recognized the qualities that make our school Outstanding, once again. We believe that we all learn best when we enjoy what we do. Our aim, therefore, is that all our pupils should reach their potential through a curriculum that is enjoyable, interactive, and creative and which enables them to develop in a way and at a pace that is appropriate to them. We inspire learning through excellent teaching, and our staff holds consistently high expectations of themselves and their pupils. Our curriculum is designed to take account of pupils’ abilities, interests, and experiences and our teaching maximizes pupils’ preferred learning styles. Lessons are delivered through a combination of groupings, such as whole class, small group, paired, and individual sessions. Key Learning Targets are set to meet specific priority needs. Ongoing assessment of pupil progress and achievements is central to challenging and extending learning further. At the heart of the curriculum is the development of functional independence. From the earliest years onwards, pupils are taught appropriate self-help skills with an emphasis on the necessary communication and behavior to work and play happily with others in a group and, as pupils get older, in community activities. The Arts (drama, dance, music, and art) play an important role in supporting self-expression, appreciation, and community access. All our pupils aged 3 – 5 years old work from the Early Years Foundation Stage 0 – 5 curriculum. In Key Stages 1 and 2, pupils follow the National Curriculum adapted with appropriate learning experiences for each child’s age and ability. At Key Stages 1 and 2, we teach our pupils about the world around them, aiming to give them a sense of their unique identity. We explore their relationships with each other and the wider community. We strongly advocate a healthy lifestyle, being active, and learning to be as independent as possible. Daily exercise programs and access to play facilities ensure our pupils have fun and are as active as they can be. We have an emphasis on healthy eating, ensuring, for example, that pupils have healthy snacks. We provide special diets as required, through liaison with the school nurse, parents, carers, and dietician. At Key Stage 3, we build on learning from Key Stage 2 and continue to teach many subjects through a themed approach. Full use is made of the specialized teaching areas: food technology science music fitness suite the dance/drama studio sports hall the pool and the ICT suite. At Key Stage 4 and in the 6th Form, our emphasis is on a broad and enriching curriculum, leading to external accreditation. Pupils’ interests and strengths are reflected in the curriculum we offer, for example, the Trinity Guildhall Arts Award and Media Studies. There are increasing opportunities for our pupils to take part in enterprise education and work experience. Strong links are in place with post-school providers and pupils in the 6th Form are usually able to take part in a link placement to their chosen college or further education establishment. As in the Lower School, our Upper School curriculum strongly advocates a healthy lifestyle. Pupils can put this into practice through healthy eating choices, sport and leisure options, and specialist subjects, such as hair and beauty therapy, hospitality and catering, and environmental learning. Our 6th Form is open to years 12, 13, and 14. We run a rich vocational curriculum with an emphasis on key skills and opportunities for work experience. All students leave our 6th Form with nationally accredited qualifications and move on to a range of further educational placements, according to need. Perseid School is fortunate in having a dedicated Governing Body that follows exemplary procedures in fulfilling its statutory duties. The effectiveness of the Governing Body was recognized with the award of the national Governor Quality Mark in June 2010, renewed in Autumn 2013. The school thanks each member of the governing body for their support and diligence in governing our School. We strongly support the partnership between parents and school, believing that this is vital to achieving the best outcomes for pupils. We are passionate about involving families in their child’s education and the life of the school. Building good partnerships is important to us and we encourage parents to contact us if there is anything they would like to discuss. View full school

We aim to create a safe, welcoming, and caring environment, where all are respectful and work together as a community, for the children their families, and the staff. We teach all to value different communities and religions and to respect and understand people’s lifestyles and backgrounds. We as a school aim to challenge all to develop to their full potential by engaging children with a creative curriculum that reflects our diverse wider community. Children develop academic and life skills and understand that learning does not stop at the school gate and is a lifelong process. To provide a kind, safe and stimulating environment in which to educate each child so he/she can reach their full potential. To create a happy, healthy school in which everyone feels valued To ensure teaching is of a very high standard, enabling children to make good progress across the curriculum. To have high aspirations and expectations for all children in behavior and achievement To provide equality of opportunity for all. To encourage children to be self-motivated, positive learners with enquiring minds so they can apply themselves to tasks with increased self-discipline, and have responsibility for their actions and learning. To provide an inclusive, diverse curriculum, which is balanced and differentiated to each child’s needs and ability. To have an ethos in which all children co-operate with each other, to show respect and tolerance towards others. To involve parents and carers in their children’s education We achieve all this under our banner ‘Respect’ At Perrymount we aim to provide a broad, balanced and exciting education based upon the National Curriculum throughout the school. Developing every child’s literacy and numeracy skills are central to our curriculum and our planning and teaching. Every day, we focus specifically on these skills and apply them in our cross-curricular-themed learning. Our cross-curricular approach to learning encourages creativity and endeavors to develop children’s confidence and cooperation. Our curriculum is designed to help children learn the subject knowledge, skills, and understanding they need to be aware of the world around them and develop personal skills they need to take part in the world throughout their lives. Teachers deliver the National Curriculum through a topic-themed approach adapted regularly to reflect our locality and the children’s enjoyment and interests in particular topics. View full school

We are very proud of our school, our pupils, and all that they achieve. Perry Hall is a friendly and exciting place to learn, where children feel safe and happy, able to grow in confidence and develop their independence. We encourage all of our pupils to work together and learn to respect one another as part of our school community. Parents and schools create a strong partnership for the benefit of every child. This prospectus is designed to give you an insight into Perry Hall and capture a sense of our school. We encourage you to visit so that you can see for yourself what Perry Hall can offer your child. At Perry Hall children are encouraged to adopt healthy lifestyles. We have achieved the Healthy Schools and Activemark awards. Lots of our children are involved in sport, music and creative activities through a wide range of clubs. Our "Fruity Tutie" club provides before and after school care, where busy parents can leave their children confident in the knowledge that they will be safe and happy. Part of our school grounds has been developed into a wildlife area. Here children learn about their environment and the wider world, and how they can make a difference through conservation, sustainability, and recycling. Children at Perry Hall have the opportunity to learn a musical instrument, taught by specialist teachers from Bromley Youth Music Trust. There are many occasions for them to enjoy music through the orchestra, choir, school performances, and class assemblies. Instruments from around the world are showcased in demonstrations and workshops, widening our children’s musical horizons. Through our School Council, the children learn about citizenship, decision-making, rights, and responsibilities. By participating in elections and representing their classes, they begin to understand the way democracy works. “We have a moral purpose to provide excellence and opportunity for all, to enable lives to be transformed". We believe all choices and decisions should be child-centered. Pupils’ academic, emotional and social well-being is paramount to enable each child to aspire and be inspired by the opportunities within our schools. We believe that enhancing pupil progress and achievement is best realized through challenge, collaboration, and partnership, based on strong accountability between member schools. Cooperation and interaction with stakeholders will create pride in NEST and a desire to be involved in its work. Also, key partnerships with other organizations offer further opportunities to enhance learning and teaching across our schools. Our values are our set of guiding principles which taken together, define what we do and how we do it. They allow us to make the decisions and take action which drives us towards our vision and keep to our core mission. Our values are based on the cooperate values of our partner schools. The words may be different but the moral purpose remains the same. Nexus Education Schools Trust believes that all decisions and choices should be child-centered. We value each school’s uniqueness and its contribution to ensuring pupils have the best education and experiences. Each school is distinct to the success of the organization. We believe passionately that together we can make a greater difference providing higher education outcomes and wider opportunities for our pupils and greater prospects for our staff and communities. Each organization commits to our CHOICE values. It is a reminder that we have made a choice to be a part of the wider organization of Nexus Education Schools Trust and that we are all obligated to the community as a whole. To develop a strong network of diverse and inclusive schools with similar values, aspirations, and a commitment to enable all learners to succeed To drive improvement within the collaborative and deliver excellent outcomes for all learners and leaders To minimize the barriers to progress and achievement in the schools and communities in which we work To advocate the interests of member schools and their children in local, national, and global planning and policy To achieve efficiencies in the provision and procurement of goods and services To secure funding for educational projects within and beyond the Trust To further develop successful educational partnerships beyond the Trust View full school

Perrott Hill is an independent day and boarding prep school for girls and boys aged 3-13 located on a stunningly beautiful estate just outside Crewkerne, on the borders of Somerset and Dorset. We encourage all our children to take full advantage of all the school has to offer as it truly is an inspirational place in which energy and enthusiasm are abundant – in the classroom, on the games fields, in music, art, drama, and every other aspect of our rich and diverse school life. All this activity creates a very strong sense of belonging and fellowship among the pupils, and a deep-seated respect for themselves and everything around them. True to the school’s motto, we ensure that our children are given the ‘time and space for a full education. We nurture and challenge the children recognizing that they need to be guided but also be given the freedom to think for themselves and develop the whole person, physically, spiritually, and emotionally as well as intellectually. Through this approach, we can produce consistently impressive academic results and enjoy an enviable scholarship record with many of our pupils transferring into some of the country’s leading senior schools at 13. We hope that you enjoy browsing the pages of our website and learn more about the benefits of a Perrott Hill education however, nothing can match the experience of actually seeing and feeling for yourself the warmth and friendliness of a Perrott Hill welcome. We would be delighted to tour you around and provide an opportunity for you to meet colleagues and pupils. Our vision is simple: to become the most sought-after preparatory school in the South West, renowned for balancing the most-loved aspects of a ‘proper childhood’ with the very best elements of 21st-century education. Our mission is to provide an outstanding all-round education, to fully prepare our pupils for the changing world into which they will head. At Perrott Hill, we aim to enable all pupils to achieve their individual best by: Providing and supporting the best opportunities developing the whole child – promoting independence, for academic, creative, and extra-curricular learning and pastoral development Promoting the development of enriching characteristics for life that will underpin an ability to successfully adapt to change, including curiosity and an open mind Developing the whole child – promoting independence, self-knowledge, moral and spiritual understanding, self-esteem, and emotional literacy Developing the whole community – valuing empathy, and promoting a tangible sense of belonging and the desire to make a positive contribution. We value and seek to promote opportunities for personal and professional growth and wellbeing for all who live and work in our school community. View full school

Perivale Primary School is a two-form entry community school for children aged 3 to 11, situated in Perivale, close to the A40. We are located in a new building, creating exciting learning environments. Outside there are extensive attractive grounds including a sports field and an outdoor library. There is also a co-located children’s center for children aged 0-5 and their families. Our school values were developed in consultation with pupils, staff, parents, and governors and are on display in and around our school. At Perivale, we value: Respect Equality Diversity Responsibility Excellence Understanding Tolerance Perseverance Enjoyment Individuality Unity Our curriculum is underpinned by the National Curriculum (2014), we enhance this with planned opportunities that make up the wider school curriculum. Learning is always exciting and in a meaningful context for children. Where commonality exists between subjects and aspects, learning is linked and lessons taught using a cross-curricular approach. We place a strong emphasis on the development of the basic skills necessary to be confident independent learners and successful adults. Through our school values, children develop a strong sense of moral purpose in addition to a respect and understanding of people who have different characteristics to themselves, whether that be age, disability, gender, race, or sexuality. A rigorous, well-planned curriculum, delivered by excellent staff in an ethos of care, love support, and excellence enables our pupils to be well-rounded, empathetic young people who have a thirst for learning and respect for all around them. Personal, Social, Health, and Citizenship Education is an integral part of the ethos and values of our school and we uphold it as an entitlement for all our pupils. We are committed to a whole-school approach to ensure a shared understanding of PSHE and the values underpinning it and to deliver an effective program that meets the needs of our pupils. Healthy Schools London is a program that helps schools to support their pupils to be healthier. We all want to help London’s children stay healthy and happy as they grow up. In this context, what happens at school every day is really important. Schools can help children lead a healthy lifestyle directly – to make healthy food choices at lunchtime, to be active at and on the way to school. More widely, schools can help children learn about their health, and develop their motivation and self-respect to make healthy choices. The benefits go beyond health. We know that when children are healthy and happy at school, they can achieve more. Phonics is taught through the Letters and Sounds Programme. Letters and Sounds are divided into six phases, with each phase building on the skills and knowledge of previous learning. There are no big leaps in earning. Children have time to practice and rapidly expand their knowledge to read and spell words. They are also taught to read and spell “tricky words”, which are words with spellings that are unusual or that children have not yet been taught. At Perivale Primary School, children from Nursery to Year 2 take part daily in high-quality phonics lessons. View full school

At Percy Shurmer Academy we currently have 445 pupils aged from 3 to 11 years. This includes 39 children in our Nursery and 10 Deaf pupils in our Deaf Learning Base (DLB). We have a large friendly staff including members who speak community languages, and we work closely with a range of outside agencies. Our vision for the school is to produce responsible young people of whom we can all be proud, who have achieved more than they ever believed possible and who are prepared to contribute to their local, national, and global communities. The Department for Education states that there is a need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” The government set out its definition of British values in the 2011 Prevent Strategy and these values were reiterated by the Prime Minister in 2014. At Percy Shurmer Academy these values are reinforced regularly. Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for our pupils to make choices safely, through the provision of a safe environment and empowering education. Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safe examples of this can be seen in our clubs, overnight residential visits, e-safety, and SRE, P.S.H.E. lessons. Whether it is through the choice of challenge of how they record of participation in our numerous extracurricular activities all our pupils are given the freedom to make choices. Respect is one of the core values of our school and it is deeply embedded in our class rules and all that we do at the school. The pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have. The core value of Respect at Percy Shurmer Academy underpins our work every day both in and out of the classroom. Our core value of Respect ensures tolerance of those who have different faiths and beliefs. Percy Shurmer Academy enhances pupil's understanding of different faiths and beliefs through religious education studies P.S.H.E. work visits to Churches, Mosques, and Temple settings. Beliefs, traditions, and customs will be studied in-depth, with visitors being invited into our school to enrich and extend understanding. Through this, our pupils gain an enhanced understanding of their place in a culturally diverse society. We believe that children learn best when their learning experiences are evocative, therefore we deliver a challenging, in-depth creative connected curriculum. We endeavor to provide opportunities to apply their mathematical, computing, and English skills, which enables our pupils to become, confident, effective communicators. Our pupils are encouraged to develop curiosity and a hunger to find out more about our school's connected curriculum, underpinned by British Values, ensures that our pupils are fully involved excited, and stimulated by the learning opportunities provided. Thus, we strive towards our pupils leaving us as independent, confident, compassionate, and curious individuals. We aim to: Enable pupils to understand how and why people behave as they do now. Enable them to understand themselves. Give them the confidence and ability to try to improve themselves and their world. Help them to develop a sense of responsibility for the world in which later generations will live. Enable them to ask and answer significant questions. Enable them to think for themselves and to reach fair and rational conclusions about complex human situations. View full school

Create a community of enthusiastic learners whereby children develop skills, knowledge, and understanding so that they become active and respectful members of our ever-changing community, in a happy and secure environment that encourages them to be independent learners on their journey through school. We are delighted to have your children with us. We hope they will be happy in our school. We aim to assist you during your child’s journey through our happy school. Please remember that we are available to discuss any of your concerns or queries. Feel free to contact the Headteacher via the school office or any of the above contact points at any time. This is an exciting time for you and your child we are there to share it with you. Penygroes is a Category A School therefore Welsh is the official language medium of the school. Welsh is the only teaching language during the Foundation Phase (3+ to 7 years old). English is introduced during Key Stage 2 (7+ to 11+) the children are educated through the medium of English and Welsh. By the Education Authority’s Bilingual policy, teaching resources of a high standard are provided to ensure that pupils can express themselves fluently and easily, verbally and in writing, in Welsh, and English by the time they leave the school. For children who start school and have no understanding of the Welsh language the following steps are taken: Reception 1 and 2, Years 1 and 2 – For children to feel settled and secure in the school environment, English is used as appropriate. After the initial settling in period, the Welsh language is introduced gradually through practical activities which include structured oral work. The child is then taught to read, write and speak in Welsh. The class teacher is aware of the child’s use of the English language during this period. Years 3, 4, 5, and 6 – For the children who start school without any knowledge of the Welsh Language there is again an initial settling-in period. Whilst English is used, Welsh is introduced as soon as possible, through oral and practical activities. View full school