EduCativ

Hornsey School for Girls is a dynamic and exciting learning environment and learning is the norm. We are a unique school in Haringey, and therefore uniquely placed to ensure that your daughter achieves her potential. Our students are bright, articulate, and intellectually curious about the world we live in. They are committed to social justice and their interest in society is supported by a broad curriculum that allows them avenues to flourish, explore their passions, and experience the diversity of the world around them. We promote a creative approach, and we have excellent facilities for dance, drama, music, and the discipline these subjects bring to your child. Our values are rooted firmly in the community and we encourage links with local groups, businesses, and events. If you’ve seen our students perform across the borough, you will know that excellence is an expectation and this is clear in everything we do – be it the steel pans or academic endeavors. Our student exam results remain consistently above national averages and we continue to develop confident students who go on to our excellent sixth form, and beyond, with the security that only a strong education can provide. Our last Ofsted was in March 2017, with the school rated as Good in all aspects. Hornsey Sixth Form College is a center of excellence and supports all students in their chosen academic and life goals. We recognize that the world is changing and strive to give our students the EDGE. We equip everyone with the skills and knowledge to empower them to pursue their life choices. Our mission goes beyond preparing students to apply for university and ensures they are given the skills to graduate and excel in their chosen field. Our high standards, our broad and balanced academic curriculum, and our extensive learning opportunities inspire every young woman to raise her expectations and to be ambitious in exceeding her potential. The careers program at Hornsey School for Girls is committed to delivering high-quality Careers Education, Information, Advice, and Guidance (CEIAG) by ensuring students make effective and informed decisions about their future through greater self-awareness, career exploration, supported & independent career management, work-related learning & work experience and the development of employability skills. We foster a passion for learning from the moment students start school to the moment they leave. Our curriculum enables every student to acquire the knowledge, skills, and personal qualities needed to open doors to life-long opportunities and to progress to both University and work beyond. Younger students follow a core curriculum of English, Maths, Science, Humanities subjects (taught as discrete subjects), Languages, Design Technology, Sport and P.E, and Arts, including Performing Arts (taught discretely). Our intensive Accelerated Reading and Literacy Programme ensures that all girls, no matter what their ability, develop a love of literature from the beginning of their academic journey at Hornsey. All students study core and foundation subjects at GCSE, each student being guided onto an appropriate curriculum pathway which enables her to receive the individual support and challenge to be successful. We have high expectations of our students and ensure intellectual and academic rigor at every level, including an A level program for students of high aptitude in years 10 and 11 in readiness for completion in our high achieving Sixth Form. In single-sex schools, girls don’t just enjoy equal opportunities, they enjoy ALL opportunities, whether it be in the arts, sport, science, expeditions, career insights, or other extra-curricular activities. We believe there should be no limitations on your daughter’s ambitions, professional and personal. Girls acquire higher self-esteem and greater self-confidence at a girls’ school. Helping girls feel good about themselves and encouraging them to have faith in their capacity to face challenges is hugely important. With only their fellow girls in the classroom or on the sports field, girls in single-sex schools have the space in which their intellectual and physical confidence can blossom. There is tremendous freedom to be – and become – themselves and to fully explore all the education opportunities available to them. Girls’ schools also create opportunities for appropriate educational risk-taking. Girls from girls’ schools achieve higher grades at both GCSE and A-level compared to girls in co-educational (mixed) schools. Single-sex schools for girls dominate the top of the exam results league tables. Research shows that in co-ed schools boys receive more attention from teachers to the detriment of girls. Girls and boys mature at different rates. So, when it comes to learning, it makes sense to give each what they need for them to flourish. Your daughter can benefit from being in a school that recognizes these differences and provide an education geared specifically to her needs and developmental stage. Every school claims to have excellent pastoral care. What’s different about girls’ schools is that we do understand girls. We understand their friendship dynamics, their preoccupations, and occasional silliness, and that some can be timid and overly concerned with being correct. This understanding means we can give the right kind of support and create safe environments in which girls feel comfortable taking risks and asking questions. As a result, they become more resilient and sure of themselves. View full school

We are a non-selective school at Reception entry that prides itself on providing children with a rich and varied curriculum. We have a reputation for being a very warm, nurturing, and inclusive school, and yet there is a very real academic rigor here, driven by hugely talented teaching staff and no better illustrated than by our record-breaking 11+ results this year. We now have 430 children enjoying an excellent Hornsby education, on a fantastic site between Balham and Wandsworth Common. Visitors to Hornsby House often notice the confidence, good manners, and exemplary behavior of our children, but even more, they comment upon the wonderful feel of the school. Our Core Values, produced by the children, are at the heart of all that we do Helpful Offer friendship Respectful and Polite Neighborly Supportive Be kind Yourself, your school Hornsby House is a welcoming and friendly place. It is a happy environment to work in for children and staff alike because of the excellent relationships we build with one another. We have a positive discipline system whereby we aim to reward good behavior. Children strive to earn House Points every day as individuals and work together to win the Class Shield or fly their House flag each week. For many children, being part of the winning House at the end of term is the greatest honor. Our children are encouraged to work together and look after each other. Year 6 children enjoy taking on increased responsibility. Our Head Boy, Head Girl, and House Captains in Year 6 set an example to their peers. Older children read with younger ones regularly and on House Day each term children are taught in Houses rather than classes. When working individually, in pairs or groups, or teams, our pupils support one another and enjoy each other’s company. It is this aspect of the school, even more than our outstanding academic and extra-curricular reputation, of which we are most proud. At Hornsby House, we are very proud of our academic record. Entry at Reception is non-selective and we work to achieve the best progress for each individual by adapting our approach to challenge them or give support as needed. Thus our pupils achieve excellent results in senior school entrance exams and many win scholarships and awards. Our curriculum is carefully designed to take a child from Reception through to senior school. The demands made upon the children increase slightly each year. We believe that a balanced timetable is important in nurturing well-rounded children and so, whilst English and mathematics are taught daily, a full range of subjects are taught each week. We plan that every pupil will enjoy the feeling of success every day. laces for the Reception Classes are offered one year in advance of entry. Registered siblings and the children of staff have priority for entry to the Reception Classes and places will be offered in order of "age of the child at registration", that is, the time elapsed between the date of birth and the date of registration in years, months and days. Please note that confirmation of registration is not a guarantee of a place at the school. Our Reception teachers and assistants form a strong, dedicated team to make sure your child gets the best possible start to school life. Reading and writing are just part of the early school experience at Hornsby House. This is reflected in our Foundation Stage curriculum which places equal emphasis on academic learning and personal development. We follow the Early Years Foundation Stage Curriculum, which incorporates seven different areas of learning: Communication and Language Development Physical Development Personal, Social and Emotional Development Literacy Development Mathematics Understanding the World Expressive Arts and Design. We offer specialist PE, French, ICT, music, dance, and drama teaching from the very start. Bright classrooms, extensive resources, and outdoor space are designed to encourage children to take a hands-on approach to learn. Play is central to the experience, and children are given every opportunity to learn through role-play and collaboration. A few occasional places may become available for entry into Years 1 to 6. Children wishing to enter the school in these year groups must be registered by November of the previous year and will then be invited to attend an assessment in January for entry the following September. Our outstanding co-curricular program is one of the strengths of Hornsby House. Our school journeys and wide range of after-school clubs are designed to expand the children’s experience beyond the normal school curriculum. Children have the opportunity to extend their skills, knowledge, and enjoyment of activities with which they are already familiar as well as experiencing new ones. View full school

Horniman School is a very successful one-form entry school with two bulge classes, currently in year 6 and year 2. It is a happy, inclusive, and engaging place to learn and work staff work hard together as a team to give the children the best possible learning opportunities. We look after all our pupils superbly and aim to make learning fun and enjoyable, in a safe and interesting environment. We are a great little school, with the best view in London. At Horniman Primary school we believe in the whole child. We understand that children are individuals with different strengths and interests. Our role as a school is to support, encourage and stretch our children academically across the full range of the curriculum, both during the school day and as part of a rich offer of extended services and before and after school care. A small, friendly happy school that provides a safe, caring, and nurturing environment in which children (and staff) can be creative and where every child has the opportunity to flourish. A school where children, parents, and staff are excited by learning and experiencing rich and enjoyable learning journeys through their time at the school. A school that has high expectations of progress, attainment, and behavior and children are always encouraged to work to the fullest extent of their capabilities in all aspects of the curriculum. A school where children are given opportunities to try new things, to develop skills and interests, to engage in debate and discussion, and to extend their understanding of wider society and their role in it. An inclusive school with equal opportunities for all. A school that is part of its wider community, where parents and carers feel engaged and included. Strong pupil voice, where children are encouraged to contribute and to have a say in school life. A school with a vibrant and progressive culture and climate of continuous innovation, working towards being a center of excellence for teaching and learning. Our ethos is based around ‘five keys to success’ which are important for opening up learning opportunities, and working together, and also building strong life skills that help ensure a bright future for all of our children through their personal development. Our 5 keys for success and social and emotional well-being feed into all aspects of school life and are: Getting along Organization Persistence Confidence Resilience View full school

We believe that all our children and young people should have the opportunity to achieve their maximum potential to develop academically and socially to the best of their ability. We offer a broad, balanced, and personalized curriculum, including opportunities for personal and social growth and development. The Hornbeam Academy wants to provide the best education, care, and support for pupils and students aged 2-19 years old with a range of Special Educational Needs and Disabilities. We believe that all children are entitled to the best quality education, by people that they can trust and who care about them. We have high expectations and we expect all children and young people to achieve the greatest degree of autonomy and independence possible. The best education, care, and support People that they can trust and who care about them High expectations Autonomy and independence To create a strong and reputable family of outstanding schools, which prepare children and young people for the next steps in their life as independent and happy adults. At Hornbeam Academy we have a set of values and core beliefs that are integral to the day-to-day running of our schools. We provide an exciting, safe, and challenging learning environment that recognizes and adapts to the needs of every individual. Pupils are appropriately cared for, guided, and supported ensuring optimal progress, personal development, and well-being are achieved. We encourage our pupils to be positive contributors to the school, their families, their neighborhood, and the wider community. We promote 'British Values' as part of our School's policies and are working towards being a Rights Respecting Schools, a United Nations award. At the Hornbeam Academy, all children in the Early Years Foundation Stage and Year 1 follow the EYFS - Development Matters Curriculum. From Year 2 onward our pupils and students follow one of 3 different pathways depending on their needs. View full school

Hope School is a special school for pupils with Social, Emotional, and Mental Health Difficulties (SEMH). Pupils range from ages 5-13. Hope School is unique because of our non-exclusion policy and the fact that we will never exclude a child from school. We feel this is particularly important as our pupils have often attended many other schools Pupils now tell us they enjoy coming to school. We offer a creative curriculum based around themes that change each half term. We know that our pupils work best when they are challenged in their learning and the curriculum is based around this. We work closely with parents and carers of children in the school who are each given the opportunity to access training on attachment and trauma. It is really important to recognize that schools cannot repair or replace an insecure attachment to a primary caregiver, but what they can do is provide a safe base where children and young people can develop a sense of trust in adults and confidence in themselves. This does not mean that we can “write off” what happens at home, because we are trying to provide stability and safety at school, but that we strive to work closely with parents and carers in developing rewarding attachment relationships with the children in their care. Vision: "Resilient independent life-long learners". Mission: "Providing an attachment friendly community which fosters warmth with high boundaries so that all can achieve to their full potential". Core Values: Gratitude – This is created by respecting all, being thankful, and helping others. We are charitable to all, locally, nationally, and globally. Resilience – This is created by trying new things and persevering when we find it difficult. We support each other in finding solutions. Optimism – This is created by embracing change positively. We encourage each other to approach everyday challenges enthusiastically and confidently. Wisdom – Is created by demonstrating knowledge, understanding, and reflection. We share our experiences and insight. Teamwork – This is created by respecting and working together to learn and achieve. We strive to be positive role models for each other. Harmony – This is created by resolving any differences in a respectful, restorative way. We respect and celebrate diversity. Our school motto is "If I Try I Can" and we feel with the correct support and direction our pupils can achieve. The Rights Respecting Schools Award focuses on children’s rights in schools and takes a whole-school approach to child rights and human rights education. Child Rights Education (CRE) can be defined as learning about rights, learning through rights, and learning for rights within an overall context of education as a right. It aims to build the capacity of children and young people as rights-holders to claim their rights and the capacity of adults as duty-bearers to fulfil their obligations. Child rights education helps adults, children, and young people to work together, providing the space and encouragement for the meaningful participation and sustained civic engagement of children and young people. Achieving the award has helped our pupils create a safe and inspiring place to learn, where pupils are respected, their talents are nurtured and they can thrive. Pupils are also given the opportunity for the best chance to lead happy, healthy lives and to be responsible, active citizens. Hope has the Liverpool Healthy Schools Award. This means that we aim to improve health, raise pupil achievement, improve social inclusion and encourage closer working between health and education providers in the United Kingdom. As part of Healthy schools, we evaluate our Personal, Social, Health, Economic education, ensuring that lessons are taught regularly and are supplemented by curricular activities. Healthy Schools is prominent in other areas of the curriculum, PE lessons are taught regularly as well as extracurricular sessions that are accessible to all of our pupils. Cookery is offered as an extracurricular session and equips pupils with essential skills while re-enforcing the message about healthy eating. Key Stage 1 - Pupils are taught phonics using Ruth Miskin's Read, Write, Inc Programme. They follow the National Curriculum for England and Wales and read several reading schemes such as Project X and Oxford Reading Tree. Key Stage 2/3 - Pupils follow the National Curriculum for England and Wales and use the Project X and Oxford Reading Tree schemes of work for reading as well as guided reading 3 times per week. We follow a Creative Curriculum at Hope School. We recognize that many pupils have become disengaged with learning in their previous schools and work to ensure that our curriculum fosters a love of learning that will continue beyond the time they spend with us. We work on a three-year rolling program. The themes for each half term are exciting and were chosen by our pupils. The Creative Curriculum is inspirational to both pupils and teachers. It makes learning motivational and successful for all involved. It includes not only what to learn but is also based on the learning styles of our pupils and includes the teaching of skills that will show pupils how to learn. View full school

Hopewell School is situated in Dagenham and provides education for pupils aged 7 to 19 years, who have a range of complex needs including social, emotional, and behavioral problems with or without mental health issues. Hopewell School supports pupils who have EHC Plans. Children and young people come to Hopewell School for several reasons. Some of which are associated with young people struggling with the challenges of attention deficit hyperactivity disorder, obsessive-compulsive disorder, opposition defiance disorder, and conduct disorder. The school also has a separate teaching base for pupils who are on the autistic spectrum. This provision is led by a specialist tutor and support staff. The base offers an individualized thematic approach to learning. The curriculum at Hopewell is constantly under review and is tailored to meet the needs of our pupils. All of our pupils are unique and have many special reasons for requiring less traditional curriculum content and approaches. Learning at Hopewell, in lessons and off-site, is stimulating and purposeful. We teach a full range of National Curriculum subjects at a level tailored to the individual pupil. Our teachers use a range of methods and resources to engage reluctant learners. At Hopewell School, we follow the National Curriculum. This is taught to pupils at a level suitable to their ability and lessons are planned to enable them to develop and improve their skills and knowledge. All work is differentiated to meet the needs of each pupil. The curriculum offered is flexible and is moderated to suit the needs of the current pupil cohort. Courses offered are tailored to the individual needs each young person leaves school with a selection of qualifications and skills that allow them to access further education and future careers. Classes are kept small, with a maximum of six pupils in each. There are a teacher and a Learning Support Assistant for every class. Extra support can be provided based on the individual needs of the pupils. Some of our pupils access a bespoke timetable and/or one-to-one support through our Specialist Intervention Programme (SIP). These programs are designed specifically for some young people who for a range of reasons are unable to access education within a group setting. Individual Education Plans set challenging objectives and targets to encourage pupils to give their best. These targets are set weekly through the Individual Tutorial Meetings and reviewed with tutors every week. Targets and personal achievements are linked directly to the Praise Point Reward system. Hopewell School prides itself on the achievement of its pupils. When they leave at the end of Year 11 pupils have all made great progress in terms of their social skills and have grown in confidence. They work hard to give themselves the best possible start for the world of college and work. The attainment of each student is tracked so that effort and hard work can be celebrated. Every young person who arrives at Hopewell School has experienced difficulties, but whatever the reasons there is a fresh start in a supportive, nurturing, stimulating environment with high expectations of achievement. We work hard to ensure our teaching and learning results in the best outcome for each pupil. We believe both academic and social learning through our development program can help raise self-esteem and provide young people with the skills to achieve their goals. Parents and carers are given regular updates about their child’s progress through half-termly reports, annual reviews, and parent/carer IEBP target setting meetings. They can and are encouraged to contribute to the education of their child and support their learning and progress- we communicate with home at least twice a week as a minimum. Academic progress is closely monitored across all Key Stages. This means that individual strategies can be put in place where difficulties in a subject are identified and exceptional achievement or progress can be celebrated as a school. Classwork across all Key Stages offers a broad, balanced, and relevant curriculum to engage students and aims to make education a positive experience. We work hard to be creative in our approach to meet the needs of each pupil. Our aim is that pupils will be prepared, by Year 11, to work through their academic and vocational courses to achieve qualifications which will enable students to attend college courses, training, and work when they move on from Hopewell. We aim to support every Hopewell pupil into their chosen progression route. View full school

We have come a long way from the seed of an idea to parents being able to choose our school for their children. Through the support of many local people, we have created a school that is designed to meet the needs of the community. When joining our school, children will join a safe, inclusive, and stimulating environment. They will be taught to value themselves and others, to fulfill their potential, and to experience school as an exciting and enjoyable place. We do this through community engagement, a broad curriculum, and excellent teaching staff. The children are encouraged to be adventurous, confident, creative, passionate to learn, and proud of their successes, along with developing independence, respect for others, and self-discipline. Our school in Sidcup has been recognized by Ofsted for having outstanding behavior and safety, which is something we are very proud of. Hope Community School is at the heart of the community, reaching out to local families to increase children's aspirations, encouraging a spirit of adventure, and maximizing each child's talents and gifts. We do this through underpinning Christian values such as kindness, generosity, and hospitality to create community entrepreneurs. The school inspires children to be people who not only value their community but also have the desire, ability, and tools to transform and enrich it through innovative and aspirational visions. Pupils of Hope Community School are encouraged to dream limitlessly, explore confidently, discover expectantly and take ownership of their futures. We believe in education for all, allowing each child to enjoy and achieve their full potential at school. We are committed to every child, no matter their ability, ethnicity, or background, thriving throughout their education. We intend to create an encouraging and inclusive environment that extends beyond the classroom and into the community, using links with local businesses. We will create an exciting and vibrant school that celebrates achievement and diversity. Education should be engaging and we will inspire children to learn and develop beyond the walls of a school. Our vision is to link school and community, teaching the value of each to the other, to better prepare both for their futures. We encourage our pupils to be adventurous and innovative in their learning. Our child-initiated curriculum topics and engaging themes foster curiosity in our pupils. We enable children to be confident decision-makers, through discussion and questioning, giving space for them to voice their views and grow in confidence. It also helps children to understand the importance of listening to others, learning from, and taking into consideration other people’s ideas. Our school is a welcoming and hospitable place where family involvement is valued. We are committed to being a positive asset not only to the lives of the children who attend but also to their families and the wider community. Our school has vibrant and inviting spaces designed to suit all learners and learning opportunities. We promote the value of working in groups and pairs, providing an environment with open, light learning areas that encourage children to talk together, play games, share ideas, or research in books, or on iPads and laptops. Equally important are our quiet areas that welcome reflection, prayer, quiet reading, or just the chance for learning alone. Our classrooms reflect our belief in 'experiencing learning'.They change regularly, providing stimulating and exciting spaces to take children on a journey through learning themes. Careful planning and thoughtful resourcing encourage independence, both within the classrooms and outside spaces. Children take responsibility for their learning. They respect each other and value their learning environment. From the moment the children arrive at Hope, they begin to understand the world is their classroom. Everyone who works with, in, and for Hope Community School, Sidcup strives for excellence. Our staff is passionate about their work, values the individual aspirations of each child, and encourages all pupils to be enthused about their learning and proud of their successes.No matter what their ability or background, we encourage every child to reach their potential. Our Christian ethos underpins the culture of our school. We aim to create space for children and the school community to explore their own beliefs and faith in a safe place where they can ask the big questions of life. We present a Christian viewpoint, whilst allowing children the freedom to explore, question, and seek answers for themselves. We ensure children of all faiths and no faith feel included and valued and learn about all cultures, faiths, and religions. We have selected forty Christian values, many of which are shared by people of all faiths and no faith that is taught on a rolling two-year program. These values seek to build character and draw out the full human potential of each child. The school is a community of practice that provides experiences in which the whole school community can consider and reflect on these values and translate this reflection into action. We do this at Hope in three main ways: by unpacking our values in our daily Collectives (assemblies), by exploring them in our class time through reflective activities, and by communicating the values to parents and encouraging discussion and positive reinforcement at home. Our Christian ethos is further enhanced through our Christian prayer room and the provision of pastoral support through chaplaincy. View full school

At Honeywell Junior School we aim to meet the educational challenges of the 21st century and enable all our children to be confident active members of society. we promote a culture that encourages children to enjoy learning, be successful and develop their gifts and talents. We firmly believe that parents and the school should work closely together, giving all children as many opportunities as possible to excel. The school has a responsibility to prepare children for the challenges of life and we aim for excellence academically. These philosophies permeate the school’s ethos. We continually strive to develop and improve in all aspects of academic life and as a result, we are proud and privileged to be the Headteacher of this excellent school. Our last Ofsted inspection was in 2008, and we were delighted to be rated as ‘outstanding. Our approach gives parents and children a sense of caring, confidence, and security making a sound basis for each child to develop their potential and to be their school life. There is always something exciting going on as we have a rich and fulfilling timetable. The school performs at the very highest level academically. Our analysis of the data shows that not only do children do well at the end of the different phases of the school, but also make good progress regardless of whether they are gifted and talented or have additional needs. Key Stage 1 results remain very strong and again placed Honeywell amongst the highest achieving schools in the country. In all areas we scored well above the Local Authority and National scores and our achievement is graded as significantly above the expected results in all curriculum areas by the DfE and Ofsted. We believe children should be nurtured academically, socially, and spiritually in a secure and supportive atmosphere. We believe that children should be encouraged to have high expectations of themselves and their achievements, to be proud of their individuality, to be able to share their experiences with others, and to respect different beliefs. Every child’s achievements will be valued by the whole school community. The aims of our schools are to: Commit to equality of opportunities for the whole school community where the diversity of race and culture and inclusion for all is demonstrated. Provide a safe, secure, and supportive learning environment where children are encouraged to talk and are listened to. Establish and maintain effective partnerships between the home, school, and local community. Provide a broad and balanced curriculum. Enable children to be a confident and autonomous learners. Provide a range of opportunities for learning through first-hand experiences. Offer opportunities for each child to maximize their learning potential. Inform children, parents, and staff about the next step in the child's learning through a range of assessment practices. The schools are very well resourced. We have spacious classrooms within the four-story Victorian building. There are specialist teaching areas for ICT, music, and three large halls for assemblies, indoor PE lessons, and whole years group activities, such as theatre groups and curriculum workshops. The schools have two large playgrounds which enable Infant and Junior children to play separately. There is a garden play area which schools use for curriculum work and playtimes. We have an enclosed all-weather ball pitch for outdoor PE lessons and the schools also use Wandsworth Common for games activities and events. The New Primary Curriculum was introduced in September 2014. It provides a robust framework for the children's learning as well as giving the schools the flexibility to manage their curriculum. Children move into Year 3 in the September after their 7th birthday when they start Key Stage 2. The National Curriculum (which can be seen here) and other subjects that they learn are the same as at Key Stage 1 Art & Design Design & Technology English Geography History Computing Mathematics Music Physical Education Science French (from Year 3) Religious Education Other subjects which are included in the syllabus are Personal, Social, Health & Citizenship Education Sex & Relationships Education Besides, there is the opportunity to take instrumental lessons in flute, trumpet, cello, violin, piano, and guitar after school. All children learn the recorder in Year 3. Learning becomes more sustained and formally structured throughout Key Stage 2, but we still ensure children take part in lots of practical work and that the curriculum retains its creativity and excitement. There are lots of visits in Key Stage 2, including a week’s residential trip to the Isle of Wight in Year 6. In Key Stage 2 children have one playtime in the morning and the afternoon with a longer lunch break. Children attend assembly every morning, where moral and topical themes are explored and school values reinforced. Children also have the opportunity to present their work in an Achievement Assembly each week. View full school

Honeywell Infant School is a vibrant and creative school. We have a well-deserved reputation for high academic standards and offer a strong start to a child’s education. The school features in The Good Schools Guide and was judged to be ‘outstanding in our last Ofsted inspection in 2010. At Honeywell Infant School we aim to meet the educational challenges of the 21st century and enable all our children to be confident active members of society. we promote a culture that encourages children to enjoy learning, be successful and develop their gifts and talents. Our approach gives parents and children a sense of caring, confidence, and security making a sound basis for each child to develop their potential and to be their school life. There is always something exciting going on as we have a rich and fulfilling timetable. The school performs at the very highest level academically. Our analysis of the data shows that not only do children do well at the end of the different phases of the school, but also make good progress regardless of whether they are gifted and talented or have additional needs. Key Stage 1 results remain very strong and again placed Honeywell amongst the highest achieving schools in the country. In all areas we scored well above the Local Authority and National scores and our achievement is graded as significantly above the expected results in all curriculum areas by the DfE and Ofsted. We believe children should be nurtured academically, socially, and spiritually in a secure and supportive atmosphere. We believe that children should be encouraged to have high expectations of themselves and their achievements, to be proud of their individuality, to be able to share their experiences with others, and to respect different beliefs. Every child’s achievements will be valued by the whole school community. The aims of our schools are to: Commit to equality of opportunities for the whole school community where the diversity of race and culture and inclusion for all is demonstrated. Provide a safe, secure, and supportive learning environment where children are encouraged to talk and are listened to. Establish and maintain effective partnerships between the home, school, and local community. Provide a broad and balanced curriculum. Enable children to be confident and autonomous learners. Provide a range of opportunities for learning through first-hand experiences. Offer opportunities for each child to maximize their learning potential. Inform children, parents, and staff about the next step in the child's learning through a range of assessment practices. The schools are very well resourced. We have spacious classrooms within the four-story Victorian building. There are specialist teaching areas for ICT, music, and three large halls for assemblies, indoor PE lessons, and whole years group activities, such as theatre groups and curriculum workshops. The schools have two large playgrounds which enable Infant and Junior children to play separately. There is a garden play area which schools use for curriculum work and playtimes. We have an enclosed all-weather ball pitch for outdoor PE lessons and the schools also use Wandsworth Common for games activities and events. The Infant School has a Nursery with its grounds, enabling the school’s youngest children to have their own dedicated space. The Reception and Nursery classes are part of the Early Years Foundation Stage (EYFS), where the curriculum consists of seven areas of learning and development: Personal, Social, and Emotional Development - developing confidence and independence as part of a group. Communication and Language - communicating with one another through speaking and listening skills. Literacy - developing early skills in reading and writing. Maths - learning about numbers, quantity, measurement, shape, and space. Understanding the World - investigating and beginning to understand the things, places, and people around the local community. Physical Development - improving control and coordination of the body and learning to move and handle equipment efficiently. Expressive Arts and Design - finding ways to communicate by using color, shape, sound, texture, dance, movement, role play, and stories. Children in Reception class learn through a range of activities, which include self-directed spontaneous play, planned focused teaching and learning activities, exploration, experimentation, discussion, and investigation. Much of the learning is practical and based on real-life experiences. Assessment of children working in the seven areas of learning and development is through observation by the class teacher and well-trained support staff. Observations made throughout the year inform the final assessment at the end of Reception. The class teachers will talk to each parent about their child's progress at parent/teacher consultations. Here is a transition phase as children start Key Stage 1 and make the change to a slightly more structured day and way of learning. Children are still actively engaged in activity-based learning and there is a focus on reading, writing, and maths, supplemented by a broad and exciting topic-based curriculum. The curriculum includes trips to places in and around London to enhance learning. In Key Stage 1 child has two short playtimes and a longer lunch break. They attend assembly every morning, where moral and topical themes are explored and school values reinforced. Children also have the opportunity to share their work in a weekly Achievement Assembly. View full school

For decades the school has been renowned for its family atmosphere, small class sizes, and fulfillment of individual potential and academic success. Homefield establishes a safe and happy environment, with a real depth of specialist teaching. Values drive our organization and that shines through, whether it is the good manners of the boys or the decisions we make over what we teach and how we teach it. Our academic success and scholarship rates are exceptional. At Homefield, we produce well-rounded boys that go on to some of the very best Senior schools in the country. Personal interests and passions are cultivated whether they are artistic, linguistic, sporting, or social. On finishing with us, boys are achieving very highly in English and Maths, as well as more broadly across Science, Humanities, Languages, Music, Arts and Sport. We challenge all our students. We hope to encourage the 'renaissance man, that enlightened individual who "can do all things if he will". There is a very strong pastoral ethos and we foster a supportive and warm ‘family feeling’. Through our support of many charities, we aim to deepen the boys’ insight into the world around them. All of our boys benefit from specialist teachers for all of their lessons who challenge them to fulfill their potential in every subject. Many of our senior faculty have a background in teaching to GCSE and A-level standards. Our curriculum is designed to develop our boys as individuals, thoroughly preparing them for examinations to a wide range of senior schools - our successful approach is reflected in the fact that so many of our boys have been awarded scholarships to some of the best senior schools in the country. We aim to provide a wealth of opportunities to complement, enrich and extend those already offered by the school curriculum. We believe that boys flourish when given access to a wide variety of opportunities, often discovering an interest or talent that may be developed through their life. We want boys to try new skills, have fun, learn and develop as individuals. View full school

Holy Trinity provides a safe and happy learning environment where children and adults are valued, nurtured, and empowered. We believe that everyone in the school community is responsible for instilling in our children the values that will help them to become confident and responsible members of society. Our approach is led by the Christian principle “that you do to others as you would have them do unto you” and we aim to establish a clear understanding of rights and responsibilities for all. We believe a good education is a foundation on which our children’s futures are built and equips them for their life ahead. We aim to develop the whole child through a diverse and culturally rich curriculum. We are committed to providing educational excellence and helping children to develop enquiring minds, the motivation to learn, and the ability to work both independently and collaboratively. Many of our children join Holy Trinity in the Nursery, aged three. A place in the Nursery does not guarantee a place in the main school. All children meeting the school admission criteria will move on to Reception where they will be joined by children new to the school. Admission for new pupils through years 1 – 6 are managed by the Hackney Learning Trust and applications can be obtained from our website. We have 6 classes ranging from Year 1 to Year 6 with a maximum of 30 children per class. We are building year on year into a two-form entry primary school with 2 Reception classes in September 2017. We also have a Nursery Class which offers part-time and full-time places. All classes are mixed ability and have one class teacher supported by at least one teaching assistant during most lessons. Also, we have state-of-the-art learning technologies to which all classes have access during the school week. The school runs a private Preschool for children aged from 3 months to 3 years. Early years education provides the building blocks for a child’s success at primary school. Children in the Nursery and Reception classes have a wide range of opportunities to help them develop socially, learn new skills and practice them in a safe, vibrant, and happy environment. Children learn through playing, exploring, experimenting, and talking. The staff in Nursery and Reception classes work closely together to plan a wide range of learning opportunities for indoor and outdoor learning all year round. Children are also allocated a key worker with special responsibility for monitoring learning and wellbeing throughout the day. Children move into Key Stage 1 when they are five, at the end of their Reception year. We are careful to ensure a smooth transition into Year 1 by building on their experiences and achievements in the Foundation Stage. Children in Key Stage 1 have daily literacy and numeracy lessons and continue to learn through a topic-based approach. Children move into Key Stage 2 when they are seven, at the end of Year 2. Our children are taught life skills that help them to understand wider issues such as tolerance and citizenship. They are encouraged to take on greater responsibility for their learning and development. Children are increasingly made aware of learning goals and areas for development. Children in Key Stage 2 continue to have daily literacy and numeracy lessons. We also work in partnership with our local secondary schools. Our older pupils often visit local schools and teachers visit our school for specialist lessons. As part of our curriculum, we aim to develop children’s awareness of global issues. From time to time, children make links with schools and communities in different parts of the world. This included a trip to Spain for a group of Year 5 children in 2016. Across the school children are taught literacy using Success for All (SFA) which improves our pupils’ skills, fluency, and confidence in all aspects of literacy raises self-esteem, develops social skills, and establishes a culture of cooperative learning. The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals (FSM) and children who have been looked after continuously for more than six months. For 2017 – 2018, Holy Trinity has been awarded £121,440 and to best support the raising of attainment for the most vulnerable pupils in our school. The school carefully monitors the progress of each pupil. Children’s work is assessed formally and informally at appropriate stages. Clear targets are set for improvement and these are shared with the children. Teachers and support staff are continuously monitoring and evaluating children’s progress through marking and observations. Children are encouraged to play an active part in assessing their progress and set targets. We are a group of schools working together because we believe our schools can gain many benefits from working collaboratively. We have committed to a shared responsibility to the wider school community, the provision of good quality education, and the improvement of life chances for pupils in the community beyond that of our schools. Teachers, support staff, school leaders, and governors have added expertise in working alongside colleagues to improve provision and outcomes for our pupils. View full school

Holyrood Secondary is the biggest Catholic school in Scotland and Gospel values are at the heart of our school. We are very proud of our superb young people and everything in our school is aimed at getting the very best for every one of them. We are fully committed to providing the most engaging and highest quality learning experiences possible for all our young people both in classes and beyond the classroom, where we have an impressive range of clubs, teams, and experiences there to give our young people as many opportunities as possible to experience success during their time in our school. Curriculum for Excellence is designed to achieve a transformation in education in Scotland by providing a coherent, more flexible, and enriched curriculum from 3 to 18. The curriculum includes the totality of experiences that are planned for children and young people through their education, wherever they are being educated. Principles for Curriculum Design, The curriculum should be designed based on the following principles: Challenge and enjoyment Breadth Progression Depth Personalization and choice Coherence Relevance Health and wellbeing are at the core of our curriculum. It is embedded within our subjects, through learning and teaching, and also throughout our school community. Pupils at Holyrood are provided with a positive learning environment that allows them to explore the importance of health and wellbeing in their everyday lives. We aim to encourage learners to have a good knowledge and understanding of health and wellbeing so that they aware of the importance of maintaining good mental, emotional, social, and physical wellbeing. Holyrood maintains a positive ethos where all individuals who attend can thrive to become well-rounded individuals. Our school produces so many enthusiastic and versatile pupils who work hard to achieve their goals. As educators, we provide not only knowledge and understanding of our subjects but we teach manners, morals, and values which will stand our pupils in good stead after school. We strive to create responsible, respectful, and confident individuals who will positively contribute to our society during and after school. This newsletter aims to highlight all of the ways that Holyrood delivers health and wellbeing throughout the curriculum and our school community. View full school