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The Academy is at the heart of the Harold Hill community, offering families an excellent education, fantastic opportunities, and facilities that are available to everyone. We want everyone involved with Drapers' Academy to feel that they are part of something inspirational to be proud of the achievements of individual pupils and our collective successes. Our aim is to be recognized as a center of excellence where learning is fun and high standards are achieved. Judged as a good school by Ofsted our achievements can be seen through rapid improvements in education. We are also making key strides towards creating an academy that makes a significant difference to the community we serve and that provides opportunities for all our pupils and students. At Drapers’ Academy, we pride ourselves on our high standards. Pupils are expected to work hard, support their peers, wear full Academy uniform and maintain good records of attendance and punctuality. These high standards combined with the excellent learning environment provide the foundations for pupils and students of the Academy to gain an outstanding education. Our expectations are based upon mutual respect through identifying key rights and accompanying responsibilities. The strategic goal of Drapers’ Academy is to provide an excellent education that raises its pupils’ aspirations, enhances their academic attainment, and improves their chances of leading a fulfilling life. Drapers' Academy is, first and foremost, a place of high-quality learning and teaching. From the outset, pupils are encouraged to develop initiative and take responsibility for their learning. All learning takes place within the context of a longer school day, not only including core classes but also providing opportunities for other activities and to access support in areas such as homework. At Drapers’ Academy, we are committed to achieving the highest possible standards of teaching and learning. Our dedicated staff shared a clear vision and ethos, to provide quality teaching and learning that leads to good progress for all. View full school
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The school is committed to high achievement for all through the creation of a happy, organized, and stimulating working environment enabling the children to realize their potential for learning and their capacity for enjoyment. Our overall aim is to be an outstanding inclusive academy that specializes in focused personalized learning and development of the whole child. Everyone at Dorrington strives to develop the skills, attitudes, and values of each other to be the best that we can be. At Dorrington Academy we aim: To respect the uniqueness of all those who are involved in the academy community. To ensure the academy is committed to obtaining the highest achievement for all. We aim to create this through a stimulating, happy learning environment that enables all members of the community to realize their potential for learning and their capacity for enjoyment. To encourage co-operation with each other, to be sensitive to the needs of others, and to develop an awareness and an appreciation of other races, religions, and ways of life. To encourage parents to take a supportive role in their children’s education and the daily life of the academy. To take creative risks with our provision to enhance accelerated learning opportunities and enjoyment for all. To ensure SMSC penetrates throughout our entire curriculum. As we move towards realizing our vision, the academy invests in the wellbeing of all its community. Dorrington Academy is committed to serving its community. It recognizes the multi-cultural, multi-faith, and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the Academy are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them. It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Dorrington Academy is dedicated to preparing students for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British values to all its students. Whole-school planning is undertaken in the light of the National Curriculum areas. Each Curriculum area has its teaching based on policies and schemes of work agreed by staff with supportive guidance and strategies. When children with Special Educational Needs are identified, parents are informed and Individual Education Plans of support are implemented. These are reviewed regularly. Learning is a lifelong process that enables us all to play a full part within society, contribute to it, and benefit from it. All of us, as parents, children, teachers, governors, and the community are involved in this process. Our school curriculum is of vital importance as it provides a solid foundation for future life experiences. In particular, our curriculum can provide learning opportunities through planned programs, shared values, and attitudes, which will equip children with the skills and knowledge to achieve their potential. We recognize that for a variety of reasons, some children experience difficulty in learning or in accessing the curriculum. In such instances, a working partnership with parents is of great importance. If your child experiences difficulty at any time, your child’s class teacher will discuss any concerns they have with you and you may be asked to support your child in particular ways. If the difficulty is long-term or needs specific support in school, the class teacher will also discuss this with the Inclusion Manager and provision may be made at School Action Level. This involves an Individual Target Plan (ITP) being prepared, outlining some additional or different action to be taken. Your participation in planning and reviewing these ITPs contributes to their success. If progress is still inadequate, extra intervention may be made under School Action Plus specialists may be consulted (e.g. Pupil & School Support Service, Specialist support, etc) and/or new teaching strategies developed. View full school
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At Dorothy Barley, we aim to provide the highest standards of teaching and learning so that all children can achieve their academic potential. We also ensure that we foster and develop the social and emotional well-being of our children. Our children deserve the best. Our core values at Dorothy Barley are supported and developed through our Golden Rules which promote themes of kindness, respect for ourselves and others, honesty, and hard work. These core beliefs underpin everything we do and help us be the best we can be. We are proud of our Additional Resource Provision for children with moderate learning difficulties. Known as our Learning Centre, or Walnut Class, it is a specialist resource center on which our staff can draw. The 12-place resource base meets the needs of pupils from Year 3 through to Year 6 and is staffed by specialist teachers and a range of support staff. All the children in our ARP all have statements of special educational needs/ Education Health Care Plans and places are allocated by the local education authority. Usually, parents of a child who may be suitable for a place are referred to us for an initial discussion about suitability from either an educational psychologist or school special needs coordinator. Inclusion and integration are core principles in our school so all of our ARP children are registered in a mainstream class and depending on their level of need, their timetables will be divided between the mainstream class and the ARP classroom. Our ARP children also mix with mainstream peers every break and lunchtime they attend whole school celebrations, year group trips, including residential trips and can also attend clubs and lunchtime activities. We actively encourage our ARP children to maximize their full access to the exciting life of our school whilst having specialist support to meet their individual needs. Learning in our ARP is always fun and stimulating. All ARP children are encouraged to participate in various sporting activities. The children also represent the school at Panathalon Competitions. Our ARP is a real strength of the school. It has a very positive influence on all children and the entire school community. The relationships which have developed have enabled all of our children to better understand each other’s needs. This has been a significant factor in establishing the caring ethos which is evident in our school. Our ARP offers an open door policy we are always on hand to help and support in whatever way we can. At Dorothy Barley Junior Academy we follow The Primary National Curriculum. The statutory requirements for each of the subjects are contained within The Primary National Curriculum document below. Here you can find out what each child should be taught in their time in Key Stage 2 at Dorothy Barley Junior Academy. The statutory elements of The Primary National Curriculum must be covered by the end of Key Stage 2 but can be completed in any year between Years 3 and Years 6. If you have any further queries regarding the curriculum at Dorothy Barley, please do not hesitate to contact your child's teacher. Dorothy Barley Junior Academy serves a richly diverse community with over 40 languages spoken at the school. 46% of our pupils have English as an Additional Language with 64% being from Minority Ethnic groups and 36% White British. 13% of our children are SEND. Last year 45% of our pupils were deemed eligible for the Pupil Premium Grant. We have high aspirations and ambitions for our children and we are determined to ensure that all our children are given every chance to realize their full potential. The pupil premium is a government initiative that targets extra money for pupils from deprived backgrounds. Research shows that pupils from deprived backgrounds underachieve compared to their non-deprived peers. The premium is provided to enable these pupils to be supported to reach their potential. The Government has used pupils entitled to free school meals (FSM), looked after children and service children as indicators of deprivation, and have provided a fixed amount of money for schools per pupil based on the number of pupils registered for FSM over a rolling six-year period. This fixed amount of money is expected to increase every year for the course of this current Parliament. At Dorothy Barley Junior Academy we will be using the indicator of those eligible for FSM as well as identified vulnerable groups as our target children to ‘close the gap’ regarding attainment. All staff is aware of areas for development in the school in terms of subjects, year groups and they know which children are focus children. Money is used to benefit all pupil premium children and supports higher as well as lower ability children by extending provision on offer. We have rigorous assessment and monitoring systems to support improvement in the quality of teaching and interventions to maximize impact. Our team leader system enables us to be more responsive and frequent support such as team teaching, planning, one-to-one training, and CPD. View full school
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David Livingstone Academy is committed to improving the life chances of all children. Where we can make a difference, we are morally bound to do so. At David Livingstone, we have the highest academic expectations of our pupils. We develop their personal and academic conduct to promote high levels of self-esteem, self-control, self-discipline, and self-reliance. We invest in their personal and cultural capital to ensure that they leave David Livingstone Academy with a range of experiences and knowledge that will enable them to engage academically, intellectually, and socially with all sections of society and have the potential to lead their communities. At David Livingstone, part of STEP Academy Trust, we are proud of the education we offer our children and our many successes. We believe passionately that a great education is one of the most precious gifts a child can receive. With a committed and caring community of staff, parents/carers, and an active Local Governing Body, we work hard to provide a high-quality education for all our children in our exciting Academy. At David Livingstone, we aim to: Embed the STEP compass through everything we do. Create a happy and committed workforce where children are placed at the heart of everything we do. Create a clean, bright, and inspiring learning environment for all. Personalize pupil's educational experience so that barriers to learning are removed and individual needs are met. Establish a no-excuses culture where excellence is not compromised. Create a shared language of active statements to promote success for all. Meet and exceed achievement and progress targets. Develop outstanding practitioners who can meet the needs of all their pupils through the use of assessment, reflection, excellent subject knowledge, confidence, trust, and support. Promote greater parent and wider community involvement. Provide a valuable curriculum that inspires children to learn. Provide a safe and supportive environment where all can thrive. We also take pride in the Arts (drama, singing, and dance) that make our school an extra special place. We also have French lessons for all our pupils and provide specialist sports provision. Providing a rich and creative curriculum is something our school community is very proud of. View full school
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Every child is entitled to a good education, with equal access to knowledge, skills, opportunities, aspirations, life chances, and dignity. Your child deserves the best from this school and we seek to provide this in many ways, the most important of which are a well-planned and well-taught curriculum, using the Culloden way of learning, in an environment where the safety and well-being of our pupils are paramount. However, teachers and school staff cannot do this on their own. When a school community works on this together excellent results can be achieved. This includes parents and/or carers supporting their children at home by encouraging learning, good conduct, and high expectations. With this community effort, you can see your children reach their full potential. Parents play a really important part in the life of our school. They play a particularly important part in their own children’s learning. We encourage parents/carers to come to school, at every opportunity. We encourage parents/carers to help in classrooms, to be available or to go on school trips, and to come into assemblies but the first thing we ask them to do is to get their children to come to school on time and ready to learn. We are an inclusive school, which means that we feel that every child should be able to participate in every aspect of school life with a sense of belonging and a sense of being valued. Our community is working towards a society in which there are a common vision and sense of belonging by all. The diversity of all pupils’ and adults’ backgrounds and circumstances should be appreciated and valued. We are committed to developing strong and positive relationships within our school and the wider community so that similar life opportunities are available to all. High expectations mean expecting the best and accepting nothing less. High expectations must drive our vision and determine the next steps required. It demands self-awareness and self-belief, perseverance, focus, stamina, keeping the goal in sight while having the flexibility to adapt and find strategies that work. An environment that conveys high expectations motivates individuals and instills within them responsibility for lifelong learning. Independent learning enables people to lead fulfilling lives within our democratic society. Independent learning is: asking questions taking initiative communicating working collaboratively finding solutions and acting with integrity, commitment and responsibility. It is through independent learning that children and adults give meaning to the world around them and ensure that they have positive choices to make about their lives. View full school
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Crossacres is a friendly and caring school where children are given an exciting array of opportunities to excel in many areas of their learning. Our staff are committed to the pursuit of outstanding academic attainment and work extremely hard to provide an exciting, interesting, and safe environment for our pupils to work in. In turn, we maintain high expectations for our pupils in their effort, attainment, and behavior. The curriculum that we provide at Crossacres Primary Academy is designed to be inclusive of all children and cater to all learning styles. Our passionate and driven staff plan lessons that are creative and imaginative, whilst nurturing and developing a love of learning in our pupils. Our curriculum encompasses the social and emotional well-being of our children as the foundation of their academic success. We believe in educating the whole child and nurturing their innate desire to learn. Children learn through interaction with the different curriculum areas in their classrooms. They develop their literacy skills through learning to love books, sharing stories, learning letter sounds, and learning how to use a pencil to write their names and other words. They develop their numeracy skill through counting, recognizing numbers, looking for shapes, and measuring. Our older children begin more formal learning whilst still experiencing their time with us as fun. Reception is their transition to ‘big school’ and they begin to learn more about phonics and how to read and write. Through exciting activities, the children learn how numbers can be used to solve problems and calculations. They also learn about shapes and measuring objects. As the Admissions Authority for the community and voluntary controlled schools in Manchester, the LA is required to draft, consult on, and determine their admission arrangements. Where there are more applicants than places available the LA will apply the admission arrangements to decide which applicants will be offered places. Admission arrangements for voluntary aided schools, foundation schools, free schools, and academies are set by their Governing Body, which is, the Admission Authority for their establishment. They are responsible for drafting, consulting on, and determining their admission arrangements. Copies of admissions arrangements for these types of schools/academies in Manchester can be found on the school/academy website and the LA’s website. They are also available on request from the relevant school/academy and the LA. All parents/carers are required to apply to their home LA regardless of where the school/academy they are applying to is situated. Manchester residents will apply to Manchester LA. The LA will liaise with other Admissions Authorities in Manchester and other LAs where required. Manchester LA will inform parents/carers in writing of the outcome of their application. Pupil Premium is the money a school receives when a child claims free school meals. The money is to be spent by the school to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers. Each school can decide how to spend the money but has to be able to demonstrate the spending is having an impact on closing the gap. At Crossacres we aim to spend this extra funding in a way to close the gap between children who are not eligible for Pupil Premium Funding and the children that are eligible for Pupil Premium Funding. We use data to identify areas where extra support may be needed and then measure again to ensure our strategies are having an impact. We measure the progress of our PP children against our non-PP children and against others nationally to ensure we continue to close the gap. The Internet is an invaluable part of any child’s learning, allowing experiences and access to information previously unimagined in education. Our children will utilize the Internet every day in some form throughout their home life, education, and future careers. The children at Crossacres Primary Academy will be responsible users of the Internet. They will feel safe to meet and converse with new people and to use the Internet to explore their world. Children will be aware of the dangers surrounding E-Safety and will know exactly how to tackle each problem knowing where and when to seek assistance. Our children will show kindness and respect when dealing with online communications, recognizing that societal rules and norms apply whilst online. Crossacres Primary Academy aims to create and maintain a safe learning environment where all children and adults feel safe, secure, and valued and know they will be listened to and taken seriously. Our school is committed to the principles outlined in ‘Working Together to Safeguard Children 2015’ and ‘Keeping Children Safe in Education 2016’ and implements policies, practices, and procedures which promote safeguarding and the emotional and physical well-being of children, young people, and staff. The school is committed to supporting the delivery of effective early help using The Multi-Agency Levels of Need and Response Framework. The children have access to 3 appropriate curriculum opportunities, including emotional health and well-being, to support the development of the skills needed to help them stay safe and healthy, develop their self-esteem and understand the responsibilities of adult life, particularly regarding child care and parenting skills. View full school
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We are an academy that caters to children aged 3 to 11. We aim to prepare our learners for the opportunities, responsibilities, and experiences of life through a balanced, high-quality education in a caring and stimulating environment where our school family is learning and achieving together. Our school family is a place where every person is recognized as an individual, where voices are encouraged to be heard and ideas developed. We are proud to be part of United Learning, a national group of academies and independent schools that aims to bring out ‘the best in everyone. Our school shares this belief that every child can thrive given the right teaching and support. Ravenwood Primary Academy is open to children from all backgrounds and of all abilities. We welcome any parents who would like to look around our school. If we are oversubscribed, children with a statement of Special Educational Need that names Cravenwood Primary Academy will be admitted first. Our curriculum is made up of all the activities that we plan to promote pupils’ learning and personal growth and development. It includes not only the formal elements of learning but also the range of extra-curricular activities that the school organizes to enrich the experiences of the children. It also includes the ‘hidden curriculum, or what the children learn from the way they are treated and the behavior expectations within the school. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills so that they achieve their true potential. Excellent teaching gives children the life chances they deserve. The very best schools bring excellence and enjoyment together. Children learn better when they are excited and engaged. What excites and engages them best is truly excellent teaching. Excellent teaching challenges children and shows them what they can do. When there is joy in what they are doing, children learn to love learning. Each area has specific goals called the Early Learning Goals which children are expected to achieve before they complete their time in the Early Years Foundation Stage. At Ravenwood, we use an important document called ‘Development Matters’ to guide us in teaching and learning in the EYFS. This guidance gives age-related statements from birth to 60 months which we can use to ensure that every child receives the correct level of activity. At the start of your child’s education in Foundation Stage, they will be assessed using this document and against the statements in it. United Learning is a group of schools that aims to provide excellent education to children and young people across the country. We seek to improve the life chances of all the children and young people we serve and make it our mission to bring out the best in everyone – students, staff, parents, and the wider community. We provide a broad education, which prepares young people to progress in learning and to make a success of their lives. We focus sharply on the evidence of what makes it more likely that young people will progress and succeed, apply that to our practice and continue to learn and develop our schools. We make it a priority to provide teachers with excellent professional support and development so that every child receives an excellent experience. Through being a group, we can offer more to both staff and young people than any single school could offer alone. The growing range of outstanding group-wide activities that we can provide will mean that more young people will have truly exceptional and inspiring experiences. Already, we believe that our group contains the most developed relationships and practical interaction between independent and state schools in the country, creating benefits for all the schools involved. Our approach is underpinned by a sense of moral purpose and commitment to doing what is right for children and young people, supporting colleagues to achieve excellence, and acting with integrity in all our dealings within and beyond the organization, in the interests of young people everywhere. As a single organization, we seek to bring together the best of independent and state sectors, respecting both traditions and learning from each. We believe that each of our schools is and should be distinctive – each is committed to developing its distinctive strengths and identity while sharing our core values as institutions that promote service, compassion, and generosity. This ethos is our expression of our Christian roots, in schools that are fully inclusive and both welcome and respect students and staff of all faiths and none. Everyone must stay safe whilst online. The internet is a great place to learn and communicate with other people. If you have any concerns about anything online please speak to a relative or teacher. We have provided a link to the CEOP site on our school website, it is packed full of information for children and parents/carers. View full school
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Cranford Park Academy is a vibrant, successful school, where children are both nurtured and challenged. We are fortunate to have a richly diverse community within the school and this is valued and celebrated. Children of all backgrounds and abilities are welcomed and made to feel special. We are very proud of all our children and want them to be proud of their school. Hard-working, committed staff work in partnership with all parents to ensure that each child reaches their full potential. Positive values such as self-worth and respect for others are championed alongside excellent academic knowledge and skills. An engaging curriculum is at the heart of the learning at Cranford Park Academy, and it is constantly reviewed to ensure it is meeting the needs of all children. Our expectations and standards are high and a love of learning is encouraged and developed. The CPA Ethos outlines the culture, vision, and values that we expect every member of our academy community to aspire to and uphold at all times – children, staff, and families. Everything we do is in the spirit of The CPA Ethos – learning, attitudes, and behavior. By following the high expectations defined by The CPA Ethos, everyone will have the best possible opportunity to achieve their best and develop their talents and skills. Cranford Park Academy is committed to serving its community. It recognizes the multi-cultural, multi-faith, and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them. It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Cranford Park Academy is dedicated to preparing students for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces the British values of all its students At Cranford Park Academy, students are actively encouraged to make independent choices, with the knowledge that they are in a safe, secure, and supportive environment. The staff educates and provides boundaries for students to make informed choices, through a safe environment and an empowering education. Students are encouraged to know, understand and exercise their rights and personal freedoms and are advised on how to exercise these safely, for example through e-safety and P.S.H.E. Cranford Park has a robust anti-bullying culture and has in place a comprehensive Behaviour Policy. Respect is a strong part of Cranford Park Academy and is part of our CPA Stars expectations. Students learn that their behavior affects their rights and those of others. All members of the school community treat each other with respect and this is reiterated through its teaching and learning environments. Mutual respect is embraced throughout the curriculum by providing the opportunity for students to express their views in a safe environment. Cranford Park Academy is a diverse school. We actively promote diversity through our celebration of different faiths and cultures. This is achieved by equipping students with the ability to understand their place in a culturally diverse society. Students are actively encouraged to share their faith and beliefs within the school and celebrate festivities throughout the calendar year. The RE curriculum provides a broad and balanced education on a range of faiths, religions, and cultures. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. The children visit places of worship that are important to different faiths. Cranford Park Academy strives endlessly that its students leave with the strongest foundation of values upon which to build a successful contribution to our Society. View full school
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At Clapton Girls' Academy, learning is our priority. Students are encouraged to appreciate learning as a route to achieving their life aspirations which are extended and enriched by the outstanding teaching, high-quality relationships, and extensive opportunities offered by the academy. Students at Clapton Girls' Academy are safe, valued, and accepted. They develop the skills and strategies they need to shape their future and flourish as independent people in whatever areas they choose. Students become more knowledgeable and enterprising with the ability to apply their aptitudes in a range of contexts and develop personal qualities to become respectful, caring, and responsible citizens. As leaders of tomorrow, all students participate in at least one of the academy's leadership development programs. Clapton Girls' Academy participates in the coordinated admissions procedure, provided and administered by the Hackney Learning Trust, for all schools and academies in Hackney. The Hackney Learning Trust coordinates the application process on behalf of Clapton Girls' Academy according to the scheme which they publish in their annual Admissions Booklet which is following Government legislation. Clapton Girls' Academy is a community school that admits 180 students into Year 7 each September. Clapton has very successful links with the community and in particular with many primary feeder schools through the Hackney Teaching Schools Alliance. All departments at Clapton have links with primary schools with whom they work, providing many opportunities for pupils in years 5 and 6 to get to know the staff and the students before they transfer. Girls can benefit tremendously from being in a school like Clapton Girls’ Academy that provides an education uniquely tailored to their needs and development. Girls’ schools celebrate learning without social distractions, offering an environment in which girls are more likely to display their intelligence and curiosity. Students benefit from being taught by teachers who have significant experience of teaching girls and whose approaches are tailored to their needs. Girls’ schools are often able to offer a specialist level of pastoral care to their students because they understand the challenges girls face as they grow up. At Clapton Girls’ Academy, we understand their friendship dynamics, their preoccupations, and their ambitions. This close understanding means that we can give the right kind of support to our students, creating a safe, supportive environment in which girls feel comfortable asking questions and taking risks. We recognize our moral and statutory responsibility to safeguard and promote the welfare of all students. We endeavor to provide a safe and welcoming environment where students are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that students receive effective support, protection, and justice. Child protection reporting and systems, form part of the school’s safeguarding responsibilities. All staff receive annual Child Protection and Safeguarding update training and are aware of the procedures for passing on concerns within the academy. If any members of the school or local community have concerns about the welfare of a child in the school, please pass them on to the safeguarding team. Clapton Girls’ Academy’s key priorities of ‘Progress, Wellbeing and Teamwork’ and four core values of compassion, ambition, integrity, and resilience drive our vision for curriculum provision and delivery. Our broad and balanced curriculum aspires to respond to the local and national agenda both intelligently and creatively to ensure all our students receive a high-quality learning experience at all times. We believe that to access a broad and balanced curriculum, all students need to be confident and proficient in the basic skills of Reading, Writing, Communication, and Mathematics, and these are given the highest priority at all times. We believe firmly that a student’s progress is what ultimately leads to their achievement. We consider it critical that equal opportunities and fundamental British Values are promoted and realized at all levels of curriculum provision and that this is integral to outstanding practice. Whilst we provide individual and small group withdrawal support where necessary, our curriculum celebrates inclusion at all times and we firmly believe that our diversity as an academy ultimately enriches and enhances our curriculum for the benefit of all. The academy curriculum extends to a wide range of extra-curricular opportunities. All students have access to and are actively encouraged to take part in an extensive program, which seeks to extend their learning and widen their life experiences. The academy uses its Pupil Premium and other avenues of funding to ensure that all groups of students can access these activities. Positive behavior which maximizes learning is expected at all times. Clapton Girls' Academy has a 15 point Behaviour Code to help maintain positive behavior for learning. View full school
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We are delighted to welcome local children and families to the City of London Primary Academy Islington a vibrant and exciting, brand new school located in the EC1 area of south Islington. As a fully inclusive school, we aim to provide a world-class education for every child including pupils with special educational needs. We have the highest expectations of ourselves as a school and of our pupils’ achievement, effort, attitude, and behavior. Good home-school links enhance children’s learning, therefore we actively engage parents as partners in their child’s education to realize the highest possible goals and aspirations. We strive for excellence in all that we do, to inspire a passion for learning within a happy, safe, and caring environment where everyone is valued and respected. The location of our academy offers one of the richest arts and cultural environments a school could wish for - art galleries, museums, theatres, and music venues are on our doorstep. We believe the arts subjects and our cultural heritage enrich learning and for this reason, offer a broad and balanced curriculum with an extra-curricular offer as part of an ‘extended’ school day. Children get only one chance with their education. It has far-reaching implications for their future success, and at the City of London Primary Academy Islington, we are creatively ambitious for every child to be the best they can be. Our school values help us to be better people and better learners. Our five school values are: Respect Excellence Aspiration Creativity Teamwork We value our similarities and differences and show respect through all our actions and words. When we are respectful we: Listen to others Show good manners to everyone Treat everybody fairly Treat others how we would like to be treated Keep an open mind Value our similarities and differences We always work hard with a positive attitude and give 100% effort to show excellence we: Always do our personal best Have highest expectations of ourselves Consistently work hard and persevere when things are difficult Have a habit of stretching and challenging ourselves We aim high, think positively, persevere, and have self-belief. To show aspiration we need to: Rise to the challenge Seize opportunities Have hopes, dreams, and ambitions Keep trying and never give up Visualize success We use our imagination, ask questions and try new things. To show we are creative, we need to: Have our ideas Ask questions and remain curious Think outside of the box Take risks and experiment Be willing to do things differently We contribute enthusiastically and support each other to succeed. To show teamwork we need to: Work well together (not just with our friends) Listen to each other Share and take turns Solve problems together Help each other learn Identify issues, possible solutions and agree on a resolution The City of London Primary Academy Islington will follow the new National Curriculum (2014). Y1 and Y2 cover the KS1 program of study and Y3 to Y6 follow the KS2 program of study. The curriculum is comprised of three ‘core’ subjects: English, Mathematics, and Science. Children are also taught the ‘foundation’ subjects: Art and Design, Computing, Design Technology, a Modern Foreign Language, Geography, History, Music, and PE. Besides, RE is a statutory requirement and the school will follow the locally agreed syllabus. Through the curriculum, assemblies, and embedding our school values and ethos in all that we do, we ensure our children develop spiritually, morally, socially, and culturally. We support children to be caring, respectful, courteous, democratic, and responsible so that they make a positive contribution to British society and the global community. As part of a broad and balanced curriculum, City of London Primary Academy Islington offers inspirational ‘out of the classroom’ learning experiences that will afford all pupils a rich cultural capital to advantage them in the wider world. Pupils will develop an understanding of the rich artistic, cultural and social heritage our diverse city offers – this we believe is the entitlement of every child. Through PSE, we support children to develop self-confidence and independence and to manage their feelings and behavior. Children are supported to form positive relationships with adults and other children, showing sensitivity to the needs and feelings of others. Children learn to work in groups and as a member of the whole class. We aim to eliminate the achievement gap and improve the life chances of local children. We endeavor to ensure all children make the optimum progress to achieve their full potential and as such, there is a strong commitment to reducing barriers to learning for all pupils. We set aspirational pupil targets and through the careful tracking of pupil assessment data. View full school
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Welcome to the City of London Academy (Southwark). We offer high-quality education in a vibrant, innovative learning environment to students aged 11-18. We provide added focus on Business & Enterprise and Sport and are one of only 10 schools in England to be awarded Basketball Academy status by Basketball England. We are passionate about helping every student achieve their full potential in a caring, inclusive community. COLA is sponsored by the City of London, allowing our students to access unique, exciting career opportunities in the heart of the capital. The city of London Academy is high-achieving and oversubscribed. The majority of our students progress to leading universities - including Oxbridge - apprenticeships or employment. Many also go on to prestigious college basketball scholarships in America. We continue to raise attainment and achievement, boasting academic results significantly above the national average. In 2017, CoLA has achieved its best-ever GCE A-level results in its history and matching our best GCSE results for the second year running. At A-level, the pass rate remained at 100%, with 79% gaining A*- C. We celebrated a further 11% increase in last year’s GCSE results, with the best results of 38% of students achieving the English Baccalaureate measure and 76% of students secured 5 or more A*-C grades including English and maths. Overall 86% of students received 5 or more GCSEs grade A*-C, with great results in subjects including the essential core areas of Maths, English, and Science. Top-achieving students gained between 9 and 14 A*/A grades each and 32% of all grades were A*/A. A significant achievement was also recorded by Pupil Premium students, with 72% achieving 5 or more A*-C, including English and maths. We offer a broad, balanced curriculum, with small class sizes ensuring no child is left behind. But the City of London Academy is renowned for being more than just a school we are dedicated to nurturing every student’s holistic development. We believe every child matters and were awarded the Investors in Careers (gold) for our exceptional work in supporting students’ development. We are also a joint lead school of London South East Maths Hub, part of a national program dedicated to improving the quality of mathematics education. The city of London Academy is entering a new and exciting era, with our purpose-built Sixth Form center opening at 399 Rotherhithe New Road in September 2017, ready to accommodate 400 students. This will transform facilities for our students as we embrace the latest technology on a specialist Sixth-Form campus to improve learning, motivation, and aspirations. The City of London Academy’s vision is to be an inspirational, ambitious, inclusive, and happy learning community in which pupils, parents, and staff are motivated, respectful, and have high expectations of one another. We are proud of our City heritage and value the opportunities it brings our community. Aspiration and hard work are at the heart of our vision. We strive to shape resourceful, resilient, and well-rounded young people who can each make valuable contributions to our diverse Academy and society at large. Our vision embraces a culture of life-long learning in which all members of our Academy community matter and where both endeavor and achievement are celebrated. Positive relationships are underpinned by a relentless drive for excellence and are rewarded with communication, creativity, confidence, and success. At The City of London Academy Southwark, we believe that our pupils are entitled to receive an inspiring, broad, and balanced curriculum which will enable pupils to succeed in the world today. Our curriculum offers a wide range of academic and vocational courses taught by highly qualified staff. The curriculum is designed with the latest research and is underpinned by three main principles in mind: choice, challenge, and progression. The Key Stage 3 curriculum is followed by students in Years 7 and 8. From Year 7, students are placed in teaching sets according to their ability in Maths, Science, and English. All other subjects are taught in tutor groups that match their needs so that they can achieve their best potential and make the highest possible progress. The Key Stage 4 curriculum is followed by students in Years 9 to 11. The majority of students will sit eleven GCSE examinations at the end of Key Stage 4. However, our most able scientists and mathematicians will sit more GCSEs. All students are provided with high-quality career advice and guidance before making their option choices at the end of Year 8. City of London Academy Southwark offers a wide range of subject choices within the timetable. Our Sixth Form is large and has a specialist accommodation to enable us to offer a wide range of GCE AS or A2, Vocational and Applied courses. City of London Academy Southwark Sixth Form is a top-performing Sixth Form Academy in London Borough of Southwark with over 300 students and has been recognized by the Department for Education as one of the top ten non-selective schools/colleges for progression to higher education. View full school
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At COLAI we aim to provide an exceptional level of care and education for every individual student. The Academy, which opened in September 2008, is a mixed, non-selective Academy, with no religious affiliation, committed to providing excellence in education and opportunities for all. Our 2016 GCSE results were outstanding, with the Academy being ranked 15th in the country, 6th in London, and 1st in Islington for pupil progress. In 2017, we maintained this exceptional record with 91% of students achieving a grade 4 (equivalent to a C) or above in English and 67% of students achieving 5 or more good GCSE passes, including English and mathematics. We also saw the excellent performance in modern foreign languages and the humanities. Our Sixth Form students also achieved exemplary results, with nearly one-fifth of grades awarded being A* or A grades, half of the grades at A* to B, and 90% at A* to C. Our progress score for A-Levels placed the Academy in the top 10% of all Sixth Form providers. Ninety percent of our Year 13 students secured a place at university, with many progressing to Russell Group institutions. At COLAI, we are committed to providing the absolute best for the young people of Islington. We firmly believe all students can succeed and we work to inspire a determination within the Academy for all to achieve the highest of expectations. Our vision is to be an outstanding Academy, with a total commitment to improving the lives of the young people of Islington by serving the local community as a vibrant center of learning, known for our academic excellence and our unrelenting determination for everyone to succeed. We firmly believe that every student is entitled to a rich and varied curriculum. We seek to nurture critically curious students with high aspirations and a love of learning. As such, we provide a program of study which is both challenging and inspiring and seek to develop powerful knowledge and skills. This approach empowers students at COLAI to understand the key concepts, ideas, and narratives that are central to building social capital: our curriculum serves as a clear pathway to higher education, the world of work, and civic participation. Students at COLAI follow a traditional academic curriculum. We believe that no matter what their starting point, all students can achieve. We believe that ability – rather than being a fixed quantity - is something that can be grown and developed. Our meticulous tracking system enables us to intervene quickly to provide bespoke support for individual students. We believe everything that happens at the City of London Academy Islington contributes to a young person’s education and their capacity to learn. As such we have the highest standards for learning both in the classroom and outside of it. The curriculum at City of London Academy Islington aims to: Develop a robust conceptual understanding of specific academic disciplines and build subject-specific expertise, knowledge, and skill Meet the range of needs and interests of all learners so that no student is left behind Maximize the academic attainment for all students Ensure that students develop skills and mindsets essential for ongoing learning, university success, and the world of work Ensure that students have high aspirations and self-esteem and that they take responsibility for their learning and personal development Ensure that students are prepared to make informed choices about their future Welcome to COLAI-6. We are a small and dynamic sixth form. We aim to provide our sixth-form students with an outstanding academic experience that will prepare them exceptionally well for higher education and the career path of their choosing. We welcome applications from our current Year 11 students and external candidates. We offer a friendly and supportive learning environment, with a strong focus on academic rigor, self-discipline, and the highest educational aspirations. We support our students to achieve their very best and to equip themselves with individualized support and smaller class sizes enabling our students to make outstanding progress. Our primary focus is on providing a highly academic curriculum, with the majority of courses of the offer being A Levels. We also have a vocational pathway for students who would benefit from this style of learning and assessment. We are proud to announce our biggest ever range of extra-curricular clubs. From sports to performing Arts, to study support, we believe that our diverse range of after-school and lunchtime clubs offers something for everyone. We are committed to nurturing rounded young people and we believe that clubs and hobbies provide opportunities for personal growth which will supplement the skills that students gain in the classroom. View full school
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It is our pleasure to welcome you to the City of London Academy Highgate Hill (COLAHH). The school opened as a mixed, all-ability, non-denominational academy in September 2017, inheriting four cohorts (years 8 to 11) from what was previously, Mount Carmel Catholic Girls College. We aim to provide a world-class education for our students - making them ‘fully-baked individuals. Hence we provide a broad and balanced curriculum tailored to the needs of our students. This includes the opportunity for students to achieve the ‘English Baccalaureate’ (Ebacc). The academy’s sixth form will open in a state-of-the-art building in September 2022. At the City of London Academy Highgate Hill, we believe that all students can thrive in their academic lives and become active contributors to their local, national, and global communities if the right environment is provided. Therefore, we strive to provide a calm and purposeful learning environment underpinned by high expectations across the academy. Students are expected to work hard and show tenacity and commitment towards their studies. We provide opportunities through high-quality teaching and support structures offered by our sponsor: the City of London Corporation, to promote academic, creative, sporting, linguistic and personal achievement: this is ‘the City experience’. As part of our aim to develop student's creative abilities, all students are provided with a free musical instrument: Cello, Flute, Viola, or Violin when they join us in year 7. Students receive free music tuition for the first three years with us. This is sponsored by The Music in Secondary School Trust. Our new Orchestra group has already performed in the Barbican and Goldsmith College. Our overarching vision is to found an academy that will exemplify ‘Outstanding’ secondary practice, evidenced by excellent attainment and progress for all pupils. From the outset, we will want to ensure that the academy is underpinned by shared values and ambitions so that this new member of our educational family can be graded as ‘Outstanding’ within three years. Each of our existing secondary academies provides learning experiences that reflect the characteristics for which the City is known around the world: High expectations, aspirations, excellence, and a belief that all can succeed Contributing creativity, innovation, and enterprise alongside tradition and heritage Developing people who are confident, resilient, compassionate, and democratic Our overarching ethos for the City of London Academy Highgate Hill will be: To develop the potential and character of all students in all global spheres academic, social, cultural, and spiritual To nurture students who are creative, curious, and compassionate into adults who can make a positive and significant contribution to our world To recognize the importance of fostering understanding and respect for other cultures and faiths To promote the importance of developing positive relationships with others, resolving conflict through reconciliation and forgiveness To promote equal opportunities for all The city of London believes that every student is entitled to high-quality academic, creative, sporting, linguistic, and personal development opportunities. Like all City Academies, the new school will draw on the City of London’s unique and exceptional range and quality of resources. Education both influences and reflects the values of our society and the kind of society we want to be. It is therefore important to recognize a set of common aims, values, and purposes that underpin the school curriculum and the work of schools. Learning at COLAHH is an exciting process of explanation, discovery, and achievement. We encourage and guide our students to take responsibility for their work, to become independent learners who ask questions, solve problems and communicate their ideas with confidence and clarity. Our lessons are interactive and practical with an emphasis on teamwork, participation, and enjoyment at every opportunity. We offer a wide and varied curriculum at each Key Stage, backed up by superb facilities throughout the college including our purpose-built design and technology center. All students will follow a two-year program and begin GCSEs in all subjects in year 9. All students will follow the national curriculum unless the academy (in consultation with students and parents) feels they would benefit from not doing so. In line with our sister academy, we aim to raise standards and aspirations through leading by example. In our other Hackney school, The City Academy, Hackney 90% of students reach national standards and above in English and maths at Key Stage 3, the progress we are expecting of our students will be well above the national average. All students will study GCSEs in English, maths, and science, and there will be a wide selection of options across the remaining subjects. The vast majority of students will follow the English Baccalaureate in Key Stage 4. Our GCSE options subjects will include many of those taught throughout Key Stage 3 such as art, music, and technology as well as additional choices including computing, economics, and vocational subjects. In time, the academy will grow to include a vibrant academic Sixth Form. Our Sixth Form will aim to develop young learners into independent, studious, and professional young adults, by insisting on the same core values that characterize the work of the academy as a whole. View full school
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We are an ambitious, inclusive, and forward-thinking 11-18 secondary academy in Tulse Hill, Lambeth serving our local community. The academy opened in September 2013, in a brand new purpose-built accommodation, with state-of-the-art facilities to match our high-quality educational provision. City Heights E-ACT Academy will grow year on year until 2020. When full, our academy will offer high-quality sixth form provision including being part of SL6 (South London Sixth, a collaboration of local sixth forms). As an E-ACT academy, we are part of the nationwide family of 25 academies, which allows us access to outstanding educational resources and expertise to help provide exceptional opportunities for all our students. We are proud to be a values-driven academy which is reflected in our vision statement. Our vision at City Heights E-ACT Academy is simple. We are an academy anchored at the heart of our community. Developing tomorrow’s leaders, compassionate and articulate ready for university or a career of their choice. City Heights E-ACT Academy is a language specialist school, which promotes bilingualism. All students at the academy study a language (Spanish, French or Portuguese). In addition to this specialism, we also have a small inclusive additional learning needs provision for students with ASD, allowing them to access mainstream education alongside tailored individual support. At City Heights, we also enjoy a unique partnership with the renowned independent school, Dulwich College who work collaboratively with us to share enrichment provision and educational opportunities. Our academy is a warm, welcoming, inclusive environment, where we have high expectations and where staff go the extra mile, to ensure that all students realize their full potential. City Heights is a happy academy, anchored in the heart of our community and we pride ourselves on the relationships our staff have with our students, caring for them throughout their education. We pride ourselves on working closely with families to ensure that all our students are committed to learning and throughout their time with us, achieve our vision statement and demonstrate our academy values in all that they do. Our values are important to us and we live them day in, day out. We were delighted to be graded as ‘Good’ by Ofsted in May 2015, just 21 months into our existence. Our ambition now is for a very strong first set of GCSE results this academic year consolidating our position as a school of choice in the local community. At City Heights Academy we are committed to safeguarding and promoting the welfare of children and young people and expect all employees and volunteers to share this commitment. Our academy vision is integral to all that we do and is underpinned by our academy values, which are reflected in the actions, decisions, and behaviors of our community. Learning and teaching is our core business at City Heights E-ACT Academy – without exceptional lessons, we can’t become an outstanding academy. We believe that one lifetime is not enough to develop the craft of teaching and that as soon as a teacher stops learning they stop improving. As such, we are committed to giving the time, training, and leadership to our teachers which they need to reach these standards. View full school
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We are a mainstream, non-selective comprehensive school and we pride ourselves on providing a great education to students from all backgrounds. Our school is centered on the values of collaboration, opportunity, respect, and excellence, and our ethos is focused on “students first” in everything. We follow a broad and balanced curriculum, which is designed to inspire and motivate our students to achieve. We now have an established Sixth Form. Students at City Academy are supported to grow into academic, articulate, respectful, and confident individuals. They are equipped with the skills to succeed in a competitive and expanding employment environment. Students are involved in all aspects of school life, especially leadership roles. We encourage students to take risks and build the resilience they need to undertake new challenges. City Academy is a real part of the community in the center of this great city of ours and relationships are key to our success. Importantly, every member of the team matters here. Relationships between staff, students, parents, and our local community are all vital to the culture of our school. It is these relationships that make City Academy a safe and secure environment for students to learn, both in and beyond the classroom. Our students get tremendous opportunities to be involved in residential activities and field trips. We work closely with local businesses so that our students gain an insight into the working world and the expectations that this brings. We are particularly proud of the partnerships we have with two local organizations with a national and global profile: our links with Birmingham Repertory Theatre and Birmingham City Football Club provide an extra dimension to the experience of our students. At City Academy, we pride ourselves on providing a great education to students from all backgrounds. Our school is centered on the values of collaboration, opportunity, respect, and excellence, and our ethos is focused on students first in everything. Students at City Academy are supported to grow into academic, articulate, respectful, and confident individuals. We encourage students to take risks and build the resilience they need to undertake new challenges. Our academy will be enriched and inspired by CORE Education Trust’s partnerships with national organizations. Students at our academy will benefit from opportunities to nurture their interests, aspirations, and talents and have access to a diverse, extended curriculum offer. Every child will be given a chance to shine and will be supported when they encounter difficulties or challenges. Exceptional educational outcomes, opportunities, and experiences will be complemented by the highest quality progression routes. Students will be aspirational and open-minded about their potential as successful global citizens, whilst remaining grounded and proud of where they are from. We will: Provide a broad and balanced curriculum for all of our students. Ensure our curriculum meets all statutory requirements, including lessons on important issues (g. S.R.E -Sex and Relationships Education, Religious Education, etc.) Ensure our curriculum offers equal opportunities to all our students including students with special educational additional needs and/or disability (see SEND policy and information report for more details), and students of all abilities including stretch and challenge for our more-able student. Regularly review our curriculum and respond to recent developments and incorporate best practices. Offer a curriculum that fosters student’s enthusiasm for learning and recognizes progress and achievement. Encourage students to continue their learning outside of conventional lesson time through further independent research /study and high-quality extracurricular activities. Ensure our curriculum supports our ‘diminishing the difference’ strategy for different groups of students. Ensure our curriculum through its delivery promotes Fundamental British Values, Spiritual Moral Social and Cultural, Independent Careers Advice and Guidance and a Safeguarding culture. View full school
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Based at the heart of the Olympic East Village, we are a unique Academy dedicated to ensuring that whatever the needs of your child, we will guide them to reach their absolute potential. Chobham has been designed by international architects Allford Hall Monaghan Morris, who have used upon their extensive experience in the design of educational facilities for children of all ages, with Lend Lease overseeing the development and construction of our buildings. The results are astonishing, and the campus is a focal point for local families living in East Village and the surrounding neighborhoods for generations to come. There is a panoramic roof terrace from which students and staff see and are inspired by many of London’s most iconic buildings as well as, in the mediate vicinity, the whole of East Village. There is a fabulous theatre, a large sports hall equipped for everything from dance to basketball, a suite of music rooms, and a lecture hall for our Sixth Formers. Outside there are playing fields, tennis courts and playgrounds for different age groups which will have lots of games and equipment for students to use during break and lunchtimes. With its location in the East Village, the Academy has easy access to all manner of magnificent sports facilities in the Olympic Park. The campus has recently won an award at the World Architecture Festival, for the best new school building. We are proud of our values, both traditional and modern, and provide academic pathways with challenge students to think beyond the classroom. The foundations of our Academy are the Chobham Pillars Excellence, Integrity, Trust, Respect, Innovation, and Collaboration. These ensure that Chobham students are rounded students, prepared to access the vast range of educational opportunities that come their way and to thrive socially in the twenty-first-century world. The Academy continues to build on the track record of the Harris Federation, which has a proven, trusted, and very popular moth of running its schools. Our school has an excellent leadership team, committed to ensuring the best possible outcomes for our learners. The Academy will develop a positive and enterprising attitude to learning amongst its students. In everything we do, we will embed our core values. Six Chobham Academy values define how our students learn and behave: Excellence: Be exceptional in everything we do. Respect: be dedicated to relationships. Integrity: Be true to our word. Innovation: Be challenging in our approach. Collaboration: Be one team. Trust: Be open and transparent. The Academy is committed to the vital contribution all staff and governors make to safeguarding children. We will strive to make sure that every student in the Academy feels secure, well cared for, and able to reach their full potential. We will ensure all our staff, other professionals, parents/carers, and students work together to know the rules about keeping children safe. They will understand the importance of following procedures and listening to each other, especially when there are safety concerns. Teaching and Learning are at the heart of Chobham Academy. We provide an exciting, personalized curriculum, which supports and challenges all of our students and is at the heart of our teaching and learning philosophy. We ensure that all teaching and support staff have access to the highest quality training programs to provide the best learning opportunities for every student. Chobham Academy is committed to providing an appropriate and high-quality education for all children. We believe that all children, including those identified as having Special Educational Needs and also those who are identified as ‘Gifted and Talented’, have a common entitlement to a broad and balanced academic and social curriculum. This curriculum should be accessible to them, and they will be fully included in all aspects of Academy life. We believe that all children should be equally valued at our Academy. We will strive to eliminate prejudice and discrimination and to develop an environment where all children can flourish and feel safe. Chobham Academy is committed to inclusion and part of the Academy’s strategic planning involves developing cultures, policies, and practices that include all learners. We aim to engender a sense of community and belonging and to offer new opportunities to learners who may have experienced previous difficulties. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways that take into account their varied life experiences and needs. View full school
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Chilwell Croft Academy is a very happy and improving school for children aged four to eleven. The school currently has children on roll representing over 30 nationalities, speaking 40 different languages. We are proud to be part of a multicultural community, and actively celebrate the diversity of our school. We aim to provide an environment where children can make progress academically and develop personally. Everything we do is focused on this. We spend a lot of time and effort developing the culture of our school. The physical environment is welcoming and orderly – our artist in residence works with children to show off their art skills and this is exhibited throughout the school. Our pupils learn to behave, have a good attitude to learning, and respect each other. Every pupil has a planner and is a member of a house team to help them do this. Pupils take pride in their work as evidenced by the presentation in their books. They value our rewards system and say they feel safe in school. Developing the highest quality teaching lies at the heart of our school improvement agenda. We celebrate success and share good practice whenever we can. We are very proud of our pupils and their families. Here, every child is truly valued for his or her contribution and encouraged to grow in confidence. A real strength of our school is the very positive relationships between staff and pupils and within peer groups. In partnership with parents, we aim to enhance the learning experiences for all children with SEN/additional needs in Chilwell Croft Academy. To ensure the delivery of this entitlement for all children, we work following the new revised Special Educational Needs Code of Practice (SEN COP). We work closely with many external agencies to support children in all areas of the curriculum. At Chilwell Croft Academy, we are committed to ensuring that every child succeeds and reaches their full potential. EAL is used for pupils whose first language is not English. These pupils may have recently arrived in the country or are being brought up in homes and communities where languages other than English are used. In the educational environment, they now have to learn English in addition to languages they already know and use, and they have to use English to access subject content in different curriculum areas. Our EAL students come from a wide range of ethnic, linguistic, and cultural backgrounds. Some of our EAL students arrive in school having had little or no formal education while some have prior experience of formal education and with literacy skills in one or more languages. On arrival, a proportion of these pupils have no or very little understanding of English. View full school
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Welcome to our School. Childwall Sports and Science Academy has a mission statement of “Learning without Limits”. This means that we seek to achieve the best possible outcomes for every student within a safe and supportive environment. Our Academy provides high-quality teaching and stimulating learning experiences designed to appeal to students of all ability levels. We encourage every member of our Academy community to focus on lifelong learning - developing the academic and social skills they will need to become responsible adults and caring, confident citizens of the future. We ASPIRE to be the most vibrant, creative, and successful school that we can be. We will constantly promote a culture of high achievement and believe all will succeed through perseverance. We will develop and nurture happy, hardworking, and respectful learners who see for themselves lives of limitless potential. Core Values = Aspire and Praise: We Aim High We Succeed together We Persevere and never give up We Inspire We Respect our school and everyone We Enjoy learning SMSC stands for spiritual, moral, social, and cultural development. At Childwall Sports and Science Academy School we teach these qualities across the curriculum and throughout school life. It is linked closely to our school values and ethos. Childwall Sports and Science Academy provides a broad, balanced, and relevant curriculum to meet the needs of all our learners. The curriculum is reviewed annually to ensure it is engaging and challenging for all students. Subjects are divided into different pathways offering academic and vocational choices for students. The curriculum is developed in partnership with learners and parents and each student is assessed individually. All courses lead to further education in the Sixth Form or to employment and training. KEY STAGE 3 - In the first three years we introduce students to each aspect of the curriculum to facilitate effective choices later on. We encourage each student to achieve their full potential through an aspirational culture and stretch and challenge both in and out of the classroom. Progress is closely monitored by regular assessments and this data is shared with parents and carers at least four times a year. Besides, there is a Performance Review Evening for every year group once a year where parents, carers, and their children meet with subject teachers and senior staff. The curriculum content develops personal, learning, and thinking skills, as well as subject knowledge. All students follow the National Curriculum through Key Stages 3 and 4. In Year 7 most lessons are taught in the form of group or smaller mixed-ability classes. Classes are arranged by ability in Year 7 in Mathematics, English, Science, and Humanities. There is an extensive choice of GCSE and BTEC courses available at Key Stage 4 through 3 different pathways. Students are guided onto the pathway that is most suitable for them. The English-Baccalaureate Pathway offers a range of academic GCSE courses for our more able students. The other pathway is offered to the majority of our students and offers the widest range of choice from GCSE subjects and BTEC courses. Both of these pathways allow students to study the combination of subjects that allows them to gain the English Baccalaureate. We celebrate diversity amongst our students and our team of key stage 5 specialist staff seeks to nurture each individual and are passionate about our youngsters. As one of the biggest sixth forms in Liverpool, we offer several courses which allow for a wide range of subject combinations which are designed to meet the needs, talents, and interests of all of our students. At Childwall Sports and Science Academy Sixth Form, we offer you a stimulating post 16 experience, with access to a wide range of activities including sport, visits, work experience, and enterprise. We encourage our students to thrive in a happy, safe and supportive environment, where they can develop the skills and confidence which will serve them throughout their lives. Above all, we offer unprecedented advice and support on higher education and career options to ensure students leave us with the skills and qualifications to succeed in the competitive 21st century. Childwall Sports & Science Academy recognizes the real educational and business benefits of having a diverse community of staff and students who value one another and the different contributions they can make to achieving the school’s commitment to be open and accessible. View full school
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Here at Cheetham Church of England Community Academy, we believe that a school is a place of learning for everyone and that we learn best when we feel safe, when we respect one another and when we work as a team. Good relationships and friendship are important to us, and we strive to build effective learning partnerships with our parents and carers to help us reach the best possible outcomes for all of our pupils. As our motto is ‘Together in learning’ we recognize that we are all on a journey of learning to provide the best opportunities and outcomes for our pupils. We want our pupils to enjoy coming to school and we want them to be challenged and inspired to learn. Learning in our school is based on experiences that are exciting and relevant, that encourage inquiry, and give opportunities and support for children to express themselves with confidence and purpose. At Cheetham Church of England Community Academy, we want all our learners to celebrate success within a diverse and inclusive environment, where faith is valued and respected. We want our pupils to enjoy coming to school and we want them to be challenged and inspired to learn. Learning in our school is based on experiences that are exciting and relevant, that encourage inquiry, and give opportunities and support for children to express themselves with confidence and purpose. Admission arrangements for Cheetham Church of England Community Academy are set by the Academy Trust, who are the Admission Authority for this establishment. They are responsible for drafting, consulting on, and determining their admission arrangements, and it was agreed that this would be done by the local authority on behalf of the academy. All parents/carers are required to apply to their home LA regardless of where the school/academy they are applying to is situated. Manchester residents will apply to Manchester LA. The LA will liaise with other Admissions Authorities in Manchester and other LAs where required. Manchester LA will inform parents/carers in writing of the outcome of their application. At Cheetham Church of England Community Academy we have faith in the uniqueness of every child and through true partnership children, families, staff and governors learn to build ambition and secure success. We aim to develop creative learners who can express themselves with confidence and purpose and develop a love of learning. We believe that our school is an inclusive place of learning for everyone and that we all learn best when we work as a team. We aim to develop a strong culture of learning, in partnership with parents, built upon respect, trust, and friendship. At Cheetham Church of England Community Academy, we believe in the concept of lifelong learning and the idea that both adults and pupils learn new things every day. We want to engage pupils to become skilled and self-motivated, lifelong learners through an enjoyable, memorable curriculum. We are committed to building futures in a welcoming and supportive learning environment within a context of Christian values and ethos. Through effective teaching and learning each person’s worth and dignity are recognized and everyone is challenged to achieve their full potential. We recognize that personal, social, and emotional skills affect how we perceive ourselves and how we behave as learners. We actively support pupils in developing positive attitudes to learning to help them to become confident, well-motivated, and independent learners. We believe pupils with these skills also contribute more effectively to building a community of learners and a social environment where learning flourishes. We also believe that pupils’ difficulties in learning or reluctance to learn may be caused by such things as demotivation, fear of failure, and the impact of managing feelings on behavior, rather than by lack of ability. Our diverse community is reflected and celebrated in our curriculum, through which we can build excellent communication and life skills, enabling our children to achieve and become confident, tolerant, respectful adults. In our school faith is valued and we aim to enrich spiritual development so that our children understand who they are about the environment, the school the local and global communities. Through a relentless focus on continuous development, we strive to enable all our learners to achieve and develop a passion for learning Here at Cheetham, we follow a carefully planned E-safety curriculum to ensure that children are taught skills and knowledge progressively throughout their time at school. Each teacher adopts the following guidelines to ensure it is relevant and appropriate for the children in their class. E-safety is not only taught in dedicated lessons but woven into the curriculum each time children have access to technology. At Cheetham Church of England Community Academy, we are committed to the inclusion of all children and Special Educational Needs as part of our School Development Plan. We aim to make our SEN provision a model of excellent practice. The school has a strong SEND support network. Cheetham Church of England Community Academy is an inclusive place of learning where diversity is both welcomed and celebrated. We have caring, well-trained staff who value the unique qualities, gifts, and potential of each child. The SEND Support Team at Cheetham includes a member of the school’s leadership team, sped teacher, a Speech and language therapist, and several SEN teaching assistants who are trained in various courses and the different SEN needs. Our SEN policy outlines the school’s commitment to SEN to ensure the highest quality provision for all our pupils. All staff understands the importance of self-esteem as a basis for emotional well-being and academic progress. We do all we can to ensure that our pupils learn in a secure environment and that they experience acceptance, reassurance, and opportunity. All pupils in our Academy receive quality first teaching. This means that a range of teaching and learning styles are used and that appropriate learning objective are set for all children with a curriculum matched to their needs. View full school
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Charville Academy is located in Bury Avenue, Hayes in the Charville Ward of the London Borough of Hillingdon. Surrounded by residential properties and local amenities, the school has served the local community for over 60 years. We are a 3 form entry primary school that provides high-quality education from Nursery to Year 6. We pride ourselves not only on the quality of our learning and teaching to raise standards but on the values and the behavior of our children. From the children’s first days in our school, we promote the Charville Values in all aspects of their school life. We aim to improve the lives of the children we work with and the communities they are part of and live in. Our commitment to pastoral care, SMSC (Spiritual, Moral, Social and Cultural) development, and inclusion along with our creative and inspiring curriculum enable everyone in our community to achieve excellence. Community is at the heart of everything we do and we recognize the diverse cultures we have and ensure we are inclusive. We value everybody in the Charville community and celebrate everything they bring to our school. At Charville we provide a broad, challenging, and rich curriculum that provides all children with the opportunity to develop academically, spiritually, and socially. We work hard to make Charville and inviting school and provide an exciting learning environment. All pupils, parents, and staff are encouraged to take an active role in school life and follow our Values-Based approach to education. Charville is a good school on the journey to outstanding and Ofsted (2017) praised our ambition and high expectations. Our priority is to ensure that all children achieve the highest standards possible in all areas of the curriculum and to closely track the progress of all children. Our values-based approach equips all children with core values that support both their learning and behavior. At Charville we provide a wide range of opportunities for the children to take part in exciting trips, visits, and cultural experiences and actively promote the arts through our curriculum. We enable them to become life-long learners by developing transferable skills to equip them to succeed in the competitive world of the 21st century. We believe that every child can fulfill their potential and are committed to children’s wider well-being by developing a love and enjoyment of learning, forming friendships, and leaving equipped with the social and academic skills they need to develop further. Inspiring each child to become an effective learner and achieve the highest educational standards that they possibly can. Encouraging children to develop a moral compass and contribute positively to the school and wider community. Recognizing and nurturing each child’s talents. We promote healthy lifestyles through a range of opportunities in and out of school. Ensuring attendance at school by working in partnership with our community to value education, promoting the view that effort and achievement lead to self-improvement and fulfillment. Engaging and helping parents to actively support their children’s learning and development. Safeguarding children and actively tackling all forms of bullying, discrimination, and harassment. Charville is implementing a strong set of moral values that all of our children embrace. Values such as respect, honesty, and cooperation are emphasized within the classroom and good behavior is positively reinforced. Pupils develop good relationships with their teachers and their peers. They understand that supporting one another, regardless of their age, gender or background is an important aspect of school life. View full school
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Chapel End Junior Academy we are a popular junior school with a current roll of 375 children. Based in Walthamstow, our school is a caring and aspirational community. We believe that every adult and child in the school are precious - equally valued no matter what race, sex, creed, religion, social background, physical or intellectual achievement. We believe our school is special - a happy and safe environment in which our children can grow and develop into confident and successful young people. At Chapel End, we will always strive for the highest expectations in teaching and learning and provide all our pupils with the skills for their future lives by developing their social, emotional well-being as well as their academic achievement and progress. Our dedicated staff is knowledgeable about how children learn best and our teachers tailor their lessons accordingly to encourage the highest standards of learning for all our children. We are delighted to be part of the REAch2 Academy Trust. A primary charitable trust, REAch2 (Raising Educational Achievement for Children) is an Academy Trust developed by Hollyfield Primary Academy in Waltham Forest. The Trust aspires to create a family of primary academies that have strong reputations for delivering an outstanding education for all pupils. We have received many very positive comments from Ofsted regarding our children’s attitudes to learning, the impact of our life values, our support of British Values and our welcoming, caring ethos: ‘The academy’s ‘life values, such as kindness, friendship, determination, and equality, enable pupils to show very positive attitudes to others and tolerance and respect for people from all faiths and cultures. They understand the difference between right and wrong and that their actions bring consequences. ‘ OFSTED 2015behaviorviour of pupils is outstanding. Pupils are very positive about all aspects of life in the academy. They show great respect for one another for adults. ‘ OFSTED 2015 ‘Pupils are very enthusiastic and come to school eager to learn. They are courteous and behave extremely well in class and around the building. They are cheerful and well-mannered, determined to do their best. They have a real thirst for knowledge. ‘ OFSTED 2015‘Pupils understand democracy and the rule of law and fairness. They are very well prepared for life in modern Britain. ‘ OFSTED 2015 The key drivers that underpin our ethos and values are our ‘8 Life Values’. We have weekly assemblies and lessons about our Life Values and parents are asked, through the newsletter, to talk with their children about them at home. We do poster competitions, award postcards, and bookmarks and are committed to ensuring that all members of our school community are role models for our children. View full school
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A leading educator has called the Centre Academy schools (London and East Anglia) “the most successful special needs schools in the UK and, indeed, the most unique.” Here’s why: We accept a broad range of ages, from 8-19 this eliminates the anxiety, common to Special Needs children, of having to move from one school to another. We have recently introduced a Pre-Prep program (at the East Anglia School) for pupils ages, 4-7. We address an equally broad range of learning challenges on a case-by-case basis, including Dyslexia, AD/HD, ASD, Speech and Language needs, to name a few. We follow the National Curriculum through GCSE or the Foundation Learning and other programs for more vocationally orientated students. We are the only school in the UK, including mainstream schools, also to offer the American High School Diploma the Diploma is not examination-based but instead involves a system of continual assessment, thus reducing pressure and anxiety. All UK Universities recognize the Diploma. If you are like most parents, you want your child to be happy. But if you are the parent of a child with learning difficulties, you may have found this desire frustrated by the problems inherent in the mainstream school setting. The class size maybe 20 or 30. Teachers may lack the appropriate training and experience with special needs. Achievement may be measured in targets and national norms. Getting individualized help may be elusive if not impossible. You will know the cost of such difficulties for your child. Unhappiness. Frustration. Poor attendance. You may also be particularly concerned by your child’s lack of confidence, poor self-image, and increasing anxiety. The school’s Speech and Language Therapist is a full-time member of staff and is available to help students overcome gaps in their oral and other communications skills. Working in classes and one-to-one with individual students, the Therapist also helps in defining and applying levels of differentiation throughout the curriculum. Our Occupational Therapist is also a full-time member of staff who is charged with helping students address and overcome a variety of physical and other difficulties that may impede learning and socialization. The Therapist works primarily in a specially outfitted office that enables students to follow a regime of exercise and related therapies, and also with teachers to enable planning for effective management of organizational difficulties. CA London’s Counsellor is a key member of staff whose major task is to assist students who may be experiencing some social, emotional, and/or academic difficulties—and to help them build confidence and self-esteem. Our Counsellor also helps students identify and understand their problems and offers a program that may feature both short and long-term objectives. Parents may also use the counseling service. Academics at CA London are broad and varied. Fundamentally, we follow the National Curriculum from Key Stage 2 through Foundation Learning at Key Stage 4/5 and GCSE. As you would imagine, our emphasis is very much on literacy and numeracy, the cornerstones of and gateway to essential knowledge. In addition to English and Mathematics, we also offer National Curriculum subjects in History, Geography, Science, Foreign Languages, Art, ICT, RS, Media Studies, Drama, and PE. And to help ensure that all our students gain the maximum from their National Curriculum endeavors, we also offer courses in Study Skills. Not only do these help students learn techniques ranging from note-taking to careful reading, but they also are adapted to enable our students to learn the coping skills they will need to meet their learning challenges. CA East Anglia Church Rd, Brettenham, Ipswich, Suffolk, IP7 7QR +44 144 9736404 admin@centreacademy.net View full school
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Cedar Mount Academy opened in August 2012 as part of the Bright Futures Educational Trust. The Trust includes six other schools, including two local primary schools and co-located Melland High School. Cedar Mount Academy is working with our Trust schools to provide a world-class education to open up real choices for all our young people. The formal partnership and collaboration mean that our students and staff have outstanding support from across the Trust to help them to excel. This will ensure we build on our recent success and achieve our aim of becoming one of the very best schools in Manchester. Cedar Mount Academy is a purposeful, happy, and dynamic community. As a result, not only are we continuing to drive up standards in all areas of our academy, we are also reviewing our curriculum to ensure it provides the academic depth and rigor to ensure our students are given every opportunity to succeed. Cedar Mount Academy has the highest expectations of its staff and students and we expect all members of our community to look smart, behave well, try hard and achieve their personal best in all that they do. We also want our students to be happy and successful and we work hard to ensure all students are provided with the right support to succeed. All admissions to secondary schools in Manchester are overseen and managed centrally by the Local Authority (LA). You may apply for a place for your child at any Manchester school. All parents/carers are asked to make their application on a standard form known as the Standard Application Form (SAF), which is available from the Manchester City Council. An admission pack, including the SAF and a booklet called ‘Secondary School Admissions Information for Parents’ will be sent to you. Cedar Mount Academy provides an innovative, forward-thinking program of study that enables all students to succeed, achieve, and, in turn, realize their full potential. The Key Stage 3 curriculum builds on students’ achievements in Year 6 to develop the breadth and depth of their knowledge, skills, and understanding. The focus within the Key Stage 3 curriculum is reinforcing learning skills, establishing and maintaining high expectations, developing students’ enthusiasm for learning, raising the level of challenge, and developing self-motivation by providing them with a wide range of learning opportunities including social, moral, spiritual and cultural enrichment. As students move into Year 10, we build on their previous progress and develop a range of opportunities that will benefit them, taking into account their individual needs at Key Stage 4. Cedar Mount Academy’s values are hard work, respect, and aspiration. These three characteristics underpin everything we are trying to achieve. We believe students need to be encouraged to work hard and be shown how important it is for them to always try their best. The students need to show respect to their peers and elders, with the teachers active in modeling this behavior. Finally having aspirations is promoted in all areas of the academy, with students encouraged to aim high and achieve their goals. The School Improvement Board is responsible for the strategic vision of the academy and for supporting the Principal and his staff in achieving that vision. The main purpose of the School Improvement Board is to provide support and challenge to the Academy, on behalf of BFET. It will do this through providing strategic direction, promoting high standards and educational achievement, and support the Principal to ensure that all the work co-ordinated (Teaching and Learning, Curriculum and Pastoral) is having a positive impact and is underpinned by a core data set. A wide variety of subjects are considered at each meeting, including the Principal’s report, reports from members of the Senior Leadership Team, and, very importantly, the approval of all major policies which underpin the running of Cedar Mount Academy. At Cedar Mount Academy we welcome everyone into our community. We endeavor to make available inclusive provision to ensure that all students, including those students identified with Special Educational Needs and Disabilities (SEND), can enjoy and benefit from a broad and balanced education with access to the National Curriculum at an appropriate level, so that they may achieve their full potential. We are committed to narrowing the attainment gap between SEND and non-SEND students and offer a range of personalized learning interventions/opportunities to support this. We are very proud of all our students and their achievements. We are committed to providing a planned program of impartial careers education and information, advice, and guidance and work alongside our careers advisor One Education. One Education believes passionately that inspirational and aspirational career advice and guidance has the power to transform the lives of young people. Activities are differentiated and personalized to ensure progression in their learning and development and to strengthen their motivation, aspirations, and attainment at school. Cedar Mount Academy provides Careers Education and Information in many guises. This is available to parents, carers, and students, to help them navigate their way through the many academic and vocational choices they will make during their time at Cedar Mount Academy and beyond. View full school
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At Castle Hill Academy we aim to create a safe, happy school where the learning atmosphere is conducive to high attainment. We have an unshakeable belief in all our pupils regardless of their starting point. We believe that ‘Attitude Determines Altitude’. Pupils will be part of an inspirational learning environment and we expect all pupils to be aspirational and achieve well beyond their expectations. We believe that every pupil should learn the skills for life-long learning and should be able to develop as good citizens who contribute fully to their community. The school will use a skills-based curriculum with regular, rigorous testing to identify and track the progress of pupils of all abilities to ensure that they reach their maximum potential. For pupils to reach their full potential we need to work in partnership with you as parents, carers, and colleagues. Helping children to do their best is vital. We will work in partnership so that all of us understand what children are learning and can achieve. Castle Hill Academy exists and works for all pupils and learners. We have an unshakeable belief that we can make a difference. We are changing lives. We have high expectations of all in our community and believe that every learner can achieve beyond their expectations. We firmly believe that one's attitude is the key ingredient in achieving success regardless of background or ability. Attitude Determines Altitude. We prepare pupils and learners to take advantage of learning opportunities throughout their lives and to rise to the demands of academic rigor, high standards of scholarship, further and higher education, as well as opportunities in creative careers, the service industry and business, accountancy, and finance. We believe that every learner can succeed and we challenge and support them to reach their full potential. We offer all learners a rounded education to meet the challenges of an ever-changing society. We raise the aspiration of learners to ensure that they achieve beyond their expectations and play a valuable role in the world. We celebrate success and encourage pupils and learners to take part in and enjoy learning and life by stretching the abilities of all. All areas of our Federation work together with shared and consistent values. We are proud of the cultural diversity in our school and encourage tolerance and respect for each individual. We link our school to other cultures and communities throughout the world. Our Vision: We demand high expectations. We ensure high attainment. We develop life-long learners. We produce good citizens. Our Values: We will strive for the highest possible standards. We will know and value all pupils and look for the best in them. We will value and respect every member of the school community. All pupils will be encouraged to take responsibility for themselves and to make a contribution to the success of the school. We will be an open, welcoming, and responsive school with clear lines of communication. We will have high expectations of the children and show them how to do their best and fulfill their potential. View full school
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Since Cardiff Academy began in 1999 our students have consistently achieved places at some of the most prestigious universities in the UK, including Oxford and Cambridge. Many have gained entry to the most competitive Degree Courses such as Medicine and Dentistry. This, however, is not the whole story. What also stands out from the list of A-level results and University placements is the unusually wide range of Universities and Degree Courses to which our students have gained entry over the years. This is a reflection of the truly inclusive nature of Cardiff Academy. More importantly, it is a reflection of our core educational ethos – to push all students across the entire ability range to achieve more than they ever believed possible. Our aim in all cases is to build confidence by instilling in our students the same passion, enthusiasm, and scholarship for the subject that we have as teachers, whilst, at the same time, creating a secure, friendly, family-type environment in which students can learn and grow as young people. More than anything else, this requires very talented, experienced, and dedicated teachers who are not only academically extremely well qualified but also real enthusiasts for their subject. What Cardiff Academy stands for are the old-fashioned values of honesty, integrity, value-for-money, success through hard work, teaching professionalism, and continuing duty of care to each student we take in from the day they arrive to the day they leave. These values inform everything we do from our dealings with parents to our insistence that, although Cardiff Academy is a fee-paying institution, the students we teach always come first. These things make Cardiff Academy quite different from most other private schools and colleges and stand as something of an antidote to commercialization and commodification in education. For any fee-paying parent ensuring their child gains access to their desired university and course is pivotal. Therefore, choosing the right college to enable this progression is paramount. We are proud of our track record of 100% success in placing students at their desired Universities over the past 20 years. What parents and students have come increasingly to realize since we first set up in 1999 is that Cardiff Academy is an institution that puts the child first. What they have discovered here is an educational ethos that respects the individual and values scholarship. Academic high-flyers excel in this system because our small class sizes allow them to engage in academic debate with teachers who are true experts in their subject. As a result, students at Cardiff Academy are given the chance to show what they can do under the best possible circumstances and in the knowledge that, no matter what happens, we will never abandon them or let them down. This is a powerful message and one which is being increasingly recognized as such by more and more fee-paying parents and students in Cardiff and beyond every year. View full school