EduCativ

Manorfield is a happy and exciting learning community that nurtures high attainment and ongoing success for all. The vision of Manorfield Primary School is to be a high-achieving school at the heart of the community where children learn effectively and everyone is valued as an individual. All children at Manorfield Primary School will develop an enjoyment of learning and will be successful both academically and in all they do. Through a creative curriculum and an innovative approach to learning, we will offer a rich range of quality learning experiences, opening minds and offering children and their families opportunities and choices which will enable them to create and follow their dreams whilst achieving academic excellence. To achieve academic excellence, we will enhance children’s learning by becoming experts in teaching a curriculum through outdoor learning and the creative arts for children to develop as well-rounded, independent individuals, developing their confidence to express themselves, improve attitudes to learning and with the skills they need for life and to make a positive contribution. We will create a school community with unlimited aspirations who are passionate about creating a better future and a better world for everyone, valuing and celebrating the rich diversity which surrounds them. Our staff is of the highest quality, sharing the school’s vision and high expectations. We are working to improve the school learning environment to create the very best facilities for all children. We would welcome anyone who has not visited to come and visit and see our vision coming to life in this very exciting school in Poplar, Tower Hamlets. We encourage children to be: Successful learners who enjoy learning, make progress, and achieve. Confident individuals who can live safe, healthy, and fulfilling lives. Responsible citizens who make a positive contribution to society. We have a well-stocked onsite library, ICT suite, and a sensory room. Outside there is a large hard-surfaced playground with a trim trail activity area as well as a fruit and vegetable garden and a soft bark chipped play area shared mainly by Ks1 and 2. The Early years had a refurbished reception playground which was joined by a new purpose-built nursery playground at the front of the building. We believe that every child should leave Manorfield Primary School as a well-rounded, knowledgeable individual with a thirst for further knowledge and a love of learning. To achieve this, we must ensure that all children have access to a broad, balanced curriculum with rich, engaging experiences. We must also ensure that all children are given opportunities to reach age-related expectations across all subjects not just at the end of every year, but at the end of every term. Any child who does not meet age-related expectations at any point must make accelerated progress to ‘catch up. View full school

Manor Primary School & Nursery is a happy, safe, and inspiring community school with the highest expectations and aspirations for all of our pupils. Dedicated teaching and support staff enable every child to excel and explore their passions through broad, balanced, and rich learning opportunities. Our traditional Victorian school building provides a 21st Century education equipping our pupils with the skills and attributes required to become lifelong learners. Manor School is a very happy, caring, and supportive school. We have a great team of teachers and support staff that work hard to ensure that all the children make good progress. Our aim is that every child reaches their potential, and is well-equipped when they leave Manor and can continue achieving throughout secondary school. We are forward-thinking and provide a curriculum that is both stimulating and challenging. We believe in Community, Determination, Excellence, Responsibility, and Respect. These are our five core values that are at the heart of everything we do at Manor. We believe that close cooperation between home and school is essential, and aim to keep parents as informed as possible about the progress their children are making, the methods we use to teach the children, and ways in which they can support their children’s learning. The manor is multi-cultural – 74% of our children speak English as an additional language, and 42 languages are spoken by staff and children. We value and celebrate the diversity of cultures and religious beliefs within the school. We have high expectations of all our staff and pupils. The behavior of pupils is very good, and we focus a lot on developing each child’s ability to understand and improve their learning skills. We provide many opportunities for children to involve themselves in the wider life of the school, and to take responsibility for aspects of school life. We have worked hard to make our 3 stories Victorian building and playground as welcoming as possible. The main entrance and the landscaping have helped this enormously. Manor Primary School is a vibrant learning community where everyone is enthusiastic, motivated, and valued. We offer a warm welcome to all in a secure, nurturing environment that is both creative and stimulating. We develop enthusiastic learners, who are independent and creative thinkers with open, enquiring minds. Our children are motivated, confident, and responsible learners and citizens. Learning takes place in a wide range of ways at Manor, both in and out of the classroom. As a state-maintained primary school, we follow the National Curriculum as a basis for our children’s learning. The children frequently go on educational visits to a wide range of places they regularly visit art galleries we have visitors, such as authors, theatre companies, professionals, to school provide an additional layer to the children’s experiences. All these give the children a breadth to their learning that you cannot provide purely in a classroom. Our curriculum provides practical approaches and direct experiences. Children are encouraged and taught to talk about and share ideas to develop their language and thinking. To reinforce and develop these skills, in-class the children have opportunities to debate, role play, and give presentations. A very important part of the children’s learning is investigating and problem-solving, designing and making things, researching and finding out, as well as learning to use the wide range of ICT that is available to them. View full school

We are part of the LEO Academy Trust. At Manor Park, we believe that every child is entitled to the best possible education and we are committed to providing this through high standards in teaching and learning, by promoting self-esteem, and by ensuring that all children feel valued. At Manor Park Primary we believe that the provision of a visually attractive and stimulating environment is an important part of developing thought. Each child's strengths will be encouraged and nurtured and their weaknesses addressed. Our mission statement is Confident Children Enjoying Learning and this reflects our commitment to child-centered learning offering a creative curriculum promoting independence. Our core values are: To promote opportunities for every child to think creatively and critically to solve problems and to make a difference for the better. To develop confidence so children believe they can achieve. To have high expectations of ourselves, children and others. To realize the importance of reflection time to think and see the way forward. To promote the values of co-operation and teamwork. For children to ASK questions. To realize mistakes are great learning opportunities. To take a considered risk and to develop resilience. We have an exciting Curriculum at Manor Park Primary. In all-year groups, children are encouraged to question and consider points of view with a focused lesson on philosophy for learning. Independence is promoted and a well-embedded creative linked curriculum is in place which is based on the Cornerstones Curriculum and is supported by themes allowing many cross-curricular links to be made within different areas of the curriculum as well as being enriched through trips, outside learning, and after school clubs. Throughout the year, teachers choose the Imaginative Learning Projects they are going to teach from the ones available for their year group. The children’s interests are taken into account when deciding on which project to teach with a particular class. The projects are usually taught across a half term but this can be longer or shorter depending on the project. As a school, we value and celebrate the diverse heritages of everybody at Manor Park. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the year, for example, Remembrance during the Autumn term, and the annual visit from the Pantomime around Christmas. We also celebrate the Saints days St. George for England, St. David for Wales, and St. Andrew for Scotland. The children at Manor Park are taught from the very beginning of their education here how to treat others properly despite their differences, beliefs, or backgrounds. The recent Ofsted report stated, "all staff and pupils say that their school operates as a harmonious community." Outside agencies and school trips often report how well behaved the students are. The children are encouraged to express their views and beliefs in a supportive and respectful environment. Through P4C and PSE, the children put forward their opinion and learn to be accepting of the difference between them. They are given the choice throughout the school. View full school

"All pupils will aspire to gain achievement in line with and better than National Expectations." Manor Oak is a vibrant, inclusive, confident community, where every child is nurtured to achieve their full potential. We are a happy, safe, and welcoming school, with an exciting range of learning opportunities. We take pride in our school and our achievements and by the time children are ready to move to school, they leave us fully prepared for their future learning journey. Aspire We value each child individually, recognizing their skills, talents, and needs, supporting all areas equally, enabling them to achieve their full potential. Every staff member supports the future aspirations of the child. We are an inclusive school, welcoming young people from across the community. We understand the needs of individual learners and have high expectations of progress for everyone. We encourage tolerance and respect for others. Our children are enthusiastic, they love coming to school! Our attendance is above the national average and we celebrate good attendance. We offer a wide range of learning experiences for our children using a variety of activities, play, and exploration to support each child's development. We follow the Early Years Foundation Stage and Birth to Three Matters Frameworks to deliver an exciting and stimulating play-based curriculum. The Nursery provides a happy and safe environment for children to develop their pre-school skills. We believe that children who attend our Nursery make extremely good progress throughout their time at school. Our school motto, 'Aspire, Challenge, Empower' promotes the philosophy of British Values so that children have a desire to better improve their lives, to have the confidence to challenge both themselves and others in their learning and their attitudes, and to be empowered citizens through asserting their own needs developing healthy attitudes and taking responsibility and ownership for their lives. Our school serves a diverse community and we take a responsibility to provide opportunities for children that generate respect for difference and tolerance of other faiths and cultures. This is achieved by having excellent role models and through our rich curriculum where we teach children to understand different faiths and beliefs and how these have shaped our modern-day Britain. Children are taught to behave well and abide by rules using our detailed behavioral policy as a vehicle to achieve this. The ‘rule of law’ is reinforced with our links with the local police and fire services. We aspire to direct children to generate a vision of working life and how to make positive personal and social contributions. The active School Council together creates a voice for pupils to generate fairness and change within the school. The curriculum at Manor Oak Primary School has been developed to ensure that our students receive full National Curriculum coverage delivered in a way that promotes meaningful connections across subjects. It is designed to open children's eyes to the wider world around them and the possibilities that lie within it, whilst giving them a firm grounding in moral, social, and emotional well-being. We follow an inquiry-based curriculum so that pupils are encouraged to ask questions and learn the knowledge more systematically. Our topic program is carefully balanced and planned to be age-appropriate across the years. It is important to us that art, music, English, numeracy, and science are also linked to the main topic. Experiences will be enriched in the form of a variety of clubs, trips, workshops, visiting speakers, or themed weeks that take place throughout the year. Our topics generally have a history and geography base so that we teach location and place knowledge, weather and climate skills, and knowledge and about significant historical events, people, and places in our locality. At Manor Oak, we believe that effective learning takes place when there is considerable emphasis on active involvement, opportunities to talk both imaginatively, expressively and to explain and clarify thinking. Our curriculum includes not only the formal requirements of the national curriculum but also the ‘hidden curriculum, where the children learn from the way they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills so that they achieve their true potential. We actively promote British Values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs to prepare our pupils for life in modern-day Britain. View full school

Manor Junior School is a warm and friendly place where all pupils are nurtured and encouraged to do their best and achieve their potential in whatever direction this may take. We are committed to providing activities and experiences to support and go beyond the National Curriculum and offer a whole range of opportunities not only for our pupils but also for their families and the local community. Education at Manor Junior School is exciting, purposeful, challenging, and fulfilling and we hope that this website gives you a snapshot of life at Manor. Manor Junior School is a mainstream junior school with an attached specialist resourced provision for hearing impaired pupils. At Manor Junior School we regard inclusion as synonymous with equal opportunity. This belief underpins all aspects of our work both within the school and our interaction with the wider community. Inclusion is the process of removing barriers to participation and learning so that everyone benefits fully from educational opportunities. We track and monitor all children’s progress carefully through ongoing teacher assessment and also more formal testing. Pupils that are performing below expectations are therefore identified quickly so that interventions can be put in place. In the first instance, difficulties are likely to be addressed within the classroom by the class teacher. If you have any concerns about your child’s progress please speak to the class teacher first. If the needs are more complex the class teacher will liaise with the SENCo (special educational needs coordinator). Children entering the school will take part in screening for dyslexia and speech and language difficulties. If a child is found to have difficulties in either of these areas we will communicate this with their parents. All pupils with special educational needs and /or disability SEND are placed on the school’s special educational needs list and will have a personalized learning plan (PLP) put in place. The PLP sets out targets for the child which will be reviewed regularly and formally once a term. Parents and children will be involved in these targets and progress outcomes will be shared at the termly review. Additional assessments may be carried out as appropriate including the testing of their reading and spelling age. This helps us to track finer progress and ensure that interventions being used are helping each child make progress. The child’s class teacher will ensure that lessons are accessible for them and that activities are adapted where necessary to ensure they are included fully and able to make progress. On occasions, pupils may require additional adult support in the classroom from the class teacher or a Learning Support Assistant (LSA). LSAs also deliver intervention programs outside of the classroom to help pupils make accelerated progress in identified areas. Pupils who need this additional level of support will be identified by the class teacher and SENCo. School policies cover every aspect of school life. Below are some of our most important policies for your reference. If you want to know our policy on something that is not listed, please contact the school office. If you wish to request a paper copy (free of charge) of any policy then please contact the school office. Ongoing assessment of the child’s needs helps us to make decisions about the level of support they require. The class teacher monitors the progress of all their pupils and the SENCo will monitor the progress of all children. Additional advice and support may be sought by the school as needed from external agencies. We will regularly communicate with parents about the level of support their child is receiving and if this needs to change at any point. We run an extensive range of after-school clubs for all pupils and activities within these clubs will be adapted to meet the needs of the pupils attending so that all pupils are fully included. Homework club runs weekly after school and can be of particular benefit for pupils with SEND as they can access support from school staff and resources during this time to complete their homework. Our family link worker runs additional workshops after school and on some Saturdays where pupils can work alongside their parents on skills such as cookery. The school maintains good links with outside agencies and values their advice and support. These services include educational psychology, speech, and language therapy, occupational therapy, pediatricians, child and adolescent mental health (CAMHS), children’s services, Primary Behaviour Support, youth crime prevention team (YCT), GPs, and school health and local authority specialists, for example, specialist teacher advisory service. All parents and families of pupils attending Manor Junior are seen as Friends of the School. We also liaise with organizations within the local community. In conjunction with your support, we try to organize additional events and opportunities for the children in school and within the community. We also work with you to raise funds to provide additional resources and experiences for the pupils. View full school

Manor Infant School provides all our children with a challenging, engaging, and safe environment that promotes a lifelong love of learning. We are committed to ensuring high-quality education is accessible for all. Our accessibility plan can be found below. Please contact the school office if you have any questions or concerns regarding accessibility. All the subjects included in our curriculum provide differentiation and balance. They are adapted to suit the needs of all our children so that they may grow and develop whilst in our care. Applications for nursery places should be made directly with the school as described in the next section. Applications for places in Reception classes (or for older children) must be made via the London Borough of Barking and Dagenham. Children can be admitted on a part-time basis, at the beginning of the academic year in which they are four. Applications to begin in our Nursery must be made by parents/carers directly to the school. Distance from home to school to be used as a tie-breaker for pupils who have an equal claim for a place in a nursery using the above criteria. It should be noted that a place in a Nursery does not guarantee or give priority to a place in a Reception Class. If you would like to apply for a school place for your child, the Barking & Dagenham School Admissions Team will process your application. The school policy for Special Educational Needs (SEN) is one of integration and equal opportunity so that all pupils have access to the National Curriculum and are encouraged to achieve to their full potential. The school follows the DCSF guidelines as stated in the Code of Practice for SEN 2014. If our assessments show that a child may have a learning difficulty a range of strategies are used that make full use of classroom and school resources. This level of support is called SEN Support. Should a child continue to demonstrate significant cause for concern a request for an Education and Health Care Plan can be made to the LA. If an EHC Plan is issued the LA is responsible for monitoring and reviewing the provision in liaison with the school. At each stage, the child’s progress is reviewed regularly. Parents are informed and consulted at each of the stages and their views are essential in providing a strong partnership between home and school. Each new member is given an induction session outlining the school’s SEN policy, procedures, and provision. There is also close consultation with Manor Junior School to ensure continuity and progression with supporting individual children in the transfer between the Infant and Junior Schools. The school has responded to the Disability Discrimination Act (DDA) 2005 by preparing a Disability Equality Scheme (DES). The implementation and impact of the scheme are monitored by the Governors. There is also an Action Plan relating to the DES which runs alongside a Disability Access Plan. These are both reviewed every year and form part of the School Development Plan. Keeping children safe is a high priority for our whole school community. We strive to keep everyone safe while they are in school and within our curriculum, we teach a range of age-appropriate skills to help children keep themselves safe in a variety of contexts. We are very keen to work in partnership with parents and carers in this important area. As well as the information listed below, we hold regular coffee mornings and information meetings to discuss issues such as e-safety and health issues. Look out for more information in our newsletter and our Facebook page. Lorraine helps parents to become involved in their child’s education. Equip parents and carers with further knowledge and skills to support their child’s learning, parents can have access to informal networking opportunities such as coffee mornings and parent forums. They can gain access to a variety of workshops, personal development sessions, adult learning courses, and family learning sessions as well as structured evidence-based parenting programs. Lorraine provides One-to-One confidential support where individual parents/families can discuss issues that may be affecting their family’s well-being. Our PSA supports parents in the early identification of any difficulties impacting a child at home or school. She directs parents to the appropriate services for support in areas such as health, housing, debt, bereavement, family separation, returning to work, childcare and activities, etc. Lorraine offers support at key transition points, such as joining and moving through the school and on to secondary school. View full school

Through challenging aspirations, we are going to inspire each child to succeed in a high-achieving and caring environment. Every child’s happiness, today and in the future, is at the center of everything we do. Through an inspirational curriculum, we aim to ensure equality throughout their experience by giving each child a powerful voice and ensuring we provide excellent learning opportunities for all. The Manor Academy’s partnerships with specialist organizations and schools give our students countless opportunities for unique, life-enhancing experiences. Our partnership with The Royal Ballet School, for example, means that our students get access to workshops and classes led by specially trained ballet teachers. The facilities at The Manor Academy include our own sports center, a full-sized all-weather sports pitch, an outstanding cafe offering hot and cold foods, a construction center and an engineering workshop, advanced ICT facilities, and a comprehensive library. It is an exciting time to be working with Manor Academy as both students and staff at the school have worked hard to achieve a rapid rise in outcomes over the past two years. There is a lot to be proud of at Manor Academy and I aim to work with staff and students at the school to ensure that the quality of provision and outcomes for our students improve even further in the future. At Manor Academy, we are very proud of our reputation for the high standards of teaching, behavior, and academic achievement. We have high expectations and encourage all students to meet them. Through challenging aspirations, we are going to inspire each child to succeed in a high-achieving and caring environment. Every child’s happiness, today and in the future, is at the center of everything we do. Through an inspirational curriculum, we aim to ensure equality throughout their experience by giving each child a powerful voice and ensuring we provide excellent learning opportunities for all. The Manor Academy, working in close collaboration with The Two Counties Trust and its other committed partners, seeks to provide a high-quality educational experience for our students. Providing a full range of relevant opportunities to enable your child to develop and progress to become active citizens. Gaining both academic qualifications and personal skills, that provides them with the courage and confidence to lead a successful and happy life. View full school

Mannafields Christian School provides a Christ-centred education for children from P1-S2 in the heart of Edinburgh. Our school provides a high-quality curriculum that follows all the guidelines for the National Curriculum for Excellence and also gives a solid grounding in the character and Word of God. We teach our children to a high standard that prepares them for life in the “real world” by building a solid foundation on the Bible and academic skills. Small class sizes and composite classes enable the teaching staff to provide individual care that develops each child’s talents and abilities while equipping them with the knowledge and skills necessary for adulthood. We value pupils from all backgrounds and have a great family atmosphere in the school. Our aim is that all parents who wish their child to receive a Christ-centered education should be able to do so, regardless of their financial situation. To this end, we offer bursaries to those who need them. Mannafields also offers support to families who home-school. We are a school where God and His Word take a central place. We seek to know God’s Word and God’s world. After all, creation is held together in Christ, so no subject – scientific or artistic – can be separated from His revelation of Himself. The whole curriculum and way of looking at the world are based on Biblical principles – i.e. the world is God’s and was made by God. He has a plan and purpose for each person in it, all of whom are uniquely loved by Him. We measure all our teaching against God’s Word and show children how His Word applies to everyday life. We have a firm commitment to personal values such as standards of behavior, discipline and self-discipline, ethics, manners, and practical Christianity. Good communication and collaboration with parents are seen as essential to the school’s ethos, not least as we seek to uphold the values of the family and share in the parental mandate to educate the children. We have a clear Christian philosophy of education, which acknowledges God as the ultimate source of all subjects, wisdom, and understanding. Pupils are shown how God’s Word is relevant to all areas of learning, life, and experience, gradually building a Christ-like worldview that will help them to handle an increasingly secularised world. The integrated curriculum covers all areas necessary to ensure good all-around schooling. The core work is organized on a project basis. Fifteen projects on a three-year cycle are all based on aspects of the character of God. The whole school studies the same theme, which is treated differently for the various ages and stages. Besides core language and maths work are consolidated using published graded schemes. Extra-curricular activities normally include social events and a trip to an Outdoor Centre for older pupils. As the children reach the upper years of primary and secondary, individual subjects become more clearly defined, in preparation for their graduation from Mannafields. Here they are taught the usual range of subjects, still from the Christ-centred perspective. Our goal is that we should be able to make Christian Education available to all who want it. There is to be no selection of pupils based on academic ability or financial status. Our basic aim is to enable Christian parents to fulfill their God-given mandate to bring up their children in the fear and admonition of the Lord. We see our responsibility primarily to such parents, but as far as it is compatible with our basic aim we would seek to be open to pupils from families of any or no faith. While trying to be open to pupils of any ability we must recognize that in some cases of special learning needs it may not be possible for the school to meet such needs properly. It is seen to be best for pupils to join the school in P1 since this enables pupils to develop a Christian perspective on all their learning and to develop Christian attitudes and values naturally. If pupils are joining the school later, they may not find it easy to pick up on all these perspectives and values although the rest of their education is sound. However, we would welcome new pupils at any stage of their learning career. View full school

We are very proud of our school and all its learners. Manley Park Primary School was rated as “outstanding” by Ofsted in Oct 2011 and we have continued to push our boundaries to maintain this grading with innovative practices. We were founding members of Manchester’s first Teaching School Alliance in September 2012 and have responsibility for Research and Development. Our children are treated as individuals and are supported in developing into independent and successful learners with a positive identity ensuring they have high levels of confidence and self-esteem. We provide an outstanding learning environment for children. Our learners are from a range of ethnic groups and we celebrate our diversity. Many of our pupils enter school speaking English as an additional language. Manley Park Primary School is a county school. It consists of two separate buildings to be found on two sites. The Infant Department is on York Avenue. It comprises six classrooms, a large nursery, assembly hall, staff room, kitchen, administrator’s office, and a multi-purpose suite. There is a hard-surfaced playground with play equipment and a sealed area. There are additional play areas at the bottom of the playground, where we have a walled playground, which is dedicated to sporting activities. Manley Park Primary School is a forward-thinking school with reflective practitioners. At the heart of our school ethos, we are continually striving to improve the learning experiences for our children. We are open to new pedagogical approaches and relish the opportunity to talk about the latest research and how this relates to our setting. In past years we have made significant changes to the school in light of the research we have accessed or carried out ourselves. Examples of this include a £250,000 redesign of the school grounds to ensure that memorable outdoor learning experiences became an integral part of the school week for our children and staff, embedded whole school AFL practices that have enhanced the ability of children to see themselves as powerful learners in control of their learning journeys, technological inquiry to find evidence for the impact of iPad provision on children’s achievement and attainment and Forest School sessions are delivered on-site by our qualified Forest School practitioner. Our school is committed to ensuring that every child reaches their full potential through an exciting and innovative curriculum and high-quality learning. We aim to provide the perfect conditions for learning as we believe that how children learn is as important as what they learn. We use highly developed assessment procedures that take into account every individual child along with an enriched curriculum that includes outdoor learning experiences and the development of emotional competencies. Our specialized curriculum develops a child’s curiosity and knowledge of the local community, the world, and the natural environment through the National Curriculum. We aim to foster this curiosity through our vision of being a school community where inquiry skills are well developed. We believe in forging strong partnerships between school and parents and hope that this website will help you to engage with the school and your child through the fantastic journey through their Primary School years. At Manley Park, children get taught 3 lessons of high-quality PE each week including gymnastics, outdoor games, outdoor adventurous activities, and movement. Year 4 also takes part in weekly swimming lessons. During the summer term, all children participate in Sports Day where house teams of mixed aged pupils compete together rotating around different activities. Children at Manley Park take part in several inter-school competitions and have the opportunity to compete against other Manchester Schools as part of the School Games. There are various before and after school clubs that children can attend including football, karate, athletics, language classes, dance, and many more. Manley Park Primary School has an active Parent Teacher Association which raises important funds for the school. As a parent of the school, you are automatically a member of the PTA. The PTA committee is a friendly group of parents and teachers. The committee meets twice a term to organize various fundraising events and is always looking for enthusiastic new members! No special qualifications are required other than a willingness to get involved and get hands-on! It's always great to find out what we as parents can offer, with a vested interest in making the school a better place for all pupils and their families. Manley Park Primary School has an active Parent Teacher Association which raises important funds for the school. As a parent of the school, you are automatically a member of the PTA. The PTA committee is a friendly group of parents and teachers. The committee meets twice a term to organize various fundraising events and is always looking for enthusiastic new members! No special qualifications are required other than a willingness to get involved and get hands-on! It's always great to find out what we as parents can offer, with a vested interest in making the school a better place for all pupils and their families. View full school

Maney Hill Primary School is a one-form entry primary school located in Sutton Coldfield in the north area of Birmingham Local Authority. The single-story building was built in 1965. The classrooms mostly come off the central Hall. Also, we have a library and several smaller rooms for teaching a group or for meetings. The school occupies a large site which includes two playgrounds, sports pitches, trees and bushes, and a pond area. The children and staff make good use of both the building and the outdoor area with lunchtime and after-school clubs available, including football, netball, French, eco team, choir, and many more. We are very much part of the community and we value the strong partnerships we have with parents and others. Together we are focused on ensuring we provide the very best education for every child. At Maney Hill we aim to be the best we can be to ensure: Every child feels valued for their uniqueness. We equip children with the skills and attitudes to ensure lifelong success. Every child has the opportunity to fulfill their academic potential. We provide a safe, caring, and happy environment. We are proactive in enriching and inspiring our school by working collaboratively with parents and the wider community. At Maney Hill Primary School we teach a broad and balanced curriculum which includes the National Curriculum, Religious Education (taken from the Birmingham Agreed Syllabus), and Spiritual, Social, Moral, and Cultural education. Also, children learn about our school and its environment through our Local Curriculum. We want all children to develop a love of learning and believe that children learn best through a wide variety of experiences including hands-on activities both in the classroom and outdoors, educational visits, using a range of technology, and through more formal structured lessons. Teachers plan for the needs of all children, ensuring equality of opportunity and success for all. Each year we produce a School Development Plan (SDP) which shows what we aim to achieve during the year and how we intend to do it. Through ongoing evaluation, we can prioritize areas for improvement, build on existing strengths and maintain Maney Hill as an outstanding primary school. We use information from pupil, parent, and staff questionnaires, data from test results, and information from self-evaluation to make decisions about what should be included in the plan. Towards the end of the academic year, staff and governors meet to look at all the information gathered and suggest actions and targets for the plan. The SDP is written by the Senior Leadership Team and Subject Leaders, in consultation with the Governing Body. Throughout the year, the plan is reviewed to ensure we are on track to meet our targets. Teamwork is a strong theme of our school. Effective primary education is a partnership between children, staff, and parents. We look forward to working with you to ensure your child is valued as an individual and has a safe, happy, and successful time with us. Our school is a busy place with many enriching events for the children. We continually evaluate what we do to give the children the very best education. As partners we want all parents to be involved and to come to school regularly. View full school

At Mandeville, our goal is to give all of our children an outstanding education, which allows each child to develop and succeed. We aim to foster a life-long love of learning and equip our children to be successful in the 21st century, through a creative and dynamic approach to learning that is engaging, challenging, and fun. We are always looking for new ways to improve and move forward and we work together with parents, carers, staff, governors, children, and other stakeholders to ensure that we are constantly developing. We are fortunate to also be federated with Kingsmead and Gayhurst primary schools and this allows us to share professional knowledge, expertise, and resources, which benefits the communities of all three schools. Places for Nursery can be applied for through the school. We have the capacity for 50 full-time students in our Nursery. In-year admissions from Reception to Year 6 are also managed by The Hackney Learning Trust but the school welcomes parents who wish to tour the school or make inquiries about places in specific year groups. Once children have been offered a place at Mandeville, families will be invited to complete admissions paperwork and discuss their child's needs at the school. Our curriculum is designed to fully meet the requirements of the new National Curriculum but also to ensure that we provide rich learning opportunities, which deepen and extend understanding. The curriculum is divided into subjects and the majority of these are taught weekly (or daily for Literacy and Numeracy). Also, several subjects are taught in blocks We want our curriculum to be creative, inclusive, and motivating where all are challenged and supported to achieve outstanding results. We expect it to be rigorous in its design with clear outcomes and high expectations, and to provide active and relevant learning opportunities which involve the whole community. The result should be well-rounded individuals who are curious about the world around them and hungry to learn more. The expectations are designed to focus on positive action (I like the way you are walking sensibly) rather than what children should not do (do not run). The expectations are agreed on actions so that there is consistency and fairness in all areas of school life. Positive behavior language is used by all staff to reinforce the approval of children doing the right thing and not to constantly address those who do not. The school rules are displayed in all classrooms and communal areas and each classroom or learning space will have to stay on green charts which show at any point on any day how each child is doing. Each child has an individual pocket with their name on it. Broadly speaking this is the system that operates school-wide although there are slightly differing systems in place for children of different ages. The aim is to keep a green card in the pocket and to ‘stay on the green’. The government invests money in schools via the pupil premium, which is additional to main school funding because it believes it is the best way to address the current underlying inequalities between disadvantaged children and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The school attainment data shows that children in receipt of Free School Meals have underachieved in the past compared to their more privileged peers. The Senior Leadership Team has factored this into their plans for improvement and a separate action plan for PPG aims was written and is constantly evaluated and reported on to governors. This work continues to be a top priority and regular item for governors to review. At Mandeville Primary School, we are strongly committed to PE and recognize the contribution of PE to the health and wellbeing of the children. Additionally, we believe that an innovative, varied and immersive PE curriculum has a positive influence on the concentration, attitude, and academic achievement. The same can also be said for our extra-curricular opportunities. Our commitment to these opportunities is evident in the wide array of sporting activities that we offer both in and out of school. Our Sports Premium Funding will help us to continue to provide this provision and ensure that we have professionals that specialize in the areas on offer. The governing body is mostly volunteers, meeting regularly and working closely with the Executive Headteacher and the senior leadership team to help the schools develop successfully and to promote high standards of educational achievement. The Governing body is made up of the school’s Executive Headteacher, Local Authority governors and co-opted governors, elected parents, and elected staff members. Together, our primary concern is for the welfare of the schools as a whole and we operate within a standard Code of Conduct for those involved in aspects of public life. At Mandeville, we pride ourselves on establishing and keeping good relationships with parents. Our staff is outside at the home time and in the mornings so you have access to talk to us as parents. However, if you do not bring your child to school or take them home yourself then you can call us at any time to book an appointment for a meeting. Additionally, you can send a message via our 'Parental Feedback' area to share any issues you have or would like us to deal with. View full school

We provide alternative education for students who are not attending mainstream education for a variety of reasons, including those who are at risk of permanent exclusion from their home school, and who have behavioral, emotional, and/or social difficulties, some with SEN and learning difficulties. We offer support and guidance for non-attenders and vulnerable students who are the subject of multi-agency concern, and our team of experienced and dedicated teachers and teaching assistants help provide an open and focussed pastoral environment for young people. With an emphasis on Personal, Social, and Health Education and one-on-one personal development, we pride ourselves on a concern for the whole person and accommodating different learning styles. Our students are encouraged to take an active role in their school life, from the setting of behavior targets to careers and work experience. We offer a broad and balanced curriculum that includes a varied program of enrichment activities and trips, shifting the focus from classroom-based learning. As we develop each academic year, we are including more vocational and skills-based courses for those students of a more practical inclination, who wish to progress to training and apprenticeships. Manchester Young Lives works to promote the social and educational inclusion of children and young people. We believe everyone can improve their life chances through learning and make a successful transition to adult life given the right opportunities, support, and guidance. MYL offers a comprehensive and exciting program of after-school and holiday playschemes throughout the year. We offer local children, up to age 13, the opportunities to enjoy open-access play, develop learning, and connect with their communities, all within the safe and supportive environment of our adventure playgrounds. Across our sites, we provide climbing walls, zip-wires, swings, and obstacle courses that encourage active and fulfilling adventure play. Alongside these, our modern sports facilities and pitches allow for development in sport, and our indoor facilities provide leisure activities and arts & crafts, for when the weather takes a turn for the worse. We encourage young people to take an active role in the playgrounds, from devising games to being part of our Junior PlayworkerScheme this allows around 250 young people to volunteer at centers gaining valuable skills and experience that supports their personal development. Such support from an early age lies at the heart of what MYL does, and its importance is confirmed by independent research. This concludes that play supports development, encourages learning, as well as providing confidence and skills that are essential for enabling young people in disadvantaged areas to reach their full potential. At Manchester Young Lives Independent School, we value the relationship between school and parents/carers. Home and school life are closely linked for our young people, and any issues within one can deeply influence the other. That is why we encourage your input and feedback for all aspects of school life. We hold regular review meetings to update you on your child’s progress, include you in the pre-admit process during a referral, and constantly look for your comments, suggestions, and feedback. Any issues or concerns you have, either for the personal or academic progress of any young person, will be noted and dealt with as effectively as possible. Our work was originally centered on the development and management of adventure playgrounds in Ardwick, Moss Side, Hulme, and Wythenshawe. In recent years we have successfully developed several youth works and educational/training programs, particularly targeted at children and young people at risk of social exclusion. The culmination of these efforts was the establishment of Manchester Young Lives Independent School in 2010. We believe the integration of play, confidence building, and education within an informal and supportive environment provides a genuine opportunity for early intervention with children and young people who are at risk of falling outside mainstream services and becoming involved in anti-social and risky behaviors. MYL’s School finds its origins in a 1997 National Lottery-funded youth work project at A6 Education Centre (formerly known as Longsight Adventure Playground). Although initially aimed at unemployed young people, the scheme drew the most interest from school non-attenders up to age 16. This, along with concerns from Ofsted around the levels of non-attendance in the city, led to the creation of a local partnership known as School Otherwise, which launched in 1999. School Otherwise was developed to provide informal education, aimed at promoting re-entry to school by young people. Working closely with local schools such as Cedar Mount and Ellen Wilkinson High, the project saw 50% of its participants return to part or full-time school between 1999 and 2000. Following the success of this project, MYL continued to develop its provision of education with targeted and focused outreach work, and also for larger groups within its centers. Under the coordination of the late Anne Simmons, our inspirational school leader who had been a key part of School Otherwise, tutors continued delivering sessions at Ardwick and Moss Side, moving towards entering students for various qualifications and accreditations. The approach proved highly successful and, in 2010, the next logical step was to register Manchester Young Lives as an independent school. Initially sourcing referrals from local schools, many accommodated by an intensive support facility at our Wythenshawe site, MYL soon established a strong relationship with the Pupil Referral Unit. We now receive our referrals exclusively from the PRU and will continue to work closely with them to tackle exclusion and improve the opportunities of some of Manchester’s more vulnerable young people. View full school

We teach an alternative curriculum to young people who struggle in the mainstream arena. We aim to provide high-quality education and pastoral care to pupils who struggle within the mainstream education system. We work with pupils on a one-to-one basis or in small groups. We work with families, schools, and other agencies to promote effective inclusion of all students, to ensure they achieve their full potential, and, where possible, return to mainstream schools. The Local Authority and any Private Sector Establishments are the admissions authority for MVLA. The final decision on referrals and placements rests with the Proprietor and headteacher of MVLA. Pupils may be admitted to MVLA at any point during the school year. Pupils may be dually registered, which means that the mainstream/short stay school/other establishment and MVLA will work together in providing appropriate individual educational programs. All of our teaching staff are qualified teachers. Our teachers are experienced in dealing with students who struggle with their behavior and we offer specialized support for students with special educational needs or who speak English as an additional language. We have a Health and Safety advisor who is responsible for overseeing our risk assessments and ensuring correct measures are put in place to monitor and minimize risks. All staff possesses an enhanced DBS disclosure. MVLA recognizes that each child is an individual. We provide a nurturing, safe and stimulating environment for our learners, to achieve their full potential – educationally, socially, and emotionally. Admission will only take place after consultation between the Headteacher, referrer, parent/carer, and student. Our students study GCSEs in Maths, English Language, English Literature, Biology, RE and Citizenship, we also offer a range of vocational subjects and PE. Lessons are taught to small groups so that teachers can cater to an individual’s specific personal and academic needs. All children will be taught in groups based on their ability, allowing them to receive the support that they require. As well as one-to-one and small group support, extra support will also be offered to EAL pupils by qualified teachers. Each child’s progress both from a pastoral and academic view will be carefully monitored with regular feedback to carers, schools, and other relevant agencies. We pride ourselves in our positive relationships with partner schools, with many of our students successful returning to mainstream provision. Students are supported and guided with applying for Colleges/Sixth Forms by their Employability Career Advisors. Over the year, the students will be making some big decisions about their future. We are using ‘Connexions’ for careers advice within our school. During the year the students will take part in a one to one career guidance interviews in school with their Career Advisor. Pupils are often able to attend careers fairs at referring schools where students can talk to local colleges, training, and apprenticeship providers so they can carefully consider their future options. The program includes school visits, career talks with colleges, apprenticeship and training providers, employers and professionals, exhibitions, workshops, and inspirational speakers. Our career advisor works closely with KS3 pupils to set targets and goals for the future. Pupils receive guidance throughout the year. Young people are now expected to stay in education or training up until the age of 18. Teachers will plan lessons so that pupils with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving. Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects. We all have a statutory duty to “safeguard and promote the welfare of children”. To maintain a professional attitude of “it could happen here” where safeguarding is concerned. All staff is encouraged to report any concerns that they have and not see these as insignificant. On occasions, a referral is justified by a single incident such as an injury or disclosure of abuse. More often, however, concerns accumulate over some time and are evidenced by building up a picture of harm over time this is particularly true in cases of emotional abuse and neglect. In these circumstances, it is crucial that staff record and pass on concerns by this policy to allow the Designated Safeguarding Lead to build up a picture and access support for the child at the earliest opportunity. At MVLA we offer an excellent pastoral service and make daily contact with schools, parents/carers, and other agencies. We hold regular review meetings and ensure the pupils meet all targets set by MVLA and the school. Schools are contacted regularly via email/phone to inform them about attendance and behavior. We welcome visits from any schools or agencies at any time by prior arrangement. View full school