EduCativ

Welcome to our unique and inspirational school. We put the happiness of our pupils at the heart of everything we do and strive to provide an exceptional education for every individual. Founded in 1878, Ipswich High School has a longstanding reputation for offering an exceptional education and experience to pupils as a leading private school in Suffolk. While tradition remains important to us, we are proud to be a forward-thinking school and take an innovative and personalized approach to our curriculum and enrichment offer. The Diamond Model We welcome boys and girls from age 5-18. We offer the Diamond Model of education – an approach that allows us to teach some subjects in single-sex classes whilst maintaining the benefits of a coeducational environment. Please see Diamond Model for more on this unique approach. Our Curriculum and Pastoral Care A bespoke curriculum for every child and an unrivaled Enrichment Programme embedded within the school day means that our pupils are encouraged to pursue their passions and become the very best version of themselves. We support every individual with incredible Pastoral Support which makes our school community stand out as a truly warm and inspirational community. The Woolverstone Campus Our beautiful 87-acre campus is located in Woolverstone, just outside of Ipswich. The spacious site has superb facilities, including a theatre, ICT suites, a 25m competition swimming pool, Sixth Form suite, cookery rooms, dedicated music rooms, and floodlit AstroTurf pitches. Explore our campus and facilities in our Virtual Tour. We capitalize on our outstanding natural surroundings via our stimulating Forest and Beach School in the Prep School, offering a unique, proactive learning experience in an ever-changing environment. Vision The Ipswich High School vision is to provide exceptional education and experience for every individual. Pupils and staff inspire, encourage and challenge one another in an inclusive and stimulating school community. An Ipswich High School education provides the skills, knowledge, and understanding for every pupil to become a happy, successful, and caring member of society. Ethos Our ethos is to put the happiness and success of each pupil at the heart of everything we do. We value the individual, providing opportunities for growth and nurturing interests, encouraging every pupil to be bold and to be themselves. Our pupils are aged 3 to 18 and we tailor our Diamond Model approach to the distinct needs of every individual. School Aims Recognize and value the individuality of each pupil Provide opportunities for each individual to develop their potential within a supportive, happy community Promote enthusiasm for learning which will last throughout life Foster a sense of responsibility for others and respect for their needs and values Encourage self-confidence, integrity, and self-discipline Provide a broad, balanced curriculum and a wide range of extra-curricular activities which promote the academic, moral, aesthetic, physical, and social development of every pupil Promote adaptability, problem-solving, and communication skills to enable our pupils to function well, either as individuals or as team members View full school

What should parents know? Our British curriculum offers a complete education of the core Key Stage 4 and Key Stage 5 subjects, taking pupils through both iGCSEs and A-Levels. Our school enables students to get the much-needed head-start for their further educational studies. Our online format means students can progress and achieve well in their studies within ample time, and to the best of their ability, performing towards their true potential. View full school

The Inspired Directions School offers alternative provisions for high-needs learners struggling to access mainstream education. Established by the charity Inspire, an Education Business Partnership, we have been an Alternative Provider for young people in Hackney since 2008 and achieved independent school status in 2014. Fundamental to our ethos are the values of individuality, collectivism, and progression. The Inspired Directions School has an agreed admission number of 30 students, aged from 13-16 years old. Referrals to the Inspired Directions School are made predominantly through schools, local authorities, and Pupil Referral Units. If we and the referring body are satisfied that we can adequately meet the needs of the young person, they will be admitted to the school. Referrals are accepted at any point during the academic year if we have places available. The personality, interests, and needs of each young person are at the core of our approach. We are committed to the ongoing and future progress of all our learners and have developed a broad and flexible curriculum that enables us to meet a great range of learning needs in developing a personalized timetable for each of our learners. As members of a small and supportive community, young people are provided with a place of safety and belonging where they can build positive relationships with peers and adults, regain educational and personal confidence, and achieve along their chosen pathways. We ensure that all our graduates have a meaningful destination to move on to. We will continue to support our graduates through transition, and offer opportunities for ongoing engagement with the Inspire! community through our enrichment activities. The IDS intake is predominantly vulnerable learners with multi-agency involvement and highly complex educational needs. These include learners who have been excluded from mainstream school or other PRU provisions, statemented pupils, and school refusers. Our individualized and pupil-focused approach sits well within the new SEN code of practice, which requires young people to be placed at the center of the planning process. We work closely with schools, parent agencies, and professionals to ensure that we meet the needs described in existing SEN statements, new EHC plans, and those identified through our initial assessment process. View full school

At the IJDS, we believe in nurturing the potential of each child while focusing on their talents and strengths. We aim to empower our children and encourage them to develop a genuine love of learning for life. A unique characteristic of the school is the Jewish Studies program which is taught in Ivrit. Our Kodesh curriculum focuses on developing our children’s skills in Ivrit reading, writing, and comprehension while achieving high standards in all Kodesh subjects. The Kodesh provision in the IJDS was graded as ‘Outstanding’ by Pikuach and our school’s Kodesh materials are used by hundreds of teachers and children across Europe. The school is proud to welcome Shlichim and Banot Sherut (National Service Volunteers) who join us from Israel who deliver the Kodesh B’Ivrit program and strengthen our connection with the land and people of Israel. We aim to provide our pupils with an outstanding education in an environment that nurtures the potential of each child, encourages a love of Torah and Mitzvot, promotes British values, develops a sense of responsibility towards others, and creates a strong connection with the people and land of Israel. Our Secular Studies program provides our pupils with a solid foundation in all core subjects through a creative and exciting curriculum that involves active lessons and brings learning to life. The school’s unique curriculum and professional, dedicated teaching staff enable our children to achieve a high level of learning across all subjects. The IJDS became an academy in 2011 and maintains an excellent reputation for its teacher training programs, staff induction, and the emphasis given to staff development at all levels. Our secular provision was graded as ‘Outstanding by Ofsted and the school was rated as one of the top 100 schools in England by the Department for Education in 2013, 2014, and 2015. As proud British citizens, our children learn to appreciate the democratic values of Great Britain and respect all traditions, cultures, and faiths. We encourage our pupils to make a positive contribution to society from a young age by engaging them in voluntary work for the benefit of the wider community. The Kodesh and Secular programs seamlessly complement each other to provide our children with a holistic, life-long educational experience. The IJDS Academy (‘the School’) values the individuality of all of our children. We are committed to giving all our children every opportunity to achieve the highest of standards. We do this by taking account of pupils' varied experiences and needs. We offer a broad and balanced curriculum and have high expectations of all children. The achievements, attitudes, and well-being of all our children matter. We at IJDS believe that each pupil has individual and unique needs. However, some pupils require more support than others to achieve their full potential. We acknowledge that a significant proportion of pupils will have special educational needs at some time in their school career. Many of these pupils may require help throughout their time in school, while others may need a little extra support for a short period to help them overcome more temporary needs. If these pupils are to achieve their full potential, we must recognize this and plan accordingly. The Independent Jewish Day School aims to provide all pupils with strategies for dealing with their needs in a supportive and caring environment and to give them meaningful access to the National and Kodesh Curriculums. View full school

IncludEd is an Independent School that provides learning opportunities for young people aged between 11-14 years. Weare an alternative to mainstream education and work with young people who have struggled. Our curriculum covers the core subjects as well as providing a range of interesting opportunities for all our pupils. Much of our work revolves around developing young people's confidence and self-esteem through our 'Emotional Confidence and Well-Being Programme.' We aim to provide a nurturing and safe environment, our ethos is to make pupils feel part of a school community that respects one another's differences and diverse backgrounds. Pupils can express themselves freely and make positive contributions to the day-to-day running of the school. As safeguarding our pupils is paramount to all the staff at IncludEd all pupils must remain on the IncludEd site throughout the day. Pupils are not permitted to leave the school unaccompanied, this will give you the confidence of your child's whereabouts during the working day. If there is a very good reason why your child needs to go home during the school day please contact us so that we can first discuss the situation and, where appropriate, grant permission to leave the site. We anticipate these circumstances to be rare but acknowledge there may be individual situations where such permission is appropriate. Many pupils have had traumatic experiences, trauma can impact learning, behavior, and relationships at school. Trauma can arise from a variety of sources, bullying, pressures of social media, domestic factors, environmental factors, discrimination, and other significant life events. Having the tools to manage traumatic stress empowers the members of the school community to be part of an environment where they feel safe to learn. In a trauma-informed school, the adults in the school community are prepared to recognize and respond to those pupils who have been impacted by traumatic stress and relate in ways that enhance their self-esteem, confidence and develop their capacity to reflect and resolve. The goal is not to only provide tools to cope with extreme situations but to create an underlying culture of respect and support. Our dedicated team undergoes continuous development and training to better understand the impact trauma has on learning. Our team helps pupils to stay safe physically, socially, emotionally, and academically. We work towards meeting our pupils' needs by taking into account their relationships, self-regulation, academic competence, physical and emotional well-being. Our school community aims to provide pupils with multiple opportunities to practice newly developing skills. We embrace and practice an ethos of shared responsibility for all pupils. Our team is trained to anticipate and adapt to the ever-changing needs of our pupils. We aim to work with our pupils in ways that alleviate their suffering, support their learning and make them feel cared for and appreciated. Our Positive Behaviour Policy is central to the way IncludEd operates. It helps all members of the IncludEd community feel secure because we are clear about what behavior is unacceptable and what the consequences will be. It makes everyone feel valued because it is a way of making sure pupils are rewarded for good behavior. The Positive Behaviour Policy exists to allow teachers to teach and all pupils to learn. Our policy is a consistent, fair, and positive system that is applied in all lessons across all subjects. Consequences of Behaviour means that positive behavior is praised and everyone is clear about the consequences for negative behavior. Praise is the most important aspect of Consequences of Behaviour. Pupils should try hard to gain praise in all lessons and staff will always aim to award more praises than consequences. Pupils will always receive a warning about their behavior before any consequences are issued to them. Negative behavior will be recorded and sanctions will be implemented. Children have special educational needs if they have a learning difficulty which calls for special educational provisions to be made for them. All admissions to the IncludEd are based upon the school’s Admissions Policy. There is no differentiation made between pupils with or without Special Educational Needs. Children experiencing difficulties will be supported within the classroom by their Class Teacher and Mentors and maybe occasionally be withdrawn for Specialist Support or One to One tuition. Pupil programs and progress are monitored by testing e.g. reading and spelling age tests, and/or by consultation with support staff, pupils, and parents. Consultation is carried out both informally on an ongoing basis and formally at staff meetings and pupil review meetings. All children in the PRU will have an IEP which will specify long-term aims based on the objectives set out by the schools on the referral forms. I.E.P.’s will have 3 or 4 achievable targets and teachers will use these targets to inform the weekly targets set for each child. The I.E.P. will be reviewed midway through the child’s time at the P.R.U. and on their exit. includes recognize that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical activities. Some children with medical conditions may be disabled and where this is the case IncludEd will comply with its duties under the equality Act 2010. Some pupils may also have special educational needs (SEND) and may have an Educational Health Care Plan (EHCP which brings together health and social care needs, as well as their educational provision, and the SEND Code of Practice is followed. View full school

Immanuel, a highly respected, over-subscribed, diverse, and thriving Primary school set in the heart of Streatham. Our vision – fondly known as “The Immanuel Way” - is to prepare children for life-long learning, valuing the uniqueness of every child and providing for their needs within the context of Christian values, a safe and secure environment, and a world-class curriculum. We are committed to high academic standards, high expectations, and high aspirations which drives our belief in “Excellence for all. Excellence from all.” We endeavor to nurture our children, to enable them to grow in their faith, become high academic achievers, develop enquiring minds, and take responsibility by being global citizens. Our role, in partnership with parents, is to build the foundations for a successful education, to enable each child to discover the joy of learning, to help them to fulfill every aspect of their potential, and to encourage their growth into effective citizens, ready to play their part in the world and their community. We are a school that has a sharp focus on Safeguarding and keeping our children safe. We actively promote our Christian Values and British Values throughout our curriculum. Immanuel and St Andrew Primary School have been a center of excellence as a provider of education, within the community, for over 150 years when the Victorian congregation of Immanuel Church built the school to educate the children of South Streatham. At Immanuel, we aim to prepare children for life-long learning, to value the uniqueness of every child, provide for their needs within the context of Christian values, a safe and secure environment, and a world-class curriculum. As a Church school, we are committed to high academic standards, high expectations, and high aspirations which drive our mantra “Excellence for all. Excellence from all.” We encourage and highlight the key values of Love, Respect, Perseverance, Peace, Forgiveness, Kindness, Thankfulness, Honesty, Trust, Courage, Hope, Joy, and Friendship. We encourage the children to adopt values that will leave the world a better place because of what they will be able to contribute. We endeavor to nurture our children, to enable them to grow in their faith, become high academic achievers, develop enquiring minds, and take responsibility by being global citizens. Our role, in partnership with parents, is to build the foundations for a successful education, to enable each child to discover the joy of learning, to help them to fulfill every aspect of their potential, and to encourage their growth into effective citizens, ready to play their part in the world and their community. At Immanuel, we all work together to nurture and challenge each child through our tailored provision. We have high expectations of learning and behavior and regularly celebrate achievement, collaboration and effort. Our enriching curriculum provides a broad range of inspirational learning experiences both inside and outside the classroom. We engage children in their learning through interesting and relevant topics, reinforcing the skills and qualities necessary to develop their character, sense of community, and spirituality. We encourage children to take responsibility for their learning and behavior, promoting independence through exploration, questioning, and decision-making. As members of the school community, children work collaboratively and are encouraged to take on roles and responsibilities in the classroom and across the school. They participate in a wide range of school events and activities which support their all-around development and provide them with opportunities to model our Christian Values. View full school

Ilderton Primary School is an exciting, ambitious, and successful primary school. We aim to provide all children with the best possible learning opportunities to develop into confident, independent, and questioning individuals. Our curriculum is engaging and exciting. We encourage all members of our school community to be lifelong learners. We aim to encourage all children to achieve above and beyond their potential. Our school has a calm, warm and friendly feel. We pride ourselves on the excellent learning behaviors demonstrated by our children as well as their impeccable manners and respectful attitude to all. Everyone here is valued and we support children to be good citizens, understanding their nationality and culture as well as valuing and understanding diversity in the world we live in. We are proud of Ilderton’s academic success in ensuring children make excellent progress and achieve attainment above the national average. We are also proud of the fact that children leave Ilderton Primary School well rounded, confident individuals, prepared for the next stage of their academic life. We recognize the potential of every individual to achieve excellence. We strive to positively address underachievement and have very high expectations for all members of our school community. We work very hard to creatively remove barriers to achievement and raise self-esteem. We are determined to create a truly meaningful partnership with the whole school community. Everyone works to provide a welcoming, calm, happy, and purposeful atmosphere. Consideration, encouragement of positive role models, respect for others, their property, and the environment are our priorities. We aim to deliver a broad, balanced and enriched curriculum in an optimum learning environment that is attractive, stimulating informative, and instills a sense of pride. All our children will study the National Curriculum for both core and foundation stage subjects. We work hard to make sure that the curriculum is planned so children can access a broad range of activities and opportunities that develop their knowledge, skills, and understanding of the world around them. Much work is undertaken regularly to ensure that our curriculum remains creative, engaging and allows children to develop a curiosity to make progress and be ready for the next stages of their learning. Phonics is taught through the Letters and Sounds program. In EYFS, children will experience the seven areas of learning: Personal, Social, and Emotional Development Communication and Language Literacy Mathematics Understanding the World Physical Development Expressive Art and Design In Key Stage One and Key Stage Two, children are taught all the elements of the National Curriculum for both core (English, Maths, and Science) and foundation subjects (history, geography, music, art, physical education (PE), design technology and religious education). Philosophy is also featured in our curriculum to generate opportunities for critical thinking. In Key Stage Two, children are taught French as a Modern Foreign Language. We have worked hard to ensure that the national curriculum informs our planning, as well as endeavoring to meet all of the individual learning needs of our children. As far as possible, a cross-curricular, thematic approach is used to teach the ‘core’ and ‘foundation’ subjects. A theme is selected and applied across a year group each half term. By adding this dimension to learning we can provide opportunities for key skills to develop across the curriculum and to cultivate creative thinking. View full school

Ickburgh School is a Special Needs School accepting children and young people from 3 to 19 years with special educational needs and disabilities. The majority of children and young people who attend this school have severe learning disabilities and learn at a slower pace than their peers in mainstream school or are profoundly disabled with significant learning needs, sensory impairment, and most likely a physical disability. The school's expertise is in teaching children and young people with severe and profound learning disabilities, and we are proud of our extended provision for children with multisensory impairment. We are also now accepting a small number of early year’s children who have autism and sensory needs as part of their profile and creating an environment and program to support their needs. You can ask for permission for your child to attend Ickburgh School by visiting us and meeting with our Family Liaison Workers, Zynna or Jenny. Zynna or Jenny will take you around the school and will let you know whether this might be the right place for your child. If this is the right place for your child Jenny Zynna will help you to apply to Hackney Learning Trust, SEN panel. There are coordinated support and intervention from our physiotherapists and occupational therapists helping children with physical and mobility difficulties by improving their outcomes, whether that be improved seating, movement, or walking, or improve fine motor skills to hold a pencil or spoon, and chop using a knife or scissors to cut. With the support of speech and language therapists and our trained staff, children develop their communication, language, and reading skills, using sign, speech, low and hi-tech equipment. The curriculum design supports a varied, colorful, and stimulating approach to learning. Independence, choice-making, turn-taking, and communication are promoted, so that our children and young people feel happy, safe and secure, and thrive from the challenge to do their very best. We have a specific and dedicated approach for children and young people with profound disabilities, which is called PMLD@ickburgh. Events are cued in through song and rhyme, and repetition. Time and space are given to allow pupils and students to respond. Time and space are given throughout the day to take care of pupils' personal, medical and physical, and sensory needs. Children aged from 3 to 5 years transfer from home or a local nursery with the support of their portage worker. Some parents and carers like to visit the school beforehand and take part in our ‘Stay and Play’ afternoons. Early years pupils access an early year’s program which is designed to promote learning through discovery through play and games. The areas of learning are communication and language, physical development, personal, social, and emotional development, literacy, mathematics, understanding the world, and expressive arts and design. Children are largely gaining skills by encounter and awareness, attending and responding, interacting and participating, exploring and anticipating events. Children aged 6 to 11 years are largely broadening and acquiring skills in Literacy, Maths, Science, Computing, PHSE (Personal, health and social and emotional) development Art, History and Physical education tailored to meet their needs. Each term primary pupils are immersed in a theme such as a countryside, music, rocks fossils and dinosaurs, and space. Secondary pupils aged 11 to 16 years, many of whom transfer from mainstream provision to this school, access all curriculum subjects as do their counterparts in mainstream provision. Secondary pupils are broadening, acquiring, and consolidating skills and understanding in Literacy, Maths, Science, Computing, PHSE (Personal, health and social and emotional), Art, History and Physical education tailored to meet their needs. Secondary pupils explore and learn about a theme in depth such as Russia, World War 2, ‘A very long time ago, and space. Sixth Form Students, aged 16 – 19 years embark on a three-year course preparing them for their adulthood. Students engage in participative learning experiences acquiring personal and social skills or broadening experience, taking part in modules such as independent living (housekeeping, looking smart, using money, meal preparation), work-related learning (horticulture, personal safety, using computer technology, hospitality), Leisure, recreation and sport (residential experience, visit the spa, arts center, sports venue, library), Communication and numeracy ( enterprise scheme, shopping, visiting a café, cinema), and Personal development and citizenship (Out in the community, relationships, knowing about myself). Work is accredited by ASDAN Towards Independence, and certificates of achievements or Diplomas are gained by students to take to their next place of learning or work. The Pupil Premium 2017.18 was allocated to local authorities and schools with pupils on roll in January 2017 that are known to have been eligible for free school meals (FSM) at any time in the previous six years (i.e. since summer 2011). Schools have the freedom to spend pupil premium, which is additional to the schools delegated budget, in a way they think will best support raising the attainment of the most disadvantaged and vulnerable pupils. This school has a statutory responsibility to report on its use of the pupil premium to tackle disadvantage and promote pupil outcomes for these learners. In the January census, 2017 Ickburgh School recorded 96 learners of whom 47 were eligible for pupil premium funding, for the financial year 2017.18. The school, therefore, received a total of £68,345. Learners have a significantly greater difficulty in understanding and acquiring skills than the majority of their peers, and all learners experience cognition, learning, communication, and interaction needs. Many experiences a physical or sensory disability with complex medical needs, (46%) some of whom have life-limiting illnesses, which prevents or hinders them from undertaking personal care tasks and using facilities or resources without support 38% have Severe Learning Disabilities (SLD) of whom a small proportion experience social and emotional difficulties and 16% of learners are on the autistic spectrum. Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children. To fulfill this responsibility effectively, all professionals should make sure their approach is child-centered. This means that they should consider, at all times, what is in the best interests of the child. Safeguarding is defined as protecting children from maltreatment, preventing impairment of health and/or development, ensuring that children grow up in the provision of safe and effective care, and optimizing children’s life chances. Ickburgh School places the highest priority on safeguarding. Ickburgh School has taken note of the guidance in the DFE document “Keeping children safe in education: statutory Guidelines for schools and colleges” published in September 2016 and it is regarded as part of the school’s safeguarding and child protection policy. As such it MUST be read in conjunction with this policy and should be kept as an appendix to the school’s child protection policy. View full school

Ysgol Gymraeg Morning is located in the northeast corner of Flintshire on a village called Picton, near Penyffordd, Holywell. Morning is a small rural school with 42 pupils registered at the moment. The school looks out over the Dee River towards Liverpool and is a beautiful location on a summer’s day. During the winter it can be very stormy and extremely windy with winds blustering in from the sea. In the early 50s, the English medium infant’s school at Ffynnongroyw included several young Welsh speakers. In 1954 a Welsh-medium primary school was opened in the village, under the leadership of Rhys Jones. There were 72 pupils on the register, and the name Ysgol Mornant was later adopted. In 1971 a new school building became empty in the village of Gwespyr (Picton) about two miles away, and the school has flourished here ever since. The school recently celebrated sixty years of Welsh education in 2013, with the children attending from a wide area – with children from local farms and others from the villages of Trelawnyd, Gwespyr, Trelogan, Penyffordd, Gronant, Tyn y Morfa, Ffynnongroyw, Penyffordd, Mostyn and Llanasa. The pupils commute to school via bus and taxi. The school has a homely, family nature with staff and parents working together closely to ensure the best outcomes for the pupils. Every pupil is important to Ysgol Mornant and receives personal attention due to the nature of the classes – small numbers of children in three classrooms, with the support of staff and experienced assistants. Ysgol Gymraeg Mornant is a Welsh Medium Primary School within the Local Education Authority, at present accommodating approximately 42 pupils in the 3 – 11 age range. We are proud of our links with our local Welsh-medium Secondary school, Ysgol Maes Garmon, in Mold. We see this continuation of Welsh-medium education as being an integral part of the standard in service that we as a school offer, and we are proud of the productive relationship that exists between our schools. We believe being fluently bilingual is an enormous advantage in life and we’re extremely proud that we’re able to play our part in the provision of Welsh-medium education from 3 years to 18 years in Flintshire through our partnership with Ysgol Maes Garmon. View full school

Welcome to Sandfield Park School. We believe that all young people should have the opportunity to achieve their maximum potential and the school seeks to achieve this not only through the formal curriculum on offer to each child but also through an extensive range of extracurricular activities. Sandfield Park School is committed to the belief that all pupils have the right to an education that will prepare and develop them in the best possible way for their future lives. Our Aims: To provide a happy, safe, secure, and stimulating environment in which pupils can develop to their full potential, physically, mentally, spiritually, and socially. To produce confident and caring young people who can take their place in society as independently as possible. To deliver a broad, balanced, and relevant curriculum appropriate to pupil needs. To work closely with parents and to support them in developing their child's full potential. To play an active role in the community, and so enhance greater awareness and understanding of mutual need. To liaise with an extensive range of outside agencies to help provide the widest possible experience for pupils. To continue to develop and implement our equal opportunities policy. To foster a sense of personal worth and self-esteem. Sandfield Park School serves the needs of young people with a wide range of physical, medical, emotional, and learning difficulties. The school is situated just off Queens Drive, Stoneycroft, and is near Alder Hey Children’s Hospital. It was officially opened in 1961 by Group Captain Douglas Bader and is set in a very pleasant location. Grass and trees surround the school building, and there is a school playing field. Pupils are taught in small class groups which enables them to receive the individual attention that they require. Each class group has at least one classroom assistant attached to them. In September 2003 Alder Hey Hospital School became part of Sandfield Park School and the school also became responsible for Home Teaching for children unable to return to their school for medical reasons. The curriculum at KS3 takes into account and incorporates pupil's experiences, age, and development stage. We acknowledge that many of our pupils have complex learning difficulties and have designed a personalized KS3 curriculum that enables the pupils to learn and progress through Topic-based learning or Follow a more formal approach. There is also a special provision for our more complex needs pupils to access a sensory room and hydro pool. Our ASD pupils have a structured approach to learning and communication using the PECS system, Makaton, and a variety of Augmentative and Alternative Communication devices (AAC). Our 14-19 curriculum is designed to help our pupils develop academically, personally, and socially and is delivered through a highly differentiated methodology depending on individual pupils' needs. In Key Stage 4, pupils work towards gaining a variety of nationally recognized qualifications. While we recognize the importance of examinations and accreditation of learning for the next stages in life, it is essential to teach pupils how to use the knowledge and skills in situ. We do this through a broad curriculum consisting of Functional Skills, Personal, Social, and Health Education, Citizenship, and Independent Living Skills. We also provide a rich Expressive Arts program as our students thrive from the opportunities that these curriculum areas offer. We aim for each student to have a personalized pathway that enables them to complete qualifications at their level and be ready for the transition to College. Sandfield Park 6th form offers different courses at levels from Pre-entry to Level 1 and the aim is for all students to achieve a Qualification at the appropriate level. View full school

Hywel Dda Primary School is a busy but friendly school situated in Ely in the South West of Cardiff, with lots going on. We offer a happy and caring environment where your child can feel safe and secure. The education we provide is carefully matched to the learning needs of individual children. We aim to provide a warm, welcoming, and happy environment where pupils are encouraged to achieve their full potential and develop into responsible citizens. We take pride in our grounds and use them extensively to enhance children’s learning. As children progress through school they will be offered the opportunity to participate in many extracurricular activities. We hope the time your child spends here will be profitable and enjoyable. Our vision and values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. The school aims: To provide a happy, caring, secure and enriched learning environment for all children. To encourage all children to develop their full potential by stimulating their intellectual curiosity, enthusiasm, and imagination. To encourage the children, their families, and the teaching and non-teaching staff of the school to have high expectations of what can be achieved. To prepare children to play an active and positive role in society by developing their skills, knowledge, confidence, and independence. To ensure everybody learns in an atmosphere of tolerance and respect in which they appreciate their own and other cultures. To foster an appreciation of Wales and things Welsh through the implementation of Cwriculwm Cymreig. To provide and deliver a curriculum that is broad, balanced, relevant, and differentiated. To value the importance of caring for the environment and acquiring a healthy lifestyle. To raise awareness of the school in the community by fostering links with parents, extended families, residents, and businesses. View full school

All at Hyndland Primary strive to create a happy, safe and caring school where your child is made to feel s/he belongs. We aim to provide a stimulating environment where children can achieve their full potential and develop as successful learners, effective contributors, confident individuals, and responsible citizens. For our pupils to achieve this potential, we believe that working in partnership with parents is essential. Hyndland Primary School is situated in the West End of Glasgow, beside the West of Scotland Cricket ground, and just a short walk from both Partick and Hyndland Train stations. The school is based in a large Victorian building and has a more modern extension that wraps around one side and along the rear, while also joining on to our gym hall. The building dates from 1887 and was originally designed as a Secondary School. Currently, the school roll is around 409 and we have a capacity of 483. The children are divided into 15 classes. Many activities are organized throughout the school year when parents will have the opportunity to meet with and work with us. We also welcome a large number of parent helpers or those wishing work experience before pursuing teaching as a career. We look forward to meeting with you on many such occasions. Curriculum for Excellence has been introduced across Scotland for all 3-18-year-olds – wherever they learn. 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. The new curriculum enables professionals to teach subjects creatively, to work together across the school and with other schools, to share best practices, and explore learning together. It balances the importance of knowledge and skills. Every child is entitled to a broad and deep general education, whatever their level and ability. CfE 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. Ultimately, Curriculum for Excellence aims 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. Our school aim within Curriculum for Excellence is to provide a broad, balanced curriculum that meets the individual needs of our pupils. Our teaching policies are based on both National priorities embedded in Curriculum for Excellence and Divisional advice to interpret these at the local level. Each child is allowed to participate in all aspects of school activities irrespective of gender, race, or religion. Within classes, children are helped to develop socially and educationally by working in groups. Our pupils may work inability, mixed ability, friendship, and collaborative groups, the groups changing according to the area of study being undertaken, and teachers use a variety of strategies i.e. class, group, and individual teaching methods in their work programs. View full school