EduCativ

At Grimsdyke School we take real pride in offering a broad and balanced curriculum that excites and develops a wide range of qualities in every child. As a staff, we feel that learning should not just be confined to the classroom. Students need to engage in "their learning" in a wide range of situations and environments. Meeting high expectations and challenges set by not only their classroom teacher but also their peers through collaborative learning. This in turn will not only foster independence but also lifelong learning to allow all students that move through Grimsdyke School to become successful in the future. Grimsdyke is an outstanding school and we recognize the importance of regular attendance as a key factor in our pupils’ achievement. It is therefore essential that parents work in partnership with the school and understand that term-time holidays have a detrimental effect on their children’s education. Research shows that poor school attendance can have a marked effect on pupils' performance and, as a result, their life choices. The overall picture may hide the real impact of absence from school on individual children. Click on the link below to find out more about the impact of poor attendance in school. Attendance “Teddies” are awarded every half term to the class with the highest attendance figures as a signal to the classes that these students are making the most of their right to an education by being in school on time. In addition to this, we also award “Owls” weekly in assembly to classes with no late marks. Lateness affects all children in the class, not just the child who comes in late. We therefore regularly remind parents how important it is for their children to start the day in a calm and relaxed manner by arriving in plenty of time. At Grimsdyke we value the partnership we have with our Parents. Parents actively support their children’s learning in a variety of ways. They attend our Consultation Evenings, the Curriculum Evenings, and the various other events that are held throughout the Academic Year. The School website for updated information including the calendar Year Group email addresses to serve a home-school link Fortnightly newsletters Text and Email messages to update parents re day to day messages Our Office display screen and A-frame display board for the car park Through this variety of different methods, we try to keep every parent informed about the events and developments taking place in the school for the benefit of their children. We have a Parents Forum which meets half termly with both Parents, Governors, and Schools providing Agenda Items. We hope this will provide supportive and constructive feedback on the School. The ethos of the school is ‘Achieving and Learning Together’ and this can only be successful through a positive partnership with parents. Luckily at Grimsdyke, we have supportive parents who help to make Grimsdyke the outstanding school it has been judged to be. The involvement of our parents is something we are very proud of. View full school

Here at Griffin, we are set to begin our 1st official year as part of the Elliot Foundation, which will support our drive to improve the progress and attainment of every student across the school. As many you of will know, The Elliot Foundation (TEF) is a Multi-Academy Trust of primary schools. We have chosen to join with them because they share the same ethos and philosophy of education that we value here at Griffin. TEF is committed to creating an inspiring environment in which everyone can help children to achieve ‘where children believe they can because their teachers know they can.’ TEF believes in ‘supporting diversity, creativity, and specialism’ and we also deem these to be very important. We also begin this year as key partners in a brand new 3-Academy Federation with 2 local schools. Greenside, Griffin, and Lena Gardens are now working together (GGL Federation) to make the experience of all our communities even better. Each will maintain their unique and very different identity but together we will continue the recent improvements to our creative curriculum and Griffin way of learning - anything that we can do better together, we will do. The Autumn Term will see the launch of our exciting new Inside Out learning model with a focus on 3 key strands of learning: Forest School, Sports, and Arts World. Students will work creatively and collaboratively, within a rich and engaging curriculum, that supports them to learn and consolidate key skills. Running alongside our thematic ICB (International Creative Baccalaureate) curriculum, we are now facilitating Inside Out Fridays - where every class will be ‘off timetable’ and will use the day to explore, apply, reason, question, design, collaborate, cooperate, discuss, problem-solve, create, discover… The possibilities are endless. In the Autumn Term this year our students in each year group will be studying an aspect of our whole-school theme ‘Maybe it’s Because I’m a Londoner.’ Each term we focus on a key strand of the arts, the first of which will be photography. Working alongside local artists and photographers, all students, staff, and members of the wider school community will participate in a large-scale Griffin photography project, capturing moments in everyday life. A selected image from each student and member of staff will be printed onto postcards and displayed in an exhibition - in our school and also at the Battersea Power Station. What an exciting opportunity. Our whole-school themes for the rest of the year will be ‘Music Today, Music Tomorrow, Music Forever!’ ‘Life on Mars’ and ‘The Great Griffin Makeover.’ Each one will enable us to instill our whole school ethos and mottos for learning: ‘Experience the world with us!’ and ‘Give your best and get the best!’ which capture our philosophy that learning is about actively engaging with the world and striving to achieve our personal best. We are so fortunate to have such positive and enthusiastic students and, therefore, every learning experience we provide will aim to encourage students to talk, think and question so that they get the very best from their learning. At Griffin we believe that our students learn best when they are challenged, engaged, and inspired and aim to achieve this through our curriculum and our new Inside Out Learning model. This encompasses many things: taking learning from inside of the classroom to the outside world through Forest School, striving to achieve our personal best (inside ourselves) and working together as a team (with others outside of ourselves) through sports, and expressing our inner thoughts and feelings to the outside world through the Arts. It also captures the work we do through RRS and PATHS: how the choices we make on the inside affect the outside world and how we manage our feelings internally to develop positive relationships on the outside. On Inside Out Fridays we will learn in a new and exciting way, by working on a creative project across the day, incorporating different curriculum areas, that help students build on and extend the skills they have been learning throughout the week or learn new skills altogether. Sometimes the whole school will work on the same Inside Out Friday theme together. Our Griffin pedagogy will enable us to instill our whole school ethos and mottos for learning: ‘Experience the world with us!’ and ‘Give your best and get the best!’ which capture our philosophy that learning is about actively engaging with the world and striving to achieve our personal best at all times. At Griffin, we are proud to be a multi-cultural school where many students are learning English as an Additional Language. We work hard to provide them with broad educational experiences that will develop their spoken language, reasoning skills, and ability to fully engage in their learning by both asking and answering questions. These 3 skills: to talk, think, and question, will form the basis of every learning experience we plan and deliver for our students to support them to make the best possible progress. Griffin Primary School is a place of excellence where students can achieve full potential in their academic, creative, personal, physical, social, moral spiritual, and cultural development, Our Mission: All students will be high achievers who fulfill their potential. All students and adults have the right to be treated equally and with respect. Students will take pride in what they do and be inspired to become life-long learners. Everyone has the right to learn and work in a happy, enjoyable and safe environment. The partnership between school, family, and our local community is strong and effective. Students develop as healthy citizens who are equipped to participate fully and responsibly in a 21st-century world. Griffin Primary School provides every child with regular access to a variety of high-quality learning opportunities, meeting the requirements of the National Curriculum. We strongly believe in using the curriculum as a tool for broadening horizons. Our students are aspiring global learners. We are committed to offering an inclusive and creative curriculum, to ensure the best possible progress for all students. Our educational aims for children with Special Educational Needs and/or disabilities are the same as those for all children in the school. More Able students are identified within the school, and provision is adapted to meet their needs. We run a school ‘Nurture Group’, following the Marjorie Boxall method, where the prime focus is on meeting social and emotional wellbeing needs. Building emotional literacy is an essential focus within the group. Stimulating opportunities for play and collaboration are provided, as a basis for the development of social skills, alongside daily access to the relevant curriculum. View full school

Enrichment is at the heart of the school body. At Grey Court, we value the Social, Emotional, Physical, and Intellectual development of our students. At Grey Court involvement in activities that challenge, are fun, reflect life, provide the social interface, broaden knowledge, give leadership opportunities, help build self-belief, develop social skills through teamwork, provide health benefits and promote excellence will greatly enhance the qualities of the individuals involved. We do encourage healthy competition, valuing the merits of team sport and individual pursuit. Over recent years we have been very successful in many of our sporting endeavors at Borough, London, and national levels. In this vein, Grey Court continues to thrive as a center for sporting excellence. As well as a sport we encourage our pupils to participate beyond the sports arena and have seen them flourish in the range of activities offered through academic routes and the visual and performing arts When the young people in our school community embrace all aspects of community life at Grey Court they are often likely to go on and achieve with confidence and clarity of purpose. Admissions for transitions Year 6 to Year 7 are managed by the Admissions Dept London Borough of Richmond upon Thames and not by the school. Offers for September 2018 will be sent out directly by the Local Authority. Applications from Richmond’s residents will be made on Richmond’s Common Application Form, which will be made available in paper form and online. If you do not live in the London Borough of Richmond-upon-Thames, please contact your home borough for guidance. Admissions for the present Year 7 to 11 are coordinated by the School Admissions Department at Richmond Council. The Grey Court Curriculum aims to be an inspirational and aspirational curriculum that meets the needs of a diverse range of learners. All children have a right to a broad, balanced and relevant education that provides continuity and progression and considers individual differences. The school always will deliver its teaching based on the worth of the individual within a culture that fosters respect for others and celebrates diversity. The school always will strive to offer students the opportunity to develop their talents to the maximum to broaden and deepen their areas of interest to furnish them with the skills to learn, not only whilst at the school, but throughout their lifetimes. The school will ensure that every student has access to the National Curriculum along with as wide a range as possible of other experiences. We aim to ensure that all students achieve the highest standards. The school will monitor all achievement and progress in conjunction with the requirements of the law. Our Key Stage 4 options offer is innovative and varied and meets the needs of all our learners. In addition to a large number of GCSE courses on offer, there are 5 levels 2, GCSE equivalence courses (Health and Social Care, Music Technology, Creative Media, Food and Cookery and Personal Finance, and 1 As course (Politics) for the ablest learners. See below for a list of optional subjects offered at Key Stage 4.In Key stage 5, there are 6 x 50-minute lessons per course. Students have 4- 6 periods of timetabled supervised study over the week. The curriculum offered includes a mixture of traditional, facilitating- levels courses and some level 3 technical awards. Please see below for a list of Key Stage 5 subjects offered. The PSHE and Citizenship (known as personal Development and Wellbeing – PDW) program are organized outside of the normal timetable, through drop-down periods. The program includes the use of outside speakers and special event days to enable us to meet our statutory requirements for citizenship, personal and social education, and enterprise education. The governors of Grey Court School are dedicated to the achievement of excellence by students through innovative and inclusive teaching. The governors are ambitious for the school and proud of what has been achieved in recent years. We are delighted that with strong leadership and high-quality staff, Grey Court is now an over-subscribed school where increasing numbers of young people are getting top GCSEs. The Governing Body is responsible and accountable for all major decisions about the school and its future. Governors set the school's vision and strategic aims, monitor, and evaluate performance acting as a critical friend to the headteacher, and ensure the school is accountable to those it serves. The Governing Body is made up of representatives from the community, those with business or professional expertise, parents, teaching, and non-teaching staff. There are five elected parent governors. A key feature at Grey Court School is the quality of care, guidance, and support that is available to students from the moment they join us. We provide a strong network of pastoral care with the core purpose of ensuring that students feel happy, safe, and able to achieve. Of central importance is the fostering of high-quality relationships between students, their peers, and staff which allows everyone to feel a sense of pride in their school community and how it develops. Student support at Grey Court begins with the Tutors who provide the all-important daily contact with the students. They monitor attendance, punctuality, and behavior and generally help to ensure that students are happy and progressing at school. They also provide the first point of contact for parents. View full school

Welcome to Gresham’s, a historic and vibrant co-educational school, founded in 1555. Gresham’s is set in 200 acres and enviably located between the award-winning coast and countryside of North Norfolk in an Area of Outstanding Natural Beauty, where we are inspired to bring out the best in each other. We offer a fully rounded education to boys and girls from the age of two in our Nursery and Pre-Prep to Sixth Form students, from across the UK and overseas. In 2016, Gresham’s was awarded an ‘Excellent’ rating across all nine categories in all three schools following an Independent Schools Inspectorate visit, which is a testament to our progressive academic curriculum, high-quality teaching, and excellent pastoral care. At Gresham’s, pupils are prepared for rewarding personal and professional lives with the intellectual, personal, and social qualities and skills needed to make a positive difference to the communities in which they live. We are immensely proud of their enthusiasm, commitment, and generosity towards each other. Our curriculum, teaching, and facilities support every pupil’s learning journey throughout the school. Classroom learning is complemented by a variety of academic societies and clubs as well as our ever-popular field trips that engender a wider, outward focus. Our Sixth Formers can opt to study A-levels or the widely respected International Baccalaureate Diploma Programme (IBDP). Gresham’s is the only school in Norfolk to offer the IBDP, has swiftly gained an international reputation as an IBDP center of excellence, with pupils progressing to some of the world’s most prestigious academic institutions. Outside the classroom, pupils enjoy seemingly unlimited opportunities to participate in an exciting range of co-curricular sports, arts, and music activities along with adventurous expeditions and community-based service. Whilst we can boast first-class academic achievements, the academic success and personal development of all pupils at all levels give us the greatest sense of fulfillment and reward. A Gresham’s education enables our pupils to develop in a huge variety of areas and we have a tradition of producing outstanding achievers in all walks of life, including architects, diplomats, engineers, musicians, and sportsmen and women, and many more. Old Greshamians has been inspiring others for generations from composer Sir Benjamin Britten and poet W.H. Auden to the founder of the Dyson Company, Sir James Dyson. More recently, Old Greshamians making their mark and creating headlines include international rugby players Tom and Ben Youngs and Academy Award-winning actor Olivia Colman. For those unfamiliar with our location in an Area of Outstanding Nature Beauty in north Norfolk, the best advice we can offer is to come and see it for yourselves. We are fortunate to benefit from spacious grounds in the Georgian market town of Holt and are situated just four miles from an award-winning coastline. North Norfolk enjoys a diverse landscape from its stunning beaches, picturesque countryside, and beautiful market towns and villages it is a beautiful place to live and learn. Every corner of Norfolk has its character and charm and its natural surroundings are a haven for a wide variety of wildlife. It is a popular destination for bird watching and seals spotting along its unspoiled coast. The Fine City of Norwich, with its architectural jewels including a cathedral and impressive Norman castle and national and international transport links, is 23 miles away. View full school

Grendon School is a true local school that has been part of the community since it opened in the 1920s. The current building opened in 1972 and was considered very modern at the time. Many of our staff and Governors attended Grendon themselves or sent their children here! We provide the keys to unlock learning and investigate the wider world through: A pastoral curriculum that removes barriers to learning. An academic curriculum that provides structure, opportunity, and enrichment. We do this by: Working to remove the inequality of opportunity. Treating each other with respect, tolerance, and concern Building relationships with each other, parents, carers, and the local community. Teaching skills to learn with. Providing knowledge to build on and understand the world with. Building in experiences gives each learner a taste to explore the world further. Children in Year Two and Year Four spend time working in small groups in the Grendon Garden to enhance their understanding of the natural world. We are lucky to have a dedicated area accredited to level 5 of the RHS Campaign for School Gardens. Children access a wildlife pond surrounded by trees and hedges. A range of herbs, flowers, and vegetables are grown which supports children's understanding of seasonality and food production. The curriculum is all the planned activities organized by the school to promote learning, personal growth, and development. This includes not only the formal requirements of the Early Years Foundation Stage and the National Curriculum but also the range of activities organized to enrich the experience of the children. The core purpose of our school curriculum is to provide our pupils with high quality, broad, exciting, and challenging education that pays due regard to achievement in basic skills but also meets our school vision and aims and prepares pupils for a successful future. Our school works to develop confident learners who are not afraid to challenge themselves and embody the spirit of our school logo: We can. At Grendon, we combine our pastoral and academic curricula to provide learning opportunities that nurture, teach, and prepare our children for life in modern Britain. We support our children's journey to becoming citizens who make a positive contribution to their school, community, and the world around them. We espouse our British values which promote democracy, the rule of law, a culture of tolerance, the importance of individual liberty, and respect for all. Our aim is for children to reach their full potential academically, physically, and socially. Whilst most children can do this through high-quality class teaching and our usual curriculum, some children need additional support and are considered to have Special Educational Needs. View full school

A very warm welcome to GCA. The successes of our students and the school as a whole are the result of a relentless focus on high standards of academic and personal achievement, positive attitudes towards learning, and exemplary behavior. We make sure the learning environment is well-ordered so that all students can feel safe and enjoy learning. Our students are the best ambassadors for the school - they are positive, lively, and courteous and interact well with one another in and out of the classroom. Students will achieve high academic standards at the Academy through the broad, balanced, and challenging learning experiences we offer and they will always be encouraged to enjoy learning for its own sake. In most subjects, students learn in mixed ability tutor groups (KS3) and teaching groups (KS4 and 5). In maths, students are placed in ability sets at the beginning of Year 7 to target work more precisely. Students are placed in ability sets in English in Year 8 and science in Year 9. Progress is monitored regularly and students move between sets where appropriate. At KS4, students are placed in ability sets in all three subjects. Students choose up to four Level 5 subjects for which they must meet the entry requirements. In Year 12, students also take ‘Ethics' which is designed to help students assess and develop an argument, understand ethical reasoning and decision-making, and develop their critical reasoning skills. We offer a very wide range of A and AS Level GCEs and BTEC Level 3 courses as well as several Level 2 courses. Course details are available on request. Our well-established links with universities across the country will give you opportunities to learn more about the realities of higher education. In the last year, university open days, Saturday schools, master classes, and summer schools in subjects as varied as classics, medicine, psychology, law, performing arts, engineering and oceanography have helped our students decide on courses and prepared them for the application process. As a member of the Chrysalis Partnership hosted by Highgate School, we offer subject-specific extension work for those applying to highly selective universities. Science, Technology, Engineering, Maths - it's increasingly the case that people do not need STEM spelling out but at GCA we add another M - for Medicine - to reflect the work the school does create opportunities for students keen to progress into careers in this field. STEMM education is vital to our future. Also, STEMM is everywhere it shapes our everyday experiences. STEMM professionals help solve the complex problems of today’s world and its future. They are working to find solutions for global warming, cancer, third world hunger, disappearing habitats, and an interdependent world economy. Yesterday’s stereotype of the ‘geek’ in a lab coat is not representative of today’s STEMM teams, where economists work with researchers on technical transfer and engineers build state-of-the-art equipment for businesses working with cutting-edge technologies. STEMM careers are both challenging and fun - people in them enjoy going to work every day. As a result of participation in the many curricular and extra-curricular STEMM activities we offer, students of all ages have the opportunity to learn and apply new skills related to STEMM careers and to understand the need to succeed in a variety of subjects as their career pathways develop. As a Church of England school, we work to build a healthy community of young people who are happy to live and learn in an atmosphere that reflects those simple values central to the Christian faith, including caring for each other and working together for the good of all. Students have many opportunities in lessons, assemblies, and enrichment activities to think through what are sometimes difficult moral, social and ethical issues, and to develop an understanding of, and respect for, other people’s backgrounds, values, and beliefs. Of course, having the values listed above does not mean that all our students come from a Christian background. The school has always welcomed students from many different backgrounds and faith traditions as well as those who have no religious belief. All we ask is that everyone who comes to Greig City Academy will be happy to support the school as a Christian foundation. View full school

Greet Primary School – an outstanding school in the heart of Sparkhill, Birmingham. Here you will find a dedicated and talented team of staff, hard-working and engaging pupils along with supportive and proud parents. Together we are a team – together we are Greet! Our pupils are at the heart of all that we do. We provide an exciting, broad, and balanced curriculum to inspire and motivate our pupils with opportunities to promote independence, learn life-long skills, and have aspirations for the future. We have high expectations. Academic achievement is important and our pupils do well – they demonstrate very positive attitudes to learning. Within a caring and nurturing environment, we equip our pupils with the skills to be good citizens, tolerant and respectful of others, and confident to face the ever-changing demands of society and the world at large. Our Teaching School designation in 2011 enables us to bring together the best practice from our school alongside those in the Teaching School Alliance to share with others beyond our school gates. From September 2016 we converted to academy status and became a founding member of Create Partnership Trust. Together with our family of schools, Conway Primary and Hodge Hill Primary, we strive to be the best we can be with achievement for all. Greet, Conway and Hodge Hill work closely together - developing policies, sharing good practice, and supporting and challenging each other. We want to see every child receive a broad and balanced education, be happy and safe, and well prepared for moving on to their secondary school. We are building Create by focusing on trusting relationships as the root of all our work. We have high expectations of everyone and we are never complacent - constantly striving to improve on our previous best. We are creating futures for everyone - our staff, our families and communities, and, of course, our children. We are also very committed to developing our high-quality staff and leaders who work hard individually and in their teams. The Trust supports their skills development and helps them to identify a career path so that they can be even more effective in ensuring that the children make the best progress personally, academically, and socially. We have recently revisited our values in the light of our first year as a MAT: excellence, partnership, and perseverance. At pupil level, these are interpreted as: Excellence: We give our best at work and play we aim high we believe in ourselves we enjoy learning we love to contribute we are curious we celebrate the success we think about our learning we are successful we achieve well independently we are proud of our work we understand that there are steps on the way to excellence we understand that excellence is achieved through partnership (working with others) and perseverance (what we do as individuals). Partnership: We work together we listen to each other we share and take turns we learn from each other we respect each other we are sincere we are good citizens of Birmingham, the United Kingdom, and the world we contribute we are happy we feel safe we look after our school we are part of a team we are part of a family we help each other to achieve well we believe everyone is equal. Perseverance: We don’t give up we try our best we are not afraid to make mistakes we learn from our mistakes we can talk about the learning we take responsibility for our learning we are helping to make our futures we can change if we need to we can find solutions we look forward. The Department for Education states that there is a need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” View full school

Welcome to our successful school where children always come first. We are committed to all the children achieving and reaching their full potential. We are proud that we provide a caring and supportive atmosphere, which allows children to develop emotionally, socially, and academically. Our staff play a major role in the children's development they have only one priority, and that is to provide the very best that we can offer. Greenwood Primary is a very caring and happy school where success is celebrated. Parents are actively encouraged to take a keen interest in all aspects of school life so that the staff, parents, and, most importantly, the children can work together. We warmly welcome visits to Greenwood to see our children at work and experience at first hand what we have to offer at our school. Values: To provide a warm and safe environment for all children and where everyone feels valued To provide a broad, balanced, and stimulating curriculum that is relevant to the children’s needs and interests To create a supportive environment that promotes communication, collaboration, and reflection To build children’s learning power skills to enable them to reach their full potential and equip them for life long learning To achieve high standards, in all areas of the curriculum, including the physical as well as the academic, spiritual, and moral development of our children To encourage children to develop a caring and considerate attitude to others, based on mutual respect and understanding To actively encourage all children to develop their skills, gifts, and talents, in all areas of the curriculum To actively encourage children to adopt a healthy lifestyle To encourage and enable the continuous professional development of all staff The school offers a broad, balanced and stimulating curriculum, which is designed to allow children access to learning opportunities that interest and motivate them, and which develop their skills to succeed in later life. While prioritizing the basic skills of Mathematics and English, the school promotes creativity and cross-curricular knowledge through the foundation subjects. Arts and creative weeks are planned regularly and music is taught by specialist staff. Spanish is the adopted Modern Foreign Language in KS2. The teaching of reading is prioritized throughout the school but particularly in the Infant department. The primary strategy taught is synthetic phonics. The Infant classes are taught phonics daily and much of this is through sets (groups made according to each child’s stage of learning). The school uses the scheme ‘Letters and Sounds’ throughout the Infants but the commercially produced ‘Jolly Phonics scheme’ is used in the Early Years to assist children through actions and songs. The children in the Infants are hard to read by an adult twice a week. One occasion is individual, using ‘The Oxford Reading Tree’ and other schemes, used to give variety, including phonetically decodable books. These are arranged into colored book bands and are sent home weekly with a record book for the parents’ information. The second occasion is guided reading in which small groups of similar ability children read a book together. Separate schemes are used for this, including ‘All Aboard’, ‘Rigby Star’, and Pearson’s ‘Phonic Bug Scheme’, and some non-scheme books which have been color banded. These books are not sent home but can be seen by parents on request. The school plans to use the National Curriculum without using a commercially produced Mathematics scheme. Teachers plan activities using a variety of resources to match the needs of groups and individual children. Number and computation are given priority and are taught every week. The school has a calculation policy that explains the order concepts are taught and the methods used. (Copies of this may be requested from the school office) All activities are differentiated (planned at different levels) within classes and in Years 5 and 6 the children are taught in maths sets for 5 days in year 5 and 3 days in year 6. View full school

At Greenwood we believe that instilling a 'Growth Mindset' in our students will allow them to unlock their full potential, by removing preconceptions about their abilities or a 'fixed mindset' children can grow their intelligence and through effort and hard work will achieve extraordinary things. This philosophy underpins our approach to rewards and celebration of pupil success. Our ethos and values ensure that we offer an exceptional learning experience as well as a real and tangible sense of community. Education at Greenwood Academy is a partnership between the academy, pupils, parents/guardians, and the wider community. Ensuring all pupils have the opportunity of carrying out service within their community is an important part of the Greenwood experience and part of the academy’s wider commitment to the character development of our pupils. The strong links within the community are a distinct strength of the schools’ provision in ensuring we reflect local priorities and ambitions. We have strong links and partnerships with businesses such as Jaguar Land Rover, MITIE, Pinsent Masons and ensure that all our pupils have the opportunity to experience the world of work. At Greenwood, we believe that good communication with all partners is the key to a successful educational experience for our pupils. When choosing a school for your child it is essential to ensure that they will have the chance to engage with a wide range of learning opportunities beyond the core curriculum. We offer opportunities through the Arts including full school productions, performances in dance, drama, and music both in and out of the academy, art workshops A sports program that takes advantage of extensive grass pitches, an outside 4G pitch, and an incredible Sports hall with a specialist dance hall and large Multi-Use Games Area With 9 modern Science Laboratories we can provide a very practical approach to Science ensuring our young people have the STEM skills required for the 21st Century. Students at Greenwood welcome the opportunity to benefit from a range of activities that reinforce their positive relationship with their academy and maintain their motivation to succeed. Whole school events such as termly assemblies and annual summer fun days give students a real sense of community and belonging. A new House system enables them to pursue leadership opportunities developing relationships with a wider variety of pupils in the academy. Whilst access to artistic and sporting opportunities demonstrates to students our commitment to their growth in all aspects and way beyond the core curriculum. Taking advantage of our state-of-the-art new building, we ensure that specialist spaces make the most of the latest technology available to us to enhance the learning for our pupils, including the Google Education platform. Our digital learning platform is cloud-based, designed to support learning beyond the classroom, enabling pupils to access the world beyond Greenwood. View full school

Greenway Primary School and my main aim for the school is for everyone associated with it to achieve their very best. We will certainly offer our best in ensuring the school offers the community a warm, caring, and listening school. We believe Greenway is an ambitious, busy, and friendly school. We aim to 'Achieve Excellence Together and we are determined to offer your children the best possible opportunities to learn and enjoy the success that this brings. Greenway Primary School is situated in the east of Cardiff. It was built in 1952 and is set within spacious and attractive grounds, comprising a large split level playground, Nursery, and Reception outdoor areas, Year 1 and 2 outdoor areas, a large playing field, an orchard, and grassed open spaces. The accommodation is organized into Foundation Phase (FP), Key Stage 2 (KS2), TES/International School Support room, and Flying Start areas. There is a hall as well as offices, support rooms, a kitchen, a community café, a foyer, and a staff room, The school currently caters to 202 full-time equivalent learners between the ages of four and eleven, plus 24 FTE children of nursery age. There are 8 classes including the nursery. All teachers are full-time except the nursery teachers who job share. The number on roll has increased since the last inspection. The school serves the area of Rumney, with 20% of the learners coming from outside the traditional catchment area through parental choice. The majority of families are economically disadvantaged. The local area is comprised mainly of private rented homes, but there are also council housing estates and a small number of owned homes. 62% of the number on roll is registered as being entitled to receive free school meals, which is significantly above the national and local averages. The intake covers the full range of ability. Around 30% of learners within the mainstream classes are identified as requiring additional learning needs (ALN) including special educational needs (SEN) support. 20% of our learners are from Gypsy and Traveller Heritage both settled and transient. No learners use Welsh as a first language. Around 20% are from an ethnic minority background. Pupil attendance shows an increasing trend over the past 5 years, increasing from an average of 86% to 95%. View full school

At Greenshaw, we have a tradition of combining both high expectations for all our pupils and a curriculum that is forward-looking and appropriate to the needs of the 21st Century. At Greenshaw we are looking to build a culture of ‘growth mindset’. The idea comes from research carried out by psychologist Carol Dweck. Her findings revealed two different attitudes towards learning – a fixed mindset and a growth mindset. Individuals with a fixed mindset tend to believe that intelligence is given out at birth and cannot be changed or improved, whereas those with a growth mindset think that intelligence can be shaped through sustained effort and learning from mistakes. People with a growth mindset work hard, take risks, and are willing to make mistakes and learn from them. Greenshaw’s curriculum embraces everything the students experience at school. Our fundamental aim is to meet the individual needs of all students across the full ability range by delivering a differentiated and supported curriculum that has high expectations, encourages active learning, delivers academic success, and builds self-worth. More specifically, the chief aims of the education provided by lessons, extended work, and curriculum enrichment activities are as follows: To help all students to achieve their full potential in all areas of learning and experience, through a broad and balanced curriculum that is differentiated according to the varying ability and motivational needs of the students. To help all students secure the maximum possible success in public examinations. To help students to develop a wide range of mental attributes such as will advantage them in their chosen career and aid them in the development of their learning throughout their lives. To help students to acquire a wide range of physical and practical skills and to help them utilize those skills in a variety of different contexts. To engender in students a love of learning for its own sake, helping them to recognize the pleasure and enjoyment that can be gained from the acquisition of new knowledge and understanding and the development of new skills. Help students to develop such qualities of character and personality will help them to take their place as active citizens in a pluralistic, multicultural, democratic society. To help students to develop an awareness of moral values, to recognize the existence of moral values other than their own, and to respect the moral values implicit in the ethos of the school. To help students to acquire knowledge and skills that will contribute to their development as mature adults, helping to prepare them for their future lives at home, at work, at leisure, and in continuing education. To create a curriculum that allows for progression and continuity within and between key stages and which is coherently implemented and organized. To facilitate equality of access to the curriculum for all students. To teach the curriculum through a wide variety of teaching styles and the creation of learning situations appropriate to the needs of the students. To create an environment that is conducive to learning, where students feel free to adopt a positive attitude towards their education and where all forms of success and achievement are recognized and celebrated. View full school

Greenmead School is a Wandsworth maintained special day school for children aged 2-11 years. We specialize in educating pupils with severe and profound learning disabilities. Many pupils have additional physical disabilities, communication difficulties, and complex health needs. We are extremely proud to have maintained our Outstanding Ofsted judgment in September 2016 having had 3 previous consecutive Outstanding judgments. We ensure all pupils follow a curriculum that is highly personalized and differentiated to make learning fun, meaningful and engaging. We aim for all of our children to leave Greenmead as confident, independent life-learners who can express themselves and their choices, are problem-solvers and who can contribute to the community in which they live and learn. We work closely with colleagues in health and social care to provide integrated therapies throughout the school day and to support our work with families to ensure all children can reach their full potential in a safe and happy environment. At Greenmead Primary School, we focus on our children and what they can do now. Through close working relationships with families and the multi-disciplinary team around the child, we develop ambitious and meaningful expectations. Children at Greenmead work hard and we celebrate every single achievement. We aim for all of our children to leave Greenmead as confident, independent life-learners who can express themselves and their choices, are problem-solvers and who can contribute to the community in which they live and learn. We provide a friendly, supportive and safe environment with a climate of trust, honesty, and positivity. Our new state-of-the-art building is co-located with our mainstream partner school Ronald Ross Primary School, creating novel opportunities for integration and development for all. Greenmead School caters to pupils with a range of complex physical disabilities, severe and/or profound learning difficulties with additional communication needs. We continue to be recognized as an innovative center that provides Outstanding outcomes for all children. Greenmead aims to provide outstanding opportunities for all our pupils. We achieve this through excellent teaching of our broad and balanced yet creative and individualized curriculum. At Greenmead we have designed our curricula to meet the full range of special education needs that our pupils have. Our curricula and class groupings are carefully considered and are organized in such a way that all our pupils’ special educational needs are met in an age-appropriate way. Our Early Years and Foundation Stage department takes pupils between the ages of 2-5 years. We have organized these pupils into two classes, Pluto and Neptune. Pluto and Neptune's class follow an adapted version of the Early Years and Foundation Stage curriculum. This curriculum follows seven main areas of development: Communication and language Physical development PSED Literacy Mathematics Understanding the world Expressive arts and design Greenmead School is a Wandsworth maintained special school and will therefore follow guidance and advice from Wandsworth LA. Services in other Local Authorities may have different processes to follow. The Special Educational Needs Code of Practice 2014 states that a child or young person has SEN if they have a learning difficulty or a disability which calls for special educational provision to be made for them. High quality of teaching that is differentiated and personalized will meet the individual needs of the majority of children and young people. Some children and young people need an educational provision that is additional or different from this. This is special education under Section 21 of the Children and Families Act 2014. We use their best endeavors to ensure that such a provision is made for those who need it. Special educational provision is underpinned by high-quality teaching and learning. The Outreach Service at Greenmead School supports pupils with a physical disability who attend Wandsworth mainstream primary schools. The work of the service is to support mainstream settings to meet the needs of this group of pupils. There is a small but growing number of pupils with complex physical disabilities in full-time mainstream provision. A specialist teacher who is experienced in working with children with physical disabilities can provide support and advice in some or all of the following areas as appropriate to the individual needs of each school and pupil: Manual handling including providing training for school staff and support around writing Moving and Handling Risk Assessments ICT including specialized hardware and software to enable curriculum access and recording work (in liaison with CENMAC) Curriculum assessment and differentiation, particularly for pupils with a physical disability who are working below age-related expectations Communication, Loan of specialist resources, Support with IEPs and Annual Reviews, Liaison with other professionals involved with each child as required. There are a small but growing number of pupils at Greenmead School who require access to mainstream opportunities. This may be organized in different ways according to the individual needs of each pupil but includes: Half-day per week spent at a mainstream school close to Greenmead and supported by a member of staff from Greenmead A full day per week spent at a mainstream school and supported by a member of staff from Greenmead. A formalized dual placement between a mainstream school and Greenmead (i.e. Statement names both schools) For some pupils, this may eventually result in a transition to full-time mainstream education. For others, it may be a long-term dual placement requiring time spent at both mainstream and Greenmead schools each week. View full school

Greenleaf School provides inspirational, inclusive, and excellent learning in a vibrant, fun environment to create self-confident and respectful pupils, proud of themselves, their school, and their wider community. Our ethos is: Aim High, Work Hard, Be Kind. Greenleaf is a very special place for children and staff and we are proud of our ‘outstanding’ reputation. This is due to the dedication of a highly committed team of staff working in close partnership with our children and families. Please take time to visit our website and find out about the amazing community spirit and high expectations and aspirations we all share. At GreenleafPrimary School every child matters and as such we have high expectations of all members of our school community. We will provide a calm, safe, stimulating, and challenging environment where children and adults develop an enjoyment of learning. We work together to:- Attain the highest possible level of achievement Promote and maintain a healthy physical and emotional lifestyle Learn to understand, respect, and value our own and others' way of life Develop the confidence, self-esteem, interest, and enjoyment in learning which will enable us to think critically, creatively, and independently and prepare us fully for the next stage in our education Develop our personalized, independent learning through promoting the 5Rs – Responsibility, Reflection, Resourcefulness, Readiness, and Resilience. Ensure everyone has equal access to a broad and balanced curriculum that reflects their individual needs and equips them for the future Develop a positive role for the school within the wider community and take an active part in our diverse world Evaluate our progress, identifying any barriers or inequalities and their underlying causes, taking preventative and remedial action where appropriate At the heart of these aims is a complete commitment by Greenleaf to a policy of equal opportunities for all, regardless of class, disability, ethnic origin, gender, sexuality, family make-up, belief (religious or non-religious), or any other individual special need. We value the many different cultures of our families and feel that the diverse cultural inheritance of our children is an enormous asset to the school. We treat, very seriously, any incident of a discriminatory nature and have a formal procedure for dealing with such incidents. View full school