EduCativ

Holmewood House prep school in Tunbridge Wells is very much a family school where the positive relationships between the teachers and pupils allow us to get to know and understand the individual needs of every child. We foster their talents and nurture their growth through a broad, balanced, challenging, and exciting curriculum and, in doing so, create an environment whereby each child is provided with every opportunity to fulfill their potential. We believe that emotional and social well-being, self-esteem, happiness, and confidence are of prime importance and are in themselves inextricably linked to academic progress. Holmewood House is a co-educational, non-selective school for boys and girls aged 3-13 years, situated on 30 acres of glorious grounds in Tunbridge Wells. Holmewood House provides a broad, well-balanced curriculum with outstanding teachers in what is very much a family school where the positive relationships between the teachers and children allow staff to get to know and understand the individual needs of every child. They foster their talents and nurture their growth through a challenging and exciting curriculum. The school wholeheartedly believes that emotional and social well-being, self-esteem, happiness, and confidence are of prime importance and are in themselves inextricably linked to academic progress. Staff is excited by the curiosity and thirst for learning that each child, regardless of their ability, naturally displays. They work hard to allow each child to ask why, to query, and to have the time to develop their thoughts into fresh discoveries and innovations and, in doing so, overcome the challenges faced. The result is the celebration of learning – a reward in its own right! The wonderful environment and outstanding facilities provide a strong framework upon which the ethos of ‘allowing children to be children can be achieved. Childhood is full of exciting new experiences which, parents and teachers relive, through the eyes and laughter of the children. The relationship between home and school is of fundamental importance in ensuring every child is surrounded by the love, care, and guidance that they require as they make their way through their educational journey. In short, the partnership allows the children to enjoy the most important journey of all: childhood. We encourage children to become independent, creative, and critical learners who aim for standards of excellence in all that they do. We encourage them to become their best selves in the fullest sense. We believe that emotional and social well-being, self-esteem, and confidence are inextricably linked with academic progress and we aim to teach children resilience and an appreciation of global opportunities and developments in an ever-changing world. We believe that respect for children, faith in children, and an ability to see the world through their eyes should inform our teaching and our care. We aim for the children at Holmewood to have a generosity of spirit and empathy and to understand the importance of the values of kindness, self-belief, and aspiration. In all that we do, we aim to work closely with parents, guardians, and the children themselves. View full school

We provide a high-quality education for all our pupils, with a sustained record of strong assessment outcomes. This success is supported by a caring and positive atmosphere we know that pupils learn more effectively if they feel valued, happy and secure. Our children are literate, numerate, have access to a broad and balanced curriculum, and can use their ICT skills effectively. We place high expectations on our youngsters. They are responsible and independent. We give the children opportunities to reflect and develop knowledge about themselves and their skills and abilities, through participation with others. Our children have a positive self-image and are motivated to achieve. We also believe that parents have a very important role to play in the education of their children and we actively encourage close co-operation between home and school. We value and build on the experience and knowledge which pupils bring from their home lives, and we hope that you will share with us in making your child's time at Hollymount School enjoyable and successful. Hollymount School values the abilities and achievements of all its children and is committed to providing for each the best possible environment for learning. We recognize the entitlement of all pupils to a balanced, broadly based curriculum. Our Special Education Needs policy acknowledges the need for teaching that is fully inclusive. The Governing Body ensures that appropriate provision is made for all pupils with SEN. We recognize that many children will experience special needs at some time during their school life. Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers, and children working together. Hollymount School recognizes that it must ensure arrangements are in place for safeguarding and promoting the welfare of children and carry out this duty through our teaching and learning, pastoral care, and extended school activities. All members of the school community (including volunteers and governors) will at all times establish and maintain a safe and stimulating environment where children feel secure, are encouraged to talk to adults they can trust, and are listened to. Our school has a designated safeguarding governor who will act as the link person between the governing body and the designated officers. The governor will review safeguarding procedures/practices including access to training. The governors will ensure that sufficient time is given to carry out the duties. Where safeguarding concerns arise regarding a member of staff, the governor will liaise with the Chair of Governors. Staff in the Early Years Foundation Stage (EYFS) adhere to the main school's safeguarding policy and also, staff ensure that all principles underpinning the welfare of the children in the EYFS are in line with the guidelines in the Statutory Framework for the Early Years Foundation Stage Framework 2012. This school believes in working closely with parents and in most cases where we have a concern about a pupil, the parents will be informed. The school can signpost and refer to a wide range of support services through the Headteacher and/or Deputy Head. Through assemblies and PSHE lessons, children have a clear understanding of how to keep themselves safe under the ‘Every Child Matter' agenda. At the beginning of the academic year, all pupils are made aware of how they can use the internet safely and how they can protect themselves from exposure to bullying/abuse. The school runs regular e-safety workshops for parents. All pupils at Hollymount are members of the School Council and have the opportunity to have their say and effect change. The structure of the new School Council, following the Smart School Council model, has 3 core parts—Class Meetings, a Communication Team, and Action Teams. Pupils are invited to write a statement explaining why they would make a good member of the Communication Team and what skills they could bring to the post. These statements are presented to all the voters (school community) anonymously so that selection was made based on the quality of the statement and not on the popularity of the candidate. Classes are presented with the statements, supported by Y6 pupils who help with reading the statements where necessary. They are then given a ballot paper to complete which is placed in an official ballot box. This process gives all children the chance to experience the democratic process in action and links both to our school values and the British Values which schools are required to promote. Each pupil is assessed as either ‘entering’, ‘developing’, ‘securing’ or ‘exceeding’ each relevant criterion contained in the expectations for that year. Where a pupil is assessed as exceeding the relevant criteria in a subject for that year, pupils’ understanding will be further enriched by exploring higher-level skills within the content domain of the year group. This may include applying knowledge and skills in extended problem-solving and within more challenging contexts or extended project work where pupils conduct their research and follow their lines of inquiry. Assessment judgments are recorded and backed by a body of evidence created using observations, next-steps marking and feedback, recorded work, and, where appropriate and timely, testing. Assessment judgments are moderated by colleagues in school and by colleagues in other schools to make sure our assessments are fair, reliable, and valid. Hollymount has a Home School Agreement - a three-way partnership involving the school, parent, and child. Through this, we join together to ensure that your child feels valued and is achieving their full potential. Parents are invited to visit the school at any time during school hours or by appointment outside school hours. We value the contribution made by parents who help with a range of activities such as choosing reading books or hearing children read, cooking, helping with clubs, or accompanying class outings. There are many other opportunities for parents to visit the school throughout the year, such as performances, fundraising events, and sports days. View full school

We provide a high-quality education for all our pupils, with a sustained record of strong assessment outcomes. This success is supported by a caring and positive atmosphere we know that pupils learn more effectively if they feel valued, happy and secure. Our children are literate, numerate, have access to a broad and balanced curriculum, and can use their ICT skills effectively. We place high expectations on our youngsters. They are responsible and independent. We give the children opportunities to reflect and develop knowledge about themselves and their skills and abilities, through participation with others. Our children have a positive self-image and are motivated to achieve. We also believe that parents have a very important role to play in the education of their children and we actively encourage close co-operation between home and school. We value and build on the experience and knowledge which pupils bring from their home lives, and we hope that you will share with us in making your child's time at Hollymount School enjoyable and successful. Hollymount School values the abilities and achievements of all its children and is committed to providing for each the best possible environment for learning. We recognize the entitlement of all pupils to a balanced, broadly based curriculum. Our Special Education Needs policy acknowledges the need for teaching that is fully inclusive. The Governing Body ensures that appropriate provision is made for all pupils with SEN. We recognize that many children will experience special needs at some time during their school life. Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers, and children working together. Hollymount School recognizes that it must ensure arrangements are in place for safeguarding and promoting the welfare of children and carry out this duty through our teaching and learning, pastoral care, and extended school activities. All members of the school community (including volunteers and governors) will at all times establish and maintain a safe and stimulating environment where children feel secure, are encouraged to talk to adults they can trust, and are listened to. Our school has a designated safeguarding governor who will act as the link person between the governing body and the designated officers. The governor will review safeguarding procedures/practices including access to training. The governors will ensure that sufficient time is given to carry out the duties. Where safeguarding concerns arise regarding a member of staff, the governor will liaise with the Chair of Governors. Staff in the Early Years Foundation Stage (EYFS) adhere to the main school's safeguarding policy and also, staff ensure that all principles underpinning the welfare of the children in the EYFS are in line with the guidelines in the Statutory Framework for the Early Years Foundation Stage Framework 2012. This school believes in working closely with parents and in most cases where we have a concern about a pupil, the parents will be informed. The school can signpost and refer to a wide range of support services through the Headteacher and/or Deputy Head. Through assemblies and PSHE lessons, children have a clear understanding of how to keep themselves safe under the ‘Every Child Matter' agenda. At the beginning of the academic year, all pupils are made aware of how they can use the internet safely and how they can protect themselves from exposure to bullying/abuse. The school runs regular e-safety workshops for parents. All pupils at Hollymount are members of the School Council and have the opportunity to have their say and effect change. The structure of the new School Council, following the Smart School Council model, has 3 core parts—Class Meetings, a Communication Team, and Action Teams. Pupils are invited to write a statement explaining why they would make a good member of the Communication Team and what skills they could bring to the post. These statements are presented to all the voters (school community) anonymously so that selection was made based on the quality of the statement and not on the popularity of the candidate. Classes are presented with the statements, supported by Y6 pupils who help with reading the statements where necessary. They are then given a ballot paper to complete which is placed in an official ballot box. This process gives all children the chance to experience the democratic process in action and links both to our school values and the British Values which schools are required to promote. Each pupil is assessed as either ‘entering’, ‘developing’, ‘securing’ or ‘exceeding’ each relevant criterion contained in the expectations for that year. Where a pupil is assessed as exceeding the relevant criteria in a subject for that year, pupils’ understanding will be further enriched by exploring higher-level skills within the content domain of the year group. This may include applying knowledge and skills in extended problem-solving and within more challenging contexts or extended project work where pupils conduct their research and follow their lines of inquiry. Hollymount has a Home School Agreement - a three-way partnership involving the school, parent, and child. Through this, we join together to ensure that your child feels valued and is achieving their full potential. Parents are invited to visit the school at any time during school hours or by appointment outside school hours. We value the contribution made by parents who help with a range of activities such as choosing reading books or hearing children read, cooking, helping with clubs, or accompanying class outings. There are many other opportunities for parents to visit the school throughout the year, such as performances, fundraising events, and sports days. View full school

The school is at the heart of the local community and by choosing Hollyfield, you have allowed us to give your child the very best start to their educational journey. We aim to provide an excellent, all-around education where every child is supported to achieve as well as ensuring we broaden their life experiences by equipping them with the necessary skills they will need to meet challenges they face now and those they will meet later in life. We are home to 416 pupils (aged 4 to 11) and have a very supportive staff team that works hard to bring the best out of every one of those pupils. We are proud of our achievements and continue to work hard every day to succeed. We are a member of The Learning Trust for Excellence which comprises a group of seven high achieving schools in Sutton Coldfield with experienced Headteachers who work collaboratively to learn from the strengths of each other, share excellent practice and work together to be the best they can be to provide the best possible life chances and education across the Trust. Education is a partnership between home and school and parents/carers have a pivotal role in helping the school to foster positive attitudes to learning and by contributing their views and ideas in several ways. We will work together to ensure that every child can succeed by ensuring that there are no barriers to learning. We will create an exciting, stimulating, and enriched curriculum that is meaningful and relevant for our children and we will carry out regular and thorough assessments of what the children can do and ensure that there is support in place to ensure that they all make good progress. Your support is vital in helping us to continue on our learning journey to excellence so we do want to hear from you and work together! At Hollyfield Primary School, we aim to provide a safe and happy learning environment that empowers all children to develop independence, positive attitudes, and an awareness of their community and world responsibilities. We will achieve this by providing an inspiring and challenging environment that develops lifelong learning as well as engaging children on a personalized learning journey to excellence. Our school is a learning environment where every second count. All staff at Hollyfield value the whole child and by working closely together as a team, with the close support of our parents/carers, governors, LTE, and the local community, we can provide the very best education we can for all our children. The voice of the child is paramount. Children regularly share their views and we encourage leadership opportunities for our children in a variety of ways that help them develop self-confidence and self-worth eco council, school council, e-safety council, peer mediators, monitors, and buddying to name but a few. We aim to provide an excellent, all-around education where every child is supported to achieve as well as ensuring we broaden their life experiences by equipping them with the necessary skills they will need to meet challenges they face now and those they will meet later in life. We regularly review our curriculum to ensure it is fit for purpose and meets the needs of all our children. The curriculum at Hollyfield is designed to meet the requirements of the National Curriculum, Birmingham Local Authority Curriculum Statement, and the specific pastoral and academic needs of our children. View full school

Welcome to our school. We are very proud to be able to share with you the wonderful opportunities and developments at our school as we continue on the road to being the best community school in Nunhead. Hollydale Primary School is a vibrant school where children are enthusiastic and motivated to achieve and be the best that they can be. The children are at the heart of every decision we make to ensure that they are happy, confident and that the opportunities that are provided for them are relevant to their needs both now and for the future. We aim for our children to be lifelong learners and that this love of learning will continue throughout their future. Through our engaging creative curriculum, we ensure that children can foster a passion for learning and curiosity that will help to develop high aspirations and a lifetime of memories. We believe in ensuring that children receive a well-rounded curriculum, where individual talents can be spotted and nurtured to ensure that all children experience success and reach their full potential. Our core curriculum, music provision, and creative curriculum allow children to achieve this. We firmly believe that education is a partnership between home and school and regard parents and carers as partners in your child’s education and value your interest and support for your child and the school. A value is a central belief clearly understood and shared by every member of the school community. We believe in respect, responsibility, and relationships. By respect, we mean that everyone: Values and cares for all members of the community Displays good manners at all times and treats everybody with courtesy Is thoughtful Tolerates differences Shows respect for the school building, facilities, and resources as well as the broader environment By relationships, we mean that everyone: Celebrates and shares in the achievement of others Has high expectations of themselves and the school Makes positive friendships By responsibility, we mean that everyone: Sets high standards and personal goals for improvement Makes the best use of talents, time, and resources Sees failure as a learning opportunity and works at becoming resilient Tries their best Hollydale School is committed to equality both as an employer and a service provider. We aim to make sure that no-one experiences harassment, less favorable treatment or discrimination because of their age, any disability they may have, their ethnicity, color or national origin, their gender, their gender identity or reassignment, their marital or civil partnership status, being pregnant or having recently had a baby, their religion or beliefs, their sexual identity, and orientation. Our mission is to be a leading school at the heart of our diverse community. We believe that all our children deserve the opportunity to experience both academic and non-academic success whilst reaching their full potential through a stimulating, challenging, and creative curriculum. We believe that this will make them well-rounded citizens with a lifelong love of learning. At Hollydale Primary School we offer a curriculum that is broad, balanced, and creative which builds on the knowledge, understanding, and skills of all children, whatever their starting points, as they progress through each Key Stage. The curriculum incorporates the statutory requirements of the new National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the pupils in our school. The aim of our curriculum is for pupils to have the requisite skills to be successful, independent, and motivated learners in readiness for their next stage of education. Pupils are still working on the Early Learning Goals of the Early Years Foundation Stage Curriculum as they enter Year 1. There is a period in the Autumn Term where the majority of children progress to the National Curriculum. Throughout this period and beyond, all children are still developing their phonic knowledge through the Letters and Sounds Programme and developing their fluency in reading through the Daily Supported Reading Programme. The outdoor environment and the local community are considered an opportunity for active learning for all our pupils. The school gardens have been developed so they can enrich different curriculum areas, particularly science. The English curriculum and the mathematics curriculum are supported through a framework developed by consultants and the Middle Leader for English and Maths. These subjects are taught in mixed ability groups in Key Stage 1 and Lower Key Stage 2 but there is a targeted ability group in Upper Key Stage 2. In all-year groups, there are small group interventions to support pupils in gaining the key skills to become successful readers, writers, and mathematicians. View full school

Holly Park is a larger than average school situated in Friern Barnet. Initially built as a small junior school in 1908, our school has grown into a two-form entry school with over 500 pupils. At Holly Park, every individual is valued for who they are and what they contribute to the school. Values are intended to support the personal, social, and spiritual development of every pupil throughout the school. At Holly Park, we believe that children deserve the best possible chances in life and therefore we encourage strong links with parents. We are a friendly, caring school with high expectations for all our pupils. Whilst the school is often a hive of activity, the staff work to provide a calm, stimulating environment with good behavior and mutual respect. Although we do not seem to have a particularly large site, our grounds are used well, and we have lots of space. We have grassy areas, hard surface playgrounds, and an all-weather sports area. We have three playground areas – one for the Early Years (Nursery and Reception) one for the Infants (Years 1 and 2) and one for the Juniors (Years 3, 4, 5, and 6). We also have an allotment and a wild area. The school buildings reflect the history of the school and have been built at different times. The oldest part of the school dates back to 1908, while the newest part was opened in 2001. We have a hall and a dining hall, and some larger shared areas. Each classroom has an interactive whiteboard for the teachers to use, and we have four trolleys of laptops which are shared by Years 1-6. Early Years have their laptops and we also have 32 iPads. Our school serves a suburban residential area, with good transport links to central London. A wide number of cultures, faiths, and ethnic groups are represented here, and this is a distinctive strength of the school. Holly Park School is committed to safeguarding and promoting the welfare of children and young people. All appointments are subject to two satisfactory references and a satisfactory enhanced DBS check. Holly Park children go through the school feeling that it is a happy and stimulating place in which they feel confident and valued. They should leave it not only having fulfilled their personal best in terms of academic results but also equipped to progress to the next stage of their lives with confidence, enthusiasm, and the values of truth, compassion, generosity, and optimism. The whole staff team, parents, and pupils are involved in promoting values and recognizing where others are ‘living the values. The values developed have been selected after consultation with pupils, staff, governors, and parents as values that are important within the school community and which will be important throughout life. At Holly Park, we recognize that during recent years a great deal of national and local effort has been rightly directed towards school improvement and curriculum development. However, we also believe that Values Education has a crucial role in education because it plays a part in raising achievement and it encourages pupils to be emotionally intelligent, articulate learners. Values support quality teaching and learning, whilst making a positive contribution to the development of a fair, just, and civil society. We want our children to demonstrate an understanding of the range of different cultures within the school “and further afield” as preparation for life in modern Britain. We encourage children to participate in and respond positively to a range of artistic, musical, sporting, mathematical, technological, scientific, and cultural opportunities. We provide opportunities for children to experience and respond positively to the languages, food, music, artifacts, and cultural practices of different and diverse communities present and past. We encourage children to show an interest in exploring cultural diversity and show positive responses towards different religions, ethnic and socio-economic groups in the local, national and global communities. View full school

We welcome you to our School. At Holly Lodge Girls’ College, we believe in an ethos of high ambition, challenge, and support. We challenge all members of our school community to be the best they can be and we effectively support them on this journey. Through our shared values and actions we aim to encourage our students to be focused, aspirational and resilient so that they can become confident and successful members of society. We are all proud to be members of this hard-working, warm and happy school. We aim to fulfill our mission statement of “Expect to Achieve” for all our students. At Holly Lodge Girls’ College our key values are the following: Aspiration Resilience Challenge and Support Focus The Department for Education outlines a five-part definition of British values: Democracy The rule of law Individual liberty Mutual respect Tolerance of those of different faiths and beliefs At Holly Lodge students will encounter these principles throughout everyday school life in the schools’ promotion of spiritual, moral, social, and cultural understanding both across the curriculum and as part of its ethos. At Holly Lodge, the importance of rules and the importance of distinguishing right from wrong is consistently reinforced through assemblies and the curriculum. Mutual respect is at the core of the inclusive ethos at Holly Lodge. The curriculum and ethos at Holly Lodge prepare pupils for life in a multi-racial and multi-cultural society where respect and tolerance are important. All pupils at KS3 follow a multi-faith RE course which employs a wide variety of teaching resources to enable pupils to develop their understanding of a range of faiths, encouraging them to treat people of all faiths races, and cultures with respect and tolerance. As a maintained school, all students in Years 7 and 8 will follow the National Curriculum. All students will make their option choices in Year 8 to begin their Key Stage 4 programs of study in Year 9, we believe that this will: allow students to focus on the fundamental foundations of learning in Years 7 and 8 to prepare them for future success. Support students in learning the depth and breadth of their chosen subjects by giving them longer in which to do so. Allow more option choices and personalization for students since the longer timescale allows more flexibility and time for study. Allow students to specialize in areas that interest them, motivating them to fulfill their potential and move onto the next stage of their learning. At Key Stage 4, all students will study GCSE English Language, GCSE English Literature, GCSE Maths, GCSE Double Science, Core RE, and Core PE. Most students will be expected to study GCSE French. Speakers of other languages will be allowed to take a GCSE in their home language. In addition to these core subjects, students will make 3 option choices from a range of GCSE and Vocational subjects. Through the options process, all students are allowed to study for the English Baccalaureate – GCSE English, Maths, Double Science, Geography/History, and French. We are proud to nurture an environment that allows our students to strive for academic and vocational excellence. We focus on progression and preparing our students for their next steps whether that be university, further education, apprenticeships, or work. We offer a wide range of level 3 courses that combine to create individual study programs to maximize our student’s potential. The quality of teaching and learning in the Sixth Form at Holly Lodge has an excellent track record, has proved by examination results and OFSTED inspections. Results in our Sixth Form subjects compare extremely favorably against results in similar schools both locally and nationally. We are passionate about getting you the right qualifications to allow you to progress. We are very proud of our destinations for our year 13s and we will do what it takes to get you into university and apprenticeship or straight into work should you wish. View full school

We are fortunate to have a superb learning environment where our students aspire to achieve academic excellence, where they are encouraged to participate and excel in the wider school curriculum, and where their ambitions are nurtured so that they can succeed in the next stage of their educational journey. We are proud to reflect the population of our local community, with a good mix of boys and girls from all backgrounds in our borough. Our diversity is one of our strengths. Our academic curriculum is at the heart of school life and ensures that all students get the opportunity to study academic disciplines and whilst we want all our students to leave Holloway School with the currency they need to access the next stage of their education and to have an unrelenting focus on hard work and discipline, we know that getting great exam results is only half of a good education: we are determined to deliver as many opportunities as we can for every child to flourish outside the classroom. We have excellent facilities and outdoor space, including a swimming pool, and all of our Year 7 and 8 students learn to play the violin. At Holloway School, we assume that our learners will achieve their best. We know that our learners will respond to clear boundaries and a clear vision. If we show our students that we believe in them and encourage them to have belief in themselves, their confidence grows and there is no surprise with what they can achieve. Our students will leave school not only academically qualified but confident, mature, and ready to prove themselves. Our vision & mission: Aspire - Aspire to be actively committed and motivated in our endeavors as well as ambitious in our expectations of academic, creative, and sporting excellence. Achieve - Achieve in a calm and safe environment that enables us to accomplish great outcomes. We will learn by being resourceful, resilient, and reflective, and having respect for each other. We will make positive contributions to our community. Succeed - Succeed in nurturing successful and happy citizens, both personally and academically, developing confident, articulate, and helpful young adults who are ready for the next stage of their education. Holloway School is now a member of the Islington Sixth form Partnership: this means that all of our students are guaranteed a place to study beyond the age of 16 at City and Islington College - an OFSTED rated "Outstanding" provision. We have thoroughly reviewed our curriculum for 2016 – 17 to ensure that we provide our students with an educational experience that is broad, balanced, and prepares them for the next stage of their education. All students at Holloway follow the National Curriculum through a weekly, 20-period timetable. Across all year groups, there is a strong focus on the core subjects of English, mathematics, and science. For these subjects, students are taught in sets. The composition of these groups is kept under review and students may move groups periodically. In Years 7 and 8 students also study either French or Spanish, history, geography, and RE and computing as well as art, drama, and the different disciplines within design technology which are taught on a carousel model. For our new Year 7s, we are now part of the MISST (Music in Secondary Schools Trust) program which means that every student in the year group will be taught to play either the violin or the viola and will have the opportunity to perform in ensemble and orchestral groups regularly. In Year 8, students have the opportunity to begin to make choices about the subjects that they wish to continue studying alongside the core subjects. All students in Year 9 will study English, mathematics, science, and a language. They must also continue to study either history or geography (they can continue with both if they wish) and PE. During Year 9, students have the opportunity to review the choices they have made previously and decide on the subjects they wish to pursue to GCSE level, based on their interests and aptitude. On offer are not only the subjects they will have experienced during Key Stage 3 but also subjects such as business studies and statistics. At Key Stage 4 (Years 10 – 11), students study a core range of subjects: English language, English literature, mathematics, science (students can either take a double award or study the three separate sciences of biology, chemistry, and physics) and either history or geography. They can then pick three subjects to study leading to GCSE or equivalent accreditation. Holloway School is committed to meeting the needs of all students, including those with special educational needs and disabilities. The school follows the Special Educational Needs Code of Practice (2001) and uses the same definition of SEN i.e. that students have special educational needs if they have a learning difficulty which calls for special educational provisions to be made for them. Holloway School was founded in 1907, originally as a boys' school. We have had many developments on this site since then, but we are now a fully comprehensive school for 11-16-year-old boys and girls. View full school

Hollywood School is a place where all children can succeed. It is a caring, inclusive community where adults have high expectations of all learners and respect and creativity are nurtured. Our vision is of a school where all succeed. Where all feel included and welcome. Where high expectations are shared and communicated. Where inquiry, innovation, independent thought, and risk-taking are valued. Where diversity is celebrated. Where self-respect, others, and the environment are central to life in school. Where all have a voice and a share in the success of all. At Hollywood, we aim to be a caring, inclusive learning community that nurtures young learners. we enable all our children to attain the highest standards in all areas of learning. Inspire children to set challenges for themselves and aim high in life and learning. Develop young minds that are questioning and open to new ideas and knowledge. Nurture respect and positive regard for all members of our community. Provide learning experiences that are stimulating, engaging, and memorable. Equip young learners with skills they will need in their futures. Commit to ongoing self-evaluation, innovation, and improvement. The Special Educational Needs and Disability Regulations 2014 require the school to publish certain information regarding our provision for pupils with SEND. We hope parents of current and prospective pupils find the following information helpful and we encourage all interested parties to contact the school for more information. At Hollywood Primary School, we are proud to have an embedded ethos of inclusivity, where every learner has the opportunity to thrive throughout their time with us. At Hollywood, we believe that every child has a right to an inclusive and fair education that enables them to progress and become lifelong learners. Our staff is committed to the ethos that every teacher is a teacher of every child or young person including those with SEND, where differentiated and personalized teaching and learning is at the forefront of good SEND provision. We firmly believe that ‘SEND provision is underpinned by high-quality teaching and is compromised by anything less.’ In addition to this, high-quality assessment ensures that we are appropriately addressing the needs of the children to ensure positive personal and social outcomes. Our vision is of a school where all succeed. Where all feel included and welcome. Where high expectations are shared and communicated. Where inquiry, innovation, independent thought, and risk-taking are valued. Where diversity is celebrated. Where self-respect, others, and the environment are central to life in school. Where all have a voice and a share in the success of all. At Hollywood, we have used the money to enhance our sports offer so that all children are taught by a sports specialist, Lisa Staff. Lisa has been able to participate in a range of training, in dance, games, and gymnastics, and she brings expertise and passion to the role. We are continuing to invest in her ongoing professional development. The impact of including so many children in good sports coaching and having access to such a wide range of sporting opportunities has created a more positive and aspirational attitude to PE. and competitive sports, as well as other physical activities such as dance and gymnastics. View full school

Holland House School is an independent, non-denominational school in Edgware, Middlesex, for boys and girls from four to eleven years of age. Holland House is a well-established school with a high reputation for academic excellence. As a result of a major development of the building and classroom, the School now offers a modern teaching environment where children follow a traditional academic program of study. The schedule of lessons takes account of the creative and expressive needs of children. All children are provided with ample opportunity to experience a variety of games and sport. In 1983 the School was enlarged to accommodate 140 children in a purpose-built modern building. In 2008/2009 a major refurbishment of the School was completed to provide up-to-date facilities that include a computer suite, an art/drama/music room, interactive Smartboards, and new administrative offices. A new school library and kitchen extension were added in 2010. Holland House is an academically selective school that provides a high-quality learning environment that aims to provide an opportunity for every child to reach their potential. We recognize each child to be unique with individual needs and talents. We support pupils’ development in a stimulating and creative academic environment. Pupils are well prepared for their next school and their future lives in a fast-moving and challenging world. Staff at Holland House are experienced and highly qualified. The school is small enough to give each child the attention he or she needs to flourish and large enough to incorporate all the elements of comprehensive modern education. The Governors of Holland House School operate a bursary fund from which grants can be made for the benefit of a child who qualifies for entry to the School but whose parents cannot afford the full fees. Further information is available from the School Office. Early application is essential and forms must be completed and returned to the School Office before the child's interview. We aim to provide a school where children are happy and productive. We believe that education can be fun and that enjoyment of school life does not preclude high academic achievement. We believe that confidence and self-esteem, even in the young child, follow intellectual development be it academic or moral. All children are strongly motivated by the staff to give their best in the belief that every child has something important to offer. Achievement, in whatever field, is rewarded. Each child is helped to discover and do what is right, to continually develop all the qualities of good character, including productiveness, honesty, and justice to all. Holland House School seeks to identify the most that each child can do and then make it possible for each child to achieve the most. Holland House School is committed to providing a high standard of education to ensure academic excellence and to encourage pupils to achieve their highest potential in an environment that respects the individual and values of honesty, fairness, and tolerance. View full school

Holland House Infant School and Nursery is a two-form entry school catering from three years of age in our nursery to seven years of age in year 2. We have very high expectations at Holland House and we are committed to providing every child with the best possible educational experience which includes a creative and fulfilling curriculum that is broad and balanced. We actively encourage the local community to become involved in the life of the school and we recognize how important it is to work in partnership with parents and carers to ensure the best possible outcomes for all learners at Holland House and that of our families. At Holland House, we are all, 'Happy and Hard Working.' At Holland House Infant School and Nursery we aim to: Encourage everyone in our school to strive for excellence by always celebrating their successes and achievements. Care for everyone in our school and value what each person brings. Welcome families and the wider community to take an active part in school life. To create a stimulating environment that promotes independence where learning is fun! At Holland House, we offer a broad and balanced curriculum that is delivered using a multi-sensory and cross-curricular approach using a topic-based thematic style. We have implemented the ‘Prospectus Curriculum’, however, to ensure that the curriculum is inclusive and relevant to ‘our children’ we continually review and adapt the curriculum to suit the needs and interests of our pupils. At the start of each topic, we gather information about what the children already know and understand and then determine what they want to find out to further their knowledge and understanding further, we then use this information to inform our planning. This ensures that every child is included and valued and that their interests, skills, and talents are incorporated into teaching and learning at Holland House. By continuously adapting our curriculum to the changing needs and interests of our pupils we are ensuring that teaching and learning remain highly engaging and purposeful. At the end of each topic, the children share what they have learned and experienced and subsequently celebrate answering the questions that were generated at the beginning of the unit. The impact of the curriculum at Holland House can be seen and measured as pupils are observed applying the skills that they have learned using a variety of different learning styles within a range of different contexts, both independently and with others. This allows children to develop the depth of their understanding and also informs class teacher assessment. At Holland House, we believe parents should be at the heart of their children's education so we include them in the curriculum in a variety of ways. At the start of each term, we share year-specific curriculum booklets outlining their child’s learning for that term, and each week we send out a newsletter with a round-up of the learning that has taken place that week. Throughout the academic year, we invite parents into school to share in their children’s learning – inspire parent workshops, STEP events, galleries of the children’s work, and class assemblies. View full school

At Holbeach School children will experience a broad, balanced curriculum with learning styles that interest and enthuse them. We aim for high standards and have high expectations for learning, achievement, and behavior for each pupil. We develop every child’s confidence and create an environment in which they feel included, secure, and valued. The achievements of all pupils are celebrated. Everybody is made welcome and we foster good relationships throughout the school. We work in partnership with parents and the local community and we offer a range of high-quality extended services. The school promotes healthy lifestyles and care for the environment. “To ensure that all children receive a high-quality education which has both depth and breadth so that they achieve highly, despite any barriers they may have to their learning”.“High standards for all achieved through independence, collaboration and self-regulation” At Holbeach, we offer a broad and rich curriculum that is effective in enthusing children and enhancing their learning. Our wide range of, carefully planned, exciting topics begin with an Educational Visit to engage and challenge our learners and provide a springboard to their learning. Throughout the term, the children work towards a Memorable Experience that brings all the elements of learning together and sets it in a meaningful context. Don't need extrinsic motivation (e.g. certificates, stickers). Take responsibility for their behavior. Encourage their child to do their best without providing rewards (e.g. sweets). Ensure that children take responsibility for themselves (e.g. bringing their book bag and PE kit into school.)Believe in the vision of the school. Use this as the motivating factor for what they do. Not afraid to make mistakes and treat them as learning opportunities. Show perseverance and determination even when they make mistakes or experience setbacks. Allow children limited access to online resources (regularly checking their use of ICT, including mobile phones). Ensure that their child knows that making mistakes is an important part of the learning process. Ensure the children are working within a safe environment where the risk of failure is not prohibitive to their learning. Accept that making mistakes is an essential part of learning and model to children how to cope with making them. Support their child’s learning by visiting places of interest at weekends and during holidays. Teach in a multi-sensory way that is memorable (e.g. CPA). Teach from where the children are in their learning and take account of their needs. Praise the child’s learning attributes (e.g. effort, determination) rather than the outcome. See themselves as life-long learners. Dream big and strive to do the best they can do. View full school

Visitors to Hodge Hill are immediately impressed by the warm welcome that they receive from the children and staff. The children are friendly, inquisitive, engaging, and very proud of their school. We are building Create by focusing on trusting relationships as the root of all our work. We have high expectations of everyone and we are never complacent - constantly striving to improve on our previous best. We are creating futures for everyone - our staff, our families and communities, and, of course, our children. We are also very committed to developing our high-quality staff and leaders who work hard individually and in their teams. The Trust supports their skills development and helps them to identify a career path so that they can be even more effective in ensuring that the children make the best progress personally, academically, and socially. 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. Hodge Hill Primary aims to provide a creative and challenging curriculum that inspires future thinkers, innovators, and problem-solvers in an immersive environment that stimulates and supports high-quality learning. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing the drive, knowledge, and skills to become life-long learners. In line with the changes in the New Primary Curriculum, we have developed an innovative curriculum to capture children’s enthusiasm and generate excitement about learning. We will be continuing to work upon our school curriculum to make sure that it is up to date, reflects the views and the ever-changing needs of our children, so that they develop a sound and rigorous grounding in basic skills of maths, English, computing, and science whilst increasing their knowledge and understanding of the wider world around them. To ensure the children follow a broad and balanced curriculum we follow the Primary Curriculum for the statutory Primary school subjects English, maths, science, computing, physical education, history, geography, music, art, design and technology, and foreign languages. We also follow the guidance given by the Department for Education and Local Authority, which we adapt to meet the needs of our children, to teach Religious Education, Personal, Social and Health Education. This includes relationship and growth, anti-bullying and extremism, e-safety, and drug and alcohol education. View full school