EduCativ

The school is situated in Park Avenue, a mainly residential street off Cranbrook Road, Ilford. It is convenient for road, rail, and Central Line Tube services. At Park School, we are committed to a holistic approach to learning. The staff stresses the importance of the development of each student as a whole person. We believe that children are entitled to the highest quality education, which enables them to realize their full potential. We are genuinely committed to understanding the individual, and providing the environment and support so that every child can flourish and succeed. This underpins our approach to learning inside and outside the classroom, to pastoral care and personal development, and the way we structure the school and the curriculum. We are committed to nurturing a love of learning, for this to happen, we believe that learning needs to be active, creative, and enjoyable. Passing examinations is important. However, we want our students to take them in their stride, and value their learning beyond the exam grade. We, therefore, strive to create an environment that allows the children to develop the skills and habits of mind to become well-rounded, emotionally resilient, inquisitive life-long learners well prepared for the opportunities, responsibilities, and experiences of future life. Tolerance, integrity, respect, courtesy, and honesty are interwoven threads of the curriculum. We believe that our students should recognize the value of diversity and alternative views, and learn to be socially responsible 21st Century citizens. In our school girls are expected to take part in extra-curricular activities such as the School Choir, Drama, Dance, and Musical productions, Sports Competitions (within and outside school), and current school clubs. Educational and cultural visits are paid to places of interest. Occasionally, parties of older girls are taken on visits abroad, usually to France or Spain. Field trips may form part of a senior pupil’s course, particularly in Biology and Geography. We firmly believe that the process of education, if it is to be of maximum benefit to our pupils, must involve you, the parent. Throughout the year, we provide written reports. Parents’ Evenings are normally held during the Spring Term. On these evenings parents have the opportunity to discuss their daughter’s progress with her teachers. Parents are expected to attend these meetings. View full school

Park Lane Primary School was established in 1911 (we had an enormous celebration in 2011 to mark our centenary) and is a vibrant two form of entry school in Wembley Central. We have recently expanded and in 2012 a brand new building was incorporated into our school. The contrast between our Edwardian and Modern buildings is just one more example of the uniqueness of Park Lane Primary School. Our school is situated on Park Lane in the London Borough of Brent. We are located on an extremely busy main road (A4089) and very close to Harrow Road / High Street Wembley (A404) with many shops and businesses in its vicinity. The school is adjacent to King Edward’s Park - which is very popular with the community and is used at every opportunity by our students to enrich their learning opportunities. The school is served by many buses and Wembley Stadium and Wembley Arena are within walking distances. Here at Park Lane, we have clear aims in terms of our children's education, which we view holistically, with equal emphasis being placed upon the academic as well as the spiritual, moral, and social aspects of teaching and learning. We have a dedicated Teaching and Learning policy that explains this in further depth. We provide a safe, caring, and stimulating environment and are committed to providing the best education for everyone. We have high expectations for all our children. We believe in developing positive relationships between school and home and work hard to ensure parents are fully informed and involved in their child’s development and progress. We teach the National Curriculum in Key Stages 1 and 2, and the Early Years Framework in Nursery and Reception. A creative approach is employed in regards to our curriculum, whereby subjects are taught through a variety of over-arching themes and focused subject/skills weeks. Our curriculum is seen as ever-evolving and ever-changing, to reflect the transient nature of the world and society we live in. View full school

We are so proud of our amazing students… From their very first day with us, they take full advantage of the rich and exciting opportunities we offer around our core values and ambitions. We aim to ensure that every individual is inspired to achieve their very best, and receives the care, guidance, and support they need to enjoy learning and fulfill their potential. At Park House, we are proud to have been recognized as an ‘exceptional school’. A school in which our ‘values-centered ambition for students’ means that: Commitment to recognizing each student’s success is evident in all aspects of school life. Rich and memorable experiences promote students’ good social, moral, spiritual, and cultural development. Students’ well-being and safety are at the heart of the school. These comments from our June 2016 and 2012 Ofsted Report help to explain why the Minister of State for Education has this year identified us in the top 100 state schools for continuous improvement. As a result, our students are excited by learning, feel valued as individuals, and are encouraged throughout their time here to achieve their full potential. They also make a real difference to the lives of others in the local and wider community through their national award-winning charity work. Values-centered ambition for students inspired by the Headteacher and governing body drives the school’s effective improvement and planning. We are very proud of that comment because it flowed naturally from a series of related observations about how daily practice, relationships, and behavior at the school is shaped by our adoption of the universal Olympic and Paralympic values as a framework that strongly fosters students’ spiritual, moral, social and cultural development throughout the curriculum. Emphasizing those values, the report concluded, means that students show 'respect, friendship, and a pursuit of excellence. Since the last report, that emphasis on values has resulted in us becoming the first school in the country to receive the 'Inspired by 2012' Mark from the Cabinet Office and our latest 2016 Ofsted Report stating that provision is a real strength of the school'. This is further reflected in: National Awards For volunteering. Outstanding employability skills, resulting in 0% NEET for the last four years. A House Praise and Reward system in which students voluntarily identify their peers for acts of kindness, friendship, and support. A wide range of fundraising activities in support of the local community, national and international charities. At Park House, we offer a uniquely personalized curriculum, designed to meet the needs and interests of every student and ensure that they enjoy outstanding progress and achievement. The positive impact of the school curriculum is evident in our student outcomes. Identified by the Minister of State for Education this year, Park House is in the top 100 non-selective state schools in the country for continuous improvement in GCSE results. We are also consistently ranking in the top 15% of Sixth Forms nationally for A-Level progress. We operate a two-year Key Stage 3 and a three-year Key Stage 4, with GCSEs starting in Year 9 and with most examinations being completed at the end of Year 11. This is designed to: Widen subject choice at Key Stages 4 and 5 Further, personalize the curriculum so that students can learn at the pace which is most appropriate to their individual needs Increase the challenge and motivation for students In Year 7 and 8 students are set by the ability for English, Mathematics, and Science. They are taught in their tutor groups for Humanities, Languages, and Creative Arts. Technology and Physical Education are taught in mixed groups. The school aims for a maximum class size of 28 in Key Stage 3 and this year reports an average of 24.8. All student in Key Stage 3 follows a Personal Development. In years 9, 10 and 11 students study their GCSE or equivalent examination courses. Our three-year Key Stage 4 allows students more time to study their chosen subjects as well as providing them with the best opportunity to achieve their full potential in the core curriculum areas. The majority of Park House School students follow GCSE courses in English Language, English Literature, Mathematics, Science Trilogy (double GCSE), Humanity (Geography or History), and Modern Foreign Language. More able scientists follow the Separate Science pathway, leading to three GCSEs in Biology, Chemistry, and Physics. All participate in Physical Education, which is also extended into the Optional Curriculum for those wishing to obtain a GCSE qualification. In addition to the seven core GCSEs, students select three courses from the Optional Curriculum. These include GCSE and BTEC Level 2 courses. Our Sixth Form is made up of 225 students following a variety of courses, with average class sizes of 10.5. Students who miss the entry requirements for the Level 3 Curriculum can follow a range of learning pathways suited to their individual needs. Our Level 2 learning pathway consists of GCSE English, GCSE Mathematics, and three Level 2 BTEC courses. Successful completion of these one-year courses will allow students access to the Level 3 program of study. Our Fusion pathway combines a smaller number of Level 2 courses with appropriate A-Level, or equivalent Level 3 courses. View full school

Park High School is a high achieving, mixed, harmoniously multi-ethnic 11–18 school in Stanmore, which converted to Academy status in August 2011. It is an extremely popular school and has a national reputation for academic excellence, outstanding pastoral care, and for providing a positive environment in which young people thrive. Parents know that if their children come here they will be joining a strong, caring, respectful community with an emphasis on high achievement for all, alongside dedicated support and encouragement at all times. At Park High, every individual is highly valued. Our supportive approach enables everyone to develop the knowledge, skills, and understanding required to be responsible, considerate, and well-rounded individuals suited to the demands of our ever-changing multicultural society. All of our students achieve their full potential and become equipped for successful participation in adult life, whatever their futures may hold. At Park High, we all work in partnership to ensure the very best outcomes for each of our students. Our aims are simple: we want to achieve excellence so that every student reaches their academic potential. First-class teaching is crucial to students achieving their best and, at Park High, our dedicated team of specialist staff is enthusiastic, talented, and strongly committed to providing the very best. There is extensive monitoring of students’ progress and regular contact with parents. We place a high emphasis on respect and positive behavior, which ensures that the school is a happy and safe place to learn. Ofsted (2013) recognized that “students involve themselves fully in everything the school has to offer. They attend well and are keen to learn”. Indeed, in each of our last three Ofsted inspections, behavior has been recognized as outstanding. This continues to be the case. Young people enjoy coming to Park High and we enjoy teaching them. Our aim at Park is to educate students in a caring environment where they can learn effectively and achieve their full potential at school. We encourage this both in the general ethos of the school and in the principles we impart to the students. Park High School has a distinctive ethos and it is about investing in young people. We combine the best traditional values with a leading role in important and exciting new developments in education. In particular, we value: - A working atmosphere. Pupils come to school to learn and it is our job to help them. High achievement is our central aim - Respect and good manners. These are fundamental to our community. We have high expectations about behavior, respect, politeness, and the consideration which should be shown to others. We value responsibility, initiative, and enterprise and build these into our curriculum. Qualifications, of course, are extremely important and our examination results speak for themselves. But we are also proud of all the other ways in which our pupils achieve a high standard, for example in the arts and sports. To encourage these achievements we promote high achievement in a learning community. We provide a stimulating and caring environment so that all members of the school can grow in knowledge, skills, understanding, and character and achieve to the best of their ability. We have a strong sense of purpose. We encourage our pupils to be enthusiastic about learning and positive about the future to have high self-esteem and be confident and successful in what they do to have understanding and respect for others to have the ability and desire to further their development and contribute to the society in which we live. We believe in the equality of opportunity and in celebrating the success of all kinds. View full school

Park is a small one-form entry Free primary school and we are proud to be part of the Chapel Street Community Schools Trust. We are located in Merton Park just behind the Morden Hall tram line. The school opened in September 2014 and we are growing by one class every year. At Park, we believe that a high-quality education within a Christian environment is the best start a child can have in their school life. We understand that children need a secure value system as they grow up. We work in partnership with parents to build a sense of community and respect for others. Our children are encouraged to be friendly and considerate to one another, to always do their best, and achieve the highest standards in their learning. Park Community School (PCS) will comply with the School Admissions Code to ensure the admissions arrangements are clear, lacking complexity and fair. PCS will make sure that all communication is targeted and accessible to all in our community, including the hard reach, and those requiring information in additional languages. The school will not seek to select its students by ability, interview applicants, or seek payment from parents and carers for admission. Because PCS has a Christian ethos, we will not seek to admit based on faith and will operate an inclusive admissions policy (open to all faiths and none).PCS will work alongside Merton Council ensuring that parents and carers can benefit from a prospectus and suitable marketing materials at the earliest opportunity. PCS will of course ensure that website information is available to all prospective parents and carers. Park Community School will offer full-time education to children from September before the fifth birthday. Parents may request to defer their child’s entry to Reception until later in the Reception year, or request to stagger entry from part-time to full-time attendance, but not beyond statutory school age. If the parent of a summer-born child wishes to defer their child’s entry until the start of Year 1, they must re-apply for a school place at that time. We intend to attract local students and all our publicity and promotional material is designed to appeal to parents and carers in the surrounding neighborhoods of the school. We are determined that no one will be marginalized because of challenging or difficult circumstances and will put support in place where this is needed to access information and communication with PCS. At Park Community School, the curriculum is tailored to the needs and aspirations of our children. Every pupil has individualized targets, which are tackled in a variety of settings, including individual work, group work, and whole-class teaching. Our staff not only share knowledge and skills, but we also encourage children to delight in knowledge: to move from, ‘Whatever!’ and ‘So what?’ to wonder and wellbeing. Lessons come with a license for adventure and learning is integrated across subjects and disciplines. Whilst they are in the younger years, our approach includes informal methods such as Learning Show and Tell, where the children talk to others about what they have learned, how they have learned it, and what they would change next time. As the children gain confidence in these skills, Park Community School will use an approach to help children set suitable targets and plans for their growth and development, with input from staff, parents, and carers. In this way, all parties can recognize, contribute to and benefit from the progress that children are making. Our teachers are trained in personal coaching to build children’s confidence, aid motivation, and raise achievement both in and out of the classroom. Children with special educational needs will benefit from a range of provisions, including support in the classroom and targeted interventions for individuals and groups. Children with a formal statement of special educational needs will receive a program of support tailored to meet the objectives laid out in the statement. Chapel St schools are founded on the principles of grace, love, and fellowship. We create inclusive learning communities where each individual is respected and valued. Chapel St schools share a broad, generous, and inclusive Christian ethos. We welcome children and families from all faiths and none, inviting everyone to work together towards the good of the whole community. The Local Academy Board is responsible for the strategic leadership of the school in partnership with the Headteacher, Senior Leadership Team (SLT), and Chapel St Community Schools Trust. The Local Academy Board also focuses specifically on the progress the school is making on each of its priorities and those identified by Ofsted. Each Local Academy Board Member takes responsibility for a different aspect of the school and its development. Many of these are specifically linked to part of the school improvement plan, although some sit outside of that. Each Local Academy Board Member will visit the school at least twice a term to assess how well the school is progressing in each area, measured against the relevant targets and indicators. They then report back to the Local Academy Board who have the opportunity to ask questions and provide a challenge. View full school

Park Academy West London is a new school for a new age. We aspire to provide an outstanding education for our young people and aim to ensure that not only our students but the whole community become proud of the Academy and its successes. The buildings and facilities are state of the art and provide a wonderful platform for the high-quality education that will be delivered at the Academy. During Academic mentoring students are encouraged to take general knowledge quizzes and to check their equipment to be prepared for every daily lesson at the academy. At Park Academy West London we are committed to supporting and challenging all students to fulfill ambitious goals. Indeed the Academy’s motto is ‘Aspiration Ambition Achievement’. We have the highest expectations in terms of uniform, behavior, and mutual respect. Students at Park Academy West London understand that meeting these very high standards means that they come to the Academy feeling good about themselves and ready to learn. Staff and students here demonstrate enormous pride in the Academy and we are a happy Academy focussed on supporting and challenging each other to do our very best to achieve our full potential. We are passionate about excellence in education, giving students the very best start in life with a firm belief that excellent teaching transforms lives. As an Aspirations Academy, we aim to aid students to dream about the future and do something in their present to reach those dreams. Our core belief is that for all students to have high aspirations they must believe in themselves, be actively engaged in their learning, and see the connection between what they learn today and who they want to become tomorrow. We want students to grow and develop into successful, well-rounded young people while they are with us. To this end, we offer a supportive but disciplined atmosphere that will assist everyone to reach their full potential. Our wide and varied curriculum means students of all abilities, cultures, and backgrounds will taste success. Young people should experience education in its widest possible sense, including excellence in the classroom and public examinations, opportunities for extra-curricular activities, and a strong link with the local community. At Park Academy West London, we will provide a blend of traditional values with a very modern context. We will establish the traditional values of respect and self-discipline and our students will wear their uniforms with pride. At the same time, we recognize that what engages this generation of learners is very different from what may have engaged previous generations and so will provide an environment that mirrors their lives and futures – one that seamlessly integrates today’s digital tools, accommodates a digital lifestyle and encourages collaboration and teamwork. Our Academy has a very exciting future, with an ambitious vision to become outstanding in every respect. To achieve this, we will place learning at the heart of everything we do, supporting and challenging one another to achieve our full potential. By providing an engaging curriculum, excellent teaching, and a range of exciting opportunities beyond the classroom, we will promote a love of learning that benefits students throughout their lives. Our aim is for students to leave Park Academy West London with the knowledge, skills, and self-assurance they need to be successful at university or in their chosen career. We are committed to providing the very best for every child. View full school

Our school is part of the Aquinas Multi Academy Trust, a group of schools that share a similar educational vision and values and who work together to enable each child to realize his or her potential within the context of a caring Christian community. As a church school, we endeavor to teach our children about the Christian faith through our Acts of Collective Worship and through the way we live and work together. God is at the heart of our school life as we focus on our core values of integrity, honesty, respect, generosity, trust, and care. At Parish, we believe that is important that children receive a broad and enriching curriculum, which prepares them for the next phase of their education, and we continue to strive to achieve this. Whilst standards in Numeracy and Literacy are important, we encourage children to learn about the wider world through the International Primary Curriculum and enable them to enjoy a range of musical and sporting activities both during the day and through after-school clubs. We value every talent and skill not just of the pupils but also of all of our staff, and we seek to nurture and develop every individual. Our vision is of a School: Which provides excellent and creative education in a Christian setting Which has a dedicated and hard-working staff, working in partnership with parents to provide an environment where children grow and have a thirst for their learning Where children enjoy a rich and exciting curriculum with a wide range of additional artistic musical and sporting activities for all ages Where all feel valued and where all are learning to care for one another Parish C of E Primary School is committed to serving its community. It recognizes the multi-cultural, multi-faith, and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalization by those wishing to unduly, or illegally influence them whether that be by deliberate act or their background. It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Parish School is dedicated to preparing students for the next stage of their education and adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British values to all its pupils. View full school

Pardes House is an expanding one-form, single-sex, voluntary aided Orthodox Jewish boys’ primary school, with over 320 pupils. The school is located in Finchley, North West London, in the London Borough of Barnet. The school’s prime catchment is the Jewish communities of northwest London and sometimes beyond. The majority of pupils come into the school from the private Nursery on the same site and almost all live in North West London. Pardes House Primary School is a Voluntary-Aided faith primary school under the auspices of the Local Authority of Barnet. As such and in line with the actions of Jews for over a thousand years, we acknowledge the country we live in, we join in celebrating its achievements and we develop respect in our pupils for the country they live in. Pardes House is over 60 years old and opened on its current site in September 1978. The school now houses over 320 children aged 4 – 11 in an expanding one-form entry school. Pardes House is a voluntary-aided orthodox Jewish school. We are aligned with the Union of Orthodox Hebrew Congregations of the UK. We derive our ethos and values from the timeless values and teachings of the Torah, as transmitted through orthodox Jewish tradition. Our pupils are expected to abide by these values, which are emphasized in the school rules and daily practice. Our Va’ad HaChinuch (Rabbinic board) interprets and rules on all matters relating to the applicability of these values and teachings, and the School Governing Body and Senior Leadership Team aim to follow the directions of the Va’ad HaChinuch in all matters. Pardes House Primary School will provide high-quality Jewish and secular education. Our goal is to ensure that our pupils are equipped to successfully live a strict Torah-observant life and excel in their lives in the world. Our pupils are taught to value truth, honesty, tolerance, and respect for everyone a lifelong love of learning, and possess great self-discipline. Pardes House is committed to the provision of a safe, caring, healthy, and well-structured learning environment and the promotion of high standards of achievement and behavior for all. At Pardes House, we believe it is our civic (as well as legal) duty to build pupils’ resilience to radicalization by promoting Fundamental British Values in the curriculum and elsewhere in school life. The vision of the school is to synthesize the religious requirements of the Va’ad HaChinuch with the highest possible standards as set out by the National Curriculum and beyond preparing our pupils for their journey through secondary school and beyond. In providing high-quality Jewish and secular education, our goal is to ensure that our pupils are equipped to successfully live a strict Torah-observant life and excel in their lives in the world. Our pupils are taught to value truth, honesty, respect for everyone, including the country they live in and its history, a lifelong love of learning and to develop great self-discipline. View full school

Paragon Christian Academy is committed to the belief that learning rather than teaching is a vital issue in education and that learning must be based on scriptural rather than secular principles. Because Biblical truths permeate the Accelerated Christian Education curriculum used, pupils benefit both in terms of academic training and character development. The system is the curriculum of Accelerated Christian Education. We had been following the progress of this curriculum since we first were introduced to it five years before. It is a unique individualized system, which emphasizes learning rather than teaching. That premise, coupled with the Biblical foundation of the curriculum and the character objectives interwoven into the educational process, led us to know that we had what Christian parents needed to educate their children as they wanted them to be educated. We believe that the extra-curricular subject matter has a very important part to play in the overall development of the student. To give the student a well-rounded education, the extra-curricular subjects are offered in the afternoon and are specially designed to complement the PACE material. We believe that these extra subjects will allow the student to develop important skills such as note-taking, essay writing, imaginative writing, practical skills in maths and science, musical and dramatic skills, public speaking skills. As well as this, these lessons provide time for discussion, group interaction, project work, and research. PACEs integrate Godly character-building lessons into the academic content, and self-instructional activities are carefully designed to develop thinking skills and create mastery learning. Students begin their PACE work by noting their goals, the concepts they will learn, a Bible verse, and a corresponding character trait. From the beginning of each PACE, they know what is expected and assume responsibility for their learning. Throughout the curriculum, the introduction of new vocabulary words is computer-controlled so that no new vocabulary word is used without the student first learning its meaning and pronunciation. Also, these words are repeated a certain number of times to ensure mastery. Each PACE contains several Checkups, which are quizzes covering a section of the PACE. If mastery in an area is not achieved, the Checkup will reveal that weak area. Students can then take the time necessary to review and learn those concepts before proceeding to the next section of work. Upon completion of the activities and Checkups, students prepare to take the Self Test. Here students evaluate themselves, and a supervisor/tutor determines readiness for the final PACE Test. When the Self Test is completed, the student hands in the PACE and takes the PACE Test the next school morning. Another advantage to pupils using the ACE system is that material is not bound in large textbooks. Instead, each subject is presented in small booklets called PACE’s enabling each pupil to master the material for themselves at their working pace. The knowledge in a PACE follows upon what the child has learned in the previous PACE’s. In this way, he or she is constantly adding to a store of knowledge.PACE’s allow children to progress steadily through the curriculum, building a firm base of understanding. Advancement to new material is not permitted until testing demonstrates that the pupils have thoroughly comprehended all material contained in a previous PACE. Capable children may advance without being held back by those who need more time to learn. The staff is released by our method to devote more time to each child. In a conventional classroom, teachers instruct the entire class at one time, which necessarily limits the attention they can give individually to each child. In our Learning Centre, pupils are busy working at their speed on PACE’s at the right level for their ability. If a child is unable to solve a problem he can call on the teacher for help. The teacher then works carefully with the child, helping him to find the answer to his problem. Since such instruction is private, the pupil is encouraged to ask questions, which he might find embarrassing to ask in front of a class. There is therefore a free exchange of ideas between teacher and pupil. The student then really learns. Paragon Christian Academy was established in 1992, shortly after the Lord provided the ministry of World Vision for Christ with its first church building in London. The Ministry’s founder and director, Dr. Albert Chambers, has always had a vision for ministry to the children. When he was first saved in Portadown, Northern Ireland, over 40 years ago, he began outreach work to the children of his community. Shortly after the Lord moved him to London in 1969, Dr. Chambers began reaching out to the children in addition to his salvation and deliverance crusades aimed at the most depressed of the inner city areas of this land. There were many times when Dr. Chambers longed for a facility to use as a day school to teach our young people the things they need to fulfill the purposes of God in their lives, based firmly on the foundation of the Holy Scriptures. In 1992, the time had arrived. The Lord gave us the facility, and he gave us the system. View full school

Welcome to Papplewick School where we hope you will gain a flavor of what makes Papplewick so special as a prep school for 200 boys aged 6 to 13. We know that boys of this age have a natural spark and individuality about them, and we believe these are qualities that should be celebrated throughout their time at prep school. We also know that boys thrive on high expectations and challenges, whether in the classroom, on the sports field, or in the Arts. By setting the bar high, Papplewick boys gain entry to the top UK senior schools including Eton, Harrow, Winchester, Wellington, Charterhouse, Bradfield, and Stowe. Yet for all these high standards, we believe that the happiness of the boys should come first. Therefore, our final and most valued award on Speech Day goes to the boy who has shown the greatest enthusiasm for life, contribution to the community, and, above all, kindness to others. In an ever-changing world, Papplewick is a school where boys can still very much be boys, all set in our family-friendly atmosphere. Of course, this website can only give you a glimpse into the exciting lives the boys lead here - we very much hope you will be able to visit us soon so that we can show you the happiness, confidence, and ‘spark’ of our boys at first hand. Boys at Papplewick are divided into Year groups 2 to 8 with an average class size of 13. Those in Years 2-4 are primarily under the care of form mistresses and there is a strong emphasis on reading, writing, and basic numeracy. However, their curriculum also includes Science, French, Drama, Religious Studies, Music, ICT, Art, and DT which are taught by specialists. In Year 5, Latin is started and boys remain under the guidance of a form teacher but the majority of teaching is delivered by subject specialists. In Year 2, there is one class, and in years 3-5, there are two classes. In years 6-8, two classes become three, and a formal scholarship set is created to whom Greek is also taught. French is 'set' in Year 7 with all subjects 'set' in Year 8. Schemes of work are designed with close reference to the National Curriculum, Common Entrance, and Public School scholarship syllabuses. It is very much our belief that teachers should be there to inspire the boys and not just to be 'curriculum deliverers'. View full school

Our mission is to provide all of our pupils with an education based on our core values. We take pride in our friendly, happy school where everyone is treated equally. We will endeavor to ensure that all of our pupils will become respectable citizens of the school and the wider community. We will encourage all of our pupils to succeed, take responsibility for their learning, set themselves challenging targets and become lifelong learners in preparation for the next steps in their learning journey. To provide every child with a safe and secure environment for learning. To encourage the development of a passion for learning through the delivery of a broad, balanced, and challenging curriculum. To develop a school that contributes positively to the village of Pantysgallog and the wider community. To maintain a culture where only the best is acceptable. To achieve a caring, stable environment where the atmosphere is happy and hardworking, we need to adopt a clear code of conduct acceptable to each individual. A strong ethos of respect for all members of the school community, including respect for difference and diversity, underpins our commitment to this policy. Name-calling is the most common direct form. This may be because of individual characteristics, but pupils can be called nasty names because of their ethnic origin, nationality or color sexual orientation (or perceived), or some form of disability. Harassment can also include bullying of children who are from other parts of the United Kingdom, or even other parts of Wales. Young people can be victimized because they differ from the accepted norm. This sort of bullying may focus on size and body shape, dress, mannerisms, and prowess, or the lack of it, in sport, learning, or other activities. Bullying can occur because of differences in nationality, culture or religion, or a mixture of any of these. Sometimes, there may be no apparent reason for an individual or a group victimizing a young person. Bullies may act alone or in groups. The governing body supports the headteacher in all attempts to eliminate bullying from our school. This policy statement makes it very clear that the governing body does not allow bullying to take place in our school, and that any incidents of bullying that do occur are taken very seriously and dealt with appropriately. The governing body monitors the incidents of bullying that occur and reviews the effectiveness of the school policy. The governors require the headteacher to keep accurate records of any incidents of serious bullying and to report to the governors on request about the effectiveness of school anti-bullying strategies. The governing body will respond to any request from a parent to investigate incidents of bullying. In all cases, the governing body notifies the headteacher and will ask her to conduct an investigation into the case and to report back to a representative of the governing body. View full school

Classes are not streamed, but for some work, children may be placed in groups that match their stage of development. We currently have one age group per class for Nursery, Reception, Year 1, Year 5, and Year 6. However, we do have mixed-age classes for Years 2/3 and 3/4. We may also mix classes up for certain activities as part of our philosophy of sharing learning and teamwork. As part of our approach to teaching, we try to link projects with educational visits. We have to ask for voluntary contributions from parents to cover the cost of these visits. We always attempt to find ways of keeping these costs to a minimum, but if there are insufficient funds then trips may have to be canceled. Although we never plan to make a profit, should an underspend occur it will be used to offset the next trip? Class teachers are responsible for the children in their class. The Headteacher has overall responsibility for the pastoral care and the class teacher refers matters of serious concern to the Headteacher or in their absence the Deputy Headteacher. The school has a More Able & Talented policy. Working with the LEA, the school aims to provide additional opportunities for those children that are displaying a particular talent or ability in individual areas. A school database is maintained and used to identify children that are more and exceptionally able or talented. Those children that are placed on the ‘Exceptionally Able’ register will receive an Individual Action Plan (IAP). The school has clear policies in place and is committed to providing equality and inclusive education. All children have access to all activities and support is available to ensure this. We encourage respect within the school and the wider community. The school’s admissions policy does not discriminate against disabled children. Anyone can apply for their child to be admitted to our school and places are allocated according to LEA policy. View full school

Pangbourne is a place where the individual matters. First and foremost, we are a ‘people place’. We are committed to the personal development of our pupils in the fullest sense. They are encouraged to work hard towards academic success and we are proud of the results which they achieve, but just as important is the development of their characters: their confidence and values, their creative and physical skills, and their appreciation of who they are and what they can contribute to the world. Our Flag Values of Kindness, Selflessness, Moral Courage, Initiative, Industry, Resilience, and Integrity underpin all we do as a College. They are rooted in our Christian ethos and go a long way to prepare our pupils for life's challenges and the responsibilities of adulthood. We aim to equip Pangbournians with the strongest possible foundations for their future. We know that young people today face many challenges, not least of which is their mental health and wellbeing. We are strongly committed to providing the best pupil welfare individually tailored for each person, and this has been recognized by inspecting and external organizations. We provide all the other things a good school should: challenging academic curriculum, plenty of sport and co-curricular opportunities, and 230 acres of wonderful Berkshire countryside in an Area of Outstanding Natural Beauty. Our small size, focus on the individual and community feel are what make us special. The only way to experience the authentic Pangbourne is to visit us and meet our people. We are delighted to welcome visitors throughout the academic year and encourage you to contact us and make an appointment. Pangbourne offers a challenging all-round education, embracing academic rigor and a diversity of sport, music, and extra-curricular activities, in a small school environment where every child can shine. Set in 230 acres of Berkshire countryside, to the West of Reading, just minutes from the M4, the College provides a superb quality of life in a designated Area of Outstanding Natural Beauty. Pangbourne College was founded by Sir Thomas Lane Devitt in 1917 as The Nautical College, Pangbourne. Elements of Pangbourne’s naval heritage still exist today with students wearing Royal Naval uniforms and certain ceremonial traditions, which add color to the Pangbourne experience, are maintained. Only two or three students leave the College with the intention of a career in the Armed Forces each year, and almost all go to university as their first destination. Girls were first admitted to the College in 1990 and Pangbourne has been fully co-educational since 1996. The principal aim behind all of Pangbourne’s activities – whether academic, sporting, musical or extra-curricular – is to develop one or more of these values. Students take pride in being part of the College and are made to feel involved and valued in its close-knit community. Running through the heart of everything at the College are the seven Flag Values, which are specifically Kindness, Selflessness, Moral Courage, Initiative, Industry, Resilience, and Integrity. View full school