EduCativ

The Merlin School, established in 1986, is a pre-prep school for boys and girls aged four to eight. You’ll find us in the heart of Putney, in a beautiful Victorian house. We’re proud of its many period features, which lend the school a very special atmosphere. Our school hall, for example, used for assemblies, drama, music, and dance is the renovated ballroom. We teach in spacious classrooms in the main building and three purpose-built cloistered classrooms at the rear of the school. For playtime, sports, and outdoor learning, there is a large playground, with a safe, artificial turf surface. Each of the light, airy classrooms is visually stimulating, with colorful, interactive displays that are constantly updated. At Merlin, our practical approach to learning enables the children to take an active role in every subject – they are never simply passive participants. English and Maths underpin our core curriculum teaching every day. Science, Music, PE and Games, French, Drama, and ICT are all taught by specialist teachers. This breathes life into the timetable and gives the children the opportunity to move around the school from lesson to lesson. Each term, a new topic is taught in class and many aspects of History, Geography, Art, Design & Technology, and Religious Education are woven together under that chosen theme. This cross-curricular teaching through topic puts learning into context and encourages the children to make connections. It allows our teachers to deliver subjects in-depth, while still ensuring that all elements of the curriculum are covered. Above all, it captures the children’s imagination, fires their enthusiasm, and inspires them to want to learn. Through such creative and stimulating teaching of core, foundation, and broader curriculum subjects, the children are prepared at ages seven and eight for school exams or entrance assessments to prep schools. The General Aims of the Curriculum To generate a passion for knowledge and learning. To stimulate pupils to think for themselves. To enable pupils to develop self-reliance, self-esteem, and self-confidence. To enable pupils to use leisure time enjoyably and profitably. To promote health and fitness. To develop an awareness of themselves as feeling part of a smaller community that is part of a larger world. To encourage the development of personal values based on loving, caring, sharing, thanking, and giving. The EYFS aims to provide secure foundations of learning, equality of opportunity, quality, and consistency and establish working partnerships between staff and parents. The four Overarching Principles of the new EYFS are as follows: Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured. Children learn to be strong and independent through positive relationships. Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents, and/or carers. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. At Merlin, we value children as unique individuals and celebrate their achievements, no matter how tiny they may be. (This is through ‘Star of the Week’, stickers, golden gallery, etc. – see Merlin behavior policy and section and Promoting Good Behaviour through Positive Language in the EYFS-below). At Merlin, we endeavor to develop positive relationships with children and families to encourage children to be strong and independent. (There is plenty of opportunity for parent/carer and teacher interaction – yellow reading record, at pick-up time in the playground, scheduled appointments, etc). At Merlin, we are committed to providing enabling environments and we appreciate and support the different rates and styles of children’s learning. (Teachers are expected to show differentiation for all planning sessions and in practice. Small groups are run by teachers or TAs to meet the needs of those in the EYFS needing extra support or extension, and we teach differentiated group sessions from the Spring term in English and Maths each week – we call it ‘mix up Maths or English.’) What follows is a set of notes on how the different requirements of the new EYFS framework will be met at Merlin. These notes are numbered as they are in the Statutory Framework for the Revised EYFS Framework 2017 document, for ease of reference. View full school

Mere Green Primary School is an outstanding two form, family orientated school. We are driven to 'make a difference for all our children, through support, nurture and trust. In addition to our mainstream children, we also have 20 places for children with statements for speech, language, and communication from North Birmingham, who have enhanced speech provision across the school day. We are a fully inclusive primary school, which reflects the society in which we live. Being a member of The Arthur Terry Learning Partnership has ensured outstanding support for all leaders which has ultimately enhanced provision for all our children, staff, and community. Mere Green Primary is fully committed to collaboration and being a member of The Arthur Terry Learning Partnership ensures equality of opportunity and a focus on excellence and innovation like never before. The Arthur Terry Learning Partnership (ATLP) is a respected multi-academy trust of four primary schools, three secondary schools, five children’s centers, and one teaching school, based in Coleshill, Erdington, and Four Oaks. The ATLP’s academies are home to 4,500 children and more than 700 staff, including outstanding headteachers, specialists, and national leaders. The partnership has a strong moral purpose to improve education standards and achievements for all children in the community. By working in partnership, the ATLP can share resources, expertise and deliver quality education to make an even greater difference where it matters most. At Mere Green Primary School, we follow the National Curriculum and ensure a broad and balanced curriculum, tailored to the individual needs and interests of the children. We have devised our own ‘personalized’ Mere Green curriculum map and have created a topic-based model which incorporates all of the skills, knowledge, and understanding we want our pupils to learn. We aspire to deliver and take part in an outstanding standard of education, by this we have created a rich and relevant curriculum that will promote significant growth in student’s knowledge and excellent attitudes to learning. The curriculum is underpinned by strong PSHE and SMSC links which fully support our whole school ethos explores British values and promote high levels of independence. The curriculum will be enriched through high-quality visits and visitors, ‘opening intrigue’ questions and experiences to engage the pupils in their learning. The topics have been chosen to provide a broad and balanced education, exploiting links between subjects under an ‘umbrella’ theme for each half term. The theme will be evident across children’s work in all subjects and will allow children to direct their learning within the topic. Each theme has opportunities for cross-curricular writing, reading, and maths, making the curriculum more cohesive and ensuring that our high standards are maintained in the core areas when linked to foundation subjects. At Mere Green we are very proud of our ICT provision. We have a newly refurbished suite which contains 31 touch screen computers. We have also invested in a large number of pads that classes can book and use inside and outside the class daily. We follow the new Computing Curriculum which provides our children with opportunities to learn more about computer networks, systems, and coding. A weekly Media Club is run after school to encourage those who are enthusiastic to develop their understanding further. View full school

Merchiston is a remarkable School where boys make lifelong friends and community connections, whilst gaining a world-class, global, outward-looking education. Our community’s wellbeing is central without it, no one will ever achieve their best. That is why wellbeing underpins everything we do. It is what makes for meaningful and connected conversations. It is how we get to know your son well. It is why we can support and motivate him in just the right way. Your son will thrive because he is known, understood, valued, and supported in everything he does. When your son joins us, he will leave Merchiston as a rounded individual, not only having achieved the highest level of personal academic success but also with a sense of who he is and with respect for others, having learned what it means to have true integrity and character. Our mission is to provide a caring community for your son, which treats him as an individual, unearths and tends his talents, encourages him to pursue excellence in all he does, and enables him to flourish. We aim to ensure that your son: Acquires the confidence and leadership skills to succeed in a dynamic and global world, and to strive for the highest standards Balances modesty and confidence Becomes an enthusiastic and curious learner achieving excellence in all he does Develops compassion, respect for others, and integrity Discovers and embraces all the opportunities on offer to develop his talents Enjoys a sense of happiness and fulfillment Learns tolerance and responsibility Understands the needs of others within and beyond our community View full school

Menorah Primary is a two-form entry primary school with a full-time nursery attached. We are a high-performing school. The Menorah Primary School was founded to provide a sound religious and secular education for the children of the Golders Green Beth Hamedrash Congregation although since its inception there have been places available at the school for Jewish children whose parents, whilst belonging to other synagogues, have a religious philosophy and observe a standard of orthodox Jewish religious practice under that set by the Rabbi of the GGBH. The school is provided primarily for children of Orthodox Jewish families who maintain strict observance of Orthodox Jewish religious and cultural norms and other children are admitted only if there are still places available after all such applicant children have been offered places. We aim to provide a high standard of education for all children regardless of their age, ability, and SEND. Our provision map is comprehensive, providing intervention throughout the school. At Menorah Primary School we pride ourselves on the quality of teaching and learning that all children receive across the curriculum. We follow the New National Curriculum which sets out what children should be taught and what they should be able to achieve at each stage of their education. We recognize the importance of making learning meaningful and memorable and we involve children in their learning by setting them challenging targets and encouraging them to be independent learners. This, in turn, impacts directly on each child’s development and increases self-esteem and confidence for all pupils. curriculum. We follow the New National Curriculum which sets out what children should be taught and what they should be able to achieve at each stage of their education. Teachers use a wide range of teaching styles and strategies depending on the activity and lesson objectives. Children are encouraged to work in groups or as individuals and to share their achievements and discoveries with their peers. The school received a Certificate of Recognition from The Mayor of London celebrating our achievement under The Schools for Success Programme. This award recognized our exceptional work in sharing good practice and helping to boost education for low achieving pupils. Over the last five years, the school has remained in the top 10th percentile of schools in the country. 83.3% of disadvantaged pupils are achieving the expected standard in reading, writing, and maths which is significantly more than similar schools and the LA average. This group is outperforming the national average.100% of disadvantaged pupils (6) achieved the expected standard in writing. At Menorah Primary School the proportion of pupils with an EHCP is 2.2%. This is 0.9% higher than the average for similar schools. We work closely with outside agencies to maximize our pupils’ potential. Our Head Teacher sits on the BSCB, Barnet Safeguarding Children Board. The school takes an active part in teacher training and has trained students to form the SCITT Programme and Middlesex University. View full school

Menorah Grammar School is an Independent Secondary School for boys serving the Orthodox Jewish Community of North West London. The school day is divided between "Kodesh," the study of Jewish texts, history, and culture, and "Chol," the traditional Secular subjects. It is this balanced approach that defines the ethos of MGS: a school that nourishes the soul and prepares its students for life in modern Britain. MGS pupils develop a love for Judaism and strive for excellence in all that they do. With table-topping exam results and a plethora of extra-curricular activities to chose from, including fundraising activities, community volunteering, and after-school sports clubs, our students all have a chance to shine. We respect people from all walks of life and our diverse staff is expected to lead by example, helping to shape our leaders of tomorrow. MGS is a Torah environment and Kodesh remains at the heart of everything we are and do, imbuing our children with the Love of Torah and fear of God and good Metadata. The highlight of our week is when the older boys learn with the younger boys In partnership to share their knowledge and pass on their love of learning to the next generation. Guest Rabbonim of international renown is brought in regularly to address specific issues and to widen the horizons of us all. We aim to provide our students with unique first-class Jewish studies and secular education within a secure, safe, and caring Torah environment. All areas of school improvement are underpinned by our ethos to empower and grow our students into fine young men who will light up the future with their values, learning, and commitment to family and community. Through an applied appreciation of Spiritual, Moral, Social, and Cultural education our students will feel prepared to be active citizens in a local, national and global environment. Together as parents and school staff, we are significant adults who form a team of support and growth around your son. Through our belief and uncompromising ambition, we serve your son, enabling him to emerge as a substantial young man who will impact the world around him with a desire to excel in all he does, founded on his values, learning, and commitment to family and community. Our Rebbes, highly respected in the community and graduates of the great yeshivas, spend one seder a day learning in Kollel in our Beis Hamidrash, so that learning at Menorah remains a living, active, never-ending affair. All the boys at Menorah move on to Yeshivah after Sixth Form, and not a year goes by when we don’t receive messages of high praise and appreciation from the yeshivas for the high quality of Jewish learning and the moral fiber of the Talmidim we’ve handed on to them. Menorah Grammar School offers a rich and varied program of extracurricular activities. Students are provided with the opportunity to connect with their history and heritage through our international trips as well as enjoy the great outdoors with the Duke of Edinburgh program and the Year 9 Walking Tour. View full school

Menorah Foundation School is an orthodox Jewish school with an embedded ethos of Torah I'm Derech Eretz, where children can foster a passion for learning intertwining both British and Jewish values. The children are at the heart of every decision we make ensuring they are happy, confident, and provided with opportunities that are relevant to their needs both now and in the future. The quality and depth of our Religious and Secular education are of the highest standard due to our dedicated and hard-working team. This ensures that when all of our pupils progress onto their chosen secondary school they are ably equipped to progress and achieve to the best of their abilities. We firmly believe that education is a partnership between home and school and regard you as an active partner in your child's education and value your interest and support. At Menorah Foundation School our children are at the heart of everything we do. Recognizing each child’s unique contribution and building on their self-esteem, we will learn, grow and succeed together in a community rich in the values of Torah and Mitzvos, where every child is not only encouraged but inspired to reach their potential. We recognize every child’s worth and provide opportunities for them to discover and develop their unique talents and abilities. By achieving together as a whole school community we encourage everyone to become life-long learners and ‘reach for their star’. All children are encouraged to develop their interests and skills and to be open to learning new things. They are actively encouraged to make choices at our school, knowing that they are in a safe and supportive environment. As a school, we provide boundaries for our children to make these choices safely, through the provision of a secure environment and a well-planned curriculum including extra-curricular clubs. Children are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely. We learn that it is acceptable to have our own beliefs and to uphold them, but that it is also important to understand that other people have their own beliefs which must be respected. We have weekly assemblies incorporating the values and ethos of our school, Our House Team initiatives encourage the values of sportsmanship, teamwork, and fair play through a variety of learning opportunities Our class rules help us to be good learners and ensure others can learn. We learn about the responsibilities we have as citizens, both of our school and our country, as well as the consequences when rules and laws are broken. All children in our school are accepted for who they are and this is evident in the strong family atmosphere of our school, Bullying or abusive language is not tolerated. We use opportunities such as the Olympics and the World Cup to study and learn about life and culture in other countries. We raise money for a range of different charities both nationally and internationally. All children are encouraged to develop an understanding of our Jewish ethos and to understand that key elements, such as the need to care for others, to help those in need, to behave well, to seek the good of all, and promote the common good, are found in other world religions. View full school

Melbury College aims to educate the ‘whole child’ through a personalized approach to learning. Pupils are supported, challenged, stretched, and inspired in a wide range of learning opportunities through our broad, balanced, and engaging curriculum. We will transform the lives of young people by providing bespoke and specialist education of the highest standard. All admissions to special schools come through the Local Authority. When the school is approached to admit a pupil the parent is invited to come and see the school. Parents may also book appointments to view the school directly with the Head of School. Once it is clear that the parent is happy with the prospect of their child being admitted arrangements are made to find out about the pupil and to see that, as far as possible, the placement is an appropriate one to meet the child's needs. Replies to requests for placements go via the LA. Entry to Melrose School is via an EHCP (Education, Health and Care Plan) or Statement of Special Educational Needs. All applications should be made via the Merton SEN Team including those from outside the London Borough of Merton. Parents and children may visit the school and should arrange this directly with the Head of School. Once a placement is considered or advised by SEN Merton the Head of School will then discuss with the class teacher and arrange an entry time for the pupil, that will allow for the class to be prepared to take the newcomer. The new pupil will be asked invited to spend some time on transition (e.g. initially half a day then increase over the first week to full time). In some instances, extended links are established. When any placement is considered inappropriate the matter will be discussed with the LA. If needs be the application will be raised with the Chair of Governors. At Melbury College, we aim to deliver a broad and balanced curriculum that will enable all our young people to become successful learners who enjoy learning, make progress and achieve. We personalize the curriculum to ensure it meets the needs of our pupils. We aim for the pupils to become confident individuals who can lead safe, healthy, and fulfilling lives and that they become responsible citizens who will make a positive contribution to society. We aim to widen our pupil’s knowledge and their horizons. All learners irrespective of their race or gender should have genuine equal opportunities which enable them to experience and benefit from all aspects of school life. Equal opportunity is more than access to the curriculum it places on teachers responsibility for avoiding sex and race to stereotype and challenging discriminatory or prejudiced attitudes. The diversity of experience which children and young people bring to school is recognized and learners should feel secure and confident enough to share their personal and cultural experiences with their teachers and their peers in an atmosphere of tolerance, sensitivity, and understanding. We need to be creative in our approaches to learning, as all our pupils require a degree of curriculum personalization. They are pupils who have failed to engage in mainstream methods and need the curriculum adapted so that they can achieve. Each subject leader is responsible to find approaches that will engage the pupils in learning, but also wherever possible achieve national standards, engaging with externally accredited qualifications, Entry Level qualifications, and GCSE examinations as ultimately these are the standards they wish to achieve and those by which we are judged. At Melrose School all our staff are regularly trained in Child Protection, this helps us to teach our students how to keep themselves safer. We work with due diligence to ensure our environment is both safe and secure for our: students, staff, parents, and visitors. We believe in fostering positive relationships and a place that is safe, supportive, friendly, and a secure learning environment. Our students are taught e-safety, safeguarding, and a host of other life skills to ensure they have a wealth of knowledge on safety and keeping healthy. Our students are the next generation. We believe in keeping them safe, both in and out of school. We use monitoring software called Impero which uses categories such as lists of words or phrases, to capture and identify inappropriate activity by any students. One important aspect of Melrose is the reward system we have in place. We believe our students benefit from positive recognition, hence it was an obvious and natural decision for us to have in place a point’s reward system. At the end of each week, these points are converted into a monetary value. This monetary award plays a key role in motivating our students. Many of our students, will often purchase gifts for their family members, demonstrating their caring and thoughtful nature. Students are also required to pay damages and fines from their accounts as a consequence of poor behavior. View full school

Melland High is a Bright Futures Educational Trust school, helping us to raise aspirations and drive up standards to ensure our students have real choices open to them when they leave school. Pupils are expected to try hard, be aspirational and achieve their personal best in all that they do. We are committed to providing our pupils with an extensive, creative and inspiring curriculum and a range of opportunities both within and outside the classroom that allow them to develop their talents to the full. Teaching and learning are at the heart of the Melland High School and our dynamic, motivated and experienced teams of teachers, teaching assistants, and supporting professionals use every opportunity to help pupils do their best, and more. Working alongside the senior leaders in education and our Executive Principal Judy O’Kane OBE, the school benefits from opportunities from across Bright Futures Educational Trust schools, giving our students and staff outstanding support to help them to excel. We aim to give young people at all of our schools exciting educational and extracurricular opportunities that help them to be the best that they can be, academically and beyond the classroom. Admissions can be made at any time during the year, but usually take place in September, when pupils coming to the end of Year 6, transfer from our linked Primary School, The Birches, or from mainstream schools. Admissions are controlled by the Local Authority, and a student entering Melland High School will normally have a Statement of Educational Need or an Education, Health & Care Plan. Melland High School has a strategic three-year School Improvement Plan and annual School Improvement priorities. The School Improvement Plan has four strategic areas in development Effectiveness of Leadership and Management, Quality of Teaching, Learning and Assessment, Personal Development, Behaviour and Welfare, and Outcomes for Pupils. School Improvement Priorities are regularly monitored and evaluated by the governors and IMPACT group, who represent the whole school community. All identified priority areas have a detailed action plan which is also monitored and evaluated by senior and middle leaders. Melland High School is an ‘outstanding’ special school in Gorton. Our pupils have a range of significant difficulties and complex learning needs. The outreach team from Melland HS is led by two experienced Specialist Leaders of Education and fully supported by the whole school team. The purpose of our service is to provide outreach support to mainstream high schools to support the inclusion of pupils with cognition and learning difficulties up to L2 (KS3) and L3 (KS4). The school has an experienced and supportive governing body, with a strong core of long-standing members, who know the school very well. The governing body is made up of parents/carers, professionals, and members of the whole school community who have expertise and experience in a wide range of education or related fields. The governing body meets as a full governing body and as sub-communities at least every half term. Governors also take part in the learning walks and attend various events throughout the year. Governors never hesitate to challenge the practice and seek the very best provision and outcomes for pupils. There is a supportive, healthy, and mutually respected relationship between governors and staff and a strong sense of shared accountability and responsibility. Melland High School is committed to providing a planned program of impartial careers education and information, advice and guidance (CEIAG), and Enterprise Education for all students. The curriculum incorporates a wide range of the planned activities, based on outcomes for pupils that develop knowledge, skills, and understanding useful in lifelong learning and work. Learning is complemented by themed learning days, enterprise projects, jobs fairs, college visits, enrichment activities (work experience or supported internships), and as the part of their overall education which is broad, balanced, challenging, inspirational, challenges stereotypes, and promotes equality of opportunity. View full school

At Melin Primary School we believe that the emotional wellbeing of the child, developed through a curriculum based on activity and experience, is at the heart of learning. We aim to provide a safe, caring, and stimulating learning environment across the Primary phase in which children are given the best opportunities to develop into independent literate, numerate, digitally competent, creative life-long learners so that they reach their potential. We work together with the adults in our children’s lives to ensure that they are safe, happy, and are empowered to make a change in their lives. Melin Primary School is a learning community of just over 240 pupils from Nursery to Year 6, teaching and support staff based on two sites in the Melincryddan area of Neath. The first school in Melincryddan was built in 1873 on the area currently occupied by the Key Stage Two site on Mile End Row. In 1893 the Foundation Phase site was first built as a secondary school. It was extensively remodeled in 1978 to accommodate the infant children. The Foundation Phase building has been continually updated through the years. Both sites offer a light, spacious and airy learning environment which benefits all styles of learners. The Melin Infant and Melin Junior schools amalgamated on September 1st, 2016 to form Melin Primary School. Both the Infant and Junior schools enjoyed playing an active part in the life of the community. The primary will be no different, keeping alive the traditions involving the community in the life of the school and playing a central role in the life of the community. Early childhood is an important time in a child’s life in which many of the habits and attitudes are formed that will stay with us for the rest of our lives. With this in mind, we have high expectations that encourage good habits and positive attitudes to learning that will enable the children to grow to be literate, numerate, digitally competent, and creative life-long learners who are happy, safe, and empowered within their community. They will have the skills to succeed and the belief that they can do so, as many who have attended these schools before they have. We believe in creating a caring, nurturing environment that provides a welcome to parents and values them as co-educators of their child. To do this, we have created an active learning curriculum, giving the children the widest possible range of experiences and the most enjoyment in their learning while developing their skills in readiness for them to move on to their secondary education at Cefn Saeson Comprehensive. View full school

Meidrim School is in the village of Meidrim which is located halfway between the towns of Carmarthen and St. Clears. The school was built in 1908 set in the heart of the village. We have a play area suitable for the younger pupils 'the zoo' as well as a yard, and garden area. Our school’s principal aims and objectives are to: Provide a happy, secure, and welcoming learning environment for every child. Nurture an enjoyment of learning by building and developing the strengths and talents of all our pupils. Enable every pupil to develop the skills, knowledge, and understanding to be successful and confident learners. Sustain our high expectations in our pupils’ standards of achievement as well as the skills and professional development of all our staff. Develop the skills, knowledge, and attitude essential for our pupils to become responsible, purposeful, and effective citizens in our local as well as in the wider community. Ensure effective co-operation, trust, and support amongst all members of our school’s community for the well-being and development of our pupils. The availability of the daily fruit shop encourages our pupils to eat healthily and in the Foundation Phase pupils receive free milk daily. Our outside play areas promote active and healthy lifestyles. We encourage everyone to avoid waste, conserve energy and water and reduce, reuse and recycle. We recycle paper, cards, plastic, batteries, and clothes. Our pupil's value and enjoy their learning experiences from PC Cath (local school liaison Police Officer), Sue Thomas (School Nurse), cycling proficiency, and visits from the Rev. Geoffry Gainor (local Vicar). During the various visits, they learn about road safety, citizenship, sustainability, and healthy eating. The school has been awarded Four Healthy Schools Leaves, and the Gold award for Design to smile (teeth brushing). The school has also achieved the Green Flag in Eco-Schools. As part of being a healthy school, the pupils in the Junior class have been walking/running a mile a day throughout the Summer term. View full school

Medlock Primary School is a two-form primary school in the heart of the city center. The school is located in Ardwick and takes children from the ages of 2 to 11. It has approximately 495 pupils on roll. Medlock Primary inspires children to become confident, independent learners who can achieve their full potential. We believe learning should be fun, purposeful, and challenging. We aim to equip each child with the skills they need for lifelong learning. We design our curriculum to enable children to think creatively and take pride in their achievements. We have high expectations of every member of our school community. We expect our children, families, and staff to be caring, respectful, and responsible, participate fully and support good progress. We provide a safe and secure environment, where differences are recognized and celebrated. We believe it is vital to work in partnership with families and the wider community to build a secure and happy environment. At the end of their time at Medlock, our children will be confident young people, ready to seize new opportunities and make a positive contribution to their community. Medlock Primary inspires children to become confident, independent learners who can achieve their full potential. We believe learning should be fun, purposeful, and challenging. We aim to equip each child with the skills they need for lifelong learning. We design our curriculum to enable children to think creatively and take pride in their achievements. We have high expectations of every member of our school community. We expect our children, families, and staff to be caring, respectful, and responsible. We ensure all participate fully and support good progress. We provide a safe and secure environment, where differences are recognized and celebrated. We believe it is vital to work in partnership with families and the wider community to build a secure and happy environment. At the end of their time at Medlock, our children will be confident young people ready to seize new opportunities and make a positive contribution to their community. “Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.” – Forest School Association. We have had a dedicated Forest School program at Medlock since September 2015. Nearly every child from Reception through to year 6 has taken part in Forest School sessions. We are very lucky to have the space on site for our own Forest School area. We have Nursery 1 which opened in February 2014 and is situated next door to our Nursery department which caters to children between the ages of 2 and 3 years old. The provision is well equipped with a wide range of resources and toys and full access to the indoor and outdoor environments. Children will receive a play-based approach to learning through the Early Years Foundation Stage (EYFS) with valuable opportunities to develop their confidence, self-esteem, independence, and social skills. Staff encourage children’s current interests and help them explore them further by helping them extend their play experiences. Research has shown that children who follow their interests are more engaged and can take in more information and progress well within their development. Through observations, interaction, and engagement with children, staff can support children in following their specific interests, progressing steadily in their development, and meeting children’s needs to ensure they are happy and confident individuals. Children at Medlock enjoy interacting with children and adults, exploring their indoor and outdoor environment, making their own decisions, and being part of a group. We provide children with varied stimulating and challenging activities both indoors and outdoors. Children are encouraged to access resources of their choosing, to socialize and communicate with others while enjoying a wide variety of messy play, mark-making, physical activities, singing and dancing, stories, problem-solving, exploring the natural environment, and finding out how things work. At Medlock Primary School Mathematics is taught in a daily session. Aspects of numeracy, such as number and algebra, shape and space and measures, handling data, and applying maths are covered each term. Our maths teaching is in line with the requirements of the New Curriculum. Additionally to the maths teaching children to receive, each term we provide further opportunities for developing investigational strategies and actively encourage a ‘love of maths’. The teaching of mathematics, throughout the school, uses a range of strategies including whole-class, group, and individual teaching. In upper KS2 the children are set by ability across the Year Group for maths lessons. Sport has become a major part of life at Medlock Primary School and as a result, we offer a range of exciting new clubs and enter many different sporting events and competitions. View full school

Meadowlane Primary School is on the east side of Cardiff, meeting the needs of children of all abilities aged 3-11. It is a privilege to be Head of Meadowlane, whereas as a staff we work to get the best from every child, irrelevant of their ability or background. Everyone who visits our school comments on the warm welcome and the friendly atmosphere that they find. Our school motto is ‘Make Yourself Proud’, and it is at the heart of everything we do. At Meadowlane we believe in preparing the children for their future lives. When they move on from us we want them to be successful and to feel proud of their achievements. We teach the children: To be kind and caring To respect themselves, others, and the environment To always try their best in all that they do To be polite and have good manners To use Welsh To smile and make themselves proud! At Meadowlane we believe children need to be inspired to make good progress. We plan many exciting opportunities for the children, to engage and inspire them in their work. Following consultation with staff, governors, parents, and children in June 2016. At Meadowlane Primary School we strive to create a warm, welcoming environment where our children feel safe, secure, and happy. We have high expectations for every child and we celebrate effort and achievement. As an inclusive school, we value diversity, respect each other as individuals, and embrace our differences. At Meadowlane Primary School we aim to: Give our children the belief that they can achieve so they have the confidence to become ambitious, capable learners. Work in partnership with parents/ carers to ensure all our children are healthy and confident individuals. Provide an environment for all children built on respect for themselves and others so they are ready to be tolerant and responsible citizens of Wales and the wider world. Build our children’s aspirations by providing them with a wide range of enriched experiences and giving them the key skills of independence, perseverance, resilience, and creativity so they are ready for their future lives. View full school

Meadowbank School is a Local Authority special school for children aged 4 –11 years whose primary special needs are profound/severe speech, language, and communication difficulties. Confidence in a school comes from knowing and understanding what is happening in it. This prospectus tells you more about the life and work of the school and what we offer our pupils and how we work to meet their special educational needs. Meadowbank School staff are a dedicated and professional team who are committed to meeting the special educational needs of every individual pupil and to providing a high-quality education for all the pupils at the school. As parents and carers, you are our partners and we look forward to working closely with you to make your child’s stay at Meadowbank School a happy, productive, and successful period of their life. Children are referred to Meadowbank School because they have a primary special need of profound/severe speech and language and communication difficulties. The school caters to children whose non-verbal skills and achievements are generally better developed than skills and achievements that rely on good verbal skills. To provide a happy, friendly, caring, and safe environment where children can learn effectively. AIMS of the School: To provide the best quality education, therapy, and care for children with profound/severe speech and language disorders. To promote and encourage the development of children’s self-esteem, self-confidence, self-discipline, and respect for the feelings and opinions of others. To develop the children’s speech, language, and communication skills enabling them to become effective communicators. To provide a broad, balanced, and relevant differentiated curriculum that inspires and motivates the children to become confident, enthusiastic, and independent learners. To prepare children for inclusion and transition into various educational settings. To equip the children with the necessary social and life skills for them to succeed in our ever-changing society. To value children and staff equally, regardless of ability, race, gender, or belief and the contribution they make to the school community. To work collaboratively with children, parents, governors, and support services to enable the children to reach their full potential intellectually, creatively, socially, physically, and spiritually. To celebrate the achievements of all children and staff. To promote lifelong learning for all. View full school