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- We have been rated as ‘outstanding’ again by Ofsted and have a national and international reputation as a center of excellence for deaf education. Children from across Greater London and from many different backgrounds attend our school from the age of 2 – 11. We have a bilingual philosophy which means that we teach using both British Sign Language (BSL), the language of the Deaf community, and English, the language of the hearing community. We value these languages equally and want our children to be competent in both. We have now settled into our wonderful new school. All of the classes are bright and spacious and fitted out with brand new furniture and the latest technology, including Soundfield systems. They all have amazing views over the Regent Canal, Kings Cross, and London! The children enjoy their new learning environment. We look forward to seeing you all again at our joint Frank Barnes and Kings Cross Academy ‘International Summer Fair’ on Friday 7th July, from 6 pm to 9 pm. Frank Barnes is one of the only schools in London, and indeed England, with a truly bilingual philosophy – treating the learning of British Sign Language (BSL) and English with equal importance. As a nationally recognized Centre of Excellence, we also offer a broad range of services to parents and the wider community – both deaf and hearing. More information about this can be found on this website. In 2015, we re-located to a multi-million pound, specifically designed new building co-located with our partner school, Kings Cross Academy, which will allow our pupils to flourish in a state-of-the-art learning environment and inspire them to succeed. Combined with our innovative creative curriculum, the new facilities will support us in providing a Centre of Excellence for Deaf education. Our vision is to provide a high-quality education for our children through a bilingual learning environment. We have high expectations of our children’s social, emotional, and academic development. We believe that effective communication, praise, a celebration of success, and quality teaching and learning will enable each child to reach their full potential. To provide a bilingual learning environment, we: Maximize our children’s social, emotional, and cognitive development through the use of British Sign Language (BSL) Expect our children to achieve fluency in BSL and literacy, and age-appropriate levels of attainment across the whole curriculum Develop high levels of self-esteem and confidence in our children so they view themselves as successful, independent learners Develop the children’s positive Deaf identity which prepares them for secondary education and adulthood Work closely with parents, carers, and supporting professionals. View full school
- We aim to provide an intellectually challenging learning experience from which all pupils can benefit. This school is devoted to raising children’s expectations and aspirations. Our principal objective is for each pupil to develop a deep interest in, and love for, learning. Pupils will be taught to apply this learning to the everyday world around them. Our ultimate goal is for pupils to become self-motivated, independent learners with a wide range of generic study skills that will prove useful to them throughout their lives. Whilst engaged in this process we also want them to have fun: to enjoy their childhood. We seek to make a real difference in children’s lives by providing them with the skills they will require to be successful, both now, as children, and in the future. The curriculum we offer is designed to prepare them for life and work in the twenty-first century. We are committed to children leaving this school who has achieved high standards in the basic skills of reading, writing, and arithmetic. Also, we wish to inspire them by offering an exciting, broad, dynamic, and varied curriculum experience that embraces the arts, music, and sport. Barnes Primary School is a community of learners where everyone can be successful and strive to continually improve on their personal best. Our school assessment means continually evaluating children’s knowledge, skills, and understanding, establishing what children can do and what their next learning steps should be. Assessment is at the heart of the learning process. It provides valuable evidence to guide and improve teaching and learning. Alongside this, it offers an opportunity for children to demonstrate and review their progress. It is an integral part of our relentlessly ambitious, high expectations culture. In September 2014 a revised primary curriculum was introduced. From September 2015 a new assessment system was introduced at our school. The assessment levels which were used for many years were phased out. One of the reasons for this is that they provided a summary of performance that missed the richness of a more rounded description of pupil achievement. Also, it wasn’t always been clear to parents what the levels told them about what their child could do and what their child needed to do next. The move to a different system was managed carefully, over some time. Ideas were piloted and evaluated before being implemented. Teachers use the criteria in a document called Development Matters (see link above). There are assessments at the end of the academic year when children turn 5. These are not tests for the child – the assessments are based on EYFS practitioners’ observations. Information from these tests is used for parents, practitioners, and teachers to support children’s learning and development. Staff at Barnes provide a warm, happy and stimulating environment that promotes an enjoyment of learning. Children can appreciate the importance of acquiring knowledge and skills and how relevant these are to their lives. Our goal is to assist all children to reach their full potential both as learners and as members of our school family. Safeguarding and promoting the welfare of children is everyone’s responsibility. Barnes Primary School endeavors to provide a safe and welcoming environment where children are respected and valued. Child protection forms part of the school’s safeguarding responsibilities. If a parent or carer has any concern about the health and safety of their child at our school, they should share this information with an appropriate member of staff. We are committed to developing and maintaining a close relationship between home and school. A positive working relationship involves regular communication between staff and parents. Parents and carers have a right to be kept fully informed about the progress their child is making. By working closely together, in partnership, we can jointly ensure all children succeed. We would like all parents and carers to take a positive interest in what their child is doing at school and in the life of the school as a whole. We also hope that parents and carers can co-operate fully with any procedures that require their support. We strive to be a listening organization. As such we welcome feedback on the provision we offer. So, for example, we regularly canvas the opinions of parents, pupils, and other stakeholders to ensure that what is on offer meets with their approval. All children are accepted and respected here irrespective of their race, creed, or culture. We actively celebrate and embrace the many different cultural and socio-economic backgrounds represented in our school and we are wholeheartedly committed to a harmonious and caring multi-cultural society. We set very high standards for children’s conduct from the moment they are admitted to the school. Bullying is never tolerated at our school. Staff always look to praise children for their good behavior and in so doing encourage and reinforce that behavior. Children who let themselves down in class through poor behavior are given one clear warning about their conduct. If this does not lead to an improvement in their attitude a sanction is imposed. At the heart of the work of every school is a continuous cycle of planning learning for children, teaching them, and subsequently assessing what they have achieved. Through this process, we can identify those children who are finding it significantly harder to learn when compared to the average child. This group of children are defined as having special educational needs (SEN) and may require some additional support. The Education Act 1981 identifies two groups of SEN pupils. The first group, estimated to be 2% of the school population, will have significant and long-term needs which will require ongoing additional support. The needs of these children are identified and they are assessed. The Local Authority will respond to their need with a Statement of Special Educational Need. This will outline a program of support that must be followed and specify some additional adult assistance that will be funded. View full school
We aim to provide an intellectually challenging learning experience from which all pupils can benefit. This school is devoted to raising children’s expectations and aspirations. Our principal objective is for each pupil to develop a deep interest in, and love for, learning. Pupils will be taught to apply this learning to the everyday world around them. Our ultimate goal is for pupils to become self-motivated, independent learners with a wide range of generic study skills that will prove useful to them throughout their lives. Whilst engaged in this process we also want them to have fun: to enjoy their childhood. We seek to make a real difference in children’s lives by providing them with the skills they will require to be successful, both now, as children, and in the future. The curriculum we offer is designed to prepare them for life and work in the twenty-first century. We are committed to children leaving this school who has achieved high standards in the basic skills of reading, writing, and arithmetic. Also, we wish to inspire them by offering an exciting, broad, dynamic, and varied curriculum experience that embraces the arts, music, and sport. Barnes Primary School is a community of learners where everyone can be successful and strive to continually improve on their personal best. Our school assessment means continually evaluating children’s knowledge, skills, and understanding, establishing what children can do and what their next learning steps should be. Assessment is at the heart of the learning process. It provides valuable evidence to guide and improve teaching and learning. Alongside this, it offers an opportunity for children to demonstrate and review their progress. It is an integral part of our relentlessly ambitious, high expectations culture. In September 2014 a revised primary curriculum was introduced. From September 2015 a new assessment system was introduced at our school. The assessment levels which were used for many years were phased out. One of the reasons for this is that they provided a summary of performance that missed the richness of a more rounded description of pupil achievement. Also, it wasn’t always been clear to parents what the levels told them about what their child could do and what their child needed to do next. The move to a different system was managed carefully, over some time. Ideas were piloted and evaluated before being implemented. Teachers use the criteria in a document called Development Matters (see link above). There are assessments at the end of the academic year when children turn 5. These are not tests for the child – the assessments are based on EYFS practitioners’ observations. Information from these tests is used for parents, practitioners, and teachers to support children’s learning and development. Staff at Barnes provide a warm, happy and stimulating environment that promotes an enjoyment of learning. Children can appreciate the importance of acquiring knowledge and skills and how relevant these are to their lives. Our goal is to assist all children to reach their full potential both as learners and as members of our school family. Safeguarding and promoting the welfare of children is everyone’s responsibility. Barnes Primary School endeavors to provide a safe and welcoming environment where children are respected and valued. Child protection forms part of the school’s safeguarding responsibilities. If a parent or carer has any concern about the health and safety of their child at our school, they should share this information with an appropriate member of staff. We are committed to developing and maintaining a close relationship between home and school. A positive working relationship involves regular communication between staff and parents. Parents and carers have a right to be kept fully informed about the progress their child is making. By working closely together, in partnership, we can jointly ensure all children succeed. We would like all parents and carers to take a positive interest in what their child is doing at school and in the life of the school as a whole. We also hope that parents and carers can co-operate fully with any procedures that require their support. We strive to be a listening organization. As such we welcome feedback on the provision we offer. So, for example, we regularly canvas the opinions of parents, pupils, and other stakeholders to ensure that what is on offer meets with their approval. All children are accepted and respected here irrespective of their race, creed, or culture. We actively celebrate and embrace the many different cultural and socio-economic backgrounds represented in our school and we are wholeheartedly committed to a harmonious and caring multi-cultural society. We set very high standards for children’s conduct from the moment they are admitted to the school. Bullying is never tolerated at our school. Staff always look to praise children for their good behavior and in so doing encourage and reinforce that behavior. Children who let themselves down in class through poor behavior are given one clear warning about their conduct. If this does not lead to an improvement in their attitude a sanction is imposed. At the heart of the work of every school is a continuous cycle of planning learning for children, teaching them, and subsequently assessing what they have achieved. Through this process, we can identify those children who are finding it significantly harder to learn when compared to the average child. This group of children are defined as having special educational needs (SEN) and may require some additional support. The Education Act 1981 identifies two groups of SEN pupils. The first group, estimated to be 2% of the school population, will have significant and long-term needs which will require ongoing additional support. The needs of these children are identified and they are assessed. The Local Authority will respond to their need with a Statement of Special Educational Need. This will outline a program of support that must be followed and specify some additional adult assistance that will be funded.
We have been rated as ‘outstanding’ again by Ofsted and have a national and international reputation as a center of excellence for deaf education. Children from across Greater London and from many different backgrounds attend our school from the age of 2 – 11. We have a bilingual philosophy which means that we teach using both British Sign Language (BSL), the language of the Deaf community, and English, the language of the hearing community. We value these languages equally and want our children to be competent in both. We have now settled into our wonderful new school. All of the classes are bright and spacious and fitted out with brand new furniture and the latest technology, including Soundfield systems. They all have amazing views over the Regent Canal, Kings Cross, and London! The children enjoy their new learning environment. We look forward to seeing you all again at our joint Frank Barnes and Kings Cross Academy ‘International Summer Fair’ on Friday 7th July, from 6 pm to 9 pm. Frank Barnes is one of the only schools in London, and indeed England, with a truly bilingual philosophy – treating the learning of British Sign Language (BSL) and English with equal importance. As a nationally recognized Centre of Excellence, we also offer a broad range of services to parents and the wider community – both deaf and hearing. More information about this can be found on this website. In 2015, we re-located to a multi-million pound, specifically designed new building co-located with our partner school, Kings Cross Academy, which will allow our pupils to flourish in a state-of-the-art learning environment and inspire them to succeed. Combined with our innovative creative curriculum, the new facilities will support us in providing a Centre of Excellence for Deaf education. Our vision is to provide a high-quality education for our children through a bilingual learning environment. We have high expectations of our children’s social, emotional, and academic development. We believe that effective communication, praise, a celebration of success, and quality teaching and learning will enable each child to reach their full potential. To provide a bilingual learning environment, we: Maximize our children’s social, emotional, and cognitive development through the use of British Sign Language (BSL) Expect our children to achieve fluency in BSL and literacy, and age-appropriate levels of attainment across the whole curriculum Develop high levels of self-esteem and confidence in our children so they view themselves as successful, independent learners Develop the children’s positive Deaf identity which prepares them for secondary education and adulthood Work closely with parents, carers, and supporting professionals.- At Goldfarb School of Nursing at Barnes-Jewish College, our students, faculty, and staff are part of an environment that values and practices excellence in nursing education. We educate future nurses who are passionate about making a difference in the lives of others. Moreover, nowhere is a better environment to transform that passion than here, where we enjoy partnerships with several of the nation's leaders in health care, possess the most advanced resources for learning, and have faculty and staff dedicated to mentoring students to achieve their fullest potential. We prepare exceptional nurse leaders in an academic learner-centered environment. In partnership with BJC HealthCare and other valued academic partners, by offering a robust interprofessional curricular portfolio that develops a health care workforce equipped with needed and expanding competencies. The College community is governed by what ought to be rather than by what is. Each member is responsible for repudiating all forms of academic and intellectual dishonesty, treating each other with respect and dignity, and acting with concern for all's safety and well-being. Inquiry, discourse, and dissent within the ordered academic environment are critical elements within the College. The Barnes-Jewish College community is supportive of democratic and lawful procedures, is dedicated to the use of problem-solving approaches, is open to change, and is committed to the institution's historical values and traditions. At Goldfarb School of Nursing at Barnes-Jewish College, we are preparing tomorrow's nurses and elevating today's nurses to make a meaningful impact on patients' lives all over the world. We offer a nursing curriculum with real-world relevance, world-class facilities, nationally recognized faculty, and affiliations with top medical institutions. We are proud that you are interested in joining other talented and caring individuals at Barnes-Jewish College to achieve the education you need to succeed in today's progressive healthcare industry. To that end, we want to assist you as much as possible in reaching your goals. We believe that cultivating research is essential to enhancing the science of nursing. Our faculty experts are leaders in their field, proposing new ways of understanding patient care. Our faculty are part of a vital community that encourages the pursuit of new knowledge. With support from the Office of Nursing Research, our researchers benefit from a unique intellectual environment that allows them to make a meaningful difference through their research endeavors. Our legacy began in 1902 with the founding of the Jewish Hospital School of Nursing. Dedicated to the tradition of learning and the value of health care without discrimination, it was one of the first schools accredited by the National League of Nursing. By the early 1990s, the school had expanded to a college offering associate, bachelor, and master's degrees in nursing and allied health programs. Barnes Hospital School of Nursing began its journey in 1955. Founded after Washington University closed its affiliated nursing program, the school eventually lent its name to earn a four-year bachelor of nursing degree through the Barnes College of Nursing at the University of Missouri-St. Louis. The hospital made a bold decision to invest in the future of health care by transforming our College's teaching, learning, and research capabilities in nursing. Other educational institutions absorbed our College's allied health programs as we phased out the nursing associate degree. In 2007, after a generous gift by philanthropist Alvin Goldfarb, we began a new nursing education era as the Goldfarb School of Nursing at Barnes-Jewish College. Our Duncan Campus Site that is on The Washington University Medical Center campus, formed by our College, Barnes-Jewish Hospital, St. Louis Children's Hospital, Washington University School of Medicine, and St. Louis College of Pharmacy, exposes students to every specialty in health care and benefit from an academic, clinical setting and a Magnet-status hospital. The College expanded in 2012, opening the West Campus Site on Missouri Baptist Medical Center's campus. The state-of-the-art nursing school in west St. Louis County includes rigorous academic course work and student support services from Goldfarb School of Nursing faculty and staff. The opportunity to learn from the expertise of Missouri Baptist nurses at the bedside during clinical training. Today, Goldfarb School of Nursing at Barnes-Jewish College's bachelor and master's degree programs are fully accredited by the highest national authority, the Commission on Collegiate Nursing Education (CCNE). We are accredited regionally by the Higher Learning Commission (HLC). We have approval from the Missouri Coordinator Board for Higher Education (MCBHE). With our commitment to fostering the best in technology, curriculum, faculty, students, and clinical simulation learning, Goldfarb School of Nursing at Barnes-Jewish College will perpetuate a legacy of helping exceptional people become exceptional nurses. View full university
At Goldfarb School of Nursing at Barnes-Jewish College, our students, faculty, and staff are part of an environment that values and practices excellence in nursing education. We educate future nurses who are passionate about making a difference in the lives of others. Moreover, nowhere is a better environment to transform that passion than here, where we enjoy partnerships with several of the nation's leaders in health care, possess the most advanced resources for learning, and have faculty and staff dedicated to mentoring students to achieve their fullest potential. We prepare exceptional nurse leaders in an academic learner-centered environment. In partnership with BJC HealthCare and other valued academic partners, by offering a robust interprofessional curricular portfolio that develops a health care workforce equipped with needed and expanding competencies. The College community is governed by what ought to be rather than by what is. Each member is responsible for repudiating all forms of academic and intellectual dishonesty, treating each other with respect and dignity, and acting with concern for all's safety and well-being. Inquiry, discourse, and dissent within the ordered academic environment are critical elements within the College. The Barnes-Jewish College community is supportive of democratic and lawful procedures, is dedicated to the use of problem-solving approaches, is open to change, and is committed to the institution's historical values and traditions. At Goldfarb School of Nursing at Barnes-Jewish College, we are preparing tomorrow's nurses and elevating today's nurses to make a meaningful impact on patients' lives all over the world. We offer a nursing curriculum with real-world relevance, world-class facilities, nationally recognized faculty, and affiliations with top medical institutions. We are proud that you are interested in joining other talented and caring individuals at Barnes-Jewish College to achieve the education you need to succeed in today's progressive healthcare industry. To that end, we want to assist you as much as possible in reaching your goals. We believe that cultivating research is essential to enhancing the science of nursing. Our faculty experts are leaders in their field, proposing new ways of understanding patient care. Our faculty are part of a vital community that encourages the pursuit of new knowledge. With support from the Office of Nursing Research, our researchers benefit from a unique intellectual environment that allows them to make a meaningful difference through their research endeavors. Our legacy began in 1902 with the founding of the Jewish Hospital School of Nursing. Dedicated to the tradition of learning and the value of health care without discrimination, it was one of the first schools accredited by the National League of Nursing. By the early 1990s, the school had expanded to a college offering associate, bachelor, and master's degrees in nursing and allied health programs. Barnes Hospital School of Nursing began its journey in 1955. Founded after Washington University closed its affiliated nursing program, the school eventually lent its name to earn a four-year bachelor of nursing degree through the Barnes College of Nursing at the University of Missouri-St. Louis. The hospital made a bold decision to invest in the future of health care by transforming our College's teaching, learning, and research capabilities in nursing. Other educational institutions absorbed our College's allied health programs as we phased out the nursing associate degree. In 2007, after a generous gift by philanthropist Alvin Goldfarb, we began a new nursing education era as the Goldfarb School of Nursing at Barnes-Jewish College. Our Duncan Campus Site that is on The Washington University Medical Center campus, formed by our College, Barnes-Jewish Hospital, St. Louis Children's Hospital, Washington University School of Medicine, and St. Louis College of Pharmacy, exposes students to every specialty in health care and benefit from an academic, clinical setting and a Magnet-status hospital. The College expanded in 2012, opening the West Campus Site on Missouri Baptist Medical Center's campus. The state-of-the-art nursing school in west St. Louis County includes rigorous academic course work and student support services from Goldfarb School of Nursing faculty and staff. The opportunity to learn from the expertise of Missouri Baptist nurses at the bedside during clinical training. Today, Goldfarb School of Nursing at Barnes-Jewish College's bachelor and master's degree programs are fully accredited by the highest national authority, the Commission on Collegiate Nursing Education (CCNE). We are accredited regionally by the Higher Learning Commission (HLC). We have approval from the Missouri Coordinator Board for Higher Education (MCBHE). With our commitment to fostering the best in technology, curriculum, faculty, students, and clinical simulation learning, Goldfarb School of Nursing at Barnes-Jewish College will perpetuate a legacy of helping exceptional people become exceptional nurses.
