EduCativ

Hampstead Hill is an independent Nursery and Pre-Preparatory School based in St Stephen’s, a magnificent Grade I listed former church, and the adjacent School Hall in the heart of Hampstead, London. Hampstead Hill School is a family-owned and runs a non-selective school for children aged 2 to 7+ years, providing the peace of mind and security that comes with traditional teaching and values. Alongside a wide and varied syllabus, Hampstead Hill offers a balanced, nurturing, and happy environment, giving children a stimulating and exciting introduction to early education, encouraging them to learn and grow. In the Pre-Preparatory School, our goal is to prepare children for the academic challenges of the 7+ entrance examinations to a wide range of future schools while ensuring that we maintain a broad, stimulating, challenging, and enjoyable curriculum. Hampstead Hill is a non-selective school catering for children aged 2 to 7+ years. There are five Year Groups at Hampstead Hill and each Year Group consists of four classes. The Lower School, based in St Stephen’s Hall and the Garden classrooms, is made up of Early Years (age 2–3), Pre-Reception (age 3–4) and Reception (age 4–5) and the Upper School, based in St Stephen’s, is made up of Year 1 (age 5-6) and Year 2 (age 6-7). Hampstead Hill provides the peace of mind and security that comes with traditional teaching and values. Alongside a wide and varied syllabus, we offer a balanced, nurturing, and happy environment that gives children a stimulating and exciting introduction to early education and encourages them to learn and grow. In the Upper School, our goal is to prepare children for the academic challenges of the 7+ entrance examinations to a wide range of future schools. At the start of the Summer Term the Year 2 pupils, who have finished entrance examinations, move into Post Exam classes and the Year 1 pupils move into their Year 2 classes, giving the children due to sit 7+ examinations three full terms with the Year 2 Class Teachers. With so many parents running extremely busy lives, a School must recognize the pressures of today’s working arrangements. Hampstead Hill offers flexible hours for younger children, with facilities available for up to ten hours a day, 51 weeks a year. For parents who need it from the end of Reception Year onwards (5 years and over), we run a varied, exciting Holiday Scheme during all half-term and holiday periods. View full school

At Hampden School, we work together in partnership to create an inspirational community of ‘listening earners’ where our primary concern is to secure the best possible outcomes for every individual child. We aspire to work co-operatively, to create a challenging learning experience that is happy and enjoyable, safe and secure, supportive and caring, and committed to the overall health and wellbeing of each pupil. We are committed to self-evaluation and constantly building capacity for improvement. Hampden School is a non-denominational, multicultural school that caters to children who have Additional Support Needs. Children may have a diagnosis of a physical impairment, specific medical condition, Autism Spectrum Disorder, or other Complex Learning Difficulties. The curriculum is managed through a multi-disciplinary approach to Teaching and Learning. The school recognizes that communication is central to all learning. The curriculum is approached through careful planning and assessment of individual needs, taking into account not only A Curriculum for Excellence but also the 3-5 Curriculum and Sensory Curriculum models. The main curricular areas are developed through a whole school thematic approach which considers all elements of A Curriculum for Excellence and focuses on the eight curricular areas of: Health and Wellbeing Literacy and English Numeracy and Mathematics Science Social Studies Expressive Arts Technologies RME The school encourages an ethos of promoting positive behavior at all times. Careful consideration is given to identifying a child’s needs and forms of communication as this is seen as central to continuous and sustained improvement. We actively liaise with the Educational Psychologists and Speech and Language Therapists in devising strategies to manage pupil behavior. Parents are kept informed of their child’s progress through home/school diaries, through active participation in school activities, parents’ support group, parent/staff association, parent’s evenings, and in direct consultation with the Head Teacher. Parents are encouraged at all times to visit and to discuss any aspects of their child’s placement with staff and management. View full school

Hallsville is a county primary school for pupils aged 5 -11 years, with a nursery class for 3-5 years, maintained by the London Borough of Newham. We are a two-form entry school, and therefore we can take up to 60 children in each year group. We are also federated with Scott Wilkie Primary School. Hallsville is a special place to be. We are a caring and supportive school. We work closely with our parents to ensure the best possible care for their children. We have a great team of teachers, teaching assistants, and support staff that treats children with fairness and respect because at Hallsville ‘Every Child Matters. We want to promote an inclusive and effective learning community where children are involved in active learning and always endeavor to set high expectations for themselves. We want to welcome and celebrate diversity and to provide an environment where pupils feel happy, valued, and secure in their learning. We want to enhance children’s life chances through a stimulating, supportive parental partnership that nurtures each child to achieve his/her full potential. Our aims are: To promote a wide range of creative experiences which enable children to make full use of their imaginations To promote, facilitate and enable the inclusion of children with disabilities and special educational needs To provide an environment that is safe, supportive, and caring To provide a broad and balanced curriculum that is differentiated to match teaching to pupils’ needs To enable the acquisition of skills, knowledge, and understanding which will be of use to all future learning To develop lively and enquiring minds through encouraging children to question and discuss issues, to make informed decisions To nurture self-esteem so children are motivated to learn and to develop an ability to co-operate and work with others To recognize, respect, and celebrate individual religious and cultural values and to celebrate the rich diversity within our multi-faith community To promote positive attitudes, good behavior, and moral understanding, and to establish a sense of pride and achievement in being part of our school community To work in full partnership with parents At Hallsville, we believe that every child has the right to succeed despite any barriers to their learning. We aim to prepare our pupils for the opportunities, responsibilities, and experiences of later life and work hard to foster positive and memorable learning experiences that will engage pupils and instill a love of learning. We encourage children to be critical thinkers and resilient problem solvers who are willing to take risks. We believe that intelligence is not fixed so we nurture a growth mindset in children who learn that they need to work hard to succeed. We value every child in Hallsville and strive to ensure their happiness and wellbeing as they become independent life-long learners. We use ‘Philosophy for Children’ to teach pupils how to be more reflective and considerate towards the views of others and regular ‘mindfulness’ sessions give children at Hallsville strategies to cope with their feelings. To achieve our goals, we have carefully planned our curriculum so that it is balanced and broadly based. Hallsville follows the National Curriculum, which provides clear age-related expectations. We have adopted a subject-specific approach so that children can be taught the knowledge and thinking skills required for each subject, however, we have made careful cross-curricular links to optimize these skills. Children are challenged to think at a greater depth, which results in a thorough understanding. Through guest visitors, specialist weeks, and a wide range of educational visits, Hallsville builds real experiences into the curriculum to enrich learning. View full school

We are very proud of our school, its young people and their achievements. What you won’t be able to experience today on your computer is the very calm and positive atmosphere that all visitors comment on! Our highly skilled and dedicated staff provide a personalized approach to each pupils’ needs encouraging them to become lifelong learners and valued members of their communities. Hallmoor School is an all-age (4 to 19) local authority maintained Community Special School serving the needs of 230 pupils presenting with a wide range of learning difficulties. These encompass moderate learning difficulties and increasingly more complex needs including autistic spectrum condition (ASC), associated behavioral issues, sensory impairment, and speech and language disorders. We are located in the Lea Hall area of the Shard End ward of Birmingham, close to Birmingham International Airport. There is easy access by bus and train services and major road networks. Hallmoor School staff and pupils benefit from close links with a range of primary and secondary schools through the Pilot Partnership, Eastwards Consortium, and the East Birmingham Network. Pupils and their families access support within the school from its own Learning Mentors and Home School Link Workers, alongside input from several other agencies including health, social services, and specialist support services if necessary. The school is always trying to ensure it develops the curriculum offer to pupils throughout the school, to meet each pupils’ needs and enhance progression pathways within Foundation Learning. This year the school has further expanded its accreditation offer to give greater opportunities to all students and, has a fully functional residential program, giving pupils across the whole school opportunities to experience different challenges outside the classroom. As a Business and Enterprise College, the theme of developing Enterprise runs through the whole school with activities throughout the year, for example, older students run a weekly Cafe and Take Away ‘Limited Heat’ offers a range of bespoke products there is a community enterprise raising money and providing services for good causes: and, all classes participate in an Easter Enterprise Market. Hallmoor School caters to the needs of an increasingly diverse pupil population with a wide range of educational difficulties, ranging from moderate, severe, and complex needs. Some pupils also present with communication, physical, sensory, behavioral, or autistic difficulties requiring additional adult support and specialist intervention. In our endeavor to meet these wide-ranging educational and social needs, we are developing an appropriate curriculum, which encompasses and extends the National Curriculum. Our whole school curriculum model provides a natural progression from an Early Years Foundation Learning program, towards full participation within the National Curriculum framework, with programs designed for and implemented at an appropriate level. Hallmoor School aims to foster the development of young people by meeting their needs and giving them the confidence and competence to lead independent, purposeful, and enjoyable lives. Our Strategic Aims To encourage and enable pupils to make exceptional progress in their learning. To encourage and enable pupils to make exceptional progress in their learning. To encourage young people to recognize that we are all unique and need to accept each other for whom we are. To encourage co-operation with each other and to be sensitive to each other. To develop awareness, and an appreciation, of Birmingham’s diverse races, cultures, religions, and ways of life. To provide a curriculum that is broad and balanced and fulfills the National Curriculum requirements whilst taking account of the specific needs of pupils and students. To create a happy, organized, and stimulating working environment where we show respect for each other. That all staff and governors work together as a team providing good examples to the school community. To encourage all parents to take an active part in their children’s education and development. The Hallmoor School Curriculum is based on National Curriculum models that are adapted and modified for each learner. All pupils have either Statements of Special Educational Needs or latterly Education Health Care Plans, and yet each pupil is unique with their strengths, weaknesses, and aspirations. The curriculum strives to ensure pupils make good progress academically, as well as meeting individual needs, and developing independence skills for later life. All pupils will be taught the full range of National Curriculum subjects, and as they get older will have the opportunity to gain a wide range of accreditation in preparation for leaving school. The curriculum follows a natural progression from the Early Years in our Lower School right through to pathways into training and college in the Sixth Form. As pupils move through the school they will be supported within each department by their teachers and teaching assistants. Learning Mentors, Home School Link Workers, the School Nurse, and professional colleagues from other agencies will work with them as and when required, including Speech and Language Therapy along with Physiotherapy. View full school

We are a flourishing co-educational independent day school in the leafy outskirts of Edgbaston. Founded in 1879, Hallfield School offers a stimulating and challenging curriculum for youngsters to enable them to grow, develop and learn in a happy, secure, and purposeful environment. We welcome children from three months to eleven years old to a top-class education within our stunning 20-acre site where success is showcased in the classroom, on the sports fields, and in the school hall every single day. We aim to: Provide a safe, caring, happy, and high-achieving inclusive environment based on Christian principles, whilst welcoming children of all faiths to the school. Develop each child’s full potential in academic, social, emotional, cultural, and sporting areas. We want our children to move on to the secondary school of their choice as happy, confident, and independent learners so that they are prepared for the varied challenges of a rapidly changing world. Our children leave Hallfield ready to take the next steps in their exciting educational adventure, taking with them strong friendships, personal achievements, and an excellent foundation for life-long learning. However, the success of a school should not be judged simply on academic results. On the contrary, the School has always nurtured a strong ‘hidden curriculum’ that cannot be measured by league tables – where courtesy, manners, self-discipline, and respect are valued and reinforced. It is this strong hidden curriculum that underpins everything that takes place at the School: ‘happy children are successful children. Last year, as part of the school’s behavior management policy, the Hallfield Children’s Charter was introduced. The charter nurtures good friends, good citizens, and good learners and was devised by the children and staff of the school. This year the strapline ‘Happy, Secure and Purposeful’ builds upon previous initiatives and continues to reinforce the emphasis upon academic progress and success within a framework of a happy community within a secure educational environment. There is something for everyone at Hallfield, but high standards are expected in everything the children take part in. Excellence and success are celebrated at every opportunity through the Year group or School assemblies and, of course, the end-of-year School Prize Giving. The Pre-Prep and Upper School plan and support a variety of charities throughout the School year – both local and national – such as Edward’s Trust, Birmingham Children’s Hospital, Marie Curie, and Red Nose Day (Comic Relief), to name but a few. The School councils select the charities and decide how to organize the fundraising events. The children recently enjoyed working with an Artist in Residence to produce four willow spheres, which are now located on the grass alongside the pathway. The department plans to initiate similar projects regularly to enable the children to enhance their school environment with further creative artifacts. After Care is a service offered by Hallfield School for those families needing child care before school and at the end of the School day. A huge variety of extra-curricular activities are on offer in the Pre-Prep, mostly after School. Some of these are taken by outside providers, the others by members of teaching staff. After Care is a service offered by Hallfield School for those families needing child care before school and at the end of the School day. A huge variety of extra-curricular activities are on offer in the Pre-Prep, mostly after School. Some of these are taken by outside providers, the others by members of teaching staff. View full school

Our school is in a vibrant part of east London, a short distance from Canary Wharf. We work in close partnership with our parents and other members of the local community including businesses. Halley is always a busy and stimulating place to be and the whole community is very proud of the school and its successes. We aim to make every day an exciting one for our pupils and staff. We have a great deal to offer, not least our rich and creative curriculum which is enhanced by ICT and extended by our out-of-school hour's activities. We have a strong commitment to inclusion and as a barrier-free school can accommodate several children with physical disabilities. We have a large team of specialists and support staff working with pupils with Special Educational Needs. We also work extremely hard to challenge and stretch our most able children. We are extremely proud of our school grounds which have been developed to ensure that all pupils have stimulating and happy playtimes. We encourage older children to support the play of younger ones. We have recently added a Japanese garden to our play space, which offers a calm, peaceful corner away from the hurly-burly of the playground. We see our school as a community of learners - pupils, their parents and members of staff are all on a learning journey. We offer many opportunities for parents to work alongside their children as well as to learn for themselves. We also have a long-standing commitment to the professional development of our adult team. We hope that our pupils can thrive and develop in their school and we have high expectations of them in terms of their achievement and their conduct. The school's behavior policy is entitled "Great Expectations". The school has defined seven principles through which it aims to provide a learning environment for all associated with it, whether they are children, parents, staff, other professionals, or the wider community of Tower Hamlets. They are also principles by which we try to evaluate our work and support the diverse needs of the community in which we work. We intend to develop a greater knowledge and awareness of the wider community to understand children, support their families, and benefit from the richness of opportunities for positive interaction and cooperation. We are committed to exploring partnerships with both community and business groups to promote active citizenship on a local, national and global scale. At Halley, we understand that greater things are always on the horizon and that success is not an endpoint. We are at our best when we are striving for something better. We all commit to school improvement ensuring that we take time to celebrate what we do well, to consider ways in which we may build on our strengths, and rethink things that may not be working as well as we want them to. Our motto, "Including all learners and achieving great things" sums up our vision and applies to all our pupils, their families our staff, and other members of the wider community. We understand that for some of our school community the barriers to learning and achievement are significant and we work tirelessly to ensure that all are included meaningfully in the life, work, and thinking of the school. For our staff to be the best they can be, they too must continue to learn, improve their skills and receive time and appropriate support to develop. Training and development are central to the school's organizational structures. We recognize that we can add significant value to the life and work of the school by working in partnership with parents, families, and the wider community. At Halley, we strive to present the best possible learning opportunities to our children and continually review and evaluate the curriculum being offered. Central to the most recent review and development is our desire to move from a National Curriculum to OUR curriculum. Our curriculum is designed to meet the current and future needs and aspirations of our children as well as make the most of the learning opportunities offered by the richness and diversity of the cultures and environment on our doorstep. We believe that a broad, balanced, and creative curriculum in which the development of skills and attitudes take the central stage will not only result in excellence and enjoyment but will also drive the push towards higher standards and profound life-long learning. We want to own an outstanding primary curriculum that will challenge and inspire all our pupils and prepare them for the future. Although there is an emphasis on the development of personal, social, and learning skills and attitudes, there will be continuing stress on securing the essential expertise in English, Maths, and ICT. View full school

At Halley House School, we have rightfully high expectations and standards for every pupil. Working actively in partnership with our children, staff, parents, and local community, we will support and guide our pupils to reach their full potential academically, socially, and emotionally. Halley House will enable its pupils to take confidence from, and enjoyment in, everything they do and will place them at the heart of a vibrant, thriving school community. We have a fantastic team of staff, governors, families, and community members supporting our school and helping to make it the success we envisage – why not come along to one of our open mornings, weekly Stay & Play sessions, or one of our many charitable or fundraising events to see for yourself and find out a bit more! I would be delighted to meet you and show you our flourishing school. We opened our doors to our founding pupils and families on Monday 7th September 2015 and will grow year on year until we are at capacity in 2021. We pride ourselves on offering a broad, balanced, and rich curriculum, with a sharp focus on early literacy skills, ICT, and Outdoor Learning. We also have an extensive enrichment program, offering Spanish, LAMDA, sports, performance, and specialist music provision as part of the school day and in our After School Club provision. We firmly believe in providing a highly individualized approach to education, which includes limiting group sizes to 15 pupils for core subjects, allowing all of our children opportunities to exploit their existing strengths and interests, whilst supporting their development needs. We strive to develop our children’s curiosity and independence through innovative and creative approaches, providing them with the skills and knowledge they need to help them progress to the next stage of their education and beyond. We offer all of this within a uniquely warm and nurturing environment, allowing every child to Learn, Enjoy and Succeed. Education at Halley House School is for life. Each student will leave the school, not only with the best possible educational attainment, particularly in the basic skills of literacy and numeracy but also with the skills and attitudes needed to succeed and achieve fulfillment in a changing world and to make a positive contribution as responsible and valuable members of society. As a parent, you can expect excellence, both in how we teach and nurture your child. We foster a positive attitude to life, encouraging a ‘be interested and be interesting’ attitude by providing a rich learning environment full of arts, drama, sport, music, and academic rigor. Bellevue Place children are happy, confident, successful ‘all rounders’ who expect to win and achieve in an inclusive setting where children, parents, and school staff work together to provide the best. Our commitment to you and your child is that we will teach them to learn, enjoy and succeed both in their school career and beyond. BPET is a new model for education delivery in the state sector. Established in 2012, the organization is a joint venture between two organizations that are passionate about providing high-quality education provision. These two organizations bring together the very best of the fee-paying Independent sector – Bellevue Education Ltd – experienced in running 15 independent schools in the UK and Switzerland with a highly-regarded education consultancy – Place Group – with experience in the state sector for efficiency of supply in setting up new schools and converting academies, along with driving value for money and compliance. The BPET Board consists equally of these two partner organizations, driving forward education improvement in the schools we work with. Halley House School is overseen and maintained by Bellevue Place Education Trust, which is the charitable body that employs the staff, owns the land, and sets the admissions arrangements for the school. Halley House is a fully inclusive school where the learning and development needs of every child matter. We promote an inclusive ethos across the school community and are dedicated to ensuring all pupils achieve their potential personally, socially, emotionally, and academically. Halley House is committed to early identification of children with SEND and our dedicated school Special Educational Needs Coordinator (SENCO) and class teachers work closely with parents and carers and other professionals to ensure that children’s individual learning needs are identified and closely monitored to ensure that your child continues to successfully access the curriculum and fulfill their learning potential. At Halley House, our Inclusion Leader is Ms. Soozii Lim. She is responsible for overseeing the SEND policy and coordinating specific provisions to support children with SEND. She will also coordinate with external agencies and specialists to incorporate their advice as and when needed. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and those that are not, by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The Pupil Premium was introduced in April 2011 after research demonstrated that children from disadvantaged backgrounds were far less likely to get good GCSE results. Attainment statistics published in January 2014 showed that in 2013 37.9% of pupils who qualified for free school meals achieved 5 GCSEs, including English and mathematics at A* to C, compared with 64.6% of pupils who do not qualify. View full school

Hall School Wimbledon, founded in 1990, provides independent co-education for children aged four to sixteen. Located at two sites within the beautiful environs of Wimbledon Common, we offer a dynamic learning environment in which children of all abilities thrive. We aim to provide an all-around education through a balanced curriculum, in which Art, Music, Sport, and Drama play a valuable role alongside the core academic subjects. We believe that learning should be a pleasure and our teachers are encouraged to infuse their classes with joy, enthusiasm, and active teaching. A significant dynamic of Hall School Wimbledon is its diversity. Our co-educational, international environment ensures that boys and girls are treated equally and enjoy a school setting that reflects the normality of the real world. From the day they join the school, all children at Hall School Wimbledon are part of the same community with shared routines and ambitions. With more than 50 nationalities represented on the school roll, our children are naturally exposed to many different cultures and customs throughout their time here. We believe in the all-around child, who leaves us with self-esteem and self-confidence intact and resilient, in whom the qualities of loyalty, kindness, honesty, duty, tolerance, and consideration are paramount. We believe in good manners, and that children should at all times be courteous and thoughtful towards each other and to all those whom they meet and have dealings with. We believe in physical fitness and the striving for excellence in sporting endeavors. We believe in a competition conducted within the rules of a game and entered into with sportsmanship and equality. We believe in the individuality of the child, and that each child should be encouraged and treated fairly according to his range of abilities and his particular needs. We believe in inequality of opportunity and treatment between the sexes, different age groups, nationalities, creeds, and levels of ability. We believe in ambition and hard work as being honorable and vital human qualities. We believe that thought is the most important activity in which our pupils engage. We believe in independence and self-reliance that children should be taught to look after themselves and others and to cope and hold their own in any situation. We believe all children should be taught the skills of the personal organization so that their progress is not hindered through inefficiency, and their way of life is managed to enable them to derive maximum benefit from every opportunity. We believe in happiness, firmly rooted in the children’s belief that they are appreciated and understood. We consider that these aspirations and qualities can only be secured within a balanced and managed environment where the culture of the school reinforces rather than corrupts. We must enable and not hinder, to encourage and not indoctrinate. Within this environment, every child’s potential may be wholly realized so that they achieve happiness and success in equal measure. Hall School Wimbledon prides itself on getting the best out of individual pupils. Our class sizes are small, allowing for much individual attention, with an average teacher–pupil ratio of 1:8. At the Junior School, we offer a broad and balanced curriculum in which Art, Drama, Music, and Sport play a valuable role alongside all the main academic subjects. Each child’s progress is carefully monitored and classwork and homework are assessed weekly to ensure that what is being taught is also being understood. Formal annual examinations are held for children in Years 3 to 6. From Reception to Year 2, children have their class teacher (under the direction of a Senior Tutor) who teaches all aspects of the curriculum except Ballet, Drama, French, Games, and Music. In these subjects, there are specialist teachers. An Art specialist teacher teaches Art from Year 2. The curriculum for the pre-preparatory years includes Literacy, Numeracy, Science, and the Humanities. Hall School Wimbledon prides itself on getting the best out of all its pupils. Our class sizes are small, allowing for generous individual attention, with an average teacher–pupil ratio of 1:9. The Senior School curriculum aims to offer a broad range of subjects for study to GCSE level whilst at the same time allowing pupils to specialize in their strengths. All children follow the ISEB syllabus in Years 7 and 8 leading to Common Entrance at 13+. Formal annual examinations are held for all year groups at the Senior School. In Year 7 the children are placed in sets for Mathematics. In Year 8 they are taught in sets for English, Mathematics, and Modern Languages. In Year 9 setting is introduced in Science and English and the Mathematics setting continues. In Years 7 and 8, children continue with the School Homework System. Year 9 pupils study all the subjects listed above and are also taught ‘Study Skills’ as a specific subject. As part of this subject, all pupils are taught about different learning styles and are introduced to specific revision and examination techniques. In Year 9, we begin teaching the Religious Studies GCSE course and the examination is taken in Year 10, which means that many Hall School Wimbledon pupils obtain one GCSE a year in advance. Senior School Hall School Wimbledon The Downs 17 The Downs Wimbledon London SW20 8HF +44 20 88799200 [email protected] View full school

Hall Green is a popular, vibrant, and successful school with a track record of high standards and successful outcomes for pupils of all backgrounds and abilities. The diversity of the school population enriches the lives of all the community and has earned the school an enviable reputation for inclusion. Hall Green is a school that continually seeks to build on the successes of the past and adapt to the needs of the future and is committed to safeguarding and promoting the welfare of all its pupils. In a changing world, we continue to focus on the essentials that make Hall Green successful: the quality of our teaching and learning personal pastoral care for every individual in the school strong relationships with parents, carers, and the wider community. Our governors and staff are committed to providing the very best for the children in our care. Our aims are that: Every pupil makes outstanding progress. Every pupil leaves with a personal belief in and aspiration for their successful future, and as a result, takes responsibility for their learning. Every pupil has the skills and attitudes to make a positive contribution to society as an active and engaged citizen. Every pupil shows care and respect for others. Every pupil values and celebrates diversity. Every pupil is aware of and sympathetic to the needs of others, particularly those less fortunate than themselves. We call this our Journey to Outstanding. The Learning Inclusion (Linc) Department at Hall Green School aims to provide high-quality support to pupils with a range of additional needs pupils may have learning difficulties and/or physical difficulties. It is the job of the Linc Department to help all pupils overcome these difficulties and to make sure they can achieve their potential promoting achievement, participation, and independence in the pupils to inspire confidence and trust to ensure that they all feel valued, secure and highly regarded by both staff and peers. All pupils in our school know that they can access a helpful, caring, and consistent approach from any member of the Linc Department. The school has a wealth of experience and expertise in recognizing the needs of pupils with physical difficulties and is acknowledged as a key Birmingham resource. We participate in the use of the disability symbol (‘Positive about Disabled People’), which is a recognition of the very positive attitude and commitment we have towards our pupils with disabilities. All SEND pupils can participate fully in all out-of-school activities including residential language trips to France, Year 7 and 8 camps, and Work Experience. Our pupils are always able to make a positive contribution to the school community and they have a voice in the school, which is heard regularly in Learning Council meetings they are also involved in a range of sporting activities. They can do well, according to their academic ability at all levels in the secondary curriculum and many have embarked on university courses. The department aims to ensure that all needs are met and support is provided in-class by a team of experienced and dedicated teaching assistants (TAs). We also deliver a range of interventions, at less formal times throughout the day, to help pupils to overcome any barriers to learning. Hall Green School is proud of its inclusive ethos and its commitment to its stated values of respect, equality, achievement, and learning. Our dedication to ensuring that our young people leave the school as independent and responsible citizens means that our work supports and fulfills the school’s duty to promote British Values, as defined by the DFE document ‘Promoting fundamental British values through SMSC in schools. Pupils are encouraged to regard people of all faiths, races, and cultures with respect and tolerance. Visitors to Hall Green School often note the peaceful and collaborative atmosphere and the good relationships between pupils and staff the very essence of fundamental British Values. View full school

We think Hall Green Junior School is a wonderful school to be part of, with fantastic children, supportive parents, and dedicated staff. Hall Green Junior School has been a part of Hall Green for 120 years. Since the first school opened in 1893, the schools on the Stratford Road site have grown and developed to meet the needs of the local area, as the area has grown from a rural hamlet to a busy and thriving owner-occupier suburb it is today. JS is now a modern, very successful large Junior School, fully equipped to meet the needs of our children. We are now a fully four-form entry school with a strong communal feeling in each Yera Group and across the school. We aim to serve the needs of the children attending our School. Each child is important to us and we aim to do the very best we can for every child. Our parents are aspirational and caring. We aim to meet the trust they put in us to look after and educate their child. The school has a very simple but very important Vision. School is here to equip every child with the skills to be a successful learner and responsible citizen. By successful learner, we mean academic success in conjunction with lifelong learning skills and attributes. Every child has a Personalised Learning Plan which the teacher, the child, and the parent work towards to help make the child succeed. Hall Green Junior School has developed a personalized learning approach aimed at developing the whole child around our Four Core Skills. Each child has a PLP - a Personalised Learning Plan - which is shared with parents and informs the teacher's planning and the child's learning. The work is organized into Modules, each lasting for 6 weeks (approximately half a term). When possible the work is taught in linked topics but where necessary work is taught in separate subjects. The Modules are designed so that the National Curriculum is covered in a way that meets the needs and abilities of the children. They are also designed to be interesting and exciting. The school works to provide a broad and balanced curriculum, aiming to educate the whole child. All children belong to a team in school and will take part in activities to earn points for their team. The challenges are around developing strategic thinking, being healthy, and developing wider learning skills. At Hall Green Junior we are here to equip every child with the skills to be a successful learner and responsible citizen. We embrace the fact that every child is individual and help the individual need of each child within the mainstream classroom. We aim to integrate all children into the school community: primarily a Hall Green Junior School classroom. We recognize the strengths of each child and the valuable contribution that each child makes. Meeting the child’s needs is the responsibility of the teacher supported by the SENCo - every teacher is a teacher of SEN and the child’s needs are met best in the classroom situation, amongst peers, by adapting classwork and having appropriate levels of support if required. View full school

Our school is a large four form entry school situated in Hall Green, a leafy suburb of Birmingham, and we share our site with Hall Green Junior School, with whom we have close links. Although we are a large school we work hard to create a small school feel by knowing our children and their families well and making them all feel special. Not only do we as a school strive to ensure that outcomes for the children's academic success are very high, but we also look to develop them as young people to support them to become responsible citizens and positive contributors to the local and global community. This is done, in part, through "Our Aspirations" and our "British Values" education. We work hard to ensure the children and all members of the school community enjoy a safe and positive experience where they are valued, respected and most of all have fun! We follow a program of Values Education. The concept behind this is to develop children’s emotional intelligence by giving them opportunities to explore the values on which our society is based and the vocabulary to express themselves. Our parents are also involved in our Value of the Month and have given us some very positive feedback about the impact of our Values Education on their children’s social development. At Hall Green Infant and Nursery School, we have successfully followed our Values Programme for many years. Our values are at the core of everything we do. They underpin our teaching and learning and provide an ethos and learning environment which helps to prepare our pupils for a positive future. At Hall Green Infant and Nursery School, we have successfully followed our Values Programme for many years. Our values are at the core of everything we do. They underpin our teaching and learning and provide an ethos and learning environment which helps to prepare our pupils for a positive future. We follow a program of 'British' Values. The concept behind this is to develop children’s spiritual, social, moral, and cultural development through giving them opportunities to explore the 'British' values on which our society is based and the vocabulary to express themselves. Our parents are also involved in our Value of the Month and have given us some very positive feedback about the impact of our 'British' Values Education on their children’s social development. Children with special needs are welcome at Hall Green I & N School. They add a particular strength to the school and offer all children new experiences and opportunities. We value all of our children and their achievements both at home and school. We understand that children have a great variety of needs and that each child is unique and special in some way. Through our attitudes, organization, and our partnership with you as parents/carers, we aim for every child to achieve the highest standard in all areas of their development. Our commitment is therefore to work with you to identify and support children's needs as early as possible. View full school

Halfway Primary School is an English-medium primary school located on Havard Road, in the Halfway area of Llanelli, approximately two miles east of the town center. The number of pupils attending the school is approximately 216 pupils from the ages of 3 to 11. Halfway is a one-form entry school with eight-year groups from Nursery to Year Six. In addition to our Headteacher, we have eight full-time teachers and one part-time PPA cover teacher. The school celebrated its centenary year in 2013. A major development of the school was completed in 2010. Carmarthenshire County Council spent £4 million on redeveloping the original Junior block in addition to the building of a large new sports hall/ canteen. The Infant building was built in the 1990s, while the Reception/Nursery block was refurbished during 2010. Three separate playgrounds are located at the back of the school grounds: one large playground for our Junior children and two playgrounds for the Foundation Phase. Also, there is an outdoor play area outside the Nursery classroom. The school is exceptionally well equipped in terms of ICT infrastructure. There is an IT Suite located in the new Junior block, which contains 16 Apple Mac computers. Also, more Apple Macs are located in our School Library and each Junior classroom. Every classroom in the Foundation Phase has PCs for daily use by the younger pupils. The school has also recently carried out an investment program to purchase iPads that are used by each year group. School Aims: To enable all pupils to develop effective literacy and numeracy skills. To provide quality learning experiences that develop pupils’ problem-solving and thinking skills. To provide a safe, stimulating, and challenging learning environment. To encourage effective social skills that enable children to develop good relationships with others. To inspire good moral conduct and a sense of responsibility. To nurture everyone’s health and well-being. To create independent and autonomous learners. To make the school a happy place to learn and play. Halfway is a friendly and welcoming school - the main aim of all our staff is to ensure that all children enjoy coming to school and are involved in enriching and stimulating learning experiences. We want to develop a whole school ethos in which all our children feel proud to be pupils of Halfway, while in return providing learning opportunities that will develop our children into pupils that the school will be proud of. View full school