EduCativ

Heath Mount Primary School is a two-form entry school, located near the center of Birmingham. Our school has four hundred and twenty pupils from a range of ethnic backgrounds. We are very fortunate to have a large number of staff at our school, totaling over 65. We are very proud of the internal furnishings of the school’s building. We work hard to create a bright, exciting, learning-focused environment where children prosper and enjoy their learning. We have worked very hard over years to create a vibrant outside learning environment for the children. We have created different areas for the children to choose from, including climbing frames, outdoor table-tennis tables, tire park, slide, quiet zones, football pitch, basketball court, and more. We are very fortunate to have study areas in each phase of the school to enable groups of children to be withdrawn from their classrooms to receive intensive, focused teaching. We are placing an ever-increasing focus on the use of ICT across the curriculum and having completed the building of a new, themed computer suite we are now using sets of laptops and pads around the school. We believe that Heath Mount School must be one that can: Be a well-organized and systematic school with high levels of trust and accountability at all levels. Be an inclusive school – focus on all pupils’ needs through a dynamic, creative, and fun curriculum. Have high expectations leading to high levels of achievement where success is recognized and celebrated. Extend pupils’ learning through a strong partnership with the local and global community. Be a caring and supportive environment for everyone, placing high emphasis on the professional development of all staff and the health and well-being of everyone. At the end of the last term, the Governing Board was disbanded and an Interim Executive Board (IEB) was put in place because of the school being in the category Requires Improvement by Ofsted. An IEB is a smaller board of people who are directly appointed by the Birmingham Education Authority. Our IEB comes with a wide range of professional experiences and they have hit the ground running. They are operating at a strategic level and they offer both support and challenge with driving the school forward. At Heath Mount, we have spent a long time researching different methods to report children’s attainment and progress, and we have had a look at various commercial software tracking systems. Following our research, we have decided to use the Inform Tracker alongside the Step UP tool. View full school

All children are introduced to and understand the school’s ethos.‘Give me a place to stand and I will move the Earth.’ With that in mind, and with further inclusion of the school motto ‘Work Hard and Play Hard, the children develop a strong sense of self-worth with the added value of a work ethic which ultimately is reflected in their achievements. In the all-around child who will progress to the next stage of education with self-esteem, self-confidence, and resilience. In good manners, that a child will at all times be courteous and thoughtful towards those whom he/she meets, where qualities of kindness, honesty, tolerance, and consideration are essential pre-requisites for a child's development. In physical fitness and the striving for excellence in the sporting endeavor. We believe in a competition conducted within the rules of a game, fair play, and good sportsmanship. In the individuality of the child, that each child is encouraged and treated fairly according to the range of abilities and his/her particular needs. Inequality of opportunity and treatment between the sexes, different age groups, nationalities, and creeds. Ambition and hard work as honorable and vital qualities. In independence and self-reliance - that children be taught to look after themselves and others, to cope and hold their own, in any situation. That a child should be taught the skills of the personal organization so that progress is not hindered through inefficiency and that maximum benefit be derived from all challenges and opportunities. Happiness is firmly rooted in the child's belief that he/she is appreciated, loved, and understood. In this way, a child's potential may be wholly realized while remaining happy at school. Our school day is busy where children feel a sense of excitement and achievement – a fast structured pace giving a sense of urgency in their quest for excellence. The school timetable encourages children to work hard in the mornings and then after lunch, children are very active and take part in sporting and creative activities. Trips, educational visits, and workshops are wide-ranging and packed into an activity-filled academic year. The school also has a busy and diverse Extra-Curricular program, with daily Extra-Curricular Clubs and a variety of residential trips for Heath House pupils. Heath House has an excellent academic record at 11+ entry to leading independent and grammar secondary schools. Class sizes are kept as small as possible to enable maximum attention for each child and greater pupil participation. The maximum class size is 16. The Heath House classroom priorities are: To provide a stimulating classroom environment where pupils may happily say when they do not understand. To achieve through motivation, where children are set to clear objectives which challenge their enquiring minds in the pursuit of excellence. To provide a structured environment where children can actively engage in discussion, debate, or drama, yet provide quiet surroundings for learning and investigating. To respond to the individual needs of the members of the class, working to their levels and helping pupils achieve their potential. To aim to teach through practical example, case studies, and experience. Heath House Preparatory School is an accredited member of the Independent Schools Association (ISA) and is inspected by the Independent Schools Inspectorate (ISI). View full school

At Heartlands High School we want to create a real commitment to learning. In the short life of the school, our students have made a big impact. Our ethos in the school places our young people at the center. We have high expectations of our students and expect them to do well. However, we also want them to enjoy their time at school. We are very proud to lead such an amazing community with brilliant students. Our system of houses ensures a healthy spirit of competition within the school as well as providing a first-class support system for our students. We ensure students work hard in class but also offer a wealth of opportunities outside the classroom through trips and engaging enrichment activities in a varied after-school and weekend program. This ethos is captured in the word SEARCH. By reinforcing in our students the belief that school matters we encourage them to succeed through effort, responsibility, citizenship, and high aspirations. We ask our students to SEARCH for SUCCESS and we take great pride in their achievements. Our school develops partnerships that work. We know that our students find it much harder to succeed without the support of parents and carers. At Heartlands we aim to create solid partnerships that build on success. Heartlands High School has at its foundations a strong set of shared values that we act upon. Our school will benefit our students and all of those partners that work with us. A school that is passionate about creating a commitment to learning in its students and in expanding their development beyond that which can be achieved through tests. A school with a strong moral purpose committed to equality and diversity. We will ensure that all students can achieve their potential. An outward-facing school that actively seeks partnerships with those looking to enhance the life chances of young people. A school that embraces innovation in learning, in curriculum design, and in all areas that seek to ensure the life chances of our young people are improved. A school that helps its students to act responsibly within its walls and beyond to ensure they understand their role as citizens in a larger community and act accordingly. A school that nurtures leadership in its students, a clear vision, transparency, and fairness. A school that is committed to the study and practice of the arts to develop its students as creative thinkers and to enrich their lives through an understanding and appreciation of our common cultural heritage. Teaching and learning is the heart of what we do at Heartlands. This year we launched The Heart of the Heartlands lesson which is what you will see in great lessons in our school – our principles of learning in practice. In the Foundation Stage curriculum, Year 7 and 8 students study a broad and balanced range of subjects. As well as the traditional academic subjects of English, Maths, Science, Humanities, and Languages, students also study Art, Drama, Music, Design Technology, Catering, Computing, and PE. We aim for students to have a wide range of experiences in the Foundation Stage so that they develop an understanding of their talents and interests and are ready to choose their GCSE options in Year 8. We teach PSHCE through a series of SEARCH days these days allow students to immerse themselves in important topics for a day. We also use SEARCH days to provide opportunities for students to go on trips and to bring experts into school. These experiences enrich students’ cultural, educational, and social awareness and enhance their learning in the classroom. Students at Heartlands specialize in their GCSE subjects from Year 9. This allows them the time to develop the depth of knowledge and mastery needed for them to be successful in their GCSE Examinations. We use Year 9 as a ‘Preparation Year’ to ensure that students are GCSE ready by the time they embark on the ‘Examination Stage’ in Year 10. The vast majority of our students (approximately 75%) study for the English Baccalaureate which involves achieving a good pass in English, Maths, Science, Humanities and a Language. This ensures that students have a broad, academic curriculum with high-status subjects which will enable them to progress to the best university or an equivalent alternative, such as Apprenticeship. In addition to these subjects, students can select two other options from a wide range including Art, Music, Drama, Design Technology, Physical Education, Computing, and Engineering. A small proportion of our students follow the Extended Pathway, which means they study a tenth GCSE after school on two days of the week. Extended options include Economics, Further Maths, and Classics. View full school

We are rightly proud of our students and we are committed to developing them, not just academically, but as fully rounded, respectful, ambitious young people who are ready to succeed in, and contribute to, modern society. Whilst we expect the very best from all of our students, we also recognize every one of them as the individuals that they are. For this reason, our curriculum is personalized to meet the needs of every student to ensure that every child is supported and challenged to make maximum progress, whilst also ensuring the development of the whole child. We have very high expectations of our students and expect them to take responsibility for their learning, taking every opportunity to show a strong thirst for knowledge. In all aspects of our work, we insist on high standards and it is this passion for excellence that drives us to continually improve on previous bests. We encourage our students to do the same and, by recognizing their potential, we instill in our students a deep belief that they can make a difference to themselves, their families, their community, and society as a whole. The Heartlands family will unwaveringly commit to fostering an open and honest culture where mutual respect encourages reflective, inspirational, and aspirational people to thrive. All members of the Heartlands Academy family will: Create a safe, supportive, and challenging learning environment where everyone is motivated listened to, and trusted to debate and take calculated risks. Be lifelong learners that will have a thirst for continued development. Be self-confident individuals who recognize and celebrate the success of themselves and others. Develop and embed skills for the workplace, build principled leadership techniques and be collaborative team members. Have exceptionally high expectations of themselves and others. Foster a sense of enjoyment and fascination where learners explore, create, and innovate. Work in collaboration with the Nechells community to provide better life chances for all. Be committed to promoting the fundamental British values of rule of law, democracy, individual liberty, and mutual respect. Ensure there is no discrimination based on race, religion/belief, gender, gender reassignment, sexual orientation, or disability. Embrace a multifaceted and thriving academy wherein all our learners benefit from freedom of choice. The provision for our most able students is overseen by a team of dedicated staff working at senior leadership, department, and pastoral levels. The support and opportunities this provides for our students ensure they have an excellent learning environment, in which to fulfill their potential academically and with developing their wider skills of leadership and independence. Heartlands academy expects our most able students to act as role models to others by sharing and using their skills to inspire and motivate the academy community. Our vision is that all of our most able pupils leave the academy with the highest levels of academic achievement and as well-rounded young people who will play key roles in our society. Our curriculum provides a broad range of activities that engage and challenge our most able students. The activities require students to think creatively, using problem solving and application of skills to ensure they excel in their subjects. We encourage group tasks to facilitate communication between students and expect that our range of pedagogy ensures our students are very well placed to move onto their next stages of education or employment. Our students have access to an increasing number of after-school clubs and activities that enable them to extend their learning and progress outside of the classroom. Many departments offer exciting activities run by some of our most able students and these also support younger students to build their skills and self-confidence. In addition to this, Heartlands Academy has teamed up with ‘The Brilliant Club’, an award-winning organization that aims to widen access to highly selective universities and career pathways. This provides an excellent opportunity for Heartlands to help address the large difference between pupils from disadvantaged backgrounds and those from private schooling who continue into higher education. View full school

Heald Place is a very successful primary school situated roughly 2 miles from the center of Manchester. It serves a rich and diverse community. At its heart are vibrant local businesses with the universities, Manchester Museum, and the Whitworth Art Gallery all within walking distance of the school. Heald Place is a warm, welcoming school that is committed to the welfare and pastoral care of its pupils. The staff aims to bring out the best in each child and have high expectations of achievement and behavior. We are always looking at ways to provide a wide range of curricular and extra-curricular activities to prepare our young people for life. Heald Place provides the ideal setting for children to develop as individuals and responsible members of the school, its community, and the larger community of Manchester and beyond. We trust that your child will feel secure in the caring environment which we endeavor, at all times, to create. We also hope that the partnership between the family at home and school will provide a strong foundation for the children to grow and develop to their full potential. Manchester City Council Admissions Procedures for Year Groups from Reception to Year 6. Parent to Contact School Admissions Department. Please note, the school will not admit a child without valid identity documents which confirm their date of birth. To apply for a place at a Manchester Primary School, every parent/carer is required to complete an application form. Heald Place Primary School aims to create and maintain a safe learning environment where all children and adults feel safe, secure, and valued and know they will be listened to and taken seriously. Our school is committed to the principles outlined in ‘Working Together to Safeguard Children 2015’ and implements policies, practices, and procedures which promote safeguarding and the emotional and physical well-being of children, young people, and staff. The school is committed to supporting the delivery of effective early help through multi-agency working, a consistent application of the thresholds, and the use of a single agency assessment. The Early Help assessment model is embedded into everyday practice and procedures when responding to children’s needs and signposts children and families to appropriate preventative services. The children have access to appropriate curriculum opportunities, including emotional health and well-being, to support the development of the skills needed to help them stay safe and healthy, develop their self-esteem and understand the responsibilities of adult life, particularly regarding child care and parenting skills. All children have access to an appropriate curriculum that is broad and balanced and differentiated to meet their needs. This enables them to learn to develop the necessary skills to build self-esteem, respect others, defend those in need, resolve conflict without resorting to violence, question, and challenge and make informed choices in later life. Children and young people are encouraged to express and discuss their ideas, thoughts, and feelings through a variety of activities and have access to a range of cultural opportunities which promote the fundamental British values of tolerance, respect, understanding, and empathy for others. There is access to a range of extracurricular activities, information, and materials from a diversity of sources which not only promotes these values but supports the social, spiritual, moral well-being, and physical and mental health of the pupils. Heald Place is a large inner-city Primary School. We are a warm, welcoming school, which is committed to the welfare and pastoral care of its’ pupils. The staff aims to bring out the best in each child and have high expectations of achievement and behavior. The school’s percentage of disadvantaged pupils is in the bottom 20% of schools. The percentage of pupils receiving Free School Meals is 42.5%. The percentage of pupils that have English as an Additional Language (EAL) is 89% and over 30 languages are spoken. Presently, the percentage for pupils with Special Educational Needs and Disabilities (SEND) is above the National Average at 16% (DfE, 2017) a high proportion of these pupils have a combination of needs, and many have Social, Emotional, and Mental Health (SEMH) needs alongside Communication and Interaction (CI). The percentage of pupils with an Education, Health and Care Plan (EHCP) is below the National Average of 2.8% (DfE, 2017) and is currently 1%. At Heald Place, we believe that every pupil is a confident learner and that all pupils have an equal right to a full and rounded education that will enable them to achieve their full potential. Provision for pupils with special educational needs is a matter for the whole school. The Governing Body, the Head Teacher, the SENDCo, Class Teacher, and the Teaching Assistants, have important day-to-day responsibilities in identifying and providing educational support for the pupils who have to SEND in our school. All teachers are teachers of pupils with special educational needs. View full school

Headington School has a rich history, established in 1915 founded by a group of evangelical Christians to provide "a sound education for girls to fit them for the demands and opportunities likely to arise after the war". The School began at Headington Lodge on Osler Road with just ten boarding and eight-day girls. Our values and ethos are at the heart of our school community and inform and underpin everything we do. At Headington, we are committed to enabling every girl to flourish and thrive, whatever her background. As An Educational Charity, We Aim To Provide a stimulating, enriching, and forward-thinking environment for all pupils, where achievement, enterprise, creativity, and leadership are nurtured and developed Encourage, challenge and value every individual, promoting honesty, openness, tolerance, and understanding Cultivate self-confidence, independence, and responsibility, equipping students for an active and positive role in an ever-changing world Benefit our local community by providing access to educational resources, expertise, and facilities Headington girls learn to think for themselves, developing both resilience and compassion as we foster and promote creativity and encourage them to be ambitious in their aspirations. Your daughter will leave Headington with far more than just excellent academic results or a place at one of the world’s top universities but as an intellectually curious, emotionally confident, and socially responsible individual with a strong sense of self and a lifelong love of learning Why Headington? Academic excellence – consistently ranked in top 50 UK schools, with girls typically achieving higher grades than their predictions on entry Choice – more than 20 options at GCSE and around 30 subjects to choose from at A-Level Flexibility – as a day school with boarding, drop off from 7.30 am and collect up until 6.00 pm, or stay overnight as an occasional boarder Facilities – state-of-the-art Library, Dance and Fitness Centre, Theatre, Music School and Art School add to fully equipped, digitally-enabled classrooms Location and Travel to school – set in 23 acres a mile from the center of beautiful and historic Oxford, a seat of learning for over nine centuries. We have excellent transport links, including our 11 shared bus routes, two school minibusses, and the Oxford Tube bus to London stopping at the school gates View full school

At Hazlegrove, we delight in children being children, encourage individuality alongside traditional qualities such as compassion and kindness. Set within 200 acres of parkland in Somerset and outstanding facilities, we welcome children of all ages into the Pre-Prep from 2½ to 7 and in the Prep School from 7 to 13. Hazlegrove is committed to celebrating childhood. A Hazlegrovian in the 21st century is a child that is empathetic, kind, and connected to the world one who is independent but knows that developing relationships and a sense of duty to the community are integral to a successful life. A vibrant and creative curriculum, exceptional pastoral care, and stunning rural Somerset location combine to make children feel nurtured, motivated, inspired, and encouraged to love learning for life. A Hazlegrovian in the 21st century is a child that is empathetic, kind, and connected to the world one who is independent but knows that developing relationships and a sense of duty to the community are integral to a successful life. A vibrant and creative curriculum, exceptional pastoral care, and stunning rural Somerset location combine to make children feel nurtured, motivated, inspired, and encouraged to love learning for life. Within this family-focused environment, academic rigor sits alongside endeavor and ambition. This offer reflects Hazlegrove’s status as an exceptional co-educational full boarding and day school for children between 2-13 years. Hazlegrove enables children to be children and is committed to celebrating childhood. Aims To inspire and guide children to lead happy, purposeful, and fulfilled lives To develop a sense of self and well-being in a safe and nurturing environment To provide a world-class education for all which offers an exciting and valuable range of opportunities and experiences To light the spark of curiosity, creativity, and endeavor which will last for life To build a strong day and boarding community, connected to the world, which inspires love, respect, and empathy To develop strong relationships and moral principles underpinned by Christian values To offer the best possible preparation and guidance for each child’s future. Values: Kindness Integrity Courage Generosity Grace View full school

Hazelbury Primary School was formed in 2016 following a federation between Hazelbury Junior School and Hazelbury Infant School in 2013. We are part of the Enfield Learning Trust and serve the needs of more than 1250 children. Hazelbury is proud to be part of Enfield Learning Trust, where everyone strives to ensure that all our pupils achieve more than they ever believed possible. At Hazelbury we pride ourselves on the excellent skills of our staff, who always go the extra mile to ensure our children succeed. Children lead their learning in an enriched, creative curriculum that embeds pupil voice and choice. Through our values, we encourage independence and resilience, building valuable skills for learning. Children are given opportunities to learn outside of the classroom and use our very own Hazelbury Primary School mini-buses for school trips! We also enhance our learning by using Apple Mac technology throughout the school. Our children are independent, motivated learners, who strive to achieve high standards and leave Hazelbury able to flourish wherever they may go next on their educational journey. Our ethos, values, and innovative curriculum ensure that the children are at the heart of everything we do, which enables us to provide a well-balanced, enriched learning experience. The children aspire to become model citizens of tomorrow and to understand their surroundings as well as the important role which they play in the world. We feel that Hazelbury is a very supportive, nurturing, and inclusive school where children have a voice. We have an excellent team of staff who deliver high-quality teaching and are forward-thinking in their practice. Hazelbury Primary School will inspire our young people to achieve more than they ever believed possible and to have an uncompromising sense of responsibility for themselves and others. We will be ambitious and transform lives through our creative and inclusive ethos. We won’t let opportunities to achieve this vision pass by. View full school

We are a special school committed to supporting children with a diagnosis of autistic spectrum disorders and social communication difficulties alongside additional needs – including significant speech and language difficulties, developmental delay, and complex learning needs. With us, your child is supported and encouraged to develop independence and the life skills they need for the future. Your child will be given many opportunities to enjoy and experience stimulating academic and creative learning opportunities. A friendly and welcoming atmosphere where children enjoy learning. Haymerle’s child-centered approach delivers high-quality education for all of our pupils. Every child has a voice and we ensure that everyone is listened to. We enjoy strong partnerships with a wide range of outside agencies, therapists, health professionals, specialists, and family support. Artsmark is a national award scheme managed by Arts Council England that recognizes schools with a high level of provision in the arts. The scheme is open to all schools in the country and awards may be made at one of three levels, gold being the ultimate accolade. Hammerle has been fortunate to have achieved Arts Mark Gold for the second time in Round 12. Arts mark encompasses the 4 main areas of music, drama, art, and dance both in terms of curriculum work and links with the local community. Hammerle School takes part in the Walk on Wednesdays scheme in Southwark. As our pupils arrive on transport from across the local and neighboring boroughs we adapt the program so that all pupils walk to and from one of their weekly activities at least once a week. The children enjoy receiving their badges to celebrate their success. At Haymerle School we believe in a holistic approach to learning. We engage in many activities outside the classroom to extend and practice what we learn in the classroom. At Haymerle School we follow a varied academic curriculum adapted to suit the individual needs of every pupil. We provide many opportunities for pupils to take part in exciting activities, in school and out, through educational outings and working with visiting practitioners. We aim to raise the potential of every pupil and develop their skills and interests. We take the time to know each pupil’s strengths and strive to maximize each pupil’s learning opportunities, nurturing their enjoyment of school and lifelong learning. We follow an Integrated Curriculum based around a range of different topics for each half term. All of the children have been working on their communicating using PECS and Makaton, with frequent opportunities to use these new skills and build on their understandings. As well as communicating, a big focus is literacy and numeracy knowledge and skills. In literacy, we have been learning phonics sounds, identifying initial sounds, and mark-making. Innumeracy, we are learning to sequence numbers, identify colors, sort objects and count. The topic this term for the Red Class is celebrations. We have learned about Bonfire Night, which included making fantastic fireworks paintings that the children loved. As we approach December, we will begin to learn about Christmas. Spring has been a very busy term, with a lot more to fit in as we approach Easter. The red class has continued work on seasons, with winter our particular focus with all the snow around. Once the weather begins to clear up somewhat, the students will begin gardening where we will be able to investigate spring in a more hands-on manner. We have also begun weekly science experiments related to our theme Over the Rainbow. We have some exciting and engaging experiments coming up, such as Rainbow Milk, Slime, making Playdoh and Lava in a bottle. As well as providing students regular opportunities to explore and play with new foods, Red Class also has Food Tech. on Friday afternoons in which the students make different types of food whilst following the steps using picture cues and their ‘now and next’ boards. Not only do the students get to make some delicious foods, but this is also a motivating way to teach the students how to follow a sequence. View full school

We believe Hayes School is a very special place and we are exceptionally proud of the school we have created together with staff, students, parents, and governors. Having been recognized as an outstanding school by OFSTED in 2011 and 2013 we are not complacent or any less determined to improve Hayes School even further. We are committed to ensuring Hayes School is an exceptional school for every child where excellence is standard in all we do. We believe in excellence - we have a passion to be the best, value every student, and believe everyone wants to and can succeed. We provide excellence - we provide excellent facilities, a curriculum, and lessons that motivate and inspire children to achieve and go the extra mile to provide care, support, and guidance to our young people. We achieve excellence - students attain highly and make progress whatever their starting point. We celebrate their success and achievements. Your children are the most important people to you and Hayes School. Our joint venture over the next seven years is to help them develop the skills, knowledge, qualifications, character, and ambition to become outstanding young people able to access opportunities and life chances that would otherwise be closed to them. We want them to become adults of whom you and we are proud individuals who contribute to and are leaders in the world in which they live. Parents and staff joining Hayes need to commit to "Would this be outstanding for my child?" and ensure that what we provide is just that. Hayes School has been designated a National Teaching School and has received the World Class Schools Quality Mark in recognition of our work in developing high-quality teaching and learning, sustaining excellent academic outcomes, and providing an exceptional range of extra-curricular and personal development opportunities for all students. Throughout its history and continuing today Hayes School promotes traditional values. We encourage our students to prize honesty, personal responsibility, integrity, and self-reliance. We expect pupils to show care, tolerance, and respect for others. Such values underpin our requirements for students to behave reasonably and sensibly at all times. We attach importance to high standards of personal appearance, regular punctual attendance and courtesy, and consideration to members of staff and each other. The school celebrated its 60th anniversary in 2016. Our 60th-anniversary production of Les Misérables showcased the extraordinary skills and commitment of students and staff and we welcomed former students back to the school with our school reunion, Reunite @ Hayes and Hazefest music festival. We shall achieve this through: High quality, inspirational and innovative teaching and learning. Inspirational and accountable leadership at all levels. Consistently high academic standards and expectations for every individual Creative, exciting, and memorable experiences inside and outside the classroom A safe, secure, and caring environment in which to work and learn First-class resources and state of the art facilities to support learning View full school

Hayes Park is a Foundation School located within the London Borough of Hillingdon. We are a co-educational day school with Nursery, Infant, and Junior departments. In September 1999, we became a Foundation School. This status enables the Governing Body to establish the long-term aims of the school, appoint high-quality staff and manage the budget accordingly. Governors, staff, and parents/carers work together to ensure that the quality of education provided for the children in our care is of the highest order. With perseverance, respect, and tolerance, striving for excellence and in partnership with teachers, pupils, families, and the wider community, we will be prepared for life-long learning. At Hayes Park School we seek to ensure that the National Curriculum is delivered to all children, regardless of social background, race, gender, disability, or differences in ability. All are entitled to the development of knowledge, understanding, skills, and attitudes. To enrich the curriculum for our children, we also offer a wide range of educational visits and other activities that add to what they learn in school. All educational visits and activities support and enhance the work we do in school. Several people visit the school to support our work. Some visits relate directly to areas of learning for individual classes, whilst others relate to all our children. All of these opportunities are in addition to each child’s statutory education. Hayes Park School has a strong and distinctive tradition of providing children with these learning opportunities. Learning outdoors and undertaking educational visits provide memorable opportunities to investigate and experience the wider world at first hand. In the process, young people develop independence, self-confidence, and responsibility that combine with new knowledge to impact positively on standards achieved in the classroom. Our vision at Hayes Park is with perseverance, respect, and tolerance, striving for excellence and in partnership with teachers, pupils, families, and the wider community, we will be prepared for life-long learning. To ensure our vision is central to all we do in school – all of the Hayes Park community can use our child-friendly version based around the acronym of PREP and the strapline – ‘Learning for Life!’ At Hayes Park School we uphold the highest commitment to supporting, challenging, and nurturing all children to enable them to achieve at school. This is done through Quality First teaching in the classroom, by our Teaching and Support staff. In some cases, it may benefit our children to access further help and support in a specific way. If there is a need for a child to have access to specific styles of learning and support, to remove a barrier to learning, this will be done through a graduated approach. This will be initiated by the class teacher and supported by the trained Inclusion Team. We will endeavor to work in close partnership with parents at every juncture and strive towards achieving an excellent team around the child. All members of the school are valued. We endeavor to look at the individual needs of every child, their strengths and weaknesses to help them develop to their full potential. To ensure that every child has a positive learning experience during their time at Hayes Park, we realize that as a community we must treat everyone with dignity and respect. At Hayes Park, we try to develop the sense of community further by working towards shared goals and projects. For example, we are an Eco School and have worked together for many years to make our school a ‘Greener Place’. To achieve such ends we have many pupils led or supported actions e.g. our recycling waste collection teams. View full school

Haydon is an Academy for students aged 11-18 years. We welcome students of all abilities and we seek the best from every student, irrespective of ability. As it says in our Mission Statement and aims, we are firmly committed to individual excellence, ensuring that all students fulfill their potential. Haydon is superbly equipped. In recent years over £10 million has been spent on new buildings and refurbishment providing a new Performing Arts Block, new Science Laboratories, a new Art & Design building, and the Sixth Form Common Room. The £2.5 million development of the new Activity Centre was completed in December 2014 and, as well as providing an excellent new sports facility will improve student movement around the site by joining the Dobson and St Mary’s buildings. As a result of this investment, the students now have outstanding facilities. The school was awarded the Inclusion Mark in 2014. In January 2015 we commissioned Kirkland Rowell to survey parent attitudes towards the school. The parents ‘gave a very good overall performance score of 78%’. Many of the parents who commented said how happy and confident their children had been since starting at Haydon School. A parent recently wrote to me about all three of her children and very kindly said ‘there could have been no other school in the borough (or the country) that could have done so much for my children or my family.’ We pride ourselves on being a large but caring school. We are proud of our school and were delighted when inspectors declared that ‘student achievement is outstanding at all key stages. This is after all that we are here for and it is reassuring to have such a complete endorsement of our excellence from Ofsted. Haydon School is a delightful place to learn. There are always exciting opportunities being made available for the students. We make a significant effort to provide students with a wide range of extra-curricular activities. There are a large number of sports teams, opportunities to participate in school productions as well as music performances. Each year there are over 100 school trips organized by the staff. In the last year, these have included a World Challenge Expedition to Borneo, a ski trip to the USA, a cultural visit to China as well as several foreign exchange placements, and a visit to the Christmas markets in Cologne. We also have a thriving Duke of Edinburgh program offering the program at all levels. This summer twenty-three of our students completed their final assessment in Croatia. Over one hundred and fifty students are taking the Duke of Edinburgh qualification in the school. Perhaps the most satisfying comment made by Ofsted is ‘students leave the school as mature and confident young people, who are exceptionally well prepared for their future lives in education and the world of work’. Haydon offers a broad and balanced curriculum, with particular strengths in languages and applied learning. As well as a strong focus on literacy, numeracy, and ICT, we nurture the independent learning skills that will benefit students throughout their lives. At Key Stages 4 and 5, learning is personalized through a wide choice of academic and vocational courses. Close monitoring ensures that each individual makes excellent progress, with additional support provided if required. Our Gifted & Talented program offers an extra challenge to the ablest students, who can choose to take all three sciences and two or more languages at GCSE. With many brand-new facilities – including the Science laboratories, Art & Design rooms, Performing Arts hub and Sixth Form common room – Haydon is well equipped for contemporary learning. ICT underpins the whole curriculum, with over 1000 computers on-site, interactive whiteboards in all classrooms, increasing use of tablet technology, and an award-winning Virtual Learning Environment to support study at school and home. We are also proud to have achieved the Investors in People ‘Gold’ accreditation in recognition of the continuing professional development provided for our dedicated staff. We provide a wealth of extra-curricular activities – creative, sporting, cultural, and in the enterprise – that enrich the learning experience. These help students to pursue their passions, raise their aspirations, and develop their teamwork skills. View full school

Hawthorn has a real 'family' feel with all pupils and staff working together to achieve the very best of outcomes academically, socially, and emotionally. We genuinely fulfill our pledge to develop the 'whole child' and pride ourselves on comments from various visitors that reinforce how polite, confident, and engaged in learning our pupils are. The Secondary Schools that our Hawthorn Pupils go on to, and people from the many Educational Visits we make, also echo this positivity. At present we are working towards the Rights Respecting Schools Award in conjunction with UNICEF. This Award sits so well with our Hawthorn Ethos and Philosophy and helps us all to remember how important it is for our children to grow up as excellent and responsible 'Citizens of our Global World' with both Rights and Responsibilities. We know that we are entrusted with the most precious commodity and that we must ensure our pupils grow into confident, capable, and compassionate citizens of the future with a life-long thirst for learning, ambition, and aspiration and that they do so in a safe, supportive and happy environment. At Hawthorn, we aim to: Deliver a vibrant curriculum that builds pupil’s self-confidence and belief, a love of learning, ability, and fulfillment, then providing the skills and attitudes necessary for life within a rapidly changing society. Inspire each child to become independently motivated and eager life-long learners and thinkers. Create positive partnerships between school, parents/carers, and with the wider community. Encourage all children to develop lasting friendships and positive relationships with others. For every member of the Hawthorn Family to be immersed with rich experiences that give them the confidence, ability, and desire to make the world a better place. For our school to be a safe and harmonious community where all children and adults are inspired and challenged to take ownership of their learning and be proud of their achievements. In the city of Birmingham, community cohesion means working towards a society in which strong and where positive relationships exist and continue to be developed in schools, in the workplace, and the wider community. This is achieved through shared values which would include: the valuing of democracy, the rule of law, individual liberty, tolerance, and mutual respect of people’s backgrounds and circumstances promoting equal opportunities and challenging discrimination, all of which are based on Equality Act 2010 and is non-negotiable. View full school