EduCativ

As the school moves forward on the Journey to Excellence, we aim to develop the ‘whole child. We strive to ensure that pupils have a positive and fulfilling educational experience at Lorne Street Primary, which helps them to develop lifelong learning skills as well as preparing them for the world of work. We believe it is essential to build a strong home-school partnership, and welcome parental involvement and support in all aspects of school life. Throughout the school session, there will be many opportunities for parents to get involved. We look forward to working with you closely, to help ensure that all children at Lorne Street Primary reach their full potential. We hope that you find the website a helpful method for the school to communicate with parents/carers. If you require any further information, please do not hesitate to contact the school. Curriculum for Excellence is being implemented for 3-18-year-olds. It aims to raise standards, prepare our children for a future they do not yet know, and equip them for the jobs of tomorrow in a fast-changing world. Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the school and with other schools, to share best practices, and explore learning together. Teachers and practitioners will share information to plan a child’s “learning journey” from 3-18, helping their progression from nursery to primary, primary to secondary, and beyond, ensuring the change is smooth. They’ll ensure children continue to work at a pace they can cope with and with a challenge they can thrive on. Curriculum for Excellence balances the importance of knowledge and skills. Every child is entitled to a broad and deep general education, whatever their level and ability. It develops skills for learning, life, and work to help young people go on to further study secure work, and navigate life. It brings real life into the classroom, making learning relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgments, challenge, enquire and find solutions. There’s personal support to help young people fulfill their potential and make the most of their opportunities with additional support wherever that’s needed. There will be an emphasis by all staff on looking after our children’s health and wellbeing – to ensure that a school is a place where children feel safe and secure. Ultimately, Curriculum for Excellence aims is to improve our children’s life chances, to nurture successful learners, confident individuals, effective contributors, and responsible citizens, building on Scotland’s reputation for a great education. View full school

Lorne Primary School is a non-denominational school for children from Nursery to Primary 7 in Lorne Street Edinburgh. Our school is an old Victorian building that first opened in 1876. Many years later there was a fire which destroyed the roof and the school was forced to close. The school re-opened for business in 1973. Our school badge depicts a phoenix rising from the ashes which represent Lorne Primary taking its place in the community once again. Lorne Primary School is a multi-cultural school situated in a Victorian building in Leith, north Edinburgh. We serve an area of mixed housing (private, social, and let properties) and family incomes. We currently have around 140 bilingual learners speaking over 25 languages. Our Pupil Equity Funding has identified 49 pupils with eligibility (approximately 1 in 5 pupils). We promote a strong Scottish identity for all of our learners and celebrate each child’s language and culture in many ways. The school is part of the Leith Academy cluster where the majority of our pupil's transfer. Lorne Primary is opposed to racism in any form and we will do everything within our power to eliminate it from the school and to foster good relations between racial groups. Children are encouraged to report any instances of racism in the knowledge that support will be given to the victim and the incident dealt with responsibly. Working together with parents we feel confident that Lorne will continue to be a harmonious community in which all are respected. Lorne Primary School aims to provide engaging learning experiences in a stimulating environment where learners are happy, feel safe, and are valued. Our learners are encouraged to reach their potential and become respectful and responsible citizens. We do this in close partnership with our community. The current roll is 265 children in 10 primary classes and a morning and an afternoon pre-school class. In addition to class teachers, we have specialist teachers in English as an Additional Language, Support for Learning, and Physical Education. There are 12 support staff including pupil support assistants, school administrators, playground supervisors, and support services officers. The school’s management team consists of a Head Teacher, a deputy with teaching commitment, and a business manager. All staff is expected to take at least one leadership role. The school’s parent group is called The Friends of Lorne Primary School (Parent Council). This group organizes social events for the school community and raises money to support school projects. We have recently re-established our Parent Council, created our constitution, and are beginning to work in tandem to encourage greater parental governance. We maintain a very popular and successful breakfast club for up to 30 children 8 am to 9 am, organized by our PSAs. There is an after-school club run by the Gingerbread charity to 6 pm. The children have the opportunity to attend after-school sports clubs, which run in our school and the other cluster schools. These change each term but typically include basketball, dance, judo, Tai Kwon do, multi-sports, athletics, soccer, and Gaelic football. Lorne Primary has Eco-schools Green Flag and Health Promoting School accreditation. Parents have the opportunity to come to parent courses and groups in school. The Multicultural Family Support Base, Additional Support, and Integrated Family Support teams all work within our school building to support children and families in our community. We have very close working relationships with many other services (Families Connect, Pilmenny Youth, Citadel) so that we can work with parents to provide the best support possible for children with additional support needs. View full school

Founded in 1827, Loretto School is one of Britain’s leading co-educational boarding and day schools. Our Pre-School welcomes girls and boys from age 3 to 5, our Junior School from age 5 to 12, and our Senior School from age 12 to 18. Loretto is set in 85 acres of safe, leafy campus just outside Edinburgh, and is home to our industry-leading Golf Academy. Loretto is well known for its emphasis on the development of the whole person, mind, body, and spirit. A fine heritage, beautiful surroundings, excellent facilities, outstanding academic results, extensive sport and arts programs, exceptional pastoral care – they all play a part in making Loretto one of the UK’s leading boarding and day schools. Perhaps what we are most proud of, is helping young people develop the resilience that will prepare them for a changing world beyond school. We aim to know and nurture every child to develop their confidence and character. Being a small school is a huge advantage in achieving that aim. The School is made up of around 600 girls and boys, from Pre-School up to Upper Sixth Form. Pupils can board from 11 years, and more than two-thirds choose to do so during their school career. Set in extensive, leafy grounds on East Lothian’s beautiful coast, we provide a friendly and enriching environment. Our 85 acre (34 ha) enclosed campus embeds comprehensive sporting facilities, including extensive games pitches, an AstroTurf®, Tennis and Fives courts, a sports hall, and our Golf Academy, with both Indoor and Outdoor Centres. Creative arts are also strongly promoted at Loretto and pupils benefit from an Art Centre, a Music School, a Theatre, and a Dance & Drama Studio. Academic work is supported by bright classroom environments and dedicated teaching areas for Science, Languages, and Computing. A newly refurbished Sixth Form Centre provides for independent study, collaborative group work, and social space. Pupils access classrooms from pathways, crisscrossing our extensive leafy grounds. Loretto Junior School is East Lothian’s leading independent Junior School for children aged 3 to 12 – with around 150 girls and boys in attendance. We enjoy an ideal location, right on the west bank of the River Esk and next to the local beach. Our catchment area is wide and we are easily accessed from Midlothian, Edinburgh, and the Borders, with an extensive school transport service. We are predominantly a day school but every year we welcome several boarders from age 11. Our Pre-School (ages 3 to 5) and Early Years (ages 5 to 7) are based at Eskbank, while Years 4 to 7 (ages 8 to 12) are at North Esk Lodge. The North Esk Lodge is also the Junior School’s busy hub for both all pupils, situated on a site close enough to the Senior School to share its facilities, but separate enough to allow our younger children to feel secure and happy in their independent environment. Loretto School launched its new Pre-School on Monday, 2 September 2019. Loretto Pre-School's newly refurbished facility is specially designed for the education of children aged 3 to 5. Selected, experienced teaching staff welcomed the first intake of Loretto Pre-Schoolers at the start of this Academic Year. Loretto Junior School (5-12yrs) & Loretto Pre-School (3-5yrs)Address: North Esk Lodge, North High Street, Musselburgh, East Lothian, EH21 6JA, Scotland, UK Tel: +441316534570 Email: [email protected] View full school

Loreto Chorlton is a successful 11 – 16 Catholic co-educational, comprehensive high school located in South Manchester. We have high expectations for all our 750 students and are committed to finding and developing the talents they possess whilst supporting their academic progress and achievements. We have a talented and highly committed team of teachers and support staff that continually goes the extra mile to ensure that students have every opportunity to become their best selves: morally, spiritually, and emotionally and we use gospel values to guide our actions. As a comprehensive high school, we naturally cater to students with a range of abilities and thus we are highly skilled practitioners in encouraging every student, regardless of their ability on entry, to make good progress and achieve a set of personal GCSE results that they can be proud of. In addition to accessing a challenging curriculum, we encourage our students to take part in extra-curricular activities so that they mature into well-rounded individuals who are keen to explore and who can develop their interpersonal skills through teamwork and training. We offer a wide range of activities from football to jazz band so that there is something for everyone to choose from in the enrichment program, which changes each term. At Loreto Chorlton, we are proud to be part of an international network of Loreto schools and colleges and we will work to interpret and apply the international guidelines for Loreto Education within the context of England in the early 21st century. Within our schools and college, the story of Mary Ward will be re-interpreted to, and by, each new generation. Her vision and values will find expression in the experience offered to and shaped by, our students, parents, staff, and governors. We are ambitious for our students not just in the context of academic excellence but also in the context of human possibilities, and as educators, we will stretch hearts as well as minds. Loreto High School is a Roman Catholic secondary school provided by the Diocese of Salford and maintained by the Manchester Local Authority as a Voluntary Aided School. The school’s Governing Body is the Admissions Authority and is responsible for taking decisions on applications for admission to Loreto. The pupil admission number for each year group is 150. When the school receives more applications than there are places available then places are allocated in line with the over-subscription criteria, published in the school’s admissions policy. At Loreto, we recognize that our teachers are the key to success for our students and so each one is carefully handpicked for the qualities and talents that they can bring to the team. Loreto teachers are highly valued and well supported, which means that they can give their best to the students and willingly go the extra mile to ensure that students are successful and happy. To ensure that classroom standards remain high, teachers take part in continual professional development training. ‘Best Practice’ techniques are shared and evaluated amongst sta. Lessons are regularly observed and graded in line with the Ofsted criteria to ensure that students experience high-quality teaching. We encourage our students to become women and men who use their gifts and talents to make a difference both globally and locally men and women of courage, who will challenge accepted notions and modes of society when they are at odds with the values for which we stand. We are part of the 400-year-old Loreto Family which has a reputation for delivering excellence in education on an international basis. Our students have direct access to Loreto College (16-19), one of the top-performing colleges in the country, which has talented subject specialist teachers, several of whom are nationally acclaimed for their work or are A-level examiners in their subject. We believe we owe our success to a combination of factors including a rigorous academic curriculum handpicked talented, enthusiastic, and caring teachers and support staff extensive professional development programs to ensure consistently high standards supportive parents who are happy with the school and most importantly students who are motivated to learn in a safe and well-structured environment. We want our students to be aspirational for their futures and know they are valued and unique members of the Loreto Community. The curriculum at Loreto High School is centered on our Catholic belief that each child is a unique individual in the eyes of God and is infused with the Loreto values of Freedom, Justice, Sincerity, Truth, Joy, Internationality, and Excellence. From the very beginning, our curriculum is designed to challenge students to achieve the very highest standards in academic subjects, physical education, and the arts. We begin by getting to know our students before they even join us through our program of workshops with the primary schools. This intensifies over the final term of Year 6 when a team of Year 7 teachers visits the primaries to meet the Year 6 teachers to discuss individual children, their talents, and their targets for development. View full school

Loreto College is committed to enabling you to develop academically, spiritually, and personally in your education after high school. In joining our college in September 2018, you will become part of a long-established academic community. Though our buildings and facilities are modern and up-to-date, we have been educating generations of Manchester students since 1851. Not only that, you will become part of a worldwide Loreto community, a member of an international network of schools and colleges spanning the globe. Loreto students join a community widely recognized for its excellence. Loreto has the rare distinction of being a Queen’s Anniversary Prize winner which the Principal received on behalf of the college at Buckingham Palace. Loreto has Beacon and Leading Edge Status, is recognized as outstanding in league table positions and year-on-year academic results. Living and learning at Loreto College is a wonderful experience in itself. It is also excellent preparation for progression to higher education. The intensive help and thorough guidance that Loreto students receive in the process of applying to university and further study are outstanding. Loreto students aspire to and achieve places in the highest seats of learning in the country. In becoming a Loreto student, you will be joining a highly successful, high-achieving academic community. Our most recent Ofsted inspection stated that we were: “Outstanding in every respect”. Her Majesty’s Inspectors recognized that: ‘The College is imbued at every level with a culture of high aspirations and expectations’ [Ofsted]. Loreto’s excellence has been recognized in its designation as a National Teaching School by the Department for Education. As a Loreto student, you will receive outstanding support, whether aspiring to an Oxbridge place or resitting a GCSE course. Our Hall-based tutor system provides a solid network of information, advice, and guidance at every level ably assisted by our support staff, counselors, and career service. The Governors at Loreto College have the opportunity to make a significant contribution to the work of the Governing Body and the College’s role in the community. The Governing Body has a total of 19 Governors each of whom brings to the Governing Body their specific expertise and experience. All Governors give their time voluntarily and have always shown a high level of commitment to their colleagues and the College. The composition of the Governing Body is laid down by the College’s Instrument & Articles of Government. This is a legal document under the terms of the Further and Higher Education Act 1992 which incorporated the College and establishes the Governing Body as a legal entity and defines what the Governing Body and the College may do. In legal terms, the Governing Body has a corporate identity separate from its members. This means that responsibility for actions and decisions rests with the Governing Body as a whole and not with individual governors. Governors are expected to show the highest loyalty and to act collectively in the best interest of the College. Loreto offers a program for high achievers that prepares students for the distinctive demands of Oxford and Cambridge (Oxbridge) and other “research-intensive” Russell Group universities. Academics from both universities regularly visit Loreto and deliver a range of sessions including subject-specific classes and application seminars. They aim to make sure that the students are appropriate for the demands of Oxford and Cambridge and would thrive in the demanding environment. This year 40% of our supported applicants gained an offer nationally the rate is approximately 20%. This is a real credit to the students’ ability, hard work, and the dedicated support given by Loreto. There are currently 44 students from Loreto holding places at Oxford and Cambridge, studying a wide range of courses from Medicine to Mathematics to Music, from English to Economics to Engineering, and from French to Fine Art. Loreto has been selected by Cambridge University to act as a North West hub for the Cambridge HE+ program. The Cambridge HE+ program engages potential applicants in Year 12, by offering stretch and challenge activities outside the specification to prepare them for study at elite universities. Loreto College is one of only two music hubs nationally. Cambridge University is working with Loreto College to provide support for high achieving Year 12 Music students so that they are better informed about the academic options open to them. The well-regarded program is delivered by Loreto staff with additional workshops from visiting Cambridge academics. A Cambridge residential allows students to experience the extensive musical resources of the university first hand and meet undergraduates studying music. Students are successful every year in applying for Manchester University’s project which helps the students to develop the skills necessary for Higher Education. A bursary is available for students who succeed in winning a place on the MAP project. View full school

Lordswood Girls’ School is a school that does not standstill. We are constantly striving to improve on our best, be it about school facilities and the educational opportunities that we offer students, or in the range of innovative projects in which the school is involved and which enable Lordswood Girls’ School to remain at the cutting edge of education. Lordswood Girls’ School was one of the first schools in Birmingham to convert to an academy in April 2011 at a time when this status was only offered to outstanding schools. We are very proud of our position as one of the top schools, both in the city and nationally. The school has been ranked consistently within the top 10% of all schools nationally, based on examination performance at Key Stage 4, and enjoys an excellent reputation for its academic, sporting, and artistic achievements. So what are the factors that make us successful? We believe that the high expectations we have of all our students, the great importance placed on standards of behavior, and the quality of teaching and learning, together with a strong partnership with parents and carers, are key contributors to our success. Similarly, a differentiated and varied curriculum that takes account of the needs and interests of learners enables all students to progress onto meaningful pathways, be it Post 16 or Post 18. At the end of Year 11, the majority of students progress to the Lordswood Sixth Form which also has a proven track record in examination success and in ensuring that students achieve qualifications that enable progression to train, higher education, or employment. Extracurricular activities, trips and visits, and involvement in community projects all form an integral part of the Lordswood Girls’ School experience and all students are encouraged to participate. Through the Extended Learning afternoon on a Wednesday, we want our students to take more responsibility for their learning and to realize that learning is not confined to the classroom students are allowed to extend their learning through individual research and a range of activities both in and outside school. The school has a thriving performing arts department and an increasing number of students are now involved in concerts and productions, performing at a very high standard. At Lordswood Girls’ School, we aim to provide our students with the opportunities and experiences that will equip them with the skills, knowledge, and outlook necessary to make a positive contribution as citizens of the 21st century and, above all, to engender in them a love of learning that will last throughout life. We hope that your daughter will want to become part of this learning community. We believe that: Lordswood Girls’ School is an exceptional school, outstanding in the quality of all its learners. We are all learners learning is enriching, enjoyable, and lifelong. We learn from each other. Academic achievement is a vital, but not exclusive, an indicator of success. An effective, rounded education engages the whole person and extends beyond the academic. The quality of Lordswood Girls’ School lies in the richness of its aspirations, the commitment of its learners, and the quality of the relationships within and beyond the school building. Our past success informs our present practice and will be the foundation, but not the limitation, of our future growth. Schools are communities within larger communities. Between us, we can create an excitingly rich and diverse pool of talent from which we can grow. Therefore, we aim to: Value and include all who contribute to the life and growth of the school. Nurture mutually respectful, supportive relationships. Create a happy, purposeful and secure learning environment that engenders in all a hunger to fulfill potential. Inspire a zest for learning which extends beyond the ordinary and endures beyond the temporary. Model and promote the value of lifelong learning. Develop enthusiastic, self-disciplined, and motivated learners who respect themselves, others, and the world around them. Recognize the unique talent within every individual and realize his or her full potential. Harness, integrate, and develop the wealth of resources available to us within all of the communities of which we are part. Ensure the uncertainties of the future are anchored by strong self-belief, continuous development of skills, and an unwavering determination to realize the best in all of us. Through the curriculum, students develop an understanding of different faiths, fundamental human rights, and the importance of democracy in creating a fair, tolerant well-ordered society. Also, student leadership through the School and Sixth Form Councils enable students to experience democratic processes and to appreciate their importance. Students are taught to recognize discrimination and to adopt the necessary behavior and attitudes to challenge this and to promote tolerance and harmony through an appreciation of and respect for their own and other cultures. Curriculum activities such as debates, participation in mock elections, fundraising, and organization of events also provide opportunities for students to develop their self-confidence and initiative and to make a positive contribution to the life of the school and society beyond. Furthermore, the school’s Praise & Rewards and Behaviour policies encourage the development of student's self-esteem and encourage them to accept responsibility for their behavior. View full school

We are a large primary school based in busy Wood Green in London. At Lordship Lane, we aim to give every child the best start to their education. The Early Years are crucial to a child’s first years at school and our Foundation Stage and Key Stage 1 ensure our children get off to a flying start! We are very proud of our school, the successes and achievements of the pupils. Across the school, we ensure that the curriculum is tailored to the needs of the children. We want every child to enjoy a wide range of experiences linked to exciting topics which bring the curriculum to life and make learning fun. We believe in 6 core values that underpin all that we do at school. These values were created by children and the local community of Lordship Lane Primary School and we take care to embed them into all areas of our learning at all times. Our core values are Success, Perseverance, Ambition, Respect, Creativity, and Independence. At Lordship Lane we are SPARCI. Every so often one will walk into a place that inspires them to achieve the very best. A place that encourages mutual respect for all, and the ambition to become an independent, lifelong learner with a passion for success. When you visit Lordship Lane Primary School, you will find such a place. Happy, creative children and staff with a thirst for knowledge and the expectation of accomplishment. Our Vision — We aim to: Provide a place of welcome, hope, and opportunity, where children and adults are valued for who they are and everyone, is respected, listened to, and cared for. Challenge prejudice, discrimination, and bullying by example and word. Equip children for life with a strong set of values and a broad range of knowledge, skills, and experience and enable them to make choices. Ensure all children gain essential skills in English and Maths and achieve their potential across the whole curriculum Values are the principles, beliefs, and standards that guide our feelings, thinking, and behavior. These values underpin the school curriculum too, informing our sense of our relationships, our society, and ourselves. Our own set of values reflects and shapes our personal view of the world and how we interact with one another. These values are understood and practiced across the world. By thinking about and discussing values we are helping our children to both develop their views and opinions and respect those of others. We want to create the climate for a happy and successful school. We believe that positive values should underpin our curriculum and all of school life. Lordship Lane works extremely hard to ensure the best possible outcomes for all the children in our school, together we aim to ensure that all children achieve and enjoy the best possible quality of education. Each year group visits the library at least once a week and children have an opportunity to borrow a book of their choice. Guided reading sessions are timetabled during the school day. Children read in adult-led groups to develop their reading skills. Reading book corners provides a quiet reading environment for children to hone their skills and develop a love for books. Reading Recovery is a program designed to help readers in Year 1. Children have up to 20 weeks with a specially trained teacher to improve their literacy skills. The school follows the Read, Write Inc program for teaching phonics. The program is an interactive and fun way to learn sounds. We believe that all children are unique and we endorse the principle that they are entitled to teaching and support which will maximize their abilities and sense of personal worth. To this end, we aim to identify to the best of our ability, those areas where individual children have special needs and/or disabilities and to provide for them appropriately. The school welcomes children with special needs and/or disabilities and is committed to their inclusion in all aspects of school life wherever possible. At Lordship Lane, we have a strong commitment to safeguarding our children, ensuring their health, safety, and well-being in all areas of our practice. View full school

Nestled within our stunning 1200 acre campus of soft rolling hills and wooded valleys is a school where pupils are thriving. It is a school with an inspirational charitable foundation, a passion for the individual, and one which nurtures character and inner self-confidence in a world full of complexity. At LWC, pupils have a voice, alongside a desire to be curious, creative and gain an ever-developing sense of emotional intelligence. We also have a great deal of fun… Our 5 Pillars +1 DO ONE MORE THING What one more thing can you do to make a conversation or interaction with someone that little bit better? It may be helping a friend with a piece of homework they are struggling with or looking after them if they have hurt themselves or supporting them when they perform at a concert. On the other hand, it could just be making a cup of tea for mum or dad. It is through these small acts of kindness that we challenge all our community to make part of their daily lives. +2 BE TWO YEARS AHEAD+2 is a phrase that is well-used at LWC. It is an aspiration and a mindset that we ask our pupils to stretch themselves two years beyond where they currently are academically every year. At the heart of this lies inspirational teaching, teaching which causes our pupils to ask that extra question, to risk linking two concepts together and discover new interrelationships, and above all sees them wanting to share their knowledge with others. +3 WELLBEING & HAPPINESSHappy children are successful children in whatever guise that takes and this is underpinned by our school’s relentless focus on welfare, wellbeing, and good mental health the triumvirate of our +3 philosophy. We aspire for LWC to be the most incredible place to live and work for both pupils and staff alike, and whether transforming the built environment or enhancing the emotional one, our appetite to get the balance right remains undiminished. We were delighted to be recognized nationally at the Boarding Schools' Association Awards when we won the Wellbeing and Mental Health Initiative Award 2019. 4 PUPIL VOICESchools flourish when pupils have meaningful, positive input and impact within their environment, and we aspire to be the leading school in the UK, by genuinely listening to our pupils and working with them to help run our school. Within the past few years, they have been integral in campus master-planning, exterior, and interior building design, staff appraisal, academic feedback, and most importantly, providing a clear stance to enhance the thriving culture within LWC. Their desire to make a positive difference and leave a legacy for the years to come is inspiring. 5 CHARACTER EDUCATIONCognitive ability is not the only thing that determines a child’s life chances. It makes a considerable difference, and intelligence can change considerably through a person’s lifetime if stimulated appropriately, it is one’s character and application that can shape one’s destiny. This is an empowering message for children and their families. Character is not inherent it is born of positive experiences and it can be taught. Character attributes of Fairness, Generosity, Empathy, Loyalty, Gratitude, Courage, Engagement, Creativity, Perseverance, Optimism, Self-control, and Curiosity are taught deliberately and with forethought in every lesson, in tutorial encounters, and throughout our co-curriculum. It is not enough to have an assembly once a week in which pupils are encouraged to be nice to each other. Instead, our rewards and sanctions, the way we praise and encourage day today, and the way we respond to poor behavior or attitude are underpinned by a Character Education philosophy. We work hard to enable our pupils to know that their thoughts inform their actions, their actions their habits, their habits their character, and that their character will ultimately determine their fortune. View full school

Our school was built in the 1950s so the style of it is from that time. We don’t have open plan areas or modern-looking rooms. However, we do have big, bright classrooms, a fabulous assembly hall with a stage, a well-stocked library, and one of the biggest school grounds in Edinburgh. We have a playground, an astroturf, a football pitch, a running track in the Summer and we have our very own wood. Here at Longstone, we use a variety of teaching methods to deliver the most appropriate learning experiences for our pupils. Pupils learn at different rates, have differing abilities, and have different learning styles which we take into account by using a responsive approach to planning learning. There is a range of extra-curricular activities available for pupils during lunchtime and after school. Parents will be informed about these by the school. Also, throughout the year, classes make educational visits to enhance pupils’ learning to many different places such as museums and galleries. The fundamental aim of Active Schools is to give school-aged children the tools, motivation, and the opportunities to be more active throughout their school years and into adulthood. These opportunities are available before, during, and after school, as well as in the wider community. Longstone Primary offers a warm, caring, and welcoming atmosphere for all our families. Teachers set high standards for pupils and work towards pupils achieving these. Achievements are celebrated in a variety of ways through weekly class awards, house points, Head Teachers’ Awards, and a variety of in-class celebrations. We are committed to supporting the development of the whole pupil and as a result, wish to encourage their development in spiritual, moral, social, and cultural terms. These key human aspects of learning are supported through the following arrangements by:- Creating a school ethos which, provides an overall atmosphere that is both caring and challenging and which provides opportunities for the development of personal responsibility. Promoting social and moral learning through how disciplinary issues are handled. Ensuring that staff and adults within the school provide positive models for pupils. Arranging regular gatherings of the school as a community and using such occasions to encourage and reinforce the values on which the school is based. Providing opportunities within the curriculum to advance personal and social development. Taking every appropriate opportunity to acknowledge, value, and appreciate the various cultures and heritage of the pupils and to encourage them to appreciate and value the cultures and heritage of others. We wish to encourage a partnership with you to ensure the best possible standards of pupil behavior. We are a Rights Respecting School and, at the start of each school year, each class creates their Class Charter which sets out rights and responsibilities. Positive relationships, lead to positive behavior which leads to effective learning! We focus on positive behavior and use positive rewards to reinforce this. Where there are issues around behavior the school will contact parents to work together to resolve any challenges. View full school

We will provide an outstanding education, which is respectful of the diverse ethnicity, religion, families, educational needs, and abilities of all our children. Our vision is that children are happy and engaged in their school. We will ensure that they know how to be healthy and can make good choices for themselves. We will support them to develop their thoughts and express their feelings in a safe environment. LCP will have a strong focus on language and communication and working with families to ensure children are confident communicators from an early age. We will celebrate and value all languages and recognize that communication and language are the foundation of children’s attainment. Longsight Community Primary will be co-located with the existing outstanding Children’s Centre. This center has provided services for the Longsight community for more than 10 years and together with LCP will provide services that support, care for, and educate children from birth through to moving onto high school at 11 years old. This means you’ll see the same familiar faces from the first time you visit Longsight Children’s Centre to your child starting school and beyond. The school promotes respect, honesty, and good relationships so that people can work together in a supportive atmosphere with the common purpose of helping everyone to learn, to be creative, to grow emotionally and physically, and to be happy. We have set expectations for all staff and pupils at Longsight Community Primary School. The school expects every member of the school community to behave in a considerate way towards others. In our experience, children make the greatest progress when they read with someone daily. By the time your child is in year 6, we recommend asking your child to read a chapter (either aloud or to themselves) and then explain to you what has happened in the story. Make sure they have had a good night’s sleep, are clean and tidy with hair brushed, wearing the correct uniform, and have had breakfast. Also, please ensure they have their glasses if necessary, and all they need for the day including Book Bag, homework, reading record/message book. At the end of the day, check their book bag for letters and have a look at their message book. We are already an Outstanding Children’s Centre, we will use our experience and knowledge to ensure the school is providing the highest standards of education for children. Our curriculum is based on the National Curriculum and so your children will learn the same subjects as children in other schools in the area. We are working with a team of specialists including headteachers, teachers, speech and language therapists, early years specialists, and, most importantly, you, their parents, to design a curriculum that will ensure your children have the best chances in life to learn, achieve and grow. Our mission is Together we can achieve the best for our children. Together means you, your children, your extended family, the community, teachers, and volunteers. We strive for families to be involved in everything we do – from making decisions about what our school building will look like, to the color of the uniform. We want parents and grandparents to feel part of their children’s education and shape the way their children learn. There will be special times each week where you can come and share ideas and see what your child is learning in the classroom and find out how you can help them learn at home. LCP currently has classrooms for Reception and Year One to Year Four children. The school will grow year on year until 2017 when all 210 pupils will attend LCP.LCP opened its brand new building in September 2014. The school is connected to the existing Longsight Children’s Centre on Farrer Road in Longsight and they share an entrance. These are exciting times for the community of Longsight and we hope that this close link with the Centre means that our parents are assured of high-quality provision from birth right through to age 11. The welfare and safety of children who attend our school is our first and paramount concern. We will promote the health, well-being, and safety of our pupils in all we do. Your children have the right to protection, regardless of age, gender, race, culture, or disability. They have a right to be safe in our school. The school understands the responsibilities set out under various education acts to work together in partnership with other agencies to help children to grow up in a healthy and safe environment. All members of staff have a part to play in ensuring that your children are safe and that their well-being is supported. The overall responsibility for safeguarding issues is the Principal although this may be delegated to the Child Protection Lead on a day-to-day basis. The Child Protection Lead will have responsibility for maintaining accurate records of all incidents and liaising with external agencies. They will also oversee the training program for all staff and ensure that staff is kept up to date with all the relevant safeguarding policy matters. View full school

Set in the stunning Northumberland countryside just outside Berwick upon Tweed, close to the Scottish Borders, Longridge Towers School is an independent school with a very special atmosphere. It is a place where pupils aspire and achieve academically, growing and finding fulfillment as individuals. The school is the only independent co-educational day and boarding school in Northumberland offering education for children from the age of 3 through to 18 in small class sizes. Longridge Towers School is in many ways a unique independent school set on its grounds. A perfect environment for boys and girls aged 3 – 18. We are a very open community, where focus on the individual pervades all we do. The pupils are happy here – happy because there is a common sense of being involved, supported, and successful. The happy child is likely to be the most fulfilled, and we want pupils above all to enjoy their time with us. Learning itself should be challenging and stimulating. We are unashamedly demanding in our academic standards we simply expect to add value in all that we do. Our curriculum is planned from age 3 through to age 18 and is extremely flexible, thus allowing the typical pupil personal and academic breadth: to be able to study traditional subjects with more recent and credible additions. Landscape and setting contribute significantly to the education of all children. The beautiful surroundings at Longridge Towers School extend to over eighty acres and contain the main school building, a magnificent Grade 2 listed Victorian mansion, and consist of woodland, lawns, and playing fields. Facilities include a library, science laboratories, assembly hall, a specialist music room, a dedicated art studio, a design center, a sports hall, rugby, hockey, cricket pitches, an athletics facility, and all-weather tennis courts. The recently upgraded computer network extends throughout the school. The Junior Department, with its own fully equipped playground, is housed next to the main school in two buildings, the latest of which was built in 2004. The Jerningham building, for our youngest pupils, has four classroom areas. Using inter-connecting doors, two very large teaching spaces can be created. The Stobo building incorporates six classrooms, changing facilities, and a large Atrium. We hope that all pupils will make outstanding progress at Longridge Towers School. The School’s ambitions are underpinned by certain values and beliefs: We have high expectations of achievement and behavior of openness, honesty, trust, and mutual respect. We believe that these attributes are essential for building successful and supportive relationships. We encourage everyone to be enthusiastic in all they do, to work with the endeavor, and to learn from mistakes. We believe that learning is enhanced through active and positive involvement in the learning process, and an understanding of the importance of perseverance in achieving short and long-term goals. We thrive on a wide portfolio of experiences that encourage individuals to develop a high degree of self-efficacy and to make well-informed choices. We believe that a supportive and informed partnership between school, families, and community provides a strong influence on an individual’s development and learning. We value all individuals and their contributions both in school and in the wider community. We believe that all extra-curricular involvement helps develop responsible and caring young people. We look for constant improvement in all we do and use the School motto, Carpe Diem, to encourage a healthy sense of purpose. We believe that developing skills in self-management, communication, and collaboration are essential to an individual’s success in a diverse society. We seek out opportunities to continually improve the school facilities and environment for the benefit of future generations. We believe that individuals are responsible for their choices and actions to themselves, to society, and the environment. We encourage people to develop these values in every aspect of their life. We believe that learning is a life-long activity. The mission statement will provide a holistic education where pupils are nurtured to become independent, confident, collaborative, innovative, and life-long learners whilst fulfilling their potential we will also purposefully engage individuals in a community where everyone feels happy, safe, valued and encouraged. aims aim to ensure that pupils: Are happy and safe within a collaborative and innovative learning environment Make progress and achieve their full potential academically, socially, physically, and personally and have the skills, knowledge, and understanding to express themselves creatively, artistically, emotionally, and spiritually as mature adults Foster effective relationships, open communication, and engage in critical thinking with each other, with their families, and with adults inside and outside of School Value learning as a lifelong experience that will continue into the world of work and leisure Develop independence as well as a sense of citizenship with direct responsibility to the community and society as a whole. View full school

The school is committed to working in partnership with parents and carers to ensure children reach their full potential and succeed by having a successful learning culture. We very much welcome parents and carers as partners in their children’s education and work hard to foster positive links between learning at home and school. Longshaw Academy Longshaw Primary Academy is a two-form entry primary school in the London Borough of Waltham Forest, catering for children between the ages of three and eleven. We have places for around 420 pupils plus 40 in Nursery, with a maximum of 30 children per class. At Longshaw Primary Academy we have created a safe and stimulating environment with a positive ethos. We value our community and its diverse cultures and take pride in our children and their ability to achieve. We have very high expectations and work hard to inspire all children to attain their very best and become confident, resilient, and successful individuals. We strongly believe: That children’s life experiences are not an excuse for poor performance. That a child’s history does not determine their future. That every child is expected to achieve at the very least, the national expected standard. That every member of staff plays a key role in developing the experiences children have and are entrusted to promote our highest values. That relationships between children and staff are of the highest quality. Our curriculum is geared toward equipping children for a global contribution. Attendance and punctuality are essential to ensuring that your child gets the most out of their time at school. They are also important life skills that your child will need as they become young adults and enter the world of work. Academy Trusts are constituted as charitable companies limited by guarantee and are registered with Companies House. Because the Academy Trust is both a company and a charity, the Trustees are also Directors, and they, therefore, need to comply with obligations under company and charity law. The Trustees are responsible for the three core governance functions: setting the direction of the Trust, holding the Executive team to account, and ensuring financial probity. View full school

At Longlands, we believe that every child is different, yet equally important and valued. We pride ourselves in providing a caring, happy, and friendly atmosphere that nurtures all children to their maximum potential in all areas of their growth and development. I have been the Head Teacher at Longlands since January 2014 and have seen the school grow from strength to strength in a very short time. We aim to give the highest priority to academic excellence through a broad-based balanced curriculum. As well as this, we have some long-established traditions as a school which excels at sport and music. Through every strand of school life, we aim to promote the spiritual, moral, and cultural development of every child, alongside the academic, to prepare them for the future challenges and opportunities that life offers. The Department for Education has recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. We ensure that British Values are introduced, discussed, and lived out through the ethos and work of the school. All curriculum areas provide a vehicle for furthering understanding of these concepts and, in particular, our RE, SMSC, and focus on our Golden Rules lessons provide excellent opportunities to deepen and develop understanding. The children at Longlands see democracy celebrated and practiced in a variety of ways. We have an elected school council that represents student voices in the school. The school has a long tradition of a house system named after the Saints of the British Isles and Ireland. We have a rolling program of celebrating Saints Days as part of our focus on British Values. As part of this system, we also have a Head Girl and Boy plus House Captains who act as representatives for their House in a range of contexts. Children regularly get opportunities to express their views in school through Pupil Voice sampling and questionnaires. The importance of laws, whether they are those that govern the class, the school, or the country, is consistently reinforced at Longlands Primary School. Our children are taught from an early age the rules of the school through our Golden Rules and high expectations. Children are taught the value and reasons behind rules and laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. Through our whole school approach, we seek to enable children to develop the language and strategies to solve conflict and to right wrongs. For example over the past year visits from authorities such as the Police and Fire Service have helped to reinforce this message. Discussions at the start of the year around setting class rules provide a vehicle for exploring the need to balance the rights of the individual against the rights of the group. At Longlands, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for our young children to make informed choices. Our whole school approach to the development of a Growth Mindset supports the principle of taking ownership and responsibility for yourself with a huge focus on working hard. At Longlands Primary School, we value the close, positive relationships between all adults and children, and see this as being key to enabling all children to access their learning, Assemblies regularly cover the theme of ‘respect’, and pupils have the opportunity to discuss this further in circle time sessions. Children learn that their behaviors affect their rights and those of others. All members of our school community are actively encouraged to treat each other with respect. View full school