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Goodrich is a large, friendly school where children have made outstanding progress over the last four years, being in the top 2% of schools in the country for progress in all core subjects between Key Stage 1 and Key Stage 2 in 2015/6 once again. The school, which was built in 1886, is made up of four buildings. Over time there have been schools for all ages on this site, including a secondary girls school, a one-form Infants school, and even adult education in the Lythgoe building. We are now a three-form entry primary school, with a bulge class in Year 6 who will be moving on to secondary school in July. We are the most over-subscribed primary school in Southwark with about 600 applications for 90 places, but there is a waiting list and spaces do become available as people sometimes move out of London. Our aim remains: 'High Standards for all' - and academic achievement is our main focus, but we want to provide a well-rounded education of the highest quality. The school ethos is forward-thinking, friendly, and tolerant. We place great importance on Art, Music, and PE alongside the core subjects of English, Mathematics, and Science. Our broad and balanced curriculum is what is needed to effectively prepare children for life in modern Britain. We want your children to enjoy their time at Goodrich and by the time they leave to be equipped with a whole range of skills that they will need in later life. We aim to help all our children to feel comfortable and at ease with growing up, and to exemplify tolerance towards others. Above all else, we hope that they look back at their time in the school with a real sense of achievement and enjoyment. Goodrich aims to be an open school, encouraging parents and carers to take as wide an interest and involvement as possible because we know that children make faster progress when we work in partnership. The physical environment is constantly improving as this is very important for the children. This year we aim to redesign the front of the school as a learning garden and to move the pond to the front of the house. We also plan to install new windows in the nursery and to develop a wonderful bespoke ceramic and steel water channel for Early Years water play in the nursery outdoor area. The curriculum is designed to develop the whole person - knowledge, skills, understanding, and attitudes, and it is broad, balanced, and has a clear progression in terms of subject knowledge and skills. We have our Mathematics and English bespoke schemes of work. The mathematics curriculum was written by Nigel Bufton, ex-HMI for mathematics in England, and trialed and developed here. It has been adopted by over 60 schools across England from Devon to Lewisham. Alongside the scheme of work, we have our half termly tests for each year group -one arithmetic and one reasoning- which enable us to moderate teacher assessment with age-related expectations. The English curriculum was written in conjunction with an English adviser and it revolves around key texts which cover every genre. It too has been adopted by other schools in different parts of the country. The wider curriculum is very strong, especially in Art, Music, and PE. Specialist teaching has helped to raise standards and improve teacher subject knowledge. We encourage the use of expertise beyond the classroom to break glass ceilings in terms of standards. All subjects make use of the external environment, from the Early Years going outside to play and learn every day, to older children drawing local buildings in Art or visiting local places of worship. Art is outstanding with very high expectations and good use of materials from the kiln to weaving to the double primary paint system, but drawing is the key skill and it is taught well. Areas we want to develop next year include Dance, writing our History and Geography curriculum, use of IT in music, and carpentry. We also teach Mandarin and the curriculum has an international dimension with visiting teachers from China through the Confucius Institute, who teach Mandarin, kung-fu, and Chinese dance. Over several years there have been small group visits to China. British values are explicitly taught through the curriculum and implicitly through the PSHE provision and the day-to-day relationships and structures of the school. View full school

Good Shepherd has developed significantly over the past ten years, and it continues to do so, to meet ever-changing educational needs and to ensure pupils are equipped to meet life’s challenges in the knowledge that their Catholic faith will support their spiritual development on their journey. The school is fortunate to have as its number one resource a high-caliber teaching and support staff. Pupils, staff, governors, and parents are extremely proud of their school and together make it a happy, caring environment, where everyone is valued and listened to and where together we strive to realize our hopes and expectations for all pupils. Our academic record shows us consistently achieving well above both national and local targets. This reflects our determination to ensure all pupils achieve their academic potential and are successful when they leave us, gaining places at their preferred secondary schools. This drive is well supported by the broad and balanced curriculum offered to our pupils that sees a significant range of sporting achievements. To this, we can add a range of other successes encompassing areas such as music, art, drama, and public speaking. Our external accreditations mark our focus on continuing self-evaluation and improvement. To fulfill our Mission we share these core values: Love and mutual respect Dedication and loyalty Justice and fairness Honesty and trust The living of our faith High expectations of each other Forgiveness and reconciliation An affirmation of each other’s talents A commitment to a culture of continuous self-improvement A willingness to co-operate and share our gifts for the good of all To fulfill our Mission we aim to: Lead the children to a deeper knowledge and understanding of the Catholic faith Guide and foster the growth in faith of each individual involved in the school community Make prayer, worship, and the liturgy both meaningful and relevant experiences for all Expect the highest standards of academic achievement from all children Ensure that all children are provided with a challenging, broad, and balanced curriculum, as set out in the National Curriculum Ensure that the life and curriculum of the school celebrates and respects the different ethnic and cultural backgrounds presented in the school and society Expect high standards of behavior, courtesy, and respect Create a calm, disciplined and positive atmosphere where praise and reward enhance the children’s confidence and self-esteem Support parents and the parish community in fulfilling their responsibilities towards the religious and educational development of their children Establish and maintain effective communication between school and home. View full school

At Gonville, part of STEP Academy Trust, we are proud of the education we offer our children. We believe strongly that a great education is one of the most precious gifts a child can receive. Underpinning all we do is a belief that every moment a child is in school must be used effectively — if time is wasted, it is lost forever and cannot be given back. All our structures and policies are designed to maximize the learning potential of the time our children spend in school. At Gonville Academy, we strive together to achieve excellence in all we do. Working with our community, we aim to provide opportunities for local children to reach their full potential in a safe, happy and multicultural environment. Gonville Academy is a learning community, which aims to equip students with the knowledge, skills, and mindset they need to become leaders in their chosen fields. Our PUPAC values are the foundation for all learning and interactions at Gonville Academy. We expect all members of our learning community staff, parents and carers, children and visitors to have our values at the heart of everything they do. Our Aims: Inspire creativity by promoting and fostering the confidence to take risks, celebrate each other’s individuality and develop imagination. Promote health and sustainability so that our children recognize the need to work together to protect the natural world, knowing that their actions today can make a difference in the future. To produce honest children who have integrity and sound personal values such as respect and an awareness of the needs of others. Foster skills across the curriculum, so that our children can combine skills and knowledge to become successful learners. Instill aspiration in everyone so that they reach their full potential and strive beyond. Foster resilience by creating a safe environment for all members of our community through building self-esteem and developing a supportive culture where asking for help and never giving up are valued. Encourage positive communication between all members of the school community, so that children learn that collaboration and empathy are essential to building successful relationships. Widen our vision of the world and create a sense of belonging by promoting an awareness of and pride in diverse cultures to unite our children as a community of responsible global citizens. At Gonville Academy, we believe in quality teaching and learning. We aim for our children to participate in a creative curriculum that engages their imagination and encourages the next steps in their learning. We plan our subjects through topics from the International Primary Curriculum (IPC). Each topic takes appropriate objectives from the National Curriculum which are then taught creatively to make even the most abstract of ideas real to the children. Each topic starts with an exciting start to ‘hook’ the children into their new learning and ends with a purposeful outcome. Throughout the topic, children are encouraged to think about what they are learning, why they are learning it, and how they will be able to apply these new skills in a meaningful context. The creativity is backed up by a rigorous set of basic skills such as times tables and spelling patterns which are taught every year. This ensures that the curriculum has balance and rigor. Children work in a variety of ways: as a class, in groups, pairs, or individually. The emphasis is always on the active and meaningful involvement of children in their learning. All children have regular opportunities to engage in musical and creative activities. Besides, the curriculum has a strong international focus. As such, our Academy has developed numerous links with partner schools and organizations abroad. View full school

At Golftyn , we trust that all of us, as teachers, parents and pupils will strive for the highest standards in all aspects of school life. We believe in the importance of the individual and the aim of the partnership between the home and school is to develop every aspect of the children’s lives, educationally, socially, morally, spiritually, culturally, and behaviourally, by strengthening motivation and ensuring a healthy attitude towards themselves and others. It is the responsibility of the school and the home to prepare opportunities for each individual to develop to the best of his or her ability, but it is the responsibility of the individual to respond positively to those opportunities. By co-operating as a team, as teachers and parents, we expect to foster a responsible attitude in our children towards school, behavior and courtesy, regular attendance and promptness, a pride in dress and appearance, self-discipline and self-confidence, characteristics which will prepare them for the transition to the High School and which will become increasingly more important for their futures. Golftyn School is a happy, homely school that combines the traditions and expectations of a good standard of education, behavior, and self-discipline, with the latest curricular developments together with the development of skills and characteristics which will be needed in the future. At Golftyn we strive for excellence in education by providing a safe, caring, family environment where we all are valued and respected as individuals, enabling everyone to reach their full potential. The statement that best encapsulates Golftyn is ‘Happy and Respectful, We Aim High. We aim: To help pupils to develop lively enquiring minds, to achieve an ability to question and debate rationally and to evaluated and make judgments and decisions To educate pupils to apply themselves to tasks and to develop an aesthetic awareness To help pupils acquire knowledge and skills which are applicable and relevant to their later life and their future employment To help pupils use their language, both written and oral effectively To help pupils develop and use mathematical, scientific, and technological skills To instill respect for religious and morals values and tolerance of other races, religion, and ways of life To help pupils understand the world in which they live and that independence and co-operation of individuals, groups and nations are an important aspect of life To help pupils appreciate what their fellow man has achieved, and that man’s future hopes and aspirations are an important aspect of life The school endeavors to achieve these aims through an atmosphere of mutual respect View full school

Golders Hill School was founded in 1908 and is situated in the leafy suburb of Golders Green. We have two buildings one at 666 Finchley Road and the other at 678 Finchley Road. We are a co-educational Pre-Preparatory School in Golders Green, North West London. The school aims to provide a happy, secure, and rich learning environment for children aged 2 to 7. We have a highly qualified team of staff who fill the children's day with a wealth of activities, encouraging each to develop their talents and abilities. The school’s ethos is that happiness is essential to the acquisition of knowledge and that learning should always be fun. At Golders Hill School we welcome children with special educational needs. We recognize every child’s right to a broad and balanced education, which allows them to realize their full potential and achieve success. We recognize the importance of early identification and assessment of children with special educational needs and disabilities. We are committed to providing full access to the curriculum through differentiation, varied teaching styles, and the best learning conditions for each child according to their need. Golders Hill School believes in inequality of opportunity and we aim to create a supportive yet challenging environment that values differences and recognizes the achievements of all children. Children may have special educational needs either throughout or at any time, during their school career. We believe in developing each child at his or her own pace, while at the same time expecting high standards in preparation for sitting their 4+, 5+ or 7+ exams to go onto the Preparatory Schools in and around London. We encourage an independent and confident approach to learning which allows children to think for themselves and to take responsibility for their behavior. This prepares them for the opportunities and responsibilities of life in British society. A variety of methods are used for teaching and learning to stimulate curiosity and creativity as well as helping the children to acquire a solid knowledge of the core curriculum. As a non-selective school, our broad and balanced curriculum is differentiated to meet individual needs and it includes personal, social, health, and economic education at age-appropriate levels. We believe at Golders Hill that early literacy and numeracy are very important and together with the traditional academic subjects form the core curriculum. Our School Council is made up of representatives from Reception, Year One, and Year two who are democratically elected by their peers on a termly basis. We meet monthly to share our views on school life and consider ways to improve our school environment. So far the council has instigated new games for the playground, had new fencing put up to keep footballs in the playground and we have a school winter term sing a long altogether to boost our community spirit. Children are encouraged to participate to promote responsibility and equality. There are school council suggestion boxes in the offices of both buildings. Children can pop their ideas in there to be discussed at meetings. At Golders Hill School we believe that all members of our school community should have a clear understanding of the behavior expected of them and the consequences of their actions, including clear and fair sanctions. Children are encouraged to show courtesy and respect to all members of our school community. The Head Teacher awards a Courtesy Cup each term to reward polite behavior. All staff should actively strive to prevent all forms of bullying (including cyber-bullying) and discrimination (see also our Equality Policy, Anti-Bullying Policy, and our Safeguarding Policy). Golders Hill School will take active steps to fulfill its Equality Duty. These steps will be set out from time to time in a School Development Action Plan. Golders Hill School recognizes that children should be offered opportunities for noisy and lively play. Children are expected to complete appropriate work assigned to them and refusal to do so (as opposed to the inability to do so) will be dealt with as a behavioral issue. Inappropriate items brought to school will be confiscated for the day and returned to the adult collecting the child with a request to supervise more closely what their child brings to school. View full school

Our school is a place where everyone is treated equally, encouraged and respected. We believe that all children should be able to achieve their full potential academically, socially, and emotionally. We are committed to our school being a safe and inclusive place where learning is nurtured and encouraged in a happy, caring, and fun environment. We all work for our school to be a happy place where good behavior is expected and all children enjoy their educational journey. At Goetre Primary School we believe that ‘We All Learn Together’. Each child including learners with health care needs is an individual developing in their way therefore we aim to encourage the children to see for themselves their talents, to foster self-confidence, and to develop a sense of personal adequacy, so that each child can cope with the environment, at a level appropriate to that child. Hopefully, each child will be well balanced, happy, and able to develop sensible attitudes to learning, so that they can find enjoyment in all aspects of schoolwork, and gain satisfaction from their achievements. We also aim to develop certain social skills, tolerance, respect, self-discipline, reliability, and appreciation of others. Each child should be respectful and careful with both their own and other people’s belongings and begin to acquire moral values on which to base their behavior. High regard for intellectual skills is important when pursuing these aims, for without them little will be achieved. Every child should be able to communicate clearly and accurately through written and spoken language. They should be numerate, exploring mathematical concepts with understanding and confidence. Using these skills they should be able to observe and record accurately, and begin to understand their environment in a natural, scientific, technological, historical, geographical, and social way. We aim to develop an appreciation of aesthetics in some of its forms, both natural and artistic, thus enabling the children to develop skills in communicating their thoughts and feelings through the arts. About spiritual development, we aim to give knowledge of Christian beliefs and foster respect for others and their beliefs. We will encourage every child to appreciate the language and culture of Wales and to equally value all languages and cultures from around the world and to hold in high regard the conservation of our environment and heritage. View full school

We are a busy but friendly school, with lots going on. This website aims to give you a taster of the school, as well as providing regularly updated information for both parents and pupils. We hope that you enjoy your visit to our website and that you find any information you are looking for. Please feel free to contact the school directly with any queries you may have. Earlier this term, with the help of the School Council, all children and staff were asked to suggest a list of the values they feel are the most important ones for us to promote and develop at Godwin. All contributions were collated and the most popular suggestions have been compiled into the list below. These will now become our set of core values, the values that we hold most dear they will guide us in all that we say and do and help to shape the future of our school. We have already started to develop our understanding of these values through our assemblies. School admissions are coordinated by the London Borough of Barking and Dagenham. If your child was born between 1 September 2012 and 31 August 2013 they should be starting school (Reception) full time in September 2017. Similarly, if your child was born between 1 September 2013 and 31 August 2014 they will start school full time in September 2018. We use schemes of work to teach the core subjects of English, Maths and Computing and the International Primary Curriculum to teach the other subjects. This includes Science, Geography, History, Music, Art and Design, and Technology. In the first term of the school year, we run parent meetings on the curriculum for different year groups and class teachers will give more information at the first Parents' meeting of the year, in October. At Godwin Primary we are committed to ensuring that each child reaches their potential in English. In our Nursery, our staff enables all children to access the curriculum and develop communication skills as part of the Prime Areas of Learning in the Early Years Curriculum. Through role-playing and drama, we strive to ensure that all children leave the nursery setting with a good level of development in their language skills. Through Letters and Sounds phonics, the nursery children begin their learning as early readers. On entering Reception the children's baseline in English is quickly established. Through Literacy and Communication and Language provision, the children develop their knowledge of phonic sounds and begin to apply it to simple stories, therefore, reading independently. Comprehension skills are also developed and in guided reading children are challenged to read more complex texts. Literacy also ensures the creative writing grows throughout the Reception Year. In Foundation Stage we also foster a love of reading. We ensure that a wide range of texts are read to and shared with the children. The children take home books and our parents support the child's reading at home. Our reading of Traditional texts will become the foundation for reading and writing for the child's entire school career. In response to the results from our Parents' survey in Summer 2105, the school has adopted a new behavior management system - Stay on Green. This system has been in place since 1st September 2015. Parents have been sent a Stay on Green leaflet to explain the new system, and parents' meetings were held in September. Please see the PowerPoint and leaflet attached for more information. There have been lots of positive stories from parents about the system, and we are delighted to hear parents talking about it, how they are using it at home, and how they talk to their children about it. The Government has changed the assessment model from 2014 and has removed the system of levels, moving towards a system of measuring against the end of year standards. Parent Year group meetings have been held this term to explain how we are assessing the children. The purpose of the FrOGS is to raise additional funds to support the children of Godwin Primary school through a variety of annual fundraising events. This includes the summer fayre and Christmas bazaar which both raise over £1000 per year. We had a very successful AGM and voted in the new committee which due to constitutional regulations linked to the number of people in attendance was limited to 11. New committee members are detailed below with individual photographs. The minutes will be posted here in the next few days. The prize draw for attending was won by Miss Alison lines. We believe that by working in partnership, we will be able to make the best possible provision for every child within our care. We hope that if you are unhappy with any aspect of our provision, you will feel able to discuss it with us if you feel unable to do this or feel that your concerns should be dealt with at a higher level, your complaint should be addressed to the Chair of the Governing Body, c/o the School Office. View full school

Although our existing school buildings date from only the 1970s, the original 'Godwin Road School' was founded on 1st October 1883. There was an entrance for junior boys in Cranmer Road. The Godwin Road entrance was shared by girls and infants - this entrance has been reinstated now that the school expansion program has been completed. Godwin Junior School is located in Forest Gate within the London Borough of Newham. Almost all our children live within walking distance of the school and reflect our diverse, vibrant, and supportive local community. We have strong and developing links with our neighboring infant and secondary schools and are part of a close-knit and supportive local cluster of schools, the Newham North Learning Partnership. Our children are well-motivated and enjoy their learning. They are keen to take part in after-school clubs such as drama, cookery, football, gymnastics, film club, chess, street dance, debating, and the school newspaper. Children in Newham receive free instrument tuition as part of the Local Authority’s ‘Every Child A Musician’ project. Our staff is committed to ensuring that every child in our school has access to the best possible standard of education. We believe that the most important aspect of our work is the teaching and learning that happens in every classroom, day in and day out. Therefore, our work is aimed at supporting first-class teaching and ensuring excellent learning outcomes. At Godwin Junior School we believe that Teaching and Learning are the core of our work and every area of school should directly support what happens in the classroom. We believe in the concept of life-long learning and that both adults and children learn new things every day. At Godwin Junior School we believe that we must provide opportunities for all of our pupils to reach their full potential academically, emotionally, physically, socially, morally, spiritually, and culturally. We also recognize the vital role that an effective partnership between home and school plays in a child’s education and so seek to develop good communication to ensure this. This may be through informal conversations, Curriculum Newsletters, Parent/Carer Conferences, Parents/Carer Workshops, or other means. We believe that learning should be a rewarding, challenging, and enjoyable experience for everyone. Through our teaching we equip children with the skills, knowledge, and understanding necessary to be successful, to have access to wider opportunities, and to be able to make informed choices about the important aspects of their lives. We believe that success in learning enables children to lead happy and rewarding lives. At Godwin Junior School we: Value everyone. Impart a love of learning. Seek and encourage talent. Inspire resilient learners. Develop responsible global citizens. Nurture confident, articulate individuals. At Godwin Junior School we provide a diverse range of extra-curricular activities which further enhance and extend our curriculum. These activities change during the year, but currently include chess, cookery, cheerleading, science, drama, the school newspaper, debating, gymnastics, film club, and football. Also, as part of Newham’s ‘Every Child a Musician’ program all pupils in Year 5 and Year 6 receive free instrument tuition before school. View full school

Godstone is a happy and thriving preparatory school for girls aged 7 to 13, approximately a third of whom are boarders. We also have a lively Pre-Prep and Nursery for girls and boys aged 3 to 7. Godstone is well known for setting the highest possible standards and enjoys an enviable reputation. We believe that we are the best at what we do and would very much like to have the chance to show you why we are so proud of Godstone. Given the chance, children flourish here, in and out of the classroom. We can provide outstanding preparation for senior school and are always mindful of the fact that just as important as what girls know will be what they are like. Godstone is, in many ways, a remarkable school Why? Because we care. We care enough to put personal development at the heart of everything we do. In our opinion, it is more important than anything else and needs to be pivotal in any education program. We care enough to build our curriculum around the needs of our children and we care enough to ensure that it is accessible to everyone, whatever their ability. Our ethos is simple. We don't agonize over unwieldy, clichéd often pretentious mission statements. All we want is for our girls and boys to be Confident, Happy, and Successful. Indeed, if the first two are true, the third will almost certainly follow. Keep them busy, entertain and intrigue them, encourage them, excite them. Give them a curriculum as broad as it is deep and, for goodness sake, give them skills for life. That’s all. No more. No less. Happy children are easy to teach. With outstanding, highly qualified teaching staff, excellent facilities, wonderful surroundings, a non-selective intake policy, and a more positive and industrious atmosphere than you will find in other schools, it is likely that most of our children will be happy to learn, happy to stretch themselves, happy to support each other and happy to do whatever they can to take an active part in their education. Why push children through the curriculum when you can lead them through? Education is, actually, a very simple business - don’t listen to anyone who tells you any different. All you need do, if you can, is make children love it and we hope that is just what we do. You would be surprised how much you can get out of highly motivated, enthusiastic people. Godstone is alive with opportunity. Remember, to learn a lesson you need to live it. View full school

Godolphin is a very special school which offers a broad education for girls from 3–18. Our whole school ethos is unique in Salisbury and it ensures the girls move from one stage of their education to the next. At Godolphin, we are extremely proud of our rich heritage. For almost three centuries the School has been educating generations of girls and striving to equip them with the intellectual, spiritual, moral, and physical credentials to lead meaningful and purposeful lives. The legacy of this long history is the wealth of wisdom, experience, and traditional values which underpin and inform the School as it operates today, very much in the 21st Century. We have a clear, modern outlook and are dedicated to equipping our girls and young women with the knowledge, qualifications, resilience, and character to take their place and be successful in the increasingly challenging world they will inherit. The culture of friendship, encouragement, support, and mutual respect within School is empowering and individuality is celebrated very firmly in the context of an inclusive, supportive, and dynamic community. Beyond the security and care of our home environment, we energetically and proactively provide the girls with opportunities to engage with the world at large. As well as achieving optimum academic results we believe we must be facilitating the development of confident, aware, well-informed independent young women with a sense of adventure and a real zest for life. Godolphin has always had a strong sense of identity, something we want to pass on to every one of our girls. We encourage them to follow their path, discover what they love and explore the many opportunities available to them Set in beautiful grounds just a five-minute walk from Salisbury city center, the girls benefit from excellent classroom teaching enhanced by outstanding pastoral care and co-curricular opportunity. Our strong sense of community underpins all that we do and we commit to ensuring that during her time with us, every girl will discover her strengths and leave us confident in her abilities prepared to embrace the challenges of her future. In Senior School, we instill self-motivation and a desire to achieve their personal best in all that the girls do. We have high expectations of everyone and passionate, dedicated staff to support and encourage them to discover and nurture their strengths. Our academic curriculum is extensive and demanding, providing stimulating opportunities which extend beyond the classroom, yet accessible to girls of different abilities allowing them to progress and flourish. Balance is essential for a truly successful life. Through our extensive co-curricular program, the girls enjoy a myriad of opportunities to support their personal development as well as their sense of social responsibility. The list of activities is endless and provides the breadth of education we know is essential to the education of every young person. Our girls are continually put to the test, encouraged to take risks and to be confident in who they are and what they want to become. We are very proud of the well-rounded, caring, and successful young women who leave us at 18. View full school

As a school, we pride ourselves on both the high academic standards that are achieved at Gnoll as well as the wide range of other opportunities that are made available to the pupils that we serve. The gnoll is a 3-11 mixed primary school of approximately 340 pupils from the town of Neath. We strongly believe that the links we establish with the parents and carers of the pupils at Gnoll Primary are a key ingredient to the happiness and success of our pupils, and it is this philosophy that we are committed to. The school aims to give all students the best opportunity to demonstrate their potential within a caring environment. Gnoll Primary School has a broad curriculum to match the demands and needs of all of its students whilst providing strong pastoral support to maximize each student’s potential. We hope that this website gives you a flavor as to what we are about as a school and that you will find the information available here useful. Our vision is to provide an environment that challenges, inspires, and supports all children to achieve their full potential and aspirations. We ensure all children are happy, safe, and cared for and in turn, become responsible and caring towards others. We celebrate diversity, encouraging inclusion for all pupils as part of one nurturing school community. Children develop as valued individuals who are encouraged to be active participants having a voice in decision-making about their learning and the wider community. Learning opportunities are well planned, challenging, exciting and engaging enabling them to become confident, independent learners. Each student’s self-esteem is fostered by positive relationships with students and staff. We strive to have our parents, teachers, and community members actively involved in our student's learning. Our aim at Gnoll Primary is to aspire to develop the whole child to achieve their full potential, to participate in the wider community, and develop transferable skills enabling them to become successful citizens in the 21st Century. View full school

Glyncoed Primary School, a vibrant and thriving school with high academic and behavioral expectations of our pupils. We value each child as an individual and we are successful in ensuring that every child achieves their potential whilst they attend our school. This success has been reflected in our categorization as a Green A1 school for the last two academic years. We work together to ensure our pupils are happy and that they enjoy their learning experiences every day. We value our partnership with home and we believe this is crucial to enable us to fulfill our aims in helping each child experience success. Our school motto, “A Family of Learning A School of Success” reflects our belief that the whole process of learning is about home and school. We seek your views bi-annually to ensure we continue to improve and we hope that you will continue to play an active part in the life of the school helping us create excellent opportunities for our pupils to achieve their best. We are a 21st century school that has benefitted from a £1.3m extension and refurbishment in 2011-12. Our fantastic facilities enhance teaching and learning for all pupils and include a school hall equipped with a new audio-visual system and interactive whiteboard, literacy skills areas, pupil support rooms, and extensive school grounds with two forest school areas and large fields. Our open-plan classrooms allow for team-teaching and collaborative learning - all classrooms have interactive whiteboards. A pupil should only be absent if the reason is "unavoidable." Every half-day absence from school has to be classified by the school, as either authorized or unauthorized. This is why information about the cause of each absence is always required. There will be times when a pupil cannot go to school, this is known as an ‘Authorised Absence', and the school must be told in advance. View full school

At Gloucester School, we are passionate about the potential of our children and believe that every child can succeed. We aim to provide a safe, stimulating environment that is fully inclusive for all, where learning is fun, exciting, and purposeful. We value parents and carers and staff work hard to build positive relationships, supporting and encouraging parents and carers to be active partners in their children’s learning at home and in school. Achieving high standards, improving attainment, and raising aspirations are at the heart of everything we do at our school. We work together as a community to recognize and achieve excellence. Here at Gloucester Primary, we have around 435 pupils on roll whose ages range from 3 - 11 years of age. The National Curriculum gives us the framework within which we plan what we want the children to learn. This planning must also pay attention to how children learn. We believe that children learn best when they are actively involved. “Learning by doing” makes the work more interesting, more meaningful, more likely to make sense, and more likely to be remembered. Problem-solving and making investigations are both important in Primary education. This kind of learning helps children to think more clearly to raise questions, try out ideas and record their findings. Group work provides an ideal opportunity for children to develop positive social relationships: sharing ideas and helping one another are important lessons for children to learn. There are nine subjects in the National Curriculum plus Religious Education. The teacher's design activities and experiences which promote children’s learning. This ensures the children’s moral, social, spiritual, cultural, emotional, and physical development. It prepares them to be active in their learning, to develop independence, to think, to ask questions, and to solve problems. Opportunities are given to children to play, observe, hypothesize, experiment, collect data, communicate their ideas, think creatively, acquire knowledge, and learn skills, especially those of oracy, literacy, and numeracy. The school is obliged by law to follow the National Curriculum and the learning areas we cover are as follows: Literacy Numeracy Science Design and Technology ICT History Geography Art Music P.E. Religious Education PSHE View full school