EduCativ

Highclare School is an Independent Day School for boys and girls aged 2 to 18 years. It is based on 4 separate sites within Sutton Coldfield and Erdington, situated in the heart of the West Midlands and within easy traveling distance of Birmingham city center and surrounding business centers. At Highclare Junior Schools, we have high expectations of our children in all aspects of their education and development. Enthusiastic, well-qualified staff provide the right environment for our children to grow in confidence and to learn effectively. The happy, family atmosphere on both sites complements the varied and well-balanced curriculum and extra-curriculum provided for each child. We encourage all of our children to become involved in the wider life of Highclare Junior Schools, according to their interests and potential. Music and sports are popular activities with peripatetic music lessons available in a wide range of instruments. Physical Education at Highclare Junior Schools provides an introduction to the major sports of football, netball, tag rugby, rugby, rounders, athletics, and cricket plus dance and regular swimming. We believe that small classes at this level benefit our children, allowing individual attention to be given according to need while offering the opportunity for a detailed assessment of each child’s development to be pursued. We aim to help our children develop into individuals who have the confidence, self-reliance, and abilities to achieve success in all that they do and according to their talents. We place emphasis, of course, upon English and Mathematics while seeking to broaden educational horizons through the study of art, design, technology, the humanities, and languages. All requirements of the National Curriculum are met and we ensure that we go beyond these requirements and add valuable extra requirements of our own. We follow such aims through inspirational teaching and the provision of many clubs and other extra-curricular activities. Highclare Senior School, including the Sixth Form, is open to girls and boys from 11 to 18 years. Highclare School provides a safe, secure, and friendly environment with excellent staff to pupil ratios. Our high standards of behavior ensure that lessons take place in a harmonious atmosphere, allowing teachers to devote all their time and energies to the learning and achievement of the pupils in their care. We believe that by focusing on the importance of good manners and mutually respectful conduct, we can create a calm environment that is conducive to the achievement of academic excellence. The teaching staff is highly motivated, well-qualified, and caring professionals who have a wealth of experience in building good relationships with pupils. Every child does matter at Highclare School and we know that our pupils respond well to the individual care and attention they receive. We strive for individual excellence and provide flexibility within the curriculum to build on individual strengths both inside and outside the classroom. We aim to stretch pupils’ development through extra-curricular activities, providing many opportunities for this within the school, thereby fostering team-building and leadership skills. Our established House Point System encourages a spirit of competitiveness and belonging which we believe is invaluable to a child’s overall development. Above all, pupils of Highclare Senior School leave us as articulate and confident young people, who are assured of their strengths and who possess the ability to present themselves well in both higher education and the wider world of work. At Highclare Senior School the academic curriculum is designed to prepare pupils for life as independent learners and to give them opportunities to achieve individual excellence. All pupils follow a broad, balanced curriculum, which is delivered by well-qualified specialist teachers. The Sixth Form at Highclare School offers a variety of courses to suit the needs of the individual student. We aim to deliver high-quality teaching which will ensure that students gain the necessary qualifications to facilitate progression to Higher Education There is a wide range of A-level subjects available. Students will be required to study for two full years to achieve their A-level qualifications. We also encourage students to complete the ‘Extended Project Qualification (EPQ) alongside A level choices and further details will be explained in preparation for this decision. University offers are normally made on 3 A level grades or accumulated tariff points. At Highclare, the students enjoy good relationships with highly experienced, caring staff who are always available and willing to help and encourage them to achieve their full potential. In Highclare’s Sixth Form we hope that every learner is an empowered learner and every day at school is an enriching experience. our relationship with students is aimed at being supportive, caring, and inspiring, and all staff work towards making the journey to academic excellence an enjoyable one. Highclare pupils are well equipped for life beyond school. The personal attention and encouragement they receive, in combination with the personal skills they acquire, produce confident and articulate individuals. They are good team players and well prepared for the challenges of adult life. The school provides well-developed career guidance, including aptitude assessments, so that Senior pupils have a clear idea of their forward plan. View full school

Welcome to Highbury Quadrant Community School. We live by the core values of Respect Achievement and Positivity. These core values are evident in every part of school life and through them, we aim to challenge and support all children. We aim for our pupils to be curious and independent learners who have the confidence to aim high in life. We also use our shared values as a foundation for building a harmonious community where all individuals are valued and work together collaboratively towards the same goals. Our curriculum is designed to excite and stimulate pupils to learn about the world in which they live. Our pupils enjoy a creative approach to learning and personal development. From the Early Years onwards we foster strong characteristics of effective learning and learning behavior. Children experience learning with and from each other. We aim to build on individual strengths and talents and expect all children in our school to reach the best possible standards in attainment and be ready to accept the challenge of moving on to secondary school when the time comes. The leadership structure ensures that the best use is made of all our resources and is focused on setting high expectations and securing high standards. The principles we live by at Highbury Quadrant are: To respect one another and listen to each other To respect one another and listen to each other To provide a challenging and creative learning environment To encourage responsibility for one’s actions To encourage every child and adult to be proud of who they are Our Core Values: Respect Achievement Positivity We follow the Early Years Foundation Stage (EYFS). Through the EYFS we aim to encourage your child to become a motivated and independent learner and individual. The curriculum is delivered through the use of topics and is largely play-based. Your child will be assessed through practitioner observation. Three Prime Areas: "Personal, Social and Emotional Development". Initiate conversations, attend to and take account of what others say. Explains own knowledge and understanding, and asks appropriate questions of others. Take steps to resolve conflicts with other children, e.g. finding a compromise. Become confident to speak to others about own needs, wants interests, and opinions. Describe themselves in positive terms and talk about their abilities. Understand that their actions affect other people, for example, become upset or try to comfort another child when they realize they have upset them. Be aware of the boundaries set, and of behavioral expectations in the setting. Phonics is a way of teaching children to read quickly and skilfully. At Highbury Quadrant we use the Letters and Sounds program to teach phonics which we supplement with resources from other schemes, such as the actions from the Jolly Phonics scheme for Phase 2. All children from Nursery to Year 2 have a discrete daily phonics lesson. Every child moves in a structured way from the easiest sounds (phase 2) through to the most complex (phase 6). Children are taught to recognize the sounds that each letter makes, identify the sounds made by different combinations of letters and blend these sounds to make words. During the Summer term in Year 1, children are required to sit the Phonics Screening Check to confirm whether they have made the expected progress. The children are asked to read 40 words aloud. The check will contain a mix of real words and ‘non-words’ (or ‘nonsense words’). The results of the check will be reported to parents. All children are individuals and develop at different rates. The screening check ensures that teachers understand which children need extra help with phonic decoding. Children who have not made the expected progress receive additional phonics support and retake the check in year 2. Highbury Quadrant like all schools in Islington is committed to meeting the needs of all pupils including those with special educational needs and disabilities (SEN). We expect that children and young people with SEN will receive an education that enables them to make progress so that they: Achieve their best Become confident individuals living fulfilling lives Make a successful transition into adulthood, whether into employment, further or higher education, or training We will use our best endeavors to make sure that a pupil with SEN gets the support they need – this means doing everything we can to meet the pupil's special educational needs. View full school

Highbury Fields School is a unique 11-18 girls' school where every child is truly known and recognized as an individual. Ours is a culturally rich environment within which every girl succeeds. Highbury Fields’ students are highly aspirational and have positive attitudes to their learning and attainment. Our young women face a rapidly changing world of exciting opportunities and challenges. Highbury Fields School opens up this world to them. The school is unique as it provides a secure and supportive environment in which every student develops as an individual. The school is a Specialist College for Science and Mathematics with a track record of academic excellence in Art, Drama, Music, and Technology, which match our successes in Science and Mathematics. Highbury Fields’ students demonstrate creativity and flair through a rich and varied program of extra-curricular activities, covering music, sports, and the Arts. We encourage our young women to become independent learners, capable and confident of creating their futures as active and responsible members of society. We have a thriving mixed Sixth Form with a long tradition of academic success and high rates of progression to university. As a member of the Islington Consortium (IC6), we provide a huge range of study options and our students can make use of the facilities in other schools. Whilst they have many extra freedoms and responsibilities, our Sixth Formers remain very much a part of the whole school community and are important role models for younger pupils. Students who attend Highbury Fields Sixth Form enjoy considerable academic success. For the last five years, the sixth form has achieved a 100% pass rate at A-Level and in 2016, 89% of students were awarded A*-C grades and 60% A*-B grades for their courses. Highbury Fields has a serious commitment to continual investment in ICT resources and we use state-of-the-art technology across the whole of our curriculum as an important tool for teaching and interactive learning. Our students are highly aspirational and have positive attitudes to their learning, progress, and attainment. We are committed to supporting and optimizing the achievements of every student and promoting our shared values. At Highbury Fields, we believe that: In our school, there are no limitations to a child's success Our school plays a crucial role in preparing students to face the challenges and opportunities of a rapidly changing world Our diverse and culturally rich school community develops respect and understanding of other cultures and individuals At Highbury Fields, we: Provide an education tailored and responsive to individuals’ needs Offer creative learning and an enriched curriculum Promote positive attitudes towards learning Operate a climate of mutual respect and promote our community’s shared values At Highbury Fields, we expect that students will: Be successful academically and creatively Make strong progress across the curriculum Develop resilience Be independent thinkers Become confident young women We will work hard to ensure that any girl with special educational needs gets the targeted support she needs and makes excellent progress. We monitor this progress very closely. Spiritual, Moral, Social and Cultural (SMSC) education is about developing a person as a whole. As students move through Highbury Fields School we are committed to developing not only their academic standards and levels of attainment but also their spiritual, moral, social, and cultural awareness. This allows every one of our students to form their own strong identity, a sense of place and purpose, and gives them the confidence to question and discover who they are in the world. It also prepares them to face the exciting challenges that lie ahead in their life. The present-day Highbury Fields School exists as a result of the significant joining of Highbury Hill High School and Shelburne High School in 1981. An extensive history dating back to the early 19th Century tells the individual stories of the two schools that would unite and make Highbury Fields School what it is today. Set against the backdrop of an enriching, nearly 200-year-old history of countless changes in name, location, and leadership, Highbury Fields School is today one of London’s most unique and successful schools. As a culturally rich environment with a positive ethos, strong values, and a focused vision, the school works hard to optimize the academic achievements of every student. View full school

Everyone at High View is committed to giving our children the very best start in life. We have a clear set of school values, which underpin this. They are Respect, Aspiration, Kindness, Community, Resilience, and Achievement. Our core values at high view school are at the heart of our teaching is We believe that establishing a culture of respect and kindness for others develops a strong sense of community We nurture resilience and aspiration through children and staff working collaboratively. You will see these values around our school and they are woven into lessons and learning. They help our children develop as confident learners and to become the best that they can be. Our mission is: Provide a learning environment based on our values of respect, aspiration, community, kindness, resilience, and collaboration to develop attitudes that prepare children well for life. Teach a relevant, purposeful, enjoyable, and inspiring curriculum that engages children and develops aspirational learners. To nurture high self-esteem, confidence, and pride in our achievements. To build a positive partnership between children, staff, Governors, parents, and the local community recognizing that everyone has a valuable contribution and can learn from each other. The curriculum at High View is rich and inspiring, with a broad range of experiences and opportunities. Core subjects of maths, English, science, and P.E. are complemented by a topic-based approach to other subject areas including geography, history, computing, and religious education. We are also very lucky to have specialist teachers for art, PE, Spanish, and music. We aim to educate the whole child to enable them to reach their potential. Pupil wellbeing is at the heart of everything we do. Our indoor and outdoor classrooms provide a calm and stimulating environment where our children are encouraged to explore, discover and question through a range of exciting learning opportunities. We work in partnership with parents/carers and the wider community to ensure the success of our children. Weekly parent workshops enable families to understand more about specific topics, such as how we teach maths or issues such as e-safety. Half-termly parent forums allow parents and carers to ask any questions and to have their say, and each term there is an open morning when parents/carers are invited into the classroom to take part in their children’s learning. Three parents evenings a year enable a more detailed conversation about your child's progress. We believe that children deserve the best possible chances in life and that they learn best when there are strong links between home and school. The school also has a strong relationship with the ‘Friends of High View’, a charity run by our fantastic parents and carers, promoting collaboration and community spirit whilst raising money to support our pupils. High View has both before- and after-school wrap-around care. Breakfast Club begins at 7.50 and After School Care ends at 6 pm. The clubs provide both healthy meals and structured play in support of our daytime curriculum. Children in wrap-around care have full access to our library, e-learning software, P.E equipment, and a wide range of games and toys. This service, which is priced competitively, is very popular with parents/carers working in the local area and commuting into central London. Our after-school clubs provide enrichment with a variety of extra-curricular activities, ranging from martial arts to learning the guitar. These change on a termly basis to give children the opportunity to try out different things. We try to keep costs low to encourage as many children as possible to have a go at something new or to access an activity they enjoy. Specialist teachers and instructors deliver music, physical education, and the teaching of Spanish. All core subject leaders are given training and the opportunity to keep developing their subject knowledge, skills, and understanding so they can support curriculum development and their colleagues throughout the school. Theme weeks, whole school activities, and opportunities within and outside school all enrich and develop the children’s learning. After-school clubs and school events extend these opportunities further. Additional whole school programs and approaches support quality teaching and learning. The school is continually improving its resources in terms of learning materials, books, and technology. Pupils have opportunities to share their learning, their parents and carers, and other learners through school-based and exhibitions, performances, competitions, and events involving other schools. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning. View full school

Hewens Primary has quickly built a reputation that stems from a very caring ethos, being held in high regard by parents, guardians, and carers. Hewens Primary is a brand new 2 Form Entry Free School for children between 3 and 11 years of age. With high standards of teaching and learning, together with clear expectations, the children can feel safe and valued. In this very special setting, children quickly settle to work and relish being in their beautiful, stimulating classrooms. The children are rightly proud of their uniform and like to be smart feeling ready to work. Certainly, the inclusive ethos and strong sense of belonging contribute considerably to the children’s achievement, along with partnership working between home and school, which is actively encouraged. The Hewens Primary offer is unique. We are extremely proud of our new school. We have high expectations for our children who are each valued as individuals and nurtured carefully to maximize their potential. Through the broad and balanced curriculum offer delivered by dedicated staff, Hewens is a truly exceptional place. As a ‘listening’ school, we ensure that you have a say about your child’s learning and development. We aim to keep you fully involved in supporting your child in every way we can recognize that each family has its unique circumstances. Above all else, we aim to provide a stimulating environment where early learning goals can be achieved and recorded through structured learning and play always instilling the importance of patience, persistence, and resilience at every stage. Hewens is a place where children are happy and enjoy their learning, experiencing inspirational standards of teaching which allow them each to flourish and reach their full potential. At Hewens, we wish to promote positive attitudes in the children and amongst all other stakeholders. With this in mind, we seek to fulfill our commitment to you, unimpeded by expectations that would otherwise limit the progress of your child at school. We are committed to providing high-quality education for all of our learners, ensuring that every member of the community is valued and respected, always being treated in a manner that is appropriate and just. We aim to be a caring community where everyone is safe and secure. We regularly assess the development and learning needs of each child throughout the school year and routinely meet at the beginning of each term with parents, guardians, and carers to provide up-to-date feedback. In so doing, it is possible to quickly determine which areas of learning need further development and where each child’s particular strengths and future needs lie. From the outset, we encourage full involvement in your child’s learning and routinely provide a variety of activities that can be completed at home. The nature of this home learning depends on the age and ability of the child to promote a meaningful partnership between home and school ensures that all children have the opportunity to practice new skills acquired at school, reinforcing concepts, knowledge, and understanding in all areas of the curriculum. In the longer term, it helps children to develop good working habits and ultimately means they become independent learners. Generally, the focus is on reading, spelling, multiplication tables, and mental arithmetic. However, Hewens also values topic-based learning which allows individual children to pursue areas of their interest and co-construct future learning. It is also important to understand what we mean by ‘stage not age’ given that some children are generally very able, whilst others have specific gifts and talents which can be readily accelerated. Therefore every child must be fully extended with the ablest working occasionally with older children in specific areas of the curriculum. Whatever a child’s ability might be, we aim at all times to cater for this through careful differentiation, intervention, and enrichment programs, always focused on getting the very best from each child. View full school

Hewens College forms part of The Rosedale Hewens Academy Trust, providing education for children aged 11 to 19. The College is committed to creating a learning environment where every student has the opportunity to make good progress and achieve their full potential. Our partnership with other schools within the Trust enables us to make a positive difference in the education we deliver for our students by offering them a broad and innovative curriculum that engages, enthuses, and inspires. Our successful focus on accelerated learning confirmed the tremendous potential of our gifted and talented students. We have successfully created many opportunities for our students to achieve high academic results but we also create many opportunities that inspire personal confidence and allow for and encourage students’ personal and social development. We are committed to working in partnership with parents, guardians, and carers as we believe this is essential to meet our target of providing an outstanding education. We also routinely carry out rigorous and robust self-evaluation and encourage feedback from all those involved with our College community. Hewens College provides a caring environment where students develop both socially and academically as individuals who can be proud of themselves. Our fundamental aim is to do the very best we can for our community of learners. There can be no doubt that staff and governors alike are fully committed to delivering the best possible outcomes for everyone in their care so that Hewens is a place 'where education transforms lives. We are ambitious for each individual and through our innovative curriculum and structure, seek to build self-esteem and raise aspirations. Our intensive and systematic monitoring and tracking of students ensures that they receive appropriate support at all times during their school career. We believe in education in its broadest sense. Extra-curricular activities are of the utmost importance and an integral part of the overall education of our students. We run a program of events, which both complement coursework and also offer other unique experiences. Great importance is placed on communication with our parents, guardians, and carers. Consultation and academic tutoring meetings for students and their parents, guardians, and carers provide the opportunity to discuss, in detail, progress and achievement as well as the way forward. Hewens is an inclusive College. We work hard to create a community in which all individuals feel valued. We believe that a community thrives when it is built upon respect for individuals, for the environment, for the property. Ours is a College where good manners are important. We want our students to grow into polite, considerate, and responsible members of society. Our aim is supported by our policy of rewarding achievement and by the opportunities we provide for adopting responsible positions within the College. Hewens College is committed to raising standards and improving levels of achievement. Promoting good behavior so that all our students are focused on learning is a very important aspect of raising standards and has a direct and positive impact on teaching, learning, and attainment. The Hewens College Behaviour for Learning Policy sets out clear expectations of good behavior and focuses on encouraging self-discipline in an atmosphere of mutual respect and tolerance. This approach places a far greater emphasis on rewarding good behavior and achievement and motivates all students to take on positive roles within their lessons or form activities. Hewens College consistently strives to provide outstanding education and make a genuine difference to the lives of all its students through high-quality teaching and learning, supported by strong leadership and management. View full school

Heston is and will remain a strongly cohesive school with students coming from a variety of heritages and backgrounds. They flourish in our outstanding learning environment, developing respect and understanding for each other, thus ensuring they are well prepared for their adult lives. The academic success of students at Heston is underpinned by the traditional values of hard work, resilience, and impeccable behavior that is conducive to establishing good working habits. The excellent attitude of our students is supported by highly experienced teachers with a track record of securing both outstanding examination results and providing a pastoral system that leaves no child behind. The progress that our students make consistently places Heston among the top schools in the country for value-added. Although we take great pride in our high achievers, we are particularly proud that ALL of our students leave with sound qualifications on which to build their futures. Also, we aim to develop skills and qualities that prepare our students for life beyond school to become effective members of the community with the confidence to take advantage of all the opportunities available to them and the awareness and willingness to contribute. Our mission is to instill, in all stakeholders, a passion for lifelong learning and the courage to learn from mistakes. Our Vision is to provide a learning community that provides a safe and nurturing environment, with an atmosphere of high expectations, creating ambitious, successful, and responsible young adults able and willing to contribute to society a community that ensures all stakeholders are valued and contribute to the future success of the School. We have four key aims: To develop students who are ambassadors for the School, positive role models in the community, and who achieve in the top 10% of similar schools, progressing to the best universities or jobs. To have Staff for whom we are the employer of choice, providing a fulfilling place in which to work and an environment where their contribution is valued. To have Parents/Carers who know that Heston Community School cares about the individual needs of their children and for whom the School is the natural choice to entrust the education of their children. To contribute to a Community for whom we are a partner of choice in improving the life chances of young adults. Heston Community School believes strongly that learning extends well beyond the classroom and that an outstanding education should offer all students an extensive range of enrichment activities that will support them to be successful in life. Alongside an academically rigorous, challenging, and thought-provoking curriculum, extra-curricular activities, taking place during lunchtime and after school, are on offer. These activities provide opportunities for students to learn new skills, make new friendships and develop their confidence, teamwork, and communication skills. View full school

Heronsbridge has always been at the heart of special education in South Wales and it has a long-standing reputation as a school that opens its doors to share ideas and learn from others. We have a large team of dedicated professionals, who never cease to amaze me with their commitment and passion in ‘going the extra mile for our pupils, enabling them to reach their potential and beyond. These are exciting times for education in Wales and we are working hard with the Welsh Government as a Pioneer School, in preparation for a new curriculum. Click to access a short video outlining the future changes and the ‘Four Purposes’ underpinning the new curriculum. The Act proposes a complete overhaul of the system for supporting children and young people with additional learning needs, which will affect nearly every early years, school, and further education setting in Wales. It outlines a bold new approach for supporting learners with additional learning needs an approach that is fit for an ambitious, 21st century Wales in which the learning of all children and young people is prioritized. We will also continue to develop our team through a comprehensive range of professional learning opportunities as we are firmly committed to the belief that we are a learning organization for everyone. Heronsbridge is both a Primary and Secondary Special School. We cater to a wide range of Learning Needs including a department for pupils on the Autistic Continuum. We have two residential houses on the school grounds, although the majority of our pupils are day pupils. Our pupils are taught within small year group classes with generous staffing related to the specific needs of the class consisting of a teacher with a team of specialist support officers and assistants. Pupils are generally placed within their year groups and key stages. Our multi-professional team includes Speech and Language Therapists, Paediatrician, School Nurses, Physiotherapists, Occupational Therapists, a Teacher of the Visually Impaired, and a Communicator. We also have support from the hearing impaired advisor and Inclusion Services. View full school

Since our foundation in 1976, we have had one purpose: to develop young children to their best potential and launch them on a trajectory of happy, healthy, and successful lives. We believe that everything at Herne Hill School combines to make it the perfect setting for early schooling, including our ethos, grounds and facilities, curriculum, and the expertise of our dedicated staff as well as many little details embedded in how we tackle school life daily. We are a member of the Independent Schools Association, the Independent Schools Council, and the National Day Nurseries Association and are proud of the stellar assessment by the Independent Schools Inspectorate, the results our children regularly obtain. “Love – Care – Excellence” encapsulates our commitment to excellence and our conviction that love and care are prerequisites for a child’s optimal development. They are essential to awakening innate curiosity and establishing a positive cycle of learning, success, confidence, and happiness. This philosophy is manifested in the school’s caring, friendly and fun atmosphere so that children can feel secure about themselves and their learning. At the same time, achievement, respect, and discipline play a prominent role. Being a co‑educational school and applying informal admissions procedures additionally enables us to build a diverse community. We seek to instill an understanding of the global community, for example, by highlighting the importance of caring for the environment and through our charitable link with Khanya Primary School in South Africa. We are, of course, fully committed to safeguarding and promoting the welfare of all children at the school. To help us live out our ethos of Love – Care – Excellence daily, we have developed a scheme of nine golden rules, which all children learn from Kindergarten up. They provide a behavioral compass for everyone at the school – during their time at Herne Hill School and beyond. The scheme enables the children to learn nuanced aspects of each golden rule in assemblies, the classroom, and other school life opportunities. It includes comprehension and award medallions, a sticker booklet and tokens for collection as well as a special metal coin for our Year 2 leavers as a lasting memento of the social and emotional skills they learned at Herne Hill School. We have created and refined our five-year curriculum with the aims of developing “the whole child”, instilling an enthusiasm for learning, and building strong foundations for our pupils’ future education. It is built around the statutory curriculum for all children in the UK aged 0–5, the Early Years Foundation Stage, and the national curriculum requirements for Key Stage 1. It also acknowledges principles of other curricula and incorporates our years of experience teaching this age range. Its underpinning pillars are playing and exploring active learning, creating, and thinking critically. The Early Years Foundation Stage (EYFS) forms the basis of our curriculum in the Kindergarten, Pre‑Reception, and Reception classes. We achieve the goals of each of the seven areas of learning through thoughtful planning of the learning environment and experiences which are tailored to every child’s needs. Our outdoor environment plays an important role in delivering the curriculum. The Kindergarten and Pre‑Reception classes have free‑flow access to their own covered outdoor space, while the Reception children benefit from timetabled access to the playground, trim trail, and outdoor classrooms. In Years 1 and 2, the children broadly follow the Key Stage 1 national curriculum, adapted and enhanced to provide the best possible education and prepare them for entry into their next schools. Play‑based activities still feature yet are increasingly phased out during Year 1, completing the transition to more formal learning. This entails a greater emphasis on the core subjects of mathematics, English, and science, without neglecting the whole child development. A key feature of our approach is that units of work are often integrated into cross‑curricular topics. For example, in Year 1 much is taught through the topics of ‘Toys from the past’ and ‘Life cycles’ and in Year 2 the children learn about ‘The Great Fire of London’ and ‘Pirates’. The children find learning through this approach both exciting and enjoyable. In Year 2, we make a feature of the children becoming the ‘big’ children at the school, which carries many special roles and responsibilities and is a key reason for the special Herne Hill spark and confidence so often commented on when they move on. Herne Hill School was founded in 1976 as a nursery school in the charming grounds of the Old Vicarage, tucked away behind St. Paul’s Church. Building on its success and responding to parents’ requests, it expanded in 1986 to also become a pre-preparatory school. Today, Herne Hill School is a thriving, buzzing school with approximately 275 boys and girls aged 2-7 years. View full school

Hermitage is a one-and-a-half form entry primary school located in Wapping, East London. We have about 320 children on roll ranging in age from the nursery. (age 3) to year 6 (age 11). We are very proud of our peaceful and historical location, close to the River Thames and St Katharine's Docks. We are easily accessible from Tower Hill, Tower Gateway, and Wapping stations and the 100 bus stops just outside, whether coming from Elephant and Castle via Liverpool Street Station or from Shadwell. Hermitage has 12 classes across three areas of the school. The Early Years Foundation Stage has 3 classes which consist of a nursery class offering both full-time and part-time places, and two Reception classes. Key Stage 1 has 3 classes whilst Key Stage 2 has 6 classes. Parents and members of the community are an important part of school life, and we have many educational opportunities available, from our pre-school "Stay and Play" toy library to "Strengthening families, strengthening Communities" classes. Hermitage has an active parent group, called the 'Hermitage Parent-Teacher Association', which organizes and runs events for the children, parents, and local people, including the hugely popular "Hermitage Feast” summer Fair. We seek and nurture partnerships with the local community and the wider world. We have links with the Hermitage Moorings River project, the Whitechapel Art gallery, Wadham College at Oxford University, the Tower of London, and News International, as well as being regular visitors to museums, theatres, Gorsefield Residential Centre, and other local study centers. We work closely with other schools to ensure that our teaching and learning builds on best practice in different schools, and this includes projects such as working on the transition to secondary with St Peters, and "Connecting Classrooms” with Oaklands Secondary School and Seven Mills Primary, linking with schools in Chapai, Bangladesh. We take part in sporting competitions and most recently are the Maths League Champions after competing with other Tower Hamlets schools. Hermitage has extensive grounds that enable us to learn about being environmentally responsible and we strive to be a community that is promoting a sustainable lifestyle. We have a pond and a wildlife area, a tree nursery, and a community growing space. We have silver Eco school status and are working towards the gold award. We are a Forest school, ensuring that our commitment to learning outside is provided through well-planned and exciting activities. We are a fully inclusive school and have recently been awarded the Inclusion Quality Mark, which will recognize the work we do to help all the children in the school to reach their full potential. At Hermitage Primary School we want children to be happy and enjoy their learning. We want children to be healthy and stay safe. The education we provide should enable children to realize their dreams and make positive contributions to their community and the wider world. Children have a right to be given choices so that they can reflect on and take responsibility for their learning and behavior. We want children to be confident and self-motivated, both academically and socially. The school works hard to provide an inspiring learning environment that promotes high expectations, independent learning, and appropriate challenge. The resources are accessible, suitable for each child, and well maintained. The staff at Hermitage strive to be positive role models, inspiring children to have and pursue their aspirations. The staff team brings to the school a variety of skills, experiences, interests, and knowledge that inform their practice and enable children to access and enjoy a varied school experience. Hermitage school teaches children a wide range of skills to become confident individuals in the outside world. The school involves the wider community in playing an active part in the children’s learning and education. At Hermitage, we are committed to ensuring that every child makes good progress in their learning, and leaves the school able to participate successfully at an academic, social, and emotional level in secondary school and beyond. View full school

Hereward House, a preparatory school for boys aged 4-13, was founded in 1951 and is accredited by the Independent Association of Preparatory Schools. We aim to provide a warm, welcoming, and safe atmosphere in which every child can thrive and feel comfortable. Whilst embracing the highest academic aspirations for our boys, we believe that a school should not be an exam factory. We strive to create a stimulating, purposeful, safe, and happy community, where every child feels valued and secure. We aim to be a school where boys will be encouraged and assisted to develop academically, morally, emotionally, culturally, and physically. It is our belief each one should enjoy his school days and reflect upon them with pride, pleasure, and affection. We are preparing boys not just for senior school, but for life. The school seeks to provide a lively, stimulating, and intellectually demanding education in a friendly and well-disciplined environment. Modern approaches are employed alongside those traditional methods that have proved their worth. The Headmaster, Pascal Evans, leads a highly qualified and dedicated team. The curriculum is varied and interesting, and almost every boy learns an instrument. Games, especially team sports, are important. Supported by Leonie Sampson, the Chair of Governors, who has been ahead for over 30 years. She can be contacted via the school number throughout the year. By providing a happy and challenging environment, the school aims to meet the needs of the individual child, enabling him to reach the highest standards of personal achievement in both academic and non-academic fields. Hereward House provides the firm foundation boys need to achieve fine results at Common Entrance and scholarship and the skills to succeed in their Senior Schools and life. At Hereward House, we aim to provide a warm, welcoming, and safe atmosphere in which every child can thrive and feel comfortable. Whilst embracing the highest academic aspirations for our boys, we believe that a school should not be an exam factory. We strive to create a stimulating, purposeful, safe, and happy community, where every child feels valued and secure. We aim to be a school where boys will be encouraged and assisted to develop academically, morally, emotionally, culturally, and physically. It is our belief each one should enjoy his school days and reflect upon them with pride, pleasure, and affection. We are preparing boys not just for senior school, but for life. The School is highly successful in fulfilling its aim to provide an environment in which pupils can develop academically, morally, emotionally, culturally, and physically. As a result of excellent teaching throughout the school, pupils make extremely good progress, achieve particularly high standards in their common entrance examinations, and gain places at secondary schools with high standards of entry. The school provides a warm, welcoming safe and happy atmosphere as stated in its aims and as seen through the excellent relationships between staff and pupils. The strong emphasis placed on pupils’ spiritual, moral, social, and cultural development from the EYFS through to Year 8 results in pupils who are confident and self-assured and who have the positive attitudes to work. The school has responded effectively to the recommendations of the previous inspection. Links with parents are strong, and the overwhelming majority have extremely positive views about the quality of the education and the support provided for their children. The quality of the teaching and the quality of the pupils’ achievements and learning were both rated excellent (the highest accolade) however, we are delighted that the quality of the pupils’ personal development is also deemed to be excellent. View full school

We aim to fulfill our charitable status through service to the local community by support for Cathedral choristers, charitable fundraising, the loan of buildings, and other services to the community. Through competitive fee levels and the award of choristerships, scholarships, and bursaries, the pupil body reflects a wide cross-section of the local population. View full school