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Welcome to Mill Hill School, a school that seeks to equip pupils for life, both now and in the future. We want them to take advantage of all available opportunities so that they can make Our stimulating academic environment and numerous activities outside the classroom encourage learning and personal growth. We are committed to the development of every pupil and believe that our friendly and supportive community helps this to happen. Mill Hill School was founded in 1807 when its founders wisely chose its location on the top of a hillside for its fresh air, safety, and natural beauty. Mill Hill School and Mill Hill International are boarding and day schools for pupils aged 13-18. Vision StatementEquipping pupils for life now and in the future Mission statement develops thoughtful, motivated, and responsible young people with a global outlook. Our pupils are excited by the challenge of learning we help them to thrive and find their path to happiness and success through the range of opportunities presented by the Mill Hill School Foundation. Strap LineInstilling values, inspiring minds Aims To provide excellence in education To bring out the best in every individual child To develop moral integrity and the confidence in pupils to be themselves To nurture pupils from childhood to adulthood To build a sense of community and environmental awareness Proposed Objectives To provide excellence in education This is achieved by: Providing an optimum environment in which outstanding learning can take place Designing a forward-looking curriculum that establishes strengths in the core subjects but is also broad and flexible enough to adapt to the demands of the 21st Century Equipping pupils with the tools and habits of mind that enable them to navigate the global environment Creating a culture across the Foundation that embraces the importance of staff development and wellbeing To bring out the best in every individual child This is achieved by: Having high expectations of all pupils and a belief that everyone can achieve and succeed Promoting life-long learning and well-being Encouraging compassion and social responsibility in pupils through giving time, talents, and treasures Providing a breadth of experiences and opportunities to enable pupils to find their niche To develop moral integrity and the confidence in pupils to be themselves This is achieved by: Practicing respect and tolerance in our multi-faith and multi-cultural environment, through an understanding of Foundation values and traditions Enabling pupils to find the courage to stand up for what they believe in Providing opportunities to develop socially responsible pupils Encouraging pupils to be self-aware, resilient and to celebrate their individuality Motivating pupils to recognize the local, national and international context of their education To nurture pupils from childhood to adulthood This is achieved by: Providing a wide range of activities that enable pupils to develop the skills and attributes of confidence, curiosity, independent thinking, creativity, leadership and teamwork, resilience, emotional intelligence, and adaptability Cultivating interests, talents, and disciplines that will enhance the pupils’ experience of life, now and in the future Providing a continuity of ethos within all four schools and effective transition of pupils To build a sense of community and environmental awareness This is achieved by: Working in close partnership with parents, alumni, and the local community Managing our organization in a financially and environmentally responsible manner Engaging our pupils in environmentally-conscious attitudes and an appreciation of the natural world Creating a sense of family and belonging through experiences and events across the Foundation View full school

Mill Hill County High School is highly traditional in its approach to student behavior and attitudes. Students are expected to wear our distinctive uniform conventionally, i.e. with collars buttoned, shirts tucked in, etc. While all members of the school community are expected to behave respectfully to one another, there is an explicit expectation that students will respect their elders, maintaining a wholly courteous manner towards teaching and support staff, adult visitors, and members of the general public. In classes, every student is expected to be trying to be a pleasure to teach. The students of this school are very engaging, aspire to be successful, and achieve a great deal. The school strives to provide an environment in which they can develop their strengths, overcome barriers and learn to consider others. In contrast to the nationwide decrease in levels of extracurricular activity and school trips, the staff of Mill Hill County High School places great value upon the learning experiences which can be provided by sports teams, musical ensembles, dramatic and dance productions, clubs of every sort and educational visits. The school’s extra-curricular program is exceptional and represents a vast amount of voluntary effort on the part of staff students are expected to avail themselves of appropriate opportunities and to learn the virtues of loyalty and faithfulness. Mill Hill County High School aims: To equip students to thrive as individuals and as citizens in a rapidly changing world. To provide a forward-looking curriculum, rooted in the traditional academic disciplines. To provide a wide range of extra-curricular opportunities, involving both mass participation and the nurturing of the ablest. To maintain a culture in which students are respectful to staff and obey staff instructions. To care for students, in the widest sense, enabling them to express themselves and report any difficulty. To build racial, cultural, and religious harmony, in school and beyond. To work with families in support of students’ learning and development. To involve students in the management and governance of the school. To look after staff and promote professional development To ensure that the school is a safe environment. There is a high emphasis placed on extra-curricular activity in the PE department and we offer an extensive range of opportunities for students of all levels and interests. As a school we enter teams into competitions we feel that will suitably challenge them, whilst also offering an opportunity to potentially achieve success. Typically students will have an opportunity to represent the school in the London borough of Barnet competitions, Middlesex county competitions, and also National competitions. View full school

Midfield Primary is an inclusive school. We believe that every child, whatever their background, race, religion, and ability, can reach their full potential when given the right opportunities. We endeavor to provide those opportunities for all. Midfield has recently been awarded the Inclusion Quality Mark, celebrating our dedication to creating an inclusive environment within our school. The report states Midfield Primary School is a safe, happy, and welcoming school and is a pleasure to visit. Inclusion is embedded within the ethos of the school and all pupils are equally valued and supported. The school aims to “inspire, challenge and nurture the individuality of our future generation, unlocking the magic within every child in a happy, secure and caring environment” and this shared vision is evident throughout the school.’ At the heart of our school is a commitment to promote shared values helping us to be responsible, respectful, kind, and caring members of our community. Our Behaviour Code “Good to be Green” supports this. We have a highly committed team of staff, who work tirelessly to make sure that our children receive excellent care, meeting all their social and emotional health needs. We also strive to ensure each of our children makes as much progress as possible in all areas of the curriculum. Our exciting new Outdoor Learning initiative and School Charter (created jointly by staff and children) underpin our curriculum and school values. We have a high proportion of children with special educational needs, and severe complex needs. Our specialist Autistic Unit, the ‘Tree House’, meets these children’s needs. Our Key Stage 2 results have significantly improved in recent years. Most importantly all pupils at Midfield make good levels of progress, regardless of their starting point. Our vision is for Midfield Primary School to inspire, challenge and nurture the individuality of the next generation. We aim to prepare pupils for all stages of their education as well as equip them with high aspirations for their future lifelong learning. In partnership with parents/carers, we aim to educate children who: Grow and develop their skills, knowledge, self-esteem, and resilience in the face of challenge Develop a thirst for learning, maintaining self-belief and inspiration to progress through the educational system Listen and communicate well and show an appreciation of diversity Understand that perseverance is the key to unlocking new challenges Take responsibility for their actions and work collaboratively. We aim to be a center for truly excellent teachers, where quality leadership is extended to professionals in other schools and where members of staff are committed to their learning journey and the sharing of quality practice. Midfield Primary School enables everyone to be proud of their achievements by encouraging everyone to do their very best. Midfield Primary School allows everyone to participate by providing a welcoming, safe, happy school where everyone is respected and listened to a school where we take pride in ourselves and our achievements, enabling children to become confident and successful learners. Working in partnership with our parents and carers midfield Primary School encourages everyone to excel by striving for the highest possible standards of achievement and behavior in a stimulating environment. Valuing independence, developing a deeper level of learning, and providing a curriculum that enables our pupils to become active citizens of the future. We value the thoughts and opinions of all our children and therefore have such a wide range of Pupil Voice groups within our school. The children who represent their peers in these groups ensure that the views of the children have a clear forum and in this way, they can help to shape the direction of the school. Most groups meet at least once every half term and in some cases meet up more regularly if they are working on a project. The children for these groups are selected in a variety of ways sometimes they are voted for by their peers, while other times they are selected by their teachers. The starting points for new cohorts of ‘reps’ are staggered throughout the year and sometimes there is an overlap of old and new. Most children stay in post for a year, although this can be slightly longer if the children are still working on a specific project. Our vision to promote lifelong values in health and physical activity by providing enjoyable opportunities for all young people to participate in quality curriculum PE and school sport, whilst improving their self-confidence, therefore, allowing them to achieve their potential in all aspects of school and community life. View full school

Welcome to Middlefield. We are committed to providing our children with the very best opportunities to enjoy school and to achieve their potential. We provide a caring environment where children feel happy, safe, and secure. We aim to ensure that our children become independent and resilient learners who will be well prepared for life in modern Britain. Our children will know that as part of a community, they have both rights and responsibilities. Our Mission Statement: Everyone has rights. Everyone has responsibilities. Everyone should have access to a wide variety of opportunities. All members of our community have equal worth. We are part of the local, national and global community. Learning is an amazing process that never stops. In our school, we recognize that every pupil has individual needs. We aim to support and challenge all pupils so that they reach the highest level possible in their learning and social development. The school takes its responsibilities for Child Protection very seriously. The school is in contact as necessary with other relevant agencies regarding the best interests of pupils. We co-operate closely with Education Welfare, Social Services, and School Medical and Psychological services. We have regular visits from a variety of professionals, police, fire service, and anti-bullying and racism specialists to ensure that the pupils understand how to keep themselves safe. At Middlefield, we have support from ‘A Quiet Place’, where parents, children, and staff can access a variety of therapies, relaxation techniques, and educational therapeutics. Our Learning Mentors are both qualified EQ practitioners and Middlefield is the proud owner of a Liverpool Inclusion Award. Promoting spiritual, moral, social, and cultural development, including preparing pupils for life in modern Britain. The curriculum at Middlefield promotes and sustains a thirst for knowledge and understanding and a love of learning. It covers a wide range of subjects and provides opportunities for academic, technical, and sporting excellence. It contributes effectively to pupils’ academic achievement, their physical wellbeing, and their spiritual, moral, social, and cultural development. We focus each term on a topic. Each topic being either, democracy, the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. Middlefield Forest School started in September 2011 on the school field with two trees. Middlefield Forest School works closely with The National Trust at Speke Hall and has been involved with projects to develop a woodland play area and a photographic competition. We make a weekly visit to Speke Hall, where Forest School takes place in the Bluebell woods to the rear of the Hall. Forest schools aim to inspire and encourage through a unique educational approach to outdoor play and learning. Learning that is centered on and by the learners themselves, drawing on their imagination and interests. View full school

We aim to nurture pupils to become engaged and informed citizens. Michaela Community School graduates will have all possible doors open to them. Should they choose to go to university, including Oxbridge and Russell Group universities, they will apply from a position of strength. If they choose a different life path, the knowledge and skills acquired during their secondary school experience will stand them in good stead. Their success will be built on the strength of a curriculum that is central to our ethos. Our curriculum will prioritize rigorous, traditional academic subjects. Michaela Community School graduates will receive an education that will rival what many of their counterparts receive in the private sector. By the time they leave Michaela, they will read novels for pleasure, and understand the basic scientific building blocks of our world. They will appreciate the beauty of maths and its practical uses and know the joys of learning different languages. They will be equipped to better explore the world in which they live. In essence, they will develop a love of learning and a sense of creativity that will stay with them throughout their lives. We aim high at Michaela Community School and expect high standards of behavior and academic effort and achievement from all of our pupils. We will enable our pupils to develop the habits of self-discipline. Pupils will appreciate that success needs hard work, however, we also ensure that pupils who are struggling to keep up receive the help and support they need to catch up from our teachers. Our school encourages parental and family involvement. We want parents and carers to play an active part in their child’s education at Michaela Community School and to support our staff as they carry out their responsibilities. We encourage our pupils to take responsibility for themselves and their decisions. Parents and pupils sign a contract at the beginning of the year and parents are encouraged to come into school and discuss their child’s progress. We are keen to create an environment where we are all working for the betterment of all of our children. The goal is always that excellent behavior and excellent learning should be second nature, not something that one has to work at constantly it should simply be the way that we are. This is a state of mind that we want all our pupils to attain and sustain, not just at school, but for the rest of their lives. Michaela has a strict uniform policy and pupils are expected to wear their uniform with pride. Parents are expected to uphold our uniform policy and ensure their children attend school neatly turned out and in full uniform. At Michaela Community School, pupils are active participants in the whole community. They know how lucky they are, and they are encouraged to think about that outside who are less fortunate. "The loftiest edifices need the deepest foundations.” Our knowledge-led curriculum is distinctive. It is uniquely challenging and coherent, crafted by subject experts to ensure that all pupils achieve broad, deep subject expertise. We prioritize the core academic subjects that are strong preparation for further study, understanding of the world, and fulfilling lives. Pupils study English, Maths, and Humanities for at least five hours a week each. We provide four hours of Science and three hours of French. We allocate two hours both to Art and Music, which is double the provision of many schools, and two hours of Sport. We choose the most challenging content across subjects to teach. In English, in Year 7, all pupils read the classic Greek myths, Homer’s The Odyssey and Shakespeare’s Julius Caesar. In Mathematics, pupils in Year 7 dramatically strengthen their mental arithmetic and fluency with negatives and fractions: many pupils go from 10 times tables or division calculations in a minute to over 60. We go into great depth, spending six weeks rather than half a week on solving equations with algebraic fractions. In French, Year 7 is already studying complex tenses, subjunctives, idioms, and proverbs, speaking with astonishingly fluent pronunciation, and writing with accurate spelling and use of accents. In Music, pupils learn to read music and play an instrument and aim for Grade 5 theory by Year 10. The rigor in the Michaela curriculum in every subject we teach is exciting, inspiring, and even life-changing for pupils. Culture is to know the best that has been said and thought. At Michaela, we believe all pupils, whatever their background, have a right to access the best that has been said and thought. This includes a variety of writers, from all parts of the world, and thinkers of all ages. The curriculum ensures that pupils are knowledgeable enough about the world around them to transform it in the future. The education provided at Michaela is broadly traditional and academically rigorous. We expect our pupils to be polite and obedient. We encourage competition and allow our pupils to win and lose. We believe that knowledge about the world is central to our pupils’ success. Only when they have acquired this knowledge will they be ready to lead and participate as full citizens. Pupils are taught the background and context of what they are learning so that they can understand and make connections easily. History is taught chronologically so that pupils can grasp the key facts and have a strong understanding of the subject. View full school

Welcome to our school. We aim to provide all our children with a first-class education and we want them to enjoy and love learning. Starting school is a very important time for children and parents. Happy and successful school life plays an important part in a child’s development into an independent and autonomous adult equipped with all the skills and understanding needed to become confident and competent adults. Michael Faraday is a Primary school situated on the Aylesbury Estate in the heart of Walworth, SE17. It is a mixed school with over 420 pupils, ranging from 3-11 years. The school is named after the famous chemist and physicist Michael Faraday who was born in this area. We have two classes per year group from nursery to Year 6. Our school community prides itself on its ethos of treating others as we would like to be treated ourselves. We teach the pupils to be proud of themselves and their school community. As well as an academic achievement the school aims to give the children a sense of social responsibility and respect for others. We work with parents to create an environment where everyone feels safe, cared for, and supported. We have established a school culture based on mutual respect, where children work and play co-operatively. The school believes in developing confident children with lively, enquiring minds. We want to establish common expectations about the way children behave within our community. We aim to encourage all children to achieve their personal best in all areas of school life. Our commitment to equal opportunities: We encourage everyone to respect and value the rights of others. We consider any behavior or attitude that threatens these rights as prejudice and we are committed to challenging prejudice wherever it arises. We do not allow racist name-calling or racial harassment of any kind at this school. We do not want any child or group of children to be made to feel inferior or left out of the life of the school. We want all children in this school to have equal opportunities in their work, their play, and relationships so that they can develop and achieve their full potential. At Michael Faraday School we follow the National Curriculum 2014 for all our Foundation subjects. We believe that all children have the entitlement to a broad, balanced, creative, and coherent curriculum that should prepare them for the opportunities and challenges of the 21st Century. We use a play-based interactive approach to deliver the Early Years curriculum which focuses on seven key areas of learning. Our pupils use the indoor classroom and outdoor areas choosing from a range of activities throughout sessions. Reading, writing, and maths are taught using a structured approach with the whole class and small group adult-led activities. At Michael Faraday, we believe reading is the key to all learning. Reading is taught using a structured phonics program as well as in whole class, small group and individual reading sessions with adults. All pupils use their reading skills across the curriculum to develop their understanding and to promote their enjoyment of reading. We use reading books from a variety of reading schemes including Rigby Stars and Collins. Children use our class book corners, the school library, and Newington library to choose reading books and to develop a love of books. Writing is taught in daily English lessons, with further opportunities in other curriculum areas being provided for pupils to write for ‘real ‘ purposes e.g./ letters, newspaper articles, posters. We use a continuous cursive writing script with pupils from EYFS throughout the school. Maths is taught in daily maths lessons, with further opportunities to develop skills in other curriculum areas such as Science and Computing. Targeted interventions run daily to ensure all children are making fantastic progress throughout the year. View full school

Methodist College Belfast, or Methody as the College is commonly known, is one of Northern Ireland's leading grammar schools, with an outstanding reputation for academic excellence and an impressive record of achievement in music, drama, and sport. Interdenominational since its foundation in 1865 and co-educational within months of its opening in 1868, the College is proud of the continued growth in the diversity of its pupils, both past and present, and will celebrate its 150th anniversary in 2018. Methodist College has a long tradition of commitment to pastoral care and places great emphasis on the moral and social welfare of its pupils in addition to their intellectual, physical, and cultural development. Founded by the Methodist Church in 1865 the College is a non-denominational, co-educational grammar school, where pupils of all faiths and none are welcomed into a safe, supportive and inclusive environment. We aim to provide equal opportunities for all and the diverse talents of each of our pupils are appreciated, nurtured, and celebrated. The development of intellectual curiosity, critical debate, active and independent learning, and the pursuit of excellence are all valued. Through the pursuit of curricular and extra-curricular activities, we support and promote our belief in the importance of developing the whole child. Our pupils are encouraged to be enthusiastic, confident, and tolerant young people, who have respect for themselves and others. At Methodist College we seek to: Challenge, inspire and support our pupils as individuals to grow intellectually, personally and spiritually, and to achieve their potential Promote high academic standards and the development of diverse skills and capabilities through a variety of curricular and extracurricular activities Encourage a questioning approach that searches for truth through reason, research, and debate based on freedom of thought and expression Encourage creativity as a way of nurturing the human spirit and improving the quality of life Work for the benefit of the school and the local community, while promoting the concept of service to all communities, national and international Encourage environmental awareness, recognizing our responsibility for the welfare of the planet Prepare our pupils to be responsible citizens and leaders, who respect the value of cultural diversity and our common humanity in a fast-changing and complex world Promote social justice and counter prejudice and intolerance by encouraging mutual respect and understanding Provide opportunities for pupils to work together to develop an understanding of the importance of forgiveness, reconciliation, recognition, and renewal so that individuals, communities, and society may flourish Recognize that learning is a life-long process by which we seek to gain not only qualifications but also humility and wisdom. View full school

At Merton Park, the children develop essential skills in literacy, numeracy, and ICT and can work independently and through participation with others. There is an emphasis on using the rich range of resources available to us in the local area and beyond, as we believe that this helps to develop lively and enquiring minds and teaches children important life skills. The admissions policy of the school is determined by the Governing Body. The present policy is to follow the admissions policy recommended by the Local Authority, which is Merton. All places are allocated by the Schools Admissions Section of the Local Authority. Children are admitted to Reception in the September following their 4th birthday. There are 30 places each year. Please refer to the Merton website or admissions book for admission criteria. Application packs are available from the school office in the September before admission (1 year before entry). Applications may be made on paper forms, to be returned to the school office. Alternatively, applications may be made online via the Merton website. Offers are sent out to parents in March before entry. Children are admitted to Nursery in January or September following their third birthday. There is no entry in April unless places are available. There is a single application and offer process each year for Nursery places, irrespective of the term you wish your child to start. On joining the school children quickly become an integral part of the community. As a small school, there is a caring, family atmosphere where all children are taught the importance of consideration and respect for other people and their beliefs. Parents and carers have a vital role in the education of their children and we actively encourage close co-operation between home and school. We value and build on the experience and knowledge which pupils bring from their home lives and we hope that you will join us in making your child’s time at Merton Park both happy and successful. The governors of Merton Park Primary School play an important part in supporting and assisting the headteacher and her team with the management of the School. Many of our governors are parents, but others are nominated by the council or are supporters of the school from the local community. There is at least one member of staff on the governing body, in addition to the Headteacher. Merton Park Primary recognizes that it must ensure arrangements are in place for safeguarding and promoting the welfare of children and to carry out this duty through our teaching and learning, pastoral care, and extended school activities. All members of the school community will work together to establish and maintain a safe and stimulating environment where children feel secure, are encouraged to talk to adults they can trust, and are listened to. Both officers have received appropriate training and are responsible for the completion of the required paperwork and ensuring that confidential records are stored securely. It is the responsibility of the designated members of staff to have discussions with Social Care, when concerns arise regarding the safety of a pupil in this school, and to make appropriate referrals using the CASA (Common & Shared Assessment). All such pupils are closely monitored and where extra concerns arise these are passed on to the appropriate agencies. At Merton Park Primary books are at the heart of our curriculum. Our aim is for every child to not only acquire the essential basic reading skills but to become a lifelong reader with a real appreciation and love of books. We teach synthetic phonics daily in Reception, Year 1 and Year 2, using the Ruth Miskins Read, Write Inc program, which is based on Letters and Sounds. Children are encouraged to use phonic techniques (decoding and sounding out) to read and spell ‘green’ words. Children are taught to read ‘red’ words (tricky words) by sight. We use real books which provide children with opportunities to work on their decoding and become confident readers. There are writing activities that link to the books and focus on building sentences and using phonics for spelling. All children from Reception Class to Yr 6 are allocated to a House at Merton Park. There are four Houses (Red, Blue, Green, and Yellow) and each has a Yr 6 House Captain, who is voted for by the Year 6 class at the start of the school year. Our school internet is filtered - Google web searches & Youtube both defaults to the safe-search mode in school and children are appropriately supervised during internet use. Children are taught how to search safely, effectively, respectfully & responsibly. This involves thinking about appropriate keywords to use and only visiting recognized sites. They are taught what action to take if they do see something upsetting. At home, this may be turning off the screen and telling an adult immediately. We also include age-appropriate lessons on copyright and plagiarism. View full school

We are a successful local school and we simply want the best for the children we teach. We want children to love learning: when they are with us and after they have moved on. We want them to enjoy learning in and out of the classroom - so we provide a curriculum that interests, excites, and engages children. Standards are crucially important. We want children to make the best possible progress – to achieve the highest standards in learning – so that they see themselves as successful learners. We want them to be fully equipped for later stages of education and the rest of their adult life. High-quality relationships and good behavior are at the center of everything we do. Children and adults in our school have relationships built on trust and respect. Children are taught to get along very well together. This is why the school has a ‘great community atmosphere that visitors speak so highly of. Our school is expanding. This is an exciting time for us as we look to the future. We are delighted to serve a community that is growing. We look forward to increasing our teaching team and the facilities we offer over the next three years - but we are determined to keep hold of our close relationships between children, staff, and parents. The school motto is Working hard and caring for each other. We place great emphasis on teaching children the value of sustained effort and encourage them to approach their learning with resilience and persistence. As well as academic learning, we teach children the importance of social learning: getting along well with others and taking care of one another. This helps us to create a community where everyone feels safe and happy. Merton Abbey offers to all children a high standard of academic and social education, enabling and challenging all pupils to reach their full potential. We provide a safe, secure, stimulating environment in which we encourage all children to value themselves and others to make the right choices and develop into responsible and caring members of society. At Merton Abbey Primary School one of our key aims are to prepare the children for life in modern Britain. We want our children to leave us as confident, respectful individuals who can participate fully in our society. We ensure that the fundamental British Values are introduced, discussed, and experienced through the ethos and work of the school. All curriculum areas provide a vehicle for furthering understanding of these concepts and, in particular, our RE and PSHE lessons provide excellent opportunities to deepen and develop children’s understanding. We have classes from nursery to Y6. Teachers in these classes work together to plan the curriculum so that there is continuity and progression across the age ranges. Work is planned in Topics, lasting half a term, which include activities and learning in all curriculum areas the highest proportion of your child’s time will be spent on English and Mathematics. In each class, children are divided into groups, according to their learning needs and styles for some work and activities, and at other times the class teacher will gather them together as a whole class. We use discussion and paired work to enable the children to clarify issues and talk about their learning. All classes also have a teaching assistant so that there is a good adult/child ratio. Classrooms are organized so that children have all the apparatus and materials they need readily to hand in and learn to make choices independently of the teacher. At times a group of children will work under the direction of the teacher and at other times they will be given a task to complete with only the minimum of help. From time to time, educational visits are planned in connection with classwork. You may be asked to make a voluntary contribution towards the cost of these visits. Please speak to the Headteacher if this causes any difficulty. Teachers may also ask for parents to volunteer to help supervise the children on outings, and this can be a good way to get a better understanding of what your child is learning. Merton Abbey has a governing body, as do all other state schools in Merton. Our purpose is to help the school achieve the best for all our children. We do this by working with the headteacher and staff to make sure that teaching is excellent, good resources are available to help children learn, and money is well spent. We also read and act upon the many documents sent to school, so that we are confident that Merton Abbey operates legally and gets the support and grants, to which it is entitled. Another of our roles is to appoint the headteacher and assist in other senior appointments. The full governing body meets once a term and we also have regular committees which focus particularly on school standards, staffing, and the budget. Governors are volunteers and are appointed to represent all parts of the school community: parents, teaching and support staff, Merton, and community interests. We are expected to attend meetings regularly and are welcomed in to visit the school during working hours so that we have opportunities to talk to staff and children. This helps us to understand how Merton Abbey works and what we can do to make it even better. View full school

We offer an educational experience that aims to address each child as an individual with special gifts and needs. We aim to educate the whole child and to nurture children who are confident in their abilities, successful learners, take pride and responsibility for their community and beyond, and children who can make an effective contribution to society. We set high standards for each individual in both academic & aesthetic attainment and achievement whilst concentrating on developing children who have a love of learning which will stay with them for life. Merrylee Primary is situated on Friarton Road in a fabulous new state-of-the-art school building. It is also a pleasure to share the campus with Limetree Day Nursery. We are also lucky to be situated next door to the local denominational school, Our Lady of the Annunciation Primary with whom we enjoy developing projects and learning opportunities. The school borders the Merrylee Allotments on which we have our plot where pupils tend the area and grow our produce. This is run by 2 volunteers, George Kay and Alison Sloan, who also enjoy great support from plot holders in their work with the pupils. We feel privileged to be working within our fabulous new building which is of exceptional design and has all the features necessary for 21st-century education. Our classrooms are large, bright, and airy we have a fabulous media suite furnished with the latest technology our gym hall is fabulous we have the main hall with a stage and wonderful outside play areas. Merrylee is the only school in the United Kingdom with a natural play site within its grounds we have a wind turbine which provides 12% of the school’s electricity and a full-size football pitch with 3rd generation turf which is the envy of many. In Merrylee Primary School we aim to provide a caring and stimulating environment where pupils receive appropriate experiences to develop their potential and, in partnership with parents, prepare them for a full life in society. The purpose of Curriculum for Excellence is to ensure that all the children and young people of Scotland develop the attributes, knowledge, and skills they will need if they are to flourish in life, learning, and work, now and in the future. View full school

Merryhills is a community primary school, located in the pleasant green belt area of Enfield. We are very fortunate in having a spacious site where playing fields, playground areas, and a conservation area surround our main building. The school opened in 1940 and has provided education for local families ever since. The building has been extended and modernized to meet the demands of an increasing school population and a changing curriculum. We are currently expanding to a three-form entry school. In September 2016 we will be at full capacity with 630 children on roll. We hope that your child will enjoy learning at Merryhills, be a happy member of our school community and that during their time here they will acquire the relevant skills, knowledge, and attitudes to face their future challenges. Children learn best when they feel safe and secure and we believe that your child’s school life is enhanced when there is a shared responsibility between the school and parents for the child’s development as a learner. We hope to work in partnership with you and encourage your involvement in the life of the school. We promote our values, focusing on a different one each half term. Our values are reinforced in assemblies, in all aspects of school life, and are taught throughout the curriculum. We have the above photographs displayed throughout our school promoting our values and each half term the relevant value is displayed in the front entrance of the building. At Merryhills, we want our children to become active, independent learners and offer a rich and differentiated curriculum that will enable every child to reach their potential. We provide a wide range of activities that will ensure educational development and provide opportunities for all pupils, including our most able and those with special educational needs, to challenge themselves and make decisions about their learning. Wherever possible the curriculum is supported by educational trips and visits and each year group will participate in at least two trips per year. Making use of local public transport facilities means that the cost of trips can be kept to a minimum and the benefits of offsite learning can be even greater. Merryhills is an inclusive, community school. Our vision requires us to be proactive and persistent in ensuring that all pupils are provided with the opportunities and safeguards necessary to fulfill their potential. All pupils are entitled to a curriculum that meets their individual needs. This includes vulnerable pupils, gifted and talented, looked-after children, pupils with a disability, and those learning English as an additional language. At Merryhills we endeavor to support all pupils to overcome potential barriers to their learning. We practice the early identification of Additional and Special Needs through our monitoring and assessment procedures and by working closely with parents and external agencies. At the heart of this process is the pupil – the pupil’s perspective and voice is valued, listened to, and acted upon. Appropriate support is provided for pupils with Additional and Special Needs through a combination of intervention, additional provision, and effective partnership working. View full school

Our vision is to inspire all children with a love of learning and a thirst for knowledge. We want our children to become outstanding future citizens who are confident, resourceful, resilient, and responsible. Our mission is for all pupils to be equipped with the necessary tools to be successful in the next stage of their life. At MBA the standard of education is high. Teachers are committed to ensuring that the curriculum is engaging and stimulating, providing a variety of learning experiences that enhance the young lives of our pupils. The children are eager to learn and want to do well and are proud of their achievements. Teachers have a real passion for raising the achievement of their pupils. All staff has high expectations, this results in pupils rising to the challenge, working hard, and consequently making accelerated progress. Pupils enjoy coming to school! We are proud of the positive relationships between pupils and staff. At MBA we promote the enjoyment of learning through exciting and engaging lessons. During the year we wish to extend values education to looking at individuals and groups that have demonstrated that they have the values that we feel make a good citizen. Pupils, parents, and staff worked together to decide upon values that we all thought led to us being caring, respectful citizens. Values are things we believe in that help us to make the best decisions about how to behave. They are the principles that guide our lives. Some values are quite tricky to understand and difficult to do every day others are easier to spot and simpler to do. Values Education is not just something that helps you to learn when you are younger it is a set of tools that you will carry with you all your life. Understanding values will help you to make difficult decisions even when you are a grown-up. Our curriculum has been designed to meet the needs of our pupils. We see that basic skills are an essential element to children’s progress, without the foundations of basic skills it is difficult to build upon and make progress. As a result, all children have a daily basic skills lesson. We have designed medium-term plans with benchmarks for the children to reach at the end of each year. Basic skills lessons consist of the four operations in maths, phonics, grammar and spelling in literacy and also handwriting. View full school