EduCativ

We continue to be incredibly popular and regularly oversubscribed due to the high-quality education we provide for our young people. Our curriculum equips every student with the strengths of a traditional academic base coupled with the skills required for success in an ever-more rapidly changing world. The personal development of all is extremely important to us, with many opportunities both within and outside of the curriculum available to our boys. Forest Hill students’ experience enables them to secure enviable prospects and emerge as leaders of the future. We strive for excellence driven by a fundamental and unshakeable belief in human potential. We have the highest expectations and aspirations to inspire innovation, creativity, and lasting love of learning. We are an inclusive and caring community with a culture of respect, dignity and where everyone feels safe and valued. We work in partnership together with perseverance, resilience, rigor, and confidence to transform lives and enable our community to thrive in a fast-moving, modern world. We nurture, enrich and empower all members of our community, challenging them to be ambitious and become the very best they can. We aspire to be one of the highest achieving all ability boys’ schools in the country. At Forest Hill, we combine the traditional values of hard work and academic learning with up-to-date methods and content. We believe that students achieve their full potential if they enjoy their work and find it stimulating and challenging. The school offers a broad and balanced curriculum, fulfilling all the requirements of the National Curriculum, while at the same time reflecting as wide a choice of pathways as possible, to cater fully for all levels of aptitude and ability. Parents and students are kept fully informed at every stage through our curriculum booklets. Homework and private study are seen as invaluable to nurturing independent learners. The curriculum is suitably broad and balanced Leaders and governors have been resolute in maintaining the breadth of the curriculum. There is a broad range of subjects to choose from both at GCSE and A-Level. The school promotes pupils’ spiritual, moral, social, and cultural development well. The PSHE education program contributes much to pupils’ development and is typically well-taught. We represent parents, school staff, the local community, and the education authority. We give our time voluntarily, working together to bring a range of outside knowledge and skills to the school. We all support the core values and ethos of the school. View full school

Forest Gate Community School (FGCS) is an exceptional learning environment with a real community spirit. We provide students with a high degree of challenge combined with excellent support and as a result, our results are outstanding. Our staff shares a commitment to delivering interesting and engaging lessons and to raising attainment. Relationships between staff and students are excellent and discipline is very good. We treat one another with respect and understanding. We have a genuinely comprehensive intake and we work hard to meet the needs of all our students, from those who come to us with exceptional talents and abilities to those who require additional support to succeed. We are well resourced in our staffing and we have a modern, well-equipped estate which supports learning. We offer a wide range of leadership and extra-curricular opportunities to our students. At FGCS we have very high expectations of everyone who is involved with the school - from students and staff to parents and governors. Our goal is to see all students become highly skilled learners, achieving excellent standards and leading fulfilling and exciting lives. Students and teachers alike enjoy lessons, which make for a positive and purposeful atmosphere throughout the school. Our commitment to equal opportunities is reflected in all aspects of school life and we welcome young people from all cultures, backgrounds, and beliefs. We aim for our students to leave FGCS as well-educated, knowledgeable, confident, and well-rounded individuals. We aim to build a love for learning and promote a thirst for knowledge in all our students. We believe that by modeling behavior, and by recognizing and rewarding effort and achievement, we provide an environment where students are proud to present their work and strive for the highest standards. All students can expect to have their efforts and successes recognized and celebrated on both a personal and public level. This ranges from individual praise to certificates, postcards or letters home and awards or whole-school celebration events to work published on the school website or the regular school magazine, We are a school with enormous strengths. Through the continuous hard work and co-operation of staff, students, parents, and governors, we have built a reputation for academic success, as well as an excellent standard of pastoral care. Forest Gate Community School is a learning community where staff and students have high aspirations for themselves and each other. We seek to create a place of learning for every student in our care and nothing will stand in the way of this entitlement. We aim for our students to become well-informed, rounded, and confident people. All of our students have the right to grow into well-informed, confident individuals who can demonstrate independent learning and responsibility in their attitudes towards one another. We want our students to be aware of their responsibilities to others in the local community and to work cooperatively to make things better. We pride ourselves on our caring, disciplined, and supportive community. We instill in students the need to learn with an enquiring mind and to work hard. We encourage our teachers to deliver the best teaching they can because we believe this is the best way to support and improve the life chances of the students in our charge. All of our staff are expected to challenge and support students to achieve their potential. Identifying the individual needs of our students and providing them with the appropriate type and quality of support is therefore particularly important to us. In addition to our excellent in-class support, we have several programs of academic and pastoral intervention, including subject-specific help during and after school hours, lunchtimes, and Saturdays. Students are also encouraged to take part in the wide range of extra-curricular activities that are available at the school. Our new sports hall provides excellent facilities for our successful sports teams and clubs. Music and Drama provide a range of performing opportunities as well as visits to concerts and plays. Opportunities are available for educational visits to museums and other venues throughout the year. We have a strong pastoral structure and each year group has a Head of Learning and a student manager to help children to be safe and to achieve. View full school

Forest Academy is a special place where the staff is dedicated to providing a stimulating, exciting environment where every student feels valued and safe. Creativity and ideas can flourish and children can reach their full potential. The learning community at Forest Academy creates pupils with inspiration, ambition, academic success where pupils are passionate to learn. Through our challenge curriculum, pupils develop a love for the outdoors and learning in the local environment, being aware that learning can come in many forms. Pupils are respectful of and celebrate each other’s differences, heritage and culture. They are self-motivated, confident pupils able to apply their skills. We are an Academy built on interdependence, encouraging all staff, pupils, parents, and carers, and the community, to work together to achieve more than they ever could have accomplished as individuals. All pupils are polite, well-rounded, inquisitive individuals who are respectful of others. All pupils develop thinking skills enabling future success outside of school and in years to come. We expect the best from every pupil in all that they do. Forest Academy's culture strives to ensure that no child is left behind in their education, to support every child to succeed. We will fulfill the entitlement of all children to the best primary school education, whatever their needs, support and enable them to have full access to the curriculum, gain the basic skills, and fully participate in the life of the school. The link between home and school is integral to a child’s success and we encourage parents to take an active part in the education of their child. We see parents as partners in the education of their children, and greatly value their contribution to school life. Children thrive when they feel happy, safe, and respected. Forest Academy is a three-form entry mixed primary school with a nursery. We serve a culturally and socially diverse area and are situated in a residential area close to West Wickham. We cater for children between the ages of 3 and 11 years old and currently have approximately 333 pupils on roll. Whatever the needs of your child or special interests they have, we aim to ensure your child thrives at Forest Academy. We want the children here to have memorable experiences, build on what they know and can do, and help them to become life-long learners. View full school

The School Was Established In 1940 At The Cross In Repton With Just Eight Boys, And Then In 1942, It Moved To Latham House. By The End Of The War There Were Over 100 Boys In The Prep School. Blending Integrity And Other Values With Inspirational Learning We Ensure Our Pupils Excel With Confidence And Flair. Foremarke Hall, Repton Preparatory School, aims to provide the highest standard of teaching and learning, pastoral care, and broad co-curricular and extra-curricular experience, in an inspiring and spacious setting. Children are allowed to be children, encouraged all the while to develop confidence and self-esteem into their best selves. This is achieved through our school mission: To provide academic challenge and stimulate a love of learning. To offer a broad range of activities with equality of opportunity for all. To develop character, values, and morals. To maintain close and mutually supportive links with Repton School. To foster mutually beneficial community partnerships. We are a co-educational day and boarding preparatory school of over 400 pupils, aged from three to thirteen, set in the fifty-acre grounds of a beautifully proportioned eighteenth-century Palladian hall in South Derbyshire. As a school we believe that the most valuable education is one that is broad and balanced, enabling children to enjoy their childhood whilst benefiting from a wonderful range of opportunities both in and out of the classroom. We aim to encourage our children to use their minds well, to understand that with privilege comes responsibility, to make wise judgments to be able to discriminate between right and wrong, good and better. We believe that physical activity is important for growing children and that many important lessons for life are learned in this arena. Finally, we believe that no education is complete without a spiritual element to it, teaching children to appreciate beauty, to be creative, and to value others. With these elements in place, Foremarke Hall aims to produce young people at thirteen who are confident without being arrogant, who are achieving well in and out of the classroom, and who are appreciative of the needs of others around them. Such young people will be well prepared for the senior phase of their education and life beyond. As Parents, We Naturally Want The Best For Our Children. Such Is The Importance Education Has On Their Future Success, Many Of Our Life Decisions Will Centre Around Our Choice Of School. With a rich heritage and beneficial links with Repton School, we enjoy enviable facilities and a plethora of resources enabling a curriculum where academic excellence and breadth are joint aims. There is a wealth of opportunity at Foremarke and we truly believe each child will discover an area where they can shine. All high-performing schools share one key common factor, the staff. Foremarke staff – academic, administration, and support – are a wonderfully experienced, gifted, and committed team. They are passionate about supporting our children and invariably go ‘the extra mile.’ Whilst at Foremarke, your children will benefit from deep and nurturing relationships that will motivate, inspire and push them to succeed in ways they perhaps never thought possible. A modern and globally relevant education is more than just a sum of the curriculum parts. It needs to provide our children with a strong set of values, a broad and sophisticated skillset as well crucial elements such as adaptability, creativity, and resilience allowing future self-growth. Foremarke staff often say that we seek to provide our children with both ‘roots’ and ‘wings.’ View full school

Our visions and values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. The school governing body is a group of people who work closely with the Headteacher and senior staff to ensure that pupils get a well-balanced education. The role of the governing body is to represent the community in the running of the school. Every school is required to have a governing body, and there are statutory roles and responsibilities that governors have to fulfill. The framework has been developed to guide continuity and progression in thinking, communication, ICT, and number for learners from 3 to 19 and beyond. These are skills that will enable learners of any age to become successful, whether, in school, the workplace, at home, or elsewhere, and they need to be firmly embedded into the experience of learners across all their learning. Their development underpins the requirements of employers and others and will help to address current concerns about skills’ shortages in Wales and other parts of the United Kingdom, Europe, and the wider world. The framework is organized into four sections – the development of thinking, communication, ICT, and number across the curriculum. It aims to use language congruent with statements relating to other areas of education – for example, the wording of the Foundation Phase Outcomes and that of the Key Skills qualifications – so that each complements and reinforces the other. It is hoped that teachers will use the four individual sections together to underpin their planning and provide cohesive learning experiences for all learners. During its early development, the framework showed six stages of progression, notionally linked to broad expectations at the beginning of the Foundation Phase, the end of that phase, the end of Key Stages 2, 3 and 4, and Post-16. The two final stages also relate to Key Skills qualifications, Levels 1, 2, and 3 and it is hoped that learners who have the appropriate skills will also meet the challenge of attaining the appropriate qualifications. View full school

Florence Melly’s pupils are educated in a happy and safe learning environment that enables them to develop and grow. Our school aims to ensure that every child reaches their potential and has as many opportunities in life as possible. We aim to achieve this through a broad education focused on academic success, excellence in terms of care and welfare, and ensuring their talents and achievements are recognized. Our school is situated in Walton in the North of Liverpool. We were founded in 1927 by Florence Elizabeth Melly who dedicated her life to serving education in Liverpool. At Florence Melly Community Primary, we are committed to providing inspirational and innovative highest quality learning experiences for all our pupils. We aim to create an environment that promotes curiosity, love, and thirst for learning and empower our children to become independent, lifelong learners. Our children are the ‘jewels in our crown’ and we ensure every child is valued, challenged, and encouraged to achieve their full potential. We aim to equip our children with not the minimum statutory requirements of the curriculum but to prepare them for their role as active, responsible citizens. Our wide range of additional learning opportunities provides the opportunity for our children to learn from other cultures, respect diversity, co-operate with one another and appreciate what they have. We offer a rich curriculum, a curriculum that is based around our six core values. These sit at the very heart of everything we do at Florence Melly and help prepare pupils at our school for the opportunities, responsibilities, and experiences of later life. At Florence Melly Community Primary, we are committed to providing inspirational and innovative teaching and the highest quality learning experiences for all our pupils. We aim to create an environment that promotes a love of learning and empowers our children to become independent, lifelong learners. We have six simple school values which permeate all aspects of life at Florence Melly Community Primary. These values are centered around the acronym: DREAMS. We believe that if you can dream it, you can do it: Determination Resilience Empowerment Appreciation Motivation Safety We aim to equip children not only with the statutory requirements of the curriculum but to prepare them for their role as active, responsible citizens. Our wide range of additional learning opportunities provides an opportunity for the children to learn from other cultures, respect diversity, co-operate with one another and value each individual. We celebrate success and build on disappointment to develop resilient young people of the future. At Florence Melly, we offer a curriculum that is balanced and broadly based. A curriculum which: promotes the spiritual, moral, cultural, mental, and physical development of pupils at the school and society, and prepares pupils at the school for the opportunities, responsibilities, and experiences of later life. Phonics in the EYFS is taught using a combination of Letters and Sounds and Jolly Phonics. In KS1, phonics is taught. Our classroom offers a welcoming, safe, secure, and stimulating learning environment where children learn through playing and exploring. Our environment allows children to develop self-esteem, independence, confidence, and social learning skills. We work in partnership to ensure a smooth transition from home to our setting. We hold a Family Library Time Session once a week and Stay and Play Sessions throughout the year to build on these relationships, share good practice and build confidence. We provide equal opportunities for all and plan appropriate next steps following children’s interests. At Florence Melly Primary School, we often check phonic development within our approach to the assessment of reading. This screening forms part of our overall assessment procedure. However, there are several things that parents can do to support early reading skill development. View full school

Every child at this school will flourish. We want our pupils to develop their character virtues, have fun and be creative and curious. We do this by closely following our shared vision of supporting pupils to master core skills, deepen their knowledge of the world, and by helping them to reveal character. At Floreat Wandsworth, our pupils are safe, happy, and high-achieving. School should be fun and happy pupils are more likely to be successful. We see it as our responsibility to bring out their talents, to broaden their interests, and to develop their personal qualities. We offer an approach to education which develops in our pupils An intelligent and critical awareness of the world. Strong communication skills based on a love of reading and discussion. A confident ability to think independently and with originality. A vast array of skills including music, sport, and performing arts. An enthusiastic appetite for study. Character strengths such as service, courage, and perseverance. We seek to welcome into our community children from every kind of background who, with their parents, value these qualities. Floreat Wandsworth aims to prepare your children for happiness and success within our school community and beyond. At Floreat, we start with a simple idea: that education is as much about developing young people’s character strengths and virtues as it is about developing their academic knowledge both through core skills and knowledge learning. Every parent wants their child to work hard and fulfill their academic and knowledge potential, but they also want them to master character virtues such as learning how to serve others, being perseverant, being creative, and developing their leadership and teamwork skills. Floreat Wandsworth will enable pupils to flourish by using the most effective academic programs available, like phonics and a knowledge-rich curriculum, and by developing the character strengths that they need to live happy and successful lives. At Floreat Wandsworth, we focus on a curriculum that enhances a child's character, knowledge of the world, and core skills. The whole team has listened to the views of the families we serve and have decided on a whole school 'Curriculum Jigsaw'. This is our offer to the pupils and also includes three ways in which we work with our families in partnership. Good quality teaching and learning in a child’s first year of school make the biggest and longest-lasting difference to primary education and can define a child’s trajectory of progress in secondary school. We aim to give all our pupils the best boost possible, and the integration of our nursery at Floreat Wandsworth enables us to do this effectively. Our EYFS curriculum addresses the three prime, and four specific areas of the statutory Early Years Framework, which are also the basis for our assessments in nursery and reception. View full school

We value all our students and know them well, we know their potential to succeed and quickly get to know their families. This is something we cherish. We listen to our students, parents, and carers, who help us in our continued commitment to innovation and improvement. The size of our school is important. It is small enough for us to know each child, yet large enough to offer a broad and balanced curriculum, with a wide variety of extra-curricular activities for Year 7 to Year 13 students. We are proud to be a successful community school. Our thriving sixth form partnership with St Richard Gwyn High School has wholehearted community support and our links with Ysgol Maes Hyfryd enhance our provision and philosophy of inclusion. Our motto is ‘Believe, Achieve, Succeed'. This reflects our conviction that every student deserves the best chance to flourish and learn in a happy environment. To be the school of choice for students and their families in the local community. Our Mission: To provide a high-quality, inclusive education that challenges and develops our students, enabling them to realize their full academic potential, and enhance their skills and talents. To provide a welcoming, safe and supportive environment in which students feel happy and confident. To ensure that each student is valued and treated as an individual. To create a community within a community that includes an active partnership with families. We are a popular 11–18 years, mixed comprehensive serving the local community of Flint and surrounding villages. We have very strong links with local primary schools, including YsgolGwynedd, Cornist Park School, and Ysgol Merlyn. The number of students on a roll the school continues to rise. Our recent successes in examination results reflectour high expectations and the hard work, skill, and dedication of our staff. On joining our school, students will experience a positive, encouraging, and friendly learning View full school

Underpinning all that takes place within the school is a strong belief that both parents and children feel valued and have a voice that is not only heard but is listened to. It is the belief of the school that we should all together do everything in our power to ensure that it is a very positive experience for all concerned. Negativity at this early stage can have irreparable damage and is something that should be avoided for the sake of both children and parents. By all stakeholders working together for the common aim we will achieve more. At Fleur de Lis Primary School we believe that within a happy, stimulating community where Christian values are encouraged, each child will develop a love of learning and a positive attitude towards their education. Through these shared values and a caring example, each child will have the opportunity to become a responsible citizen in the future Our School Development Plan is a pivotal document in the life and activities of our school. It is linked to our School Evaluation Report and focuses on the achievement of pupils, the quality of teaching, leadership and management, and the behavior and safety of pupils. There are many strands to what we do. The Development Plan anchors those strands within a context – that of maintaining and consolidating what is good and successful and building upon it to generate further success. It provides a framework, identifying things that are necessary to achieve in the short term and those that can be planned for future years. It generates a sense of purpose and achievement in the short term and those that can be planned for future years. It generates a sense of purpose and direction. Staff and governors are involved in its preparation. It is available for parents to read. All can share in the forward movement of the school, helping to create a climate for improvement and achievement, working as a team to achieve the best for each child. View full school

We aim to create a secure and stimulating environment where each child can achieve their full potential. We want our children to be enthused and engaged in their learning at all times and our innovative curriculum is organized to provide a broad range of experiences matched to the interests and capabilities of each child. We believe in making the most of the wonderful city we live in and trips and visits are key to making our topics come alive and feel relevant for the children. Children are encouraged to make decisions for themselves as we help them acquire the skills and confidence to become independent, confident learners. At Fleet one of our core philosophies is to work in partnership with parents (and indeed the wider community) - we believe that a vital factor in a child’s success at school is the positive relationship between home and school. Working together we can build each child’s confidence by creating a happy, inclusive environment and sharing high expectations of both academic achievement and social confidence. We believe that everyone at Fleet Primary School continually strives to meet the following six core aims: All children from Nursery to Year 6 and their families feel part of the happy, nurturing, secure, and welcoming Fleet School Community. Equal opportunities for everyone to succeed and achieve their full potential in all aspects of life regardless of their circumstances. We teach a stimulating, creative and challenging curriculum that inspires a love of learning through high-quality teaching and provides rich experiences both in the classroom and beyond. Each child develops strong self-confidence, self-esteem, and interpersonal skills, instilling respect for others and an understanding of their role as an active part of the community grounded in the UNICEF Rights Respecting School’s ethos. Staff work in partnership with parents and carers to support children on their journey throughout their time at school laying strong foundations for resilience and future success. A supportive environment for staff to facilitate the best learning pathways and ensure a friendly and happy environment. We believe that Fleet offers an educational, supportive, and encouraging school environment for the children who come into our care. However, we are aware that we should always look to improve how we operate and how we support our children's learning and development. We have set out targets, under the categories Teaching and Learning, Pastoral Care and Well-being, Partnerships, and Environment, that we will strive to achieve, along with a brief description of how we plan to do so. We believe that Fleet already meets many of these targets but we know that it is important that we put these strengths at the center of the future development of the school. The governing body of Fleet School is made up of parents, school staff, community governors, and nominations from Camden Council. Governors have a wide range of responsibilities including: Teaching and Support Staff appointments. The school budget. Oversight of school management. Oversight of policies and major decisions concerning the general direction of the school. Information about the governing body, paper copies of minutes, and related papers can be obtained from the school office. We strive to be accessible to all parents so please don’t hesitate to contact us with any questions or comments you may have. Our School Council meets weekly to discuss issues important to all the pupils at Fleet. The members of the council talk to their class and collect ideas and information to feedback to the council. They also take a lead on fundraising for our three focus charities and organize events for these. The School Council also has specific projects that they work on throughout the year. Last year School Council attended a training course at Camden to learn what makes a successful School Council. They shared ideas with other school councilors about the kinds of projects they wanted to do over the year and learned about some of the different roles and responsibilities school councilors can have. They also practiced chairing meetings and taking minutes of the meetings. Over the year School Council planned improvements to the Junior playground quiet area and took responsibility for developing this area. School Council elections will take place soon for the new school year. Start to think about whether you would like to represent your class as a school counselor. View full school

The school offers a wide range of opportunities for its pupils, both as part of the curriculum and as extracurricular activities. We aim to provide children with the necessary skills, attitudes, and knowledge to equip them as learners for life. We have created a place where all pupils feel safe, happy, and are eager to learn. We have a great team of teachers and support staff who guide the children to make the most of their learning. We see education as a partnership between home and school and recognize that developing effective working relationships with parents and guardians is essential to meet the school’s aims. We endeavor to ensure that all pupils have access to a wide and varied range of learning opportunities, for them to develop into independent and responsible young people and adults. Ysgol Pum Heol is a happy school, and this stems from the opportunities that are afforded to all. Participation and success in many endeavors enable pupils, staff, parents, governors, the community, and the Local Education Authority to be justifiably proud of their association with the school. School Aims, Ethos, and Values: To help the pupils develop lively, enquiring minds. To foster the ability to think logically and to respect their fellow men, their possessions, and those of others, and to appreciate religious and moral issues. To understand how to use language and numbers effectively. To explore their environment and to have a better understanding of their surroundings. To master skills that are essential and to develop well-balanced personalities that have a clear vision of the world in which they live. The awareness of the need for personal hygiene, good manners, and courtesy. The encouragement of safe practices in the school, home, and community. The development of basic skills in all subjects at the school with due consideration to the age, aptitude, and ability of each child. The development of numerical skills and mathematical knowledge and understanding. An introduction to the world of science and information technology. The development of language in all its various forms so that it becomes a purposeful and meaningful means of communication. This will include listening, speaking, reading, writing, and literature appreciation. An awareness and appreciation of the child’s locality, language, culture, traditions, and physical environment. The encouragement of self-expression through music, mime, drama, art, technology, and physical education. View full school

Five Elms is a community primary school with children from the ages of 3-11. The school provides places for nursery, reception, and years 1-6 and has an Additional Resource Provision (ARP) for deaf children. Currently, we have approximately, 520 pupils on roll. We are situated in Wood Lane, Dagenham, and 14 miles east of Central London near Becontree Heath. Five Elms Primary School is a good school, where children make rapid progress and attain high educational standards, despite facing many challenging circumstances. At Five Elms, we firmly believe in working in close partnership with you to ensure that your child’s time here is happy and successful – both academically and personally. We want everyone to be involved in learning, aim for achievement at their highest possible level and to experience and celebrate success. We want to promote an environment in which everyone feels happy, safe, and secure. It is a place where children are confident, caring and articulate, and able to use their abilities to the full. We provide a calm and happy atmosphere and set high standards of respect, courtesy, hard work, and achievement for all children and adults. At the heart of our ethos is CREAM (Can do, Resilience, Expectation, Aspiration, and Motivation.) Our rules are based upon these concepts and we ensure that children understand their rights and responsibilities. The school has an enthusiastic and committed staff. Class teachers work with nursery nurses and teaching assistants to meet the needs of all children and we have several specialist teachers to help us deliver a challenging and creative curriculum. The school administrative staff, premises manager, lunchtime supervisors, cleaners, kitchen staff, and other support staff are all here to help. Everyone involved with the school is a valued and respected member of our school community. We are very proud of the social and cultural diversity of our school. The children and staff come from over forty different countries and we celebrate the richness that this brings to the school. This diversity is reflected in our curriculum, our policies and procedures, and our school environment. Five Elms Additionally Resourced Provision, (ARP), for Deaf Children, is part of the London Borough of Barking and Dagenham’s local offer for children with SEND and is within, and very much part of, Five Elms Primary School in Wood Lane, Dagenham. The ARP caters to 20 (FTE) deaf children who have a moderate, severe, or profound permanent hearing loss in both ears with an associated language delay. The children are supported by a team of Teachers of the Deaf, Education Communication Support Workers, and Speech and Language Therapists. The communication approach in the ARP can be described as ‘Total Communication’ and in the context of Five Elms ARP, this broadly means that sign language is used simultaneously with spoken English. The range of children’s needs within the ARP means that the approach to communication is as an individual to each child as possible, with some children only using speech to some children who have British Sign Language as their first language. The majority of children use speech to communicate, with as much sign language as they need to support their communication and learning. All the children have weekly speech and language therapy with their Speech and Language Therapist plus a weekly follow-up session with an Education Communication Support Worker. Five Elms is a larger than an average-sized primary school with more than 500 children on the roll. The proportion of our children known to be eligible for free school meals is around twice the national average and our deprivation indicator is also well above average, giving evidence of the level of social and economic deprivation in the area we serve. Our pupils come from predominantly White British and Black African families as well as from a range of other minority ethnic backgrounds. There is a growing Lithuanian community (about 16%). Nearly half of our children are learning to speak English as an additional language and, of these, the majority join with little or no English. We have an Additionally Resourced Provision with 20 places for pupils with deaf and complex needs. In this provision, there are currently 20 children aged three to 11. Since September 2015 the school runs the borough outreach service for deaf children in mainstream provision. A higher proportion of pupils than usual join or leave the school at other than the expected times. Pupils start school below national expectations in literacy and numeracy. At Five Elms we seek to work with children, parents and carers, the local education authority, and appropriate agencies to reduce or barriers wherever possible. The purpose of the Pupil Premium is to help support those students from low-income and deprived families to ensure that they attain and make progress at an equal rate to their peers especially in Maths and English. We employ additional teachers and HLTAs who provide extra interventions to PP children. We employ learning mentors who provide pastoral and emotional support to children in school. View full school