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Harmondsworth Primary School is situated on the edge of the village of Harmondsworth close to Heathrow Airport and the Bath Road. The present school was completed in 1975 on the grounds of the previous school building which was erected in 1907 and is now used as a village Community Centre. Our school aims to serve its community and, in partnership with the community, aims to produce confident, responsible, well-educated pupils, in an environment that values effort as well as recognizing achievement. Our school is a partnership of Children, Staff, Parents, and Governors with the children as its focus. Our aim within the school is to assist children to achieve their maximum potential in a happy, lively, and carefully planned environment, which will respond to the needs of every child in a sensitive, caring, and flexible manner. We offer children opportunities to learn about and explore the surrounding world, their peers, and themselves. We aim to provide a variety of teaching resources and methods. Children are helped to monitor success and failure and develop positive self-images. Our School Log Books show there has been a school in the village for over 100 years. The villages of Harmondsworth and Longford are served by the school, as are areas along the Bath Road and parts of West Drayton. We are a "village" school, unique in the London Borough of Hillingdon, maintaining strong local contacts and ties with the village. We emphasize the effective acquisition of numeracy and literacy skills by each child at a level appropriate to him/her. We aim to help our children develop the ability to think logically, to apply understanding to tasks, to enquire freely, ask discriminating questions, discover facts, and develop an investigational approach to learning through an exciting and varied presentation of material. Harmondsworth Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The school follows the London Borough of Hillingdon and QCA schemes of work. School assemblies are daily occasions when we meet together as a community for a period of shared reflection and thought. The moral themes of our assemblies draw on a wide range of sources. Christianity has an unequaled status in our society and it has much to offer. We also consider stories, songs, and prayers from other countries. The National Curriculum provides the school with the flexibility to respond to the needs of pupils with special educational needs. Individual Education Plans ensure a pupil receives a program suitable for his/her needs. Learning strategies together with learning period targets are identified to ensure provision. The school's Special Educational Need Co-ordinator (SENCO) monitors the program throughout the school. At Harmondsworth School, the academic, athletic, and social contributions made by our children are very highly valued. The children are encouraged to always try their very best and to have pride in their work. Praise is frequently given by the teacher and by other children, while achievements of a very high standard are rewarded publicly in our Monday Afternoon Assemblies. During these special assemblies, individual children from each class are called to the front and awarded a certificate. Certificates may be given for excellent work, sports, behavior, or helpfulness. View full school

The school is situated in the north of the London Borough of Hillingdon bordering Pinner. Harlyn is a three-form entry primary school with a Nursery in Northwood Hills. Harlyn Primary School was opened in January 1957. It is a 3 form entry school for children aged 3-11. The school site covers 5.86 acres and includes a sports pavilion, two large playing fields, an astroturfed cricket base, a pond and conservation area, and a large playground. The West Building has been built to accommodate Nursery, Reception, and Years 3 & 4. The block also has a Music room, ICT suite, and Food Technology room. The East Building houses years 1,2,5 and 6 as well as 2 libraries. Both buildings have lift access. We offer a wide range of extracurricular activities as well as a Breakfast and After School Club. Harlyn is a school committed to equal opportunities and we will endeavor to provide equality of educational opportunity for all children. At Harlyn Primary School we strive to develop the individual talents of our children and encourage their motivation towards good standards of academic work and behavior. We want all our children to be happy and successful at school. The involvement of parents in all aspects of school life is actively encouraged (See the link below). The school year is shaped to include opportunities for musical presentations, drama, celebration, involvement in the local community, and visits by speakers and performers. We set a particular value on the tolerance and understanding of all faiths and on building a community of genuinely equal opportunity. Harlyn is a school committed to equal opportunities and we will endeavor to provide equality of educational opportunity for all children. As a school we aim: To promote equality of opportunity for all who deliver the curriculum and all who learn. To foster attitudes and relationships which promote understanding and respect between the sexes and races. To provide an anti-sexist, anti-racist curriculum that enables all pupils to maximize their potential. To challenge individual and institutional gender and racial attitudes and work towards the elimination of discrimination. To raise the awareness of all, to help people acquire strategies for challenging stereotypes, and To help everyone develop sensitivity to gender and race issues. We will: Review, identify and replace inappropriate practices and procedures. Implement appropriate strategies to counter any form of sexist or racist behavior. Give careful thought to the gender and race implications in written and spoken language. Review our materials, equipment, and resources to eliminate narrow gender and racial stereotype. View full school

Harlington is a vibrant and diverse learning community – our staff and students bring a wonderful cultural and linguistic diversity to our classrooms, leading to energetic debate and imaginative thinking – learning is at our heart. We are proud to serve our local community, and we are renowned for being a caring, inclusive school, that encourages its students to be bold and adventurous thinkers. Our students possess a wide range of talents and abilities, and we seek to develop every child’s potential through a highly traditional, academic curriculum, that prepares them for university and beyond. Harlington School’s ambition is to offer its students the best possible educational opportunities. We are a mixed, non-selective school for students between 11 and 19 years old. We expect our students to leave Harlington School with the confidence and qualifications to enable them to move onto a university or a career of their choice. To do this we: Have high expectations of commitment to learning from students, staff, and parents. Have high expectations of conduct. Provide a safe, caring environment where respect and for others are taught and valued. Provide high-quality teaching. Provide a curriculum that meets the needs of all students, whatever their ability. Provide a range of extra-curricular activities. Provide regular, careful review and assessment of every student’s progress and needs and tailored support for each child. Involve parents in every aspect of their child’s education and emotional well-being whilst at school. Harlington School endeavors to enable every pupil to reach their potential through the promoting of a calm, positive, and purposeful learning ethos. Our Behaviour for Learning Policy emphasizes high regard for effective learning and social inclusion. Respect and personal responsibility for the pursuit of academic excellence underpin our focus on a relentless pursuit of good behavior, high levels of attendance and punctuality, strict adherence to the wearing of our school uniform, and positive and respectful attitudes towards one another. A collective and consistent approach will lead to every student achieving the highest possible academic standards. Every individual student that attends Harlington School is important to us, and every student has different needs and aspirations which all need to be nurtured. As an inclusive school, we recognize, celebrate, and embrace diversity in all its forms. Harlington School is a diverse, multi-faith community providing education for children of all faiths and none. Religious Education and Assemblies will be delivered in line with this ethos, with many different faiths being explored. The Religious Education curriculum will reflect the fact that the religious traditions in Great Britain are mainly Christian while taking account of the teaching and practices of the other religions represented in Great Britain. As a parent/carer, you have a right to withdraw your child from religious education and collective worship. Harlington School believes that our students hugely benefit from visiting places of interest, and staff is dedicated and willing to take students to a wide variety of places and experiences. These experiences will broaden students’ horizons and deepen their learning. There are many opportunities for local national and international trips. These are outlined in our ‘Magic & Sparkle’ flyer. View full school

We have a tireless dedication to improving the standards of academic and vocational achievement across all our courses, across all our provision for our students. We couple this with a passionate commitment to their success through a culture of high expectations and aspiration. We have seen some real developments recently in learning, creativity, and innovation. Another value: Learning & Teaching - our number one priority. At Haringey Sixth, we put this ethos into action. We believe in working together. Students work together as a team to foster a real sense of community and mutual respect. We also believe in working closely with parents/carers to ensure that our 16-19-year-olds become confident, mature, responsible, and valued members of society. Haringey Sixth Form College will transform the lives of our students through high-quality teaching and learning on programs that inspire them, enabling them to succeed and achieve their goals." We cultivate close and meaningful partnerships with schools, other colleges, and universities to enhance the learning experience. People come first so we also aim to develop their self-esteem, confidence, emotional resilience, compassion, generosity of spirit, and boundless enthusiasm for taking on and overcoming all the challenges life brings. The cultural values and ethos of the College aim to convey the following sentiments: Put the learner and the learner’s needs at the core of every decision and action. Believe in the potential of every young person and aim to improve opportunities for learners. Develop strong distributed leadership that leads by example and encourages a culture based on collective and individual responsibility. Have high expectations and treat everyone as an individual and with respect. Value hard work and encourage enterprise, creativity, and innovation, as well as high standards in learning and achievement. Take pride in the College and its environment, creating a sense of safety. Value change – we are not afraid to contribute and respond to change which is fundamental to the success of the College. Be self-critical and aspire to excellence – quality is at the heart of all that we do, with a realization that collectively we can always improve. Celebrate the successes and achievements of all who learn and work at the College. Our relationships with the local community in Haringey and across London reflect our commitment to the continuing social and economic wellbeing of the area and increases the range of opportunities on offer to our students. Another of our key values is respect. This brings with it inclusivity and belonging. We are a very strong college community. We embrace diversity and are strongly committed to equality of opportunity for students, the wider community to create a real sense of belonging and integration. We want the experience to be a positive one for our students in every respect, through instilling a passion and enthusiasm for their subjects, a thirst for learning, and a burning desire to achieve their potential and career goals. Joining Haringey Sixth Form College means so much more than working for the highest performing college in North London for progress in A-level & Applied General Qualifications. We are values driven College with a passion for excellence in all that we do. There’s a sense of belonging here being part of a team. And because we want to be the best, we want you to be your best. If you’re ready to play your part in our journey to outstanding, you’ll be richly rewarded too. View full school

Welcome to Hargrave Park School. Situated in the heart of our community in Archway, Hargrave Park School is a primary school with children’s center facilities our children range in age from 6 months to 11 years. Our School Motto Is – We Aim High. We have the highest aspirations for our children and strive to ensure that our provision enables them to achieve their very best. As a result, there is a strong ethos of care, guidance, and support. We are growing from one form of entry to one and a half forms of entry. In 2013 and 2014 we were asked by the local authority to provide bulge classes in Reception. We have now formally moved to 45 places since September 2015. Our expectations are high. We offer an enriched curriculum, which engages and excites children to drive their learning with increasing independence. Our Vision: To be inspired by the world o be flexible in their thinking To be confident and independent learners To be resilient and hard-working in their approach To be ambitious for their future To be healthy, with a strong sense of community and self-respect To embrace their social responsibility To understand their impact on and potential within the world around them The EYFS curriculum is organized into six areas of learning: personal, social, and emotional development communication, language and literacy mathematical development knowledge and understanding of the world physical development, and creative development. The EYFS applies to children from birth to the end of the Reception year based upon four principles: A Unique Child Positive Relationships Enabling Environments Learning and Development The Characteristics of Effective Learning support these four principles and are a key part of our Early Years Curriculum. These are grouped into three categories: Playing and Learning Active Learning Creating and Thinking Critically Enrichment and rigor in acquiring key skills are the core principles underpinning our curriculum. Learning through the creative arts provides visual, tactile, and sensory experiences as an engaging way of understanding and responding to the world. It stimulates creativity and imagination, enabling children to communicate what they see, feel and think using a variety of processes and materials, thus embedding understanding more meaningfully. Outcomes in the arts are included in all units of work including Art, Dance, Music, and Performance Poetry. We believe it is important to ensure that pupils have a good understanding of the range of opportunities available to them in their local community and know how to manage themselves safely when exploring their local area and when on public transport. British values are defined as mutual respect and tolerance individual liberty the rule of law and democracy. These values are promoted both through our curriculum and the wider provision for the children in our care. All adults in our school model respectful interactions with other adults and children. We remind children of the important Habit of Mind – Listening with empathy and understanding and this is discussed through class meetings and assemblies. We also reflect, through our vision statement, about wanting our children to ‘understand their impact on and potential within the world around them. In our school, we encourage children to be independent learners who can make safe choices in our environment. Within our vision statement, we want our children ‘to be healthy with a strong sense of community and self-respect’. We have high expectations for behavior in our school. Our behavior system is understood well by our children and families and benefits from a consistent approach. Children understand and can articulate what is expected of them both in class, around the building, and in the playground. They understand that rules help everyone in our community to feel safe. Our behavior rules are reflected on regularly and children understand that there are consequences for unacceptable behavior. View full school

Harefield is very unusual as it has managed to keep its village identity. We are very keen to keep our strong links with the local community which includes the library, the churches, shops, and Harefield Hospital. We have close contacts with Australian groups who contact us through the various ANZAC Organisations and there is always a steady stream of visitors who come to look around. Harefield Junior School, together with the Infant School, is in the center of the village. Our present building was opened in 1990 and is spacious and modern. It is built on the site of the old school that was built in 1907 and our bell tower was part of the original building. Two new classrooms were added in 2013 as part of the school expansion. We believe in keeping learning fun and exciting. We have a broad and balanced curriculum. Harefield has many diverse and exciting clubs for children. Pupils also have many opportunities to participate in sport and music. Harefield has a strong sense of community. There is a strong pupil voice including House Captains and a School Council. Children are friendly, well behaved and polite. The school has strong links with the ANZACs and has received recognition from the Australian Government and our work has featured in the international media. We believe in keeping learning fun and exciting. We have a broad and balanced curriculum. Harefield has many diverse and exciting clubs for children. Pupils also have many opportunities to participate in sport and music. Harefield has a strong sense of community. There is a strong pupil voice including House Captains and a School Council. Children are friendly, well behaved and polite. The school has strong links with the ANZACs and has received recognition from the Australian Government and our work has featured in the international media. We encourage children to bring in their fruit to eat during our fifteen-minute morning break. Two members of the teaching staff are on duty on the playground and support staff supervise other areas. Any child who is kept to finish work is supervised by his/her class teacher. During inclement weather, the children remain inside and have supervised “wet playtime” games and activities. Harefield Junior School is a very caring community and our aim is that the children should become socially well adjusted. We encourage a spirit of responsibility and self-discipline which is the essence of becoming a good citizen. For us to achieve success there must be active support and co-operation between teachers, parents/carers, and children. Education is very much a partnership between home and school. Parents are welcome into school to help with activities and trips. If you are interested, please contact your child’s class teacher. Also, there are many opportunities for parents to be involved in fundraising activities. The school is always grateful for any gifts or equipment donated by parents such as offcuts of cards, paper, etc. We aim to deal with any concerns as quickly as possible and if you are worried about your child’s progress, please contact the class teacher. If you feel it would be inappropriate to discuss the matter with the teacher or having spoken to a teacher, the matter is still a concern, please make an appointment with the Executive Head Teacher, who will try to see you that day, or within two days at the most. A member of the Senior Leadership Team will see a parent if there is an emergency and the Executive Head Teacher is not in school. We hope that you will find all staff friendly and approachable, and see that we all want to work together for what is best for your child. We are pleased to tell you that at Harefield Junior School we have never had to set up any formal procedures. We encourage children to be responsible for themselves, each other, and the school. We have a School Council, which meets regularly with a teacher to look at life in school. Two members of each class (one boy and one girl) take comments/suggestions from each class to the meeting and ideas are then fed back to the rest of the school. The school has very high standards and expectations of good pupil behavior. We achieve high standards of behavior and responsibility through good relationships and community feeling. Certain rules are necessary for children’s safety and wellbeing. All children are expected to act with courtesy, honesty, goods manners, and respect for others and their property at all times. This is highlighted in Golden Rules which are posted around the school. View full school

Harefield Infant, Nursery, and Children's Centre lie at the center of Harefield Village. Generations of families have attended the school, giving the school a sense of real community and continuity. Harefield Infant School is delighted to have been re-accredited with the Key Stage 1 Basic Skills, Quality Mark. The assessor, Mr. John Dewhurst, said he 'had no hesitation in giving us this mark. Over the last five years, the school has been on a learning journey with many exciting developments. We have gained the Basic Skills Award in both Foundation Stage and Key Stage 1. This is reassuring as it demonstrates that those children who would usually struggle with their learning are making good progress. We also gained the National Association for More Able Gifted and Talented Award for ensuring that pupils are working and achieving well and the highest levels are being consistently achieved. Last year we embarked on achieving the Inclusion Award for our work with children and families who might experience barriers to learning. The award identifies that for children who have additional needs planning and thought goes into ensuring that they are accessing all aspects of school life. Two years ago we started teaching Philosophy to our children. SAPERE is the organization that runs the training for teaching staff to become confident in using this approach. We are very impressed with the progress our children made and decided to enhance this work further by becoming part of the Thinking Schools Alliance with the University of Exeter. Our children are taught to think from nursery and to have the processes of thinking explained to them from an early age. The children have blown us away with their reasoning, logic, and creativity. The improvements in learning and understanding are evident in their attitudes and work. All children know that to get better at anything they have to work hard and have good teaching and practice. We are a mainstream infant and nursery school that promotes respect, values differences, and encourages our children to be honest, healthy, independent, and successful members of our school and the wider community. We will make all reasonable adjustments to include children and remove barriers to learning to prevent disadvantage, promote equality of opportunity and foster good relations. We aim to work in partnership with our parents/carers to provide the best possible outcomes for their children. If you have any concerns about your child, talk to the class teacher in the first instance. You may wish to then meet with the Inclusion Manager for further advice and support. The Inclusion Manager may contact outside agencies for advice and with the parent’s consent, refer children for specific assessments, for example, an occupational therapy assessment. Regular communication with parents/carers about their views, wishes, and feelings and those of their child are listened to and become part of all planning to support their child. Class teachers plan for children through ongoing observation and assessment of their learning and development. All children are monitored through ‘Pupil Progress Meetings’ that are held between the class teachers and the Headteacher. The Inclusion Manager may also be present and other members of the school leadership team. Children identified at risk of delay or who may appear to have difficulty with learning will be offered extra teaching or other rigorous interventions put in place after consultation with their parents/carers. The impact of interventions on children’s progress is reviewed regularly through observation and assessment. View full school

Happy Pupils Succeed! We are a happy, warm and friendly community school with pupils and families from a wide range of beliefs, cultures, and backgrounds and we celebrate this diversity whenever we can. There are over 20 different languages spoken by the families belonging to our school! Harborne is also a high-achieving school, with our results sitting in the top 25% of schools nationally. We are proud of our high standards of achievement and of the wide range of opportunities we offer our children – not just in academic subjects, but in the wider curriculum such as music, sport, and art. We value every child and believe that we provide an education that encourages many core learning values - including creativity, independence, thinking, and emotional intelligence. Children, staff, parents, and governors are on the journey of education as partners in learning, and we value highly the amazing support we receive from our parents. It is vitally important to us that parents and families share our vision, and work in partnership with us for the benefit of the children. Part two of our vision is to develop confident, successful children with a natural love of learning, through an aspirational and inspirational curriculum where everybody is valued. We believe that a successful start to your child’s education will enable them to become life-long learners and responsible citizens in our fast-changing world. We help them to succeed at Harborne Primary but aim to foster in them a desire to continue to succeed long after they leave us. At Harborne Primary School we see ourselves as a learning community where everyone works together on behalf of the children to maintain a happy and caring ethos in which children can achieve high standards of successful learning. "This is an outstanding school." At Harborne Primary School we are developing confident, successful children with a natural love of learning, through an aspirational and inspirational curriculum where everybody is valued. To help us maintain high standards of successful learning, staff, parents, governors, and children have agreed on the following aims: To value children as individuals: celebrating their achievements and supporting their individual needs within a framework of equal opportunities. To provide opportunities for social, moral, spiritual, and cultural development so that children value and respect their own and other cultures. To encourage children to accept personal responsibility for their behavior and to be caring and sensitive towards the needs of others and the environment. To provide an exciting and relevant curriculum that motivates the children to learn, working both collaboratively and independently. To promote high standards of achievement through careful planning and assessment of children’s progress, which maximizes each child's potential. To use the expertise of individual staff to encourage teamwork and promote quality teaching and learning. To value all our staff and provide opportunities for their professional development. To promote a partnership between staff, parents, governors, and the wider community, which enhances children’s learning. To match our available resources as efficiently and effectively as possible to curriculum and whole-school objectives. To consider carefully the use of space to provide an attractive, safe, and stimulating learning environment. View full school

We aim to create an educational community where high standards of learning and teaching enable all children to develop as purposeful, independent learners. Our school should be a safe and inspiring place for all within it, where mutual respect and cooperation can flourish, allowing personal challenge and preparation for citizenship. At Harbinger School we want our children to be curious, creative, and enthusiastic learners. We encourage children to relish a challenge, marvel at the wonder of the world around them, and never stop asking questions. Our teaching is carefully planned to provide a challenge for children at all levels of attainment and to ensure that everyone experiences success. We teach a broad and balanced curriculum through central themes. This fosters an inquisitive approach to learning and allows children to make connections to their knowledge and across subject areas. All pupils learn the violin, French and attend swimming lessons, and class sets of iPads and interactive whiteboards bring technology into the classroom whatever the lesson. After-school clubs offer a rich extended school day, with opportunities for sport, arts, or academic support. Providing a range of visual, auditory, and kinaesthetic experiences ensures the engagement of all learners. Frequent opportunities for collaboration and cooperation, and self and peer evaluation help our children become reflective, resilient, and ambitious students. We use the local area to extend and contextualize learning through visits. Residential trips offer children the opportunity to discover the countryside, participate in team activities and build their independence, and our annual school visit to the seaside is a time to celebrate hard work and achievements. We aim to enable students to become: Successful learners who enjoy learning, make progress, and achieve. Confident individuals who can live safe, healthy, and fulfilling lives. Responsible citizens who make a positive contribution to society. We are an educational community where: High standards of learning and teaching enable all children to develop as purposeful, independent learners. We can all feel safe and inspired. Mutual respect and co-operation flourish. Teaching motivates children to achieve highly, reflect on their progress and value their success. Equality of opportunity is promoted and valued. There is a partnership with families, parents and carers, other professionals, and outside agencies to ensure individual needs are met. All children are supported to make good progress, whatever their starting point and needs. We strive to overcome potential barriers to learning for individuals and groups of pupils. View full school

Welcome to Hanover Primary School. Set by the side of the Regents Canal with astonishing views across London from our rooftop playgrounds, it is hard not to be aspirational at Hanover. We are at the heart of one of the most vibrant cities in the world, and we want our children to benefit from all that London has to offer. Our neighbors include some of the most creative and interesting organizations and businesses in the world – a constant reminder that we have a huge responsibility to prepare our children for an exciting and challenging future. Our school community is very mixed and this makes us strong. We speak many languages and come from many different faiths and cultures. We bring a wide variety of experience and knowledge to school and celebrate this both through the curriculum and through regular community events. Children learn that diversity is good, that we must not only tolerate difference but that there is a huge benefit where we can learn from one another. We are a successful school. OFSTED recognized this in their most recent inspection, and our results also support this statement. Children are challenged to make rapid and sustained progress through expert teaching and a carefully tailored curriculum. We are not an exam-factory however, and recognize the need for a broad and exciting curriculum. The arts, physical education, computing, science, the humanities, and the development of character are just as important as maths or English results, and it is through a combination of all areas that children are enabled to leave our school ready for the challenges and opportunities that await them, and ultimately, for jobs that may not even exist yet. We want our children to become critical thinkers, to be resilient and resourceful, and to be able to work together to solve problems and recognize that it is through the development of a relevant and interesting curriculum that these aims are most likely to be met. We do not have a uniform, and children know adults by their first names. Do not be fooled, however – we have extremely high expectations, and behavior is very good! We believe that children learn best when they feel safe and understand the rules, and work hard to create a learning environment where everyone is happy, well-motivated, well-behaved, and healthy. We wish to instill a lifelong love of learning at our school. Vision: Provides an excellent standard of education, with all children challenged to make rapid progress from their starting points, so that they leave our school well-prepared for their futures Produces happy, well-motivated, well behaved, and healthy children who have a lifelong habit of learning Is a community school at the heart of its community, where everyone finds a sense of belonging Is recognized for high-quality teaching, and a broad and balanced curriculum, including the provision of STEM, the arts, music, and PE Enjoys a successful partnership with parents and carers, who are fully engaged in their children’s learning Is outward-looking and has excellent links with external agencies and other key stakeholders To uphold this vision, we hold the following ethos: We believe in a community where all children and adults are valued and welcome and are enabled to make a positive contribution We believe that everyone thrives in a safe, caring, and respectful environment, where no poor or disruptive behavior interrupts the learning of individuals or groups We value kindness, cooperation, and mutual respect We value diversity in our community as a strength and work actively against any form of discrimination and prejudice At Hanover, we value the children as unique individuals and believe in providing the best care, environments, and learning experiences for them to learn and develop to their maximum potential. We are passionate about children learning outside, and we like the children to utilize our outside environments wherever possible. We encourage the children to think creatively and imaginatively. We do this by having dynamic and flexible systems that support personalized learning. We provide a balance of adult-led and child-initiated learning that allows children to take calculated risks. This ensures children are confident, competent, creative, independent learners with excellent self-esteem. View full school

Hanford believes children should be children for as long as possible, climbing trees, building dens, riding ponies, and playing in the garden. Giving girls free time is something Hanford has always believed in as it encourages girls to become lost in their imagination and develop creatively. Class sizes are small normally 10-12 and there is learning support available if required. Alongside the core curriculum girls are taught handwork, where they make their school uniform skirt, and Art Appreciation (Art Apr) where can begin to understand and appreciate the cultural world around them. Music has always been central to life at Hanford with almost all girls learning at least one instrument or joining one of the choirs or folk group music composition is also offered as an activity. We recently decided to switch off all ‘Smart devices’, iPhones, tablets, etc. during term time. Unplugging the girls from social media, games, and communications was not done to protect them but to encourage them to make their fun, they will have plenty of time to use social media but a relatively short time in which to be silly, fun-loving children. The girls use their free time to play games such as British Bulldog, riding the Hanford ponies, tending the chickens, gardening, or climbing trees. Hanford teaches girls to combine having fun with working hard. A strong and committed teaching staff seeks to bring out the best in every girl. This combination of fun and hard work pays dividends when it comes to Common Entrance and Scholarships. There have been 50 scholarships and awards received by our girls in the past five years – evidence of this successful formula. Sport is incredibly strong at Hanford – recent successes have seen our teams as county champions in rounders, tennis, and athletics. Hanford is perhaps most famous for its ponies and stables which most girls choosing to have riding lessons and some testing their equestrian skills at local and national events including tetrathlons. Hanford’s aims are as true today as when the school was founded in 1947 by the Canning family. Rev Clifford Canning and his wife, Enid, we're searching for the perfect place to start a girls’ school. They took a 5-year lease on the magnificent Jacobean Hanford House, near Blandford, and its grounds from Vivian Seymer. It proved to be such an ideal setting they decided to buy the property outright. Rev Canning had previously been a housemaster at Marlborough and Headmaster at Canford School but it was Enid’s dream to run a girls’ school. Her vision was that Hanford should be a school that felt like a family home believing happy girls would be successful. Enid Canning made some progressive decisions all those years ago, decisions that have proven key to Hanford’s enduring success: no uniform, lots of ponies, and a comfortable open, relaxed atmosphere where girls could feel free to explore the school and grounds almost as if it was their own home. Hanford today seems very much unchanged. Old Girls returning as prospective parents quickly become nostalgic – remembering running across the lawn to dry off after swimming, outrageous dares, catching ponies for riding before breakfast, and Sarah C. View full school

Handsworth Wood Girls’ Academy is a comprehensive school that caters to girls of all abilities from the age of 11 to 19. The academy is very diverse, of which we are very proud and which reflects our local community in Handsworth. Our ethos is based upon mutual respect and students are supported to develop respect for themselves as individuals, for others, and for the studies and activities in which they are engaged through our excellent student welfare system. Our motto of “Aspiring for Excellence” embraces the idea that all our students can achieve success in all that they do during their time here and we make every effort to ensure that each student achieves good grades in relevant qualifications. As a comprehensive academy, our overriding aim at HWGA is to ensure that our students achieve everything that they are capable of – their ‘Personal Best’ - from Year 7 through to Sixth Form and beyond. We are very proud of our excellent reputation in the local community, and pride ourselves on the quality of education we provide to our students. Our GCSE, AS and A-Level results have shown continual improvement over the years and our last Ofsted inspection in May 2014 judged us as “Outstanding” in all categories and overall. We are celebrating another great set of A Level results this year with 38 students gaining a place at university to study a wide variety of courses. Equally, our GCSE results revealed some outstanding achievements for our students. Yet again, our Year 11s managed to achieve some very good individual student results. Our students have worked hard and we are proud of their success. They are fantastic young women who have a very bright future. Hard work is an expectation of all and we strive for continual improvements year on year by challenging our staff and students to excel. It is also important to us at HWGA that students enjoy their time here, and we have a caring and supportive school environment, as well as a diverse range of academic and enrichment opportunities available to all. This is supported by excellent career education, information, advice, and guidance to help students make informed choices for KS4, the Sixth Form, and beyond. Our vision is To provide an outstanding education in a creative and aspirational environment for all our students. Our Aims: To continue to improve teaching and learning and raise standards of attainment. To develop students into disciplined and successful independent learners. To develop the academy as a thriving, resilient, and successful organization that engages effectively with the community of Handsworth and beyond. The aim of the Special Educational Needs (SEN) team is to provide support for any student who needs additional support to help them make progress. This is in line with the purpose of our academy which is for every student to fulfill their potential, in terms of academic, personal, and social. Students who, through assessments, teacher referral, or prior schooling are identified as having particular needs will be accommodated to ensure these needs are met. Equally, our academically weakest students will have extra support in the core subjects of English and Maths. Individual Education Plans (IEPs) will be used to identify the target areas an individual needs to work on to help them make progress. These IEPs will be referred to by teachers and teaching assistants to ensure students have the opportunity to work on their targets. Subject teachers and teaching assistants will liaise to ensure students have learning opportunities that are best matched to their targets. Our Aim is simple that every student can leave Handsworth Wood Girls’ Academy having realized their full potential, having ‘Aspired for Excellence’. Driven by our ethos and values, our curriculum enables students to study the subjects important to them, develop the skills they will need to shape them as citizens ready for a prosperous future in modern Britain or globally. We have very high expectations for every student, with challenging, aspirational, and shared potentials. Students at Handsworth Wood Girls’ Academy are supported academically and emotionally developing skills, attitudes, and abilities which will enable them to achieve their life goals. Within the curriculum, we at every point encourage learners to help shape their learning. Our curriculum is designed so that each student has access to a curriculum that will enable them to make the most possible progress guiding choices while offering a broad and balanced curriculum. High-quality teaching enables students to enjoy their learning and ensure they are well prepared for future success in all aspects of their life. Our curriculum aims to develop in all students: A sense of inquiry, the ability to question, solve problems, and argue rationally. A willingness to apply themselves and an aptitude for learning. Knowledge and skills are relevant to adult life and employment in a changing world. Literacy, numeracy, and competence in the use of information technology. To develop their creative, critical awareness, empathy, and sensitivity. A recognition of their own and others’ achievement, in school and beyond. Self-esteem, self-worth, and self-confidence. The skills of working as an individual and as a member of a group or team. Appropriate moral and spiritual values and tolerance of others. To value each individual in an atmosphere of mutual respect. View full school