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For more than 50 years, Canterbury Christ Church University has been a big part of the Kent community, providing education, which makes a real and positive difference to people's lives. Our network of campuses and centers stretches across Kent and Medway, and are a vital part of the local communities. We want all students and staff to achieve their full potential, and that is why we have invested millions of pounds into creating high-quality facilities to make this possible. Renowned for its vibrant and friendly atmosphere, Canterbury combines an exciting contemporary buzz with years of tradition and history. This international destination has been a center of learning since St Augustine established his first Cathedral and Abbey around AD600. Now Canterbury, a World Heritage site, is home to three universities, a renowned Cathedral, as well as a host of shops, bars, and restaurants. Canterbury is a diverse and beautiful city – a World Heritage site, a center for the arts, and an excellent destination for shopping and socializing. Canterbury's location means that London and Europe are within easy reach, and a visit to the coast is just a short drive away. Every year it plays host to several festivals, and the bars, clubs, and restaurants are popular all year round. Places you can visit in Canterbury include: Canterbury Christ Church is organized into academic faculties, that contain schools and centers for teaching and research, and professional service departments that provide our central services. Our Strategic Framework sets out our aims and objectives for the next five years and will enable us to build on our strengths and deliver measurable outcomes and impact in the context of our mission and values. We want to do more than provide our students with a high-quality education. We want to work in partnership with our students to ensure they graduate with an understanding of the challenges facing society and our world and have the skills, commitment, and personal qualities needed to help address them. Our aspirations for the next five years are formed around four broad aims. We want to enhance the student experience, further develop our high-quality teaching, extend our research and knowledge exchange activity, and ensure that all our resources are used to support our goals effectively. We will continue to work with students as partners to provide a first-class university experience that includes stimulating teaching and opportunities for the workplace and voluntary experience and study abroad. We will further develop our high-quality support services and facilities to ensure they are provided on how and when our students need them. We will build on our existing mechanisms for receiving and acting upon student feedback to continue to deliver an excellent student experience. We believe in a curriculum that is informed by our research, contributes to society's needs, and enhances the student experience. Our courses' strength and breadth are notable, and we want to build on that success across the board while ensuring that our commitment to social and environmental sustainability is embedded throughout our teaching and research. Research conducted by our academics makes a real difference, especially in the fields of health care, education, social and applied sciences, business, humanities, and the arts. We must nurture and support this. During the coming five years, we will continue to develop our research and knowledge exchange partnerships to deliver high-quality outputs that influence government policy, develop professional practice, benefit society, and inform our teaching. We understand that how people want to work and learn is changing, and we also need to keep up with innovations in teaching and research and knowledge exchange. To do this, we need to use our resources effectively, ensuring our buildings and technology support the achievement of our strategic aims and our University community. Our people have a crucial role to play in the achievement of our strategic aims. We want to ensure that our University is an inspiring place to work. People can develop and realize their potential within a friendly and professional learning community, working in partnership with our students. The senior management team developed the Strategic Framework in consultation with staff from across the University, the Governing Body, students, and external stakeholders. We will regularly measure the University's performance against Key Performance Indicators.

The College of Catholic Church Music and Musical Education in Regensburg (HfKM) is an internationally leading educational institution for church music. Its 170 students currently come from 12 countries around the world. The College's focus has always been an artist as well as a pedagogical orientation towards education, in which church music students are also prepared for their liturgical and pastoral responsibilities in the changing structures of deaneries and parishes. Based on the great significance of the liturgy for the church's life, it is obvious how necessary it is to develop church musicians and music educators who are prepared for their occupations in the artistic and pedagogical sense and about their entire lives. The close connection between study and life at the College of Catholic Church Music and Musical Education in Regensburg (HfKM) offers the best conditions for such preparation, in addition to the educational opportunities at large state colleges and universities. When HfKM College was established, it adhered to the standards that also apply to other music colleges. About the College's competitiveness, we wanted to strive toward parity, not uniformity. Main criteria include the respective state regulations and the requirements cited in the regulatory statutes of the Apostolic Constitution Sapientia Christiana (Art. 45 ib Ord) and the applicable regulations of the Bavarian State Ministry for Sciences, Research, and Arts. The College's structure and its relation to its church trustees are established in its constitution and in the study and examination regulations, which also follow the Apostolic Constitution's requirements. A community of young people who strive toward the same career goal makes it much easier to grow into church music-based and educational service. Regular, joint church services hone a keen sense for liturgical work concerts where students from all major subjects participate uniquely promote artistic growth. St. Andreas's Parish Church has served as a college church since 1976, and our concert hall offers ideal conditions for both. In Regensburg's city and region, there is a wide variety of cultural offerings that are both utilized and enriched by the College. The Church Music School of Regensburg is established by Franz Xaver Haberl and becomes the first Catholic church music school in the world. It has enjoyed international prominence beyond the German-speaking world since its inception. Bishop Antonius von Henle takes over the school as a "church foundation." Prince Regent Luitpold grants the foundation—which today is known as the Church Music School Foundation of Regensburg (Stiftung Kirchenmusikschule Regensburg)—state accreditation. By decree of the academic congregation, following a temporary decree from 1959, the Church Music School of Regensburg becomes permanently affiliated with the "Pontificio Istituto di Musica Sacra" in Rome. After being accredited in 1967 by the Bavarian State Ministry for Education and Culture, it is retroactively transformed into the "Academy of Catholic Church Music and Musical Education" as of 1 January 1973. Cooperation agreements from the years 1989 and 1999 with the College for Music and Theatre in Munich enable the administration of degree examinations. The "Church Music School Foundation of Regensburg" ("Stiftung Kirchenmusikschule Regensburg") changes its statutes through a decision of its foundation board and upon permission of the Bishop of Regensburg in order to adapt them to the new purpose of the foundation and the institution's legal position as a church foundation under public law. Upon agreement with the Bavarian and German Bishops' Conference and with the Congregation for Catholic Education in Rome, the Most Reverend Bishop of Regensburg, Manfred Müller, on his 75th birthday, the Festival of St. Albertus Magnus, Bishop of Regensburg, signs the decree for the establishment of the "College for Catholic Church Music and Musical Education of Regensburg" with sponsorship from the "Church Music School Foundation of Regensburg" ("Stiftung Kirchenmusikschule Regensburg"). On the festival of the patron saint of church music, St. Cecilia, a Pontifical Mass and ceremonial act take place on the occasion of the College of Catholic Church Music and Musical Education of Regensburg. Completion of the total refurbishment of the College and, at the same time, enhancement of its church-music and music-education related profile through the implementation of the European Academic Reform (Bachelor's/Master's Degrees). Church Music (with a concentration in an artistic core subject starting in the 5th semester), Conducting/Choir Direction, Instrumental Pedagogy (Organ, Harpsichord, Piano, Violin, Viola, Violoncello, Flute, and Recorder), a concert subject (Organ, Harpsichord), Vocal Pedagogy. Church Music (with a concentration in an artistic core subject), Conducting/Choir Direction, a concert subject (Organ, Organ Improvisation, Harpsichord), Music Pedagogy with an artistic core subject (Organ, Organ Improvisation, Harpsichord, Piano and Voice), Music Theory/Church Music Composition, Gregorian Musicology, and Liturgical Song. This study is based on instructional collaboration in artistic, scientific, and practical mediation fields between the University and the College of Music. It can be pursued in a music/non-music subject combination (Gyv) or intensively in two music subjects (God). After completing an aptitude test, young talents can be accepted permanently until they have received their school-leaving certificate. We allow guest auditors to take two semesters of private lessons in one subject and participate in theoretical subjects upon completing an assessment test.

Shore was established in 1889 as a leading comprehensive school for the education of boys. In 2003 we also welcomed girls to our Early Learning Centre and Kindergarten, Year 1 and Year 2 facility at the Northbridge Campus. Our rich history and traditions have powerfully shaped our school, fostering a sense of community and belonging. Reflecting on Shore's Christian foundations, we focus on developing the whole person - intellectually, physically, socially, emotionally, and spiritually. We place a strong emphasis on character formation, challenging our students to be responsible citizens of integrity who seek to serve the wider community. Our commitment to a genuinely comprehensive education means we pursue engaged rigor in academic work and offer a wide range of learning experiences, both in and out of the classroom. We create a genuine partnership between the school and home, enabling each student to discover their talents and preparing them for the realities and challenges of our contemporary world. We believe the best evidence of success will be exhibited in the adult lives of those who have passed through the school. We are proud of our many Old Boys who have served in all walks of life with great dedication. Shore's dynamic tradition is founded on authentic and transformative Christian faith, emphasizing engaged rigor in academic work, relational service of others, growth in character, personal best in games, and co-curricular activities. With this as its foundation and within its charter, Shore seeks to be the leading comprehensive school in Australia. The school stands on a site of just over eight hectares on a hill-top two hundred meters from the North Sydney railway and bus station. It has magnificent views of the Harbour and the City of Sydney. The site is all the classroom blocks, administrative offices, the Library/Resource Centre, Information Technology Centre, Lecture Theatres, a 500 seat auditorium, and an Assembly Hall. The BH Travers Centre opened in 2000, incorporates the Playfair Hall, the Boer War Contingent Memorial Library, the Information Technology Department, and a gymnasium. The Chapel, dedicated in 1915, can seat 350 and occupies a central position in the school. Nearby are four Boarding Houses and a central Dining Hall. The Preparatory School (founded 1926) adjoins the primary school on the western side. It was significantly upgraded in 2006, and the complex provides expanded classrooms and other educational accommodation for Prep boys. For organized games at North Sydney, there is one oval and numerous cricket nets, tennis, and basketball courts. There is also a fully equipped physical education complex with two gymnasiums, circuit and weights training areas, two squash courts, and an eight-lane 25-meter swimming pool, with a separate diving-pool. The school's main sports facility is at Northbridge, five kilometers to the north, where the school bought 9 hectares of land in 1916. This now has one of the most delicate ovals in Sydney and five other full-sized ovals, as well as tennis courts, pavilions, and dressing rooms. The Northbridge campus also incorporates the K-2, Early Learning Centre, and Long Day Care, which opened in 2003 as a significant addition to the Preparatory School at North Sydney. The grounds were opened in 1919 as a memorial to the 880 Old Boys who served and the 122 who died in the Great War. Rowing has been part of the School tradition since 1890. The Gladesville Rowing and Function Centre is pleasantly situated on Looking Glass Bay, Gladesville, ten kilometers west of North Sydney. The school also owns about 20 hectares of bushland at Linden in the Blue Mountains. In 2009, the school acquired the adjacent site Graythwaite and this 2.7-hectare site has given a whole fresh perspective to the school and educational opportunities.

Founded in 1904, Mosman Prep (fondly called) is renowned as a specialist preparatory school for boys. As the first Headmaster, 'Tibby' Yarnold said at the time, "I wish to establish a school of a good type where parents can confidently send their boys." Over the succeeding years, the school has provided an outstanding academic, social, and general education focused on boys' needs to prepare them for the future. Our slogan 'Educating for Tomorrow, Today' encapsulates a focus on being forward-looking in readiness for the complexities of the world in which the boys will live. The school is of a size where every boy is known personally. The school has two classes in each year group and nearly 300 students in the fourteen classes. A five day a week Program called Early Entry is available for four-year-olds. The Staff/pupil ratio is very favorable with smaller class sizes and Teacher Assistants in each class in each of the first four years of schooling. This is designed to help personalize education and maximize learning opportunities at a boy's point of need in his academic program. Mosman Prep fosters a comprehensive approach to education that emphasizes thinking, valuing & doing and occurs in a personalized Christian philosophy. This enables our boys to excel in academic and sporting pursuits and a wide range of expressive arts. We have preferred access arrangements with several Great Public Schools and another primary, secondary schools, including The Scots College, The Kings School, and Newington College. External measures of academic success abound. More than half our senior boys traditionally receive High Distinction, Distinction or Credit awards in the NSW University National English, Mathematics, Computing, and Science Competitions. Welcome to Mosman Prep, an Independent Preparatory School for boys. Mosman Prep is an exciting place of learning, challenge, and achievement where every boy has a valued place in the school community. There is a delicate balance here between tradition and making sure we are at the forefront of educational practice. We pride ourselves on a personal approach and focus on developing character and personal values to live by. It starts with getting to know each boy and their particular learning needs. It progresses by becoming a part of a supportive school community and establishing a strong sense of belonging - being a Mosman Prep boy. It develops further by entering a culture that is outward-looking and focused on each boy's achievements. Ask our 'Old Boys' what they valued most, and they will say that they learned a lot about the foundational values of life. I know because even after 20 years as Headmaster, this is what they are still telling me.

Our School has a distinguished reputation for providing outstanding education. We set high expectations for our students, and we are unwavering and unequivocal in our aim to provide an adequate education for each of them. We seek to create a learning experience that draws on each student's innate qualities and hard work capacity. We offer a comprehensive and contemporary range of academic subjects designed to capture students' curiosity and instill a life-long enjoyment of learning. Creativity is an outstanding feature of the Launceston Grammar community and one of our School's great strengths. It is a critical factor in our educational approach as we guide students to find their particular areas of interest and then explore and extend their knowledge and ability. Education at Launceston Grammar can start from as young as three years of age. Our Early Learning program offers a supportive, caring, nurturing, and enthusiastic introduction to School. We believe that children have unlimited potential and are capable, curious, and able to investigate and explore their thoughts and ideas. Our curriculum is based around the Early Years Learning Framework of Australia with influence from the Reggio Emilia philosophy. We encourage and support questioning, thinking, and discussions between children and teachers. We view learning as an exciting, creative, inquiry-based process. Project work is a significant part of our curriculum. These are either driven by children's interests or initiated by teachers. They take in all learning areas, including expressive and visual arts, literacy, numeracy, and science. There is a strong emphasis on developing early English and Maths concepts through enjoyable, interactive, thoughtful, and well-planned activities. The children's work is documented in various ways, including photographs, written transcripts or stories and conversation, painting, drawings, sculptures, and other art forms. Launceston Grammar's Junior Campus from Prep to Grade 6 is committed to developing a healthy mind, body, and spirit. The broad curriculum offers various English and Mathematics programs, along with many opportunities in the areas of Sport, Languages, Information Technology, and Visual and Performing Arts. Launceston Grammar's personalized teaching approach enables us to cater to students across the academic spectrum. Our teachers provide a stimulating program that enables students to achieve their goals and a smooth transition to the Senior Campus. The curriculum includes Literacy, Numeracy, Studies of Society and the Environment, Science, Music, Visual Arts, Religious and values Education, Physical Education and Sport, Health and Wellbeing and Mental Health. Children learn Indonesian from Early Years to Grade 6. The Inter-School Sports program is introduced in Grades 5 and 6, and Grade 4 across various sports. The School has a well-structured Outdoor Education Programme that begins at Grade 3. The final two years of secondary education lead to the Qualification Certificate and the Tasmanian Certificate of Education award. In these final school years, we prepare students for further study, work, and their future. Students at this level can follow general or specialized courses. Provision is made for both academic and vocational pathways. Students in Grades 11 and 12 will work towards the award of the Tasmanian Certificate of Education. Their subjects are organized in five lines, and each line is allocated 12 lessons per cycle, which are organized into six double lessons. Those students continuing to tertiary education aim to achieve an ATAR (Australian Tertiary Admissions Rank) Score. Others may choose a vocationally oriented program gaining national industry certification and workplace experience. Students choose a program of study which totals a minimum of 1200 hours over the two years. This is the equivalent of four pre-tertiary subjects in each year. The requirements of the TCE and subjects available for study are fully outlined in the academic program below.

Mission Boys educated to know, to do, to live with others, and to be. Our mission underpins all that we do at Christ Church Grammar School. It encapsulates the energy, diversity, and rigor of the School’s programs while highlighting the importance of community and the spiritual side of humanity. Adapted from the International Commission on Education for the Twenty-First Century, UNESCO, 1996. Vision A school renowned for building good men to make a positive difference in their world. 899 William McClemans arrived in Perth and was immediately appointed a deacon of the Perth diocese. In the following year, he was ordained as a Church of England priest. During the early years of his professional life, he succeeded the Reverend Canon Charles Lefroy as the fifth rector of Christ Church in Claremont and became a Canon of St George’s Cathedral, the first clergyman ordained in Western Australia to be so appointed. McClemans is fondly remembered as a man with a vision and the person solely responsible for conceiving a school on the grounds where Christ Church campus now resides. In August 1909, McClemans asked the Diocesan Trustees of Western Australia to purchase a block of land for a preparatory school, arguing that ‘at the present time there is no boys’ preparatory school in the state and that if the church does not do something soon, some other religious body will step in, and we shall lose our opportunity. On 7 February 1910 the Reverend William McClemans, the rector of Christ Church, Claremont opened the doors of a small, preparatory school. Christ Church Grammar School is an Anglican school and as part of the Anglican Church of Australia Christ Church is committed to building good men in the Christian faith. At Christ Church, we take a holistic perspective and focus on influencing and inspiring a new generation of boys to make informed decisions regarding their physical, mental, emotional, and spiritual health. The Christ Church LW Parry Preparatory School carries an enrolment of 500 boys from Pre-Primary through to Year 6. There are two classes at each level from Pre-Primary to Year 3 and four classes at each level from Year 4 to Year 6. The boys begin their journey through six Phases of Learning from Pre-Primary onwards. The developmental phases center on motivating your son to discover and realize the best in himself and others. In 2019, as part of our new Preparatory School build, Christ Church will open its exciting new Early Learning Community (ELC). The Community will cater for Pre-Kindergarten and Kindergarten boys as well as our Pre-Primary boys and will feature state-of-the-art learning facilities and access to an environment full of discovery. The Christ Church Senior School carries an enrolment of 1160 boys from Year 7 through to Year 12. In Senior School, your son will continue the journey through the Phases of Learning, which center on motivating him to discover and realize the best in himself and others. Boys are challenged to extend themselves during these vital transition years in the Senior School, both in and outside the classroom. This phase aims to expand their view of themselves, explore their abilities in the different subject disciplines, and continue their exploration of the world outside the School. Boys have a greater choice over a range of academic and co-curricular subjects in which they can explore their skills and talents. This phase of learning is the next step towards discovering the men they hope to become as well as helping them to shape their future dreams into achievable goals. In his final two years of schooling, each student takes on the challenge of mastering the skills necessary for his chosen pathway. He is encouraged to take full responsibility for his learning as he focuses on developing excellence and expertise in his six chosen subjects.

We see the relevance of the Good News of Jesus to all ages. We have a Sunday School and thriving youth outreach, as well as a friendly Seniors group. Our church is geared towards people of all ages, a place for young and old to meet. It has been said that there is no “generation gap” at the Coffs Harbour Bible Church. For this, we are very thankful. On behalf of our church members, we would be honored to see you next Sunday at 26 Hi-Tech Drive, Toormina.

Th and ethos into our daily practice, welcoming those of all faiths and none. At Christ Church Grammar School, we know that children learn best when their individual needs are identified and addressed in a nurturing, supportive, and encouraging environment with positive role models. We understand the importance of connections within the broader community and value our partnerships with the 2/14th Australian Field Regiment, the Shrine of Remembrance. We also partner with Red Dust Role Models and the Areyonga School, in a remote indigenous community in the Northern Territory. What we aspire to be The leading coeducational school for children through to Year 6. Our Mission What we do every day: We embrace explicit, evidence-based learning We enable every child to be their best We ensure our children learn in an environment grounded by love and faith We foster caring, supportive and enduring relationships with children, families, and the community Values The environment we create and foster We cherish individuality, inspire excellence, think globally, show respect, and have faith. What you will see Everything we do is embedded in respect, integrity, empathy, and courage. We follow the Early Years Learning Framework and are inspired by current research. We work to enhance children’s intrinsic motivation, encourage them to welcome challenges, and develop thinking and lifelong learning skills. We seek to provide a strong foundation of dispositions, values, and skills across a range of areas, including numeracy and literacy, which will allow for a seamless transition into the first years of school. We believe in best practice and evidence-based research. Our teaching team communicates with each child in purposeful and intentional ways. We embrace explicit instruction as an approach to the teaching and learning of fundamental skills and knowledge. The quality of their daily interactions enables each child to learn and develop functional language, problem-solving, creativity, and self-regulation skills across key learning areas. Our teaching team forms part of a professional learning community engaged in research and committed to best practice. Planning and assessment is a team effort that follows a cycle of data collection, analysis, and goal setting for each child. At Christ Church Grammar School, we believe the best education evolves within a context of rich relationships, where students feel safe and secure and have a strong sense of belonging. It is an environment where each child’s contribution is valued and where he or she can develop a sustained enthusiasm for learning. Our tailored curriculum provides the challenges and encouragement that children need to thrive and develop at their own pace, thus honoring the individual. We foster a climate of intellectual rigor and creative thinking, Learning focuses on establishing strong literacy and numeracy skills. Opportunities include STEM subjects (Science, Technology, Engineering, and Mathematics), social sciences, health, physical, personal and social development, and the Arts. Our specialist programs include French and Chinese, Art, Library, Religious Education, Music, Outdoor Education, Drama and Dance, and Physical Education. Teaching and learning are the core business of what we do. The essential components of this are teaching, pedagogy, assessment, and reporting. We embrace the Australian Curriculum across all learning areas - English, Mathematics, Science and Humanities (History and Geography, Civics & Citizenship, and Economics), Technologies, Healthy and Physical Education, The Arts, and LOTE. Our school embraces a detailed instruction methodology as an approach to the teaching and learning of fundamental skills and knowledge. Explicit instruction is a structured, systematic, and effective methodology for teaching academic skills. A series of supports or scaffolds characterize it. Students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved.

Established in 1912, Anglican Church Grammar School, known internationally as Churchie, has as its central mission the development of young men of good character, strong intellect and generous spirit who will move confidently into the global community and who will use their talents and gifts to lead and serve others. Churchie offers a wonderful variety of learning experiences in local, national and international settings. As an academic institution, we deeply value intellectual and scholastic pursuits and recognise our role, in partnership with parents and the community, in assisting our young men to develop habits that will enable them to continue their pursuit of knowledge and learning throughout their lives. Churchie’s four founding tenets of academic excellence, spiritual awareness, personal growth and service remain at the core of day-to-day activities. Our values, centred upon the Christian faith, are expressed through a commitment to excellence in teaching, learning, serving and personal development, bound tightly by tradition, culture and community. As a school community, we are dedicated to celebrating achievement, character, creativity and effort across a vast range of academic, sporting, cultural and service pursuits, believing that every boy can achieve success and benefit from a broad, liberal education. Churchie men have for many decades been viewed as well-prepared gentlemen, scholars, athletes, musicians, leaders and servants, who are prepared to make a worthy contribution to the communities in which they live. A visit to our beautiful campus will reveal a dynamic and purposeful atmosphere as young men and staff go about our core business of learning. Our world-renowned resources, borne of the vision and commitment by so many people for over 100 years, provide an ideal setting for boys to ‘run and grow and learn’ just as Churchie’s founder, Canon WPF Morris, had envisioned. After extensive collaboration with parents, staff and Old Boys, the School Council has released Our Strategy, Churchie’s strategic plan for 2018 to 2022. Our Strategy affirms our identity, character and tradition while targeting key areas on which the School will focus in the coming years. This will advance our mission and continue preparing our young men to be leaders, learners and servants for the world beyond Churchie. Churchie’s mission is ‘The making of men’, which aims to develop young men of good character, strong intellect and generous spirit who will move confidently into the global community and who will use their talents and gifts to lead and serve others. We achieve our mission by pursuing balance across Churchie’s founding tenets of academic excellence, spiritual awareness, personal growth and service. As an organisation with over 100 years of tradition, we value: Future-focused learning and thinking A balanced curriculum Emotional intelligence, wellbeing and resilience Tradition, culture and community Commitment to excellence Respect, compassion and support Openness and integrity Our Strategy is driven by a focus on five strategic areas within which we will advance our mission and continue preparing our young men to be leaders, learners and servants for the world beyond Churchie. With world-class facilities, future-focused learning programmes and research-based teaching, we strive to encourage the whole school community to excel and grow. Churchie’s partnerships with leading universities such as Swinburne and The University of Queensland, continue to develop, enabling tertiary-inspired programmes and research for students to learn from. With the emotional intelligence and pastoral programmes, the effective implementation of the new Queensland Certificate of Education (ATAR) and the delivery of the International Baccalaureate Diploma Programme and Primary Years Programme, Churchie students are continually challenged to develop courage, skills and resilience to further strengthen the possibility for excellence in all fields. Churchie has an extensive programme to develop staff professionally, believing that lifelong learning should be modelled. Staff are encouraged to vigorously pursue professional interests and many hold, or are undertaking, higher research degrees at leading universities. With increased staff activity in key research areas, data collection, analysis and publication, Churchie staff will continue to strengthen their existing synergies, improve teaching and learning practises, and be supported in their continued learning endeavours. The School will focus on a balance across the four tenets (academic excellence, spiritual awareness, personal growth and service) to promote the development of the whole person and, indeed, the making of men. The learning environment at Churchie challenges students to consider not only their academic journey but their position in a community and how they will apply their talents and gifts beyond the classroom to lead and serve others. Churchie offers a wonderful variety of learning experiences in local, national and international settings, including academic, cultural, service and sporting tours to Europe, America, Asia, South Africa, the Pacific Islands and New Zealand. Churchie offers the study of Chinese, Japanese, Spanish and French, recognising that our young men will need to be well prepared to compete and flourish in the global community. The delivery of the International Baccalaureate Primary Years Programme and Diploma Programme also enables Churchie to provide a rigorous, world-class curriculum to prepare internationally minded young men. The Old Boys' international network will play a vital role in Churchie's globalisation and the opportunities for boys. Providing opportunities for continual learning to all staff, not just teaching staff, is a key strategy to ensure that Churchie has, in all facets, a flourishing, creative and innovative community, able to support one another and the students in our care. The key initiatives involve delivering the built environment master plan and providing exceptional facilities in which our students and staff can learn, teach, work and grow.

The vision for our school is to create an environment in which pupils learn and grow into young people who are equipped for the future physically, mentally, and emotionally. A clear code for behavior ensures a calm purposeful environment that allows every pupil to take an active part in the school community. We value reading as a key to the future and have an author in residence. We give our pupils access to a wide range of classic and modern authors to develop their love of reading. Our Curriculum is built around activities that develop pupil experience. This means we take our learning outside the classroom. This can be maths in Battersea Park or a London walk. Outdoor learning is an important part of our timetable and pupils are allowed to apply their learning within the natural garden settings the school has developed. British Values underpin the work of the school and we have a 'Value of the Month' which is taught explicitly to all classes. Christian values have always been at the heart of Collective Worship in the school and pupils of different faiths work together to uphold these values. We value the support of parents, governors, and the local community in supporting and encouraging our growth. The school was founded in 1866 and although the present buildings were opened in 1908, they have been substantially modernized and extended during the last 10 years. The school has laptops, tablets as well as networked computers, and an interactive whiteboard. The school hall was refurbished in 2003 and in 2005 the whole school was re-wired and the school kitchen fully refurbished. A new boiler and heating system was installed in 2006. Most recently, the school’s main corridors and entrances were completely refurbished and three outdoor shelters were erected to further enhance outdoor learning. The School employs 10 full-time teachers including two Outdoor Learning Teachers, a Headteacher, and Deputy Headteacher as well as a SEND and Reading Recovery Coordinator. There is a team of 3 HLTA (Higher Level Teaching Assistants), and 8 Teaching Assistants to assist children’s learning in small groups and the classroom. The School also employs 2 Lunchtime Supervisors. There is an administrative team comprising a full-time School Business Manager, an Administrative Assistant, and Office Receptionist. A part-time Premises Officer and three cleaners complete our team. The school is a single-form entry organized into the Foundation Years (Nursery and Reception classes) plus six Year Groups (KS1 & KS2 classes). Children usually spend one year in each Year Group. We receive much support and encouragement from the vicar (who is the Chair of Governors) and members of the parish and other local churches who are also on the governing board. We encourage and welcome governors and parents to come into school regularly to work with children. Clergy from the parish come into school every week. Our school has good relationships with the local police, fire service, the library, old people’s homes, the local hospice, and the many secondary schools our children move on to. The School holds the RHS Level 5 award and two DfES School Achievement Awards in recognition of its work to raise school standards. We were awarded the Basic Skills Agency Primary Quality Mark in 2006 that was renewed in July 2009 and July 2012 and 2015. During the last 4 years, Christ Church School has built a very successful partnership with Emanuel School which includes a link with a school in India. Funded by the British Council’s DFID Global School Partnerships and the DCSF’s (Department for Children Schools & Families) Teachers’ International Professional Development (TIPD) Programme, members of staff from both schools have made exchange visits and are working together to embed a global dimension for learning in both schools. In recognition of its international work, the school has been awarded the International School Award 2009-12. We also hold the Wandsworth Healthy Schools Award. The National Curriculum is taught using methods, which are recognized as good primary practice. This includes group and whole-class teaching where appropriate, individual, paired, or group work. Children may work in ability groups or be placed in groups for various subjects. Classrooms are organized as workshops with all the tools and materials that children need to do their jobs. The children are required to be responsible for their classrooms and all the equipment. Children are expected to behave in a way, which enables each child to work and learn effectively. In common with all other maintained schools, we are required to provide for the National Curriculum.

St. John the Baptist is one of eight schools within the Primary Advantage Federation which is overseen by Executive Head Sian Davies. Fiona Judge, our Executive Headteacher, and Lucy Blewett, our Head of School are supported by a strong Senior Leadership Team. The Senior Team acts as the point of contact for parents, children, and staff. We are a Church of England school and pride ourselves on our strong Christian ethos and strong links with St John’s Church Hoxton. Many of our children join St John the Baptist in the Nursery, aged three. A place in the Nursery does not guarantee a place in the main school, however. We encourage all our families with children in nursery to apply for a place in our Reception. Children meeting the local authority’s entry requirements move on to Reception. As we have two classes in Reception, we do have places for children who do not attend our nursery. The Hackney Learning Trust is responsible for setting the admission arrangements for all schools for which they are the Admission Authority – that is, community and voluntary controlled schools in the borough. For voluntary-aided schools, academies, foundation schools, or free schools each school governing body or Academy Trust is their admission authority. From time to time, we also have vacancies in other year groups. To apply for a place for one of our Years 1 to 6 classes, parents need to go to the Hackney Learning Trust to fill out a mid-term transfer form. We encourage visits to the school for prospective families. Our approach is underpinned by our strong Christian ethos. We aim to help children learn to love and forgive each other and aspire to be the best they can be, rejoicing in their success and the success of others. We also aim to establish a clear understanding of rights and responsibilities for all by embedding the United Nations Convention on the Rights of the Child. The school has partnerships with a variety of organizations. We work closely with different groups to provide support for our pupils with their learning and out-of-school activities. We are committed to inclusion and believe that all children have a common entitlement to a broad and balanced curriculum that is accessible to them. Several children in the course of their school career will experience periods when they have difficulty in keeping up with their peers. Pupils develop at different rates, especially in primary education. At St John the Baptist we are committed to identifying and supporting any child in this position under the Special Educational Needs System. We are a group of schools working together because we believe our schools can gain many benefits from working collaboratively. We have committed to a shared responsibility to the wider school community, the provision of good quality education, and the improvement of life chances for pupils in the community beyond that of our schools. Teachers, support staff, school leaders, and governors have added expertise in working alongside colleagues to improve provision and outcomes for our pupils. Our schools are inclusive we focus on the well-being and progress of every child and we are committed to ensuring all members of our community are of equal worth. We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality, and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups. If you are an adult and you are on this section of the website, we suppose you are concerned about your child. If you are a child, we suspect you clicking on this page was a huge mistake or there was a dream that scared you into liking homework. Either way, let us tell you the benefits of homework. Children, you may hate homework, but it’s good for you. If you didn’t know, adults, it helps children consolidate their learning. So, children, adults, please do your homework! You will find some useful resources on the leaflet below plus, have a look at the fundamentals that we use for our learning. We developed a curriculum at St John the Baptist which ensures children have a broad range of knowledge, skills, and understanding. Above all, we try to ensure they enjoy their learning and make progress. Assessing how children progress against the requirements of the National Curriculum informs teacher planning. Our curriculum is designed to inspire and motivate pupils while providing for their academic, moral, physical, creative, personal, and social development. Children learn through a careful balance of specific teaching programs and a topic-based approach. From the Foundation Stage through to Key Stage 2 we recognize the importance of making links across the curriculum. Lessons are designed to ensure pupils acquire knowledge and skills and have opportunities to practice and apply their skills in a range of contexts. We encourage co-operative work, talk, discussion and above all, enjoyment as vehicles for learning in all subjects. Keeping ourselves safe on the internet is very important. One of the things which help us to stay safe all year round is our team of Digital Leaders. Our Digital Leaders are a fantastic asset to the school community. A Digital Leader is a pupil who is part of a Digital Leaders Team within a school. Their role is to support the use and further the development of ICT in schools. With technology advancing at such a fast rate, it is hard to keep up with change. Find out more about us in the Pupil Voice section. We do lots of activities at St John the Baptist to help us stay safe. For example, we have an annual online safety week. During online safety Week, we held a parent workshop where we discussed how to be safe on social media and how to be safe online. All parents who attended the workshop said they found the session very useful. This year during Online Safety week, we participated in supporting Safer Internet Day.

St. Saviour’s was established by the National Society in 1865 for the education of children in the parish of Poplar guided by the principles of the Church of England. We have at our heart the spiritual and moral wellbeing of all our pupils, striving for excellence whilst not being elitist, keeping the faith whilst remaining inclusive in serving a multicultural community. We aim to provide good education to enable every child to flourish in their potential as a child of God. At St Saviour’s we promote independent learners children who want to explore, discover and find out more. To enable all children to achieve their best, we use a range of strategies to include all as part of our community. We aim to challenge and stretch all our pupils so that they fulfill their potential. Our Aims: To be a safe, happy, caring community of learners. To help all individuals regardless of their race, gender, or disability to acquire the skills and knowledge needed to achieve or exceed their full potential in a rapidly changing world. To promote the Christian faith whilst developing an understanding of and respect for a wide range of religious values, languages and cultural traditions, and different ways of life. To encourage an enjoyment of life-long learning, curiosity, creativity, and perseverance. To foster the virtues of hope, honesty, friendship, fellowship, justice, endurance, and reverence. To encourage positive parental and community involvement. To promote healthy lifestyles including social, emotional, and mental wellbeing. To provide a curriculum that is inspiring, progressive, broad, and balanced. To celebrate achievement in all fields. To promote our partnerships within our community in Poplar and beyond. Inclusion is a strength of the school because, over the last five years, children with additional needs and/or disabilities have achieved significantly better than those nationally. We are successful because our dedicated staff personalizes learning for our children. Regular assessment and prompt identification allow us to ensure that no one slips through the net. There is a national change to the SEN Code of Practice which focuses on positive use of language, changes to the way children are classified, and a greater awareness of needs. This is currently at the draft stage and we are looking at how we will implement this in our school. We are committed to the development of the whole child through the provision of a progressive thematic curriculum that nurtures and celebrates children’s skills and talents. We aim to develop their wider personal skills through enrichment activities including trips that are linked to our personalized themes. Through consistently good or outstanding teaching that inspires and motivates pupils to be lifelong learners and make a positive contribution to society becoming responsible local, national and global citizens. St. Saviour’s is a Church of England School. For our children to grow up as caring citizens of the future, there is a commitment to faith within the school. Our framework for Religious Education is based on a syllabus organized by the headteacher with the approval of the Governors and the Diocesan Board of Education. The framework ensures that the key world faiths are included so that our children learn to appreciate the Golden Rule of treating others as you would like to be treated, common to all belief systems.

St John Baptist is a friendly and highly successful one from entry Church of England Primary School. At St John’s, we work hard as a team of learners, so that everyone can achieve their very best. Children at St John’s are eager to learn and are very ably supported by our hardworking, dedicated, and talented staff. In our community, relationships are based on these core values: loving, caring, attitudes concern for the whole person justice, and respect for others. We pride ourselves on offering a friendly, supportive environment where all are treated equally. Whilst we are a church of England Primary School we are here to serve our local community. We welcome applications from families of all faiths and of no faith. At St John Baptist School we have a shared mission to nurture a Christian ethos of love and care through our actions, prayers, and reflections. We aim to celebrate and respect the diversity of cultures and beliefs in society to create a safe and challenging learning environment to encourage each individual to reach his or her maximum potential. Our Irresistible Curriculum and Core Values provide an opportunity for all to gain the skills and knowledge necessary to lead happy and successful lives. As a school we look to our values to underpin everything we do – they help to provide our children (and staff) with a ‘moral compass. The Values Education Programme consists of two sets of 11 values to be introduced and developed over a two-year rolling program. Each month a new value is introduced, shared with parents, staff, and children, developed and promoted by all in every aspect of school life Assembly/worship themes are based on the monthly value word (including the exploration of religious festivals and different religions). ‘Thinking Time’ and ‘Silent Reflection’ will be used in addition to prayer in encouraging children to reflect upon the values during assemblies and in classrooms. Circle time and PHSE lessons will be used as formal opportunities to discuss and promote our values within each classroom with informal opportunities being utilized whenever possible, e.g. playtime. In addition, each month a lesson will be planned and delivered focusing solely on that month’s value, from which quality children’s work, often for display, will be expected. Values are displayed in the school entrance, the school hall and within each classroom with ways in which the value might be demonstrated, as discussed with pupils. The Values Education Programme underpins the school’s Collective Worship policy and is also closely linked to PSHE and RE to further promote our values. Our values words for the first year are Friendship, Humility, Independence, Humour, Perseverance, Enthusiasm, Respect, Generosity, Kindness, Forgiveness, Responsibility. For the second year in the cycle, they are Courage, Wisdom, Peace, Confidence, Quality, Appreciation, Honesty, Fairness, Love, Empathy, and Faith. As well as our values, we also teach about British values. See below for links to our British Values statement and values policy.

At George Carey Church of England Primary School, children are at the heart of everything that we do. We pride ourselves in our child-centered approaches and the pupil's voice is valued. We are located within the Rivergate Community Centre at the heart of the Barking Riverside development an area that continues to grow. As such we are at the center of this new, rich and diverse community. We deliver much of the curriculum through a cross-curricular topic-based approach using Cornerstones. Specific details of what that means for each year group can be found on the Cornerstones part of the website. Mathematics is generally taught separately and independently from the topics of the Cornerstones. As a Church of England Primary School, much of our teaching is explicitly Christian and we promote Christian values throughout all that we do. We follow the Diocese of Chelmsford R.E. curriculum. Children learn about other world religions as well as Christianity, promoting tolerance and understanding between people of all faiths and also those with no strong religious beliefs. We believe that the curriculum should be rich and stimulating and that children should be excited and engaged in their learning. Learning does not necessarily have to take place within classrooms and we aim to exploit the learning opportunities offered by our grounds and in the local environment. The most important underlying principle of a curriculum is to help children learn. We believe that a successful curriculum is brought to life by high-quality teaching, inspirational learning activities, and opportunities to listen and plan for the developing interests and motivations of children. Cornerstones Curriculum is delivered through a range of inspirational yet rigorous learning projects. These are based on the National Curriculum but bring learning together in new and exciting ways. Each project combines different strands of learning so that children learn more holistically and start to challenge themselves and learn problem-solving skills as they create truly fantastic learning opportunities. Science should be fun and practical with hands-on activities, using scientific vocabulary and theory as to how, why, where, and when. We want the children to be motivated to ask questions of a scientific nature and to have the opportunity to experience science firsthand, in line with the National Curriculum. Science is integrated into our Cornerstones Curriculum. This enables children to meet science in the context of a wider topic. For more information on the specific content of our science curriculum please see the Wider Curriculum page or ask a teacher. The agreement sets out the school’s commitment to your child and the action parents should take to support us. We take seriously our responsibility to offer your child a good education and so the agreement also outlines the school’s roles and responsibilities and contains the key principles, rules, and expectations by which the school operates. The SLT and Governors at George Carey Church of England Primary School have planned to use the Sports Premium this year to enrich the P.E. curriculum for a large number of children using the Sports Premium. The funding represents £10.00 per child plus £16,000. This complements additional money from the overall school budget, which is used to provide a wealth of sports and physical activities for all children. We believe that the funding should be used to involve and interest children in a variety of physical activities and the aim is for children to take up sports and games for the long term, which in turn will give them good attitudes to exercise and help to make them more active, stronger, leading to better health and fitness. The development of the Rivergate community was first conceived approximately 20 years ago as part of a plan to develop the Thames Gateway to the East of London along the North bank of the Thames. This has been one of the biggest development projects in Europe. Opened in September 2011, the school, along with the Rivergate Centre, was the first community building completed within the new development. The school is named after George Carey, a former Archbishop of Canterbury, who was born and raised in Dagenham. Lord and Lady Carey formally opened the school on 27th March 2012. George Carey School was set up as a Voluntary Aided School within the Diocese of Chelmsford under the umbrella of the Church of England. The school was designed and conceived as a community facility that could work in partnership with the Rivergate Centre. The school was first open to pupils on 12th September 2011 with 250 pupils on roll and a staff of 35. Since then we have grown to over 600 pupils with a staff of 90, and we are still growing. We had an Ofsted inspection in October 2012 after just 13 months of being open. It was a major achievement to achieve an overall grade of ‘good’ after such a short period. We are now looking to the future and have set a strong ambition towards ‘outstanding’ provision shortly.

The Federation of St John’s & St Paul’s Whitechapel CE Primary Schools was established in September 2014. The schools have a shared vision to provide a learning community that is caring, inclusive, and supportive with a distinctive Christian ethos, and where every child is a valued member. We believe that every child is an important individual and we strive to ensure that each day is a day for your child to learn new skills and develop their potential. We have high expectations and are ambitious for our children to succeed. We believe that people learn in a variety of different ways and that teaching should reflect this. We provide a rich and varied learning environment that enables our children to succeed and flourish now, in their next stage of education and the wider community. We aim to: Offer a secure and caring environment. Recognize and develop each individual’s strengths and talents. Enable children to become confident, resourceful, enquiring, and independent learners. Foster children's self-esteem and help them build positive relationships with other people. Develop children's self-respect and encourage children to respect the ideas, attitudes, values, and feelings of others. Show respect for all cultures and, in so doing, promote positive attitudes towards other people Enable children to understand their community and help them feel valued as part of this community Help children grow into reliable, independent, and positive citizens. Offer a broad and balanced curriculum catering to individual needs regardless of race, creed, gender, or disability within the National Curriculum requirements. Of course, we prioritize the teaching of English, mathematics, and the other areas of the curriculum, but we place great importance on instilling the skills and attitudes that will equip our pupils as they continue their education, and their lives, in a world where the future is so unpredictable, skills and attitudes such as confidence, self-esteem, resilience, determination, collaboration, decision making, and creativity. The staff at both schools have high expectations we are extremely ambitious for our pupils to succeed. We ask the children to work hard and try their best in all things. They do and they are the real strength of our school. We want our children to be happy here as we believe happy children learn. Our staff works extremely hard to ensure our pupils get a high-quality education. Our results highlight the good work that is carried out. We want our children to grow up learning how to be good citizens and contribute to society knowing that they have a big role to play. Furthermore, we want our children to learn about being healthy – we are one of a small number of schools in the borough that provide lessons on cookery and nutrition. We even have our chicken coop and beehive. St John’s and St Paul’s Whitechapel Church of England Primary School provide a caring, inclusive and supportive community, with a distinctively Christian environment and ethos, of which all children and staff are valued members. We have high expectations and are ambitious for our children. We believe that people learn in a variety of different ways and that teaching should reflect this. We provide a rich and varied learning environment that offers our children and staff every opportunity to succeed and flourish, now and in the future. At St. Paul's we know that our relationship with the parents and carers of our children is incredibly important. We recognize it as an essential factor in helping to develop the holistic learning of the children at our school and a way of engaging with our local community.

St Mary’s is a one-form entry Church of England Primary school with an open admissions policy. We are incredibly proud of our school, where our exceptionally well-behaved, motivated, and enthusiastic children respond with excellence to the high expectations and aspirations from our passionate and committed staff team. As a small school, we place huge value on building a close-knit community, where we can meet the needs of local families and support one another. Everything we do is founded on our strong Christian ethos, where every individual is loved, valued, and respected as a child of God. We are blessed with a fully refurbished school building and abundant outdoor space to inspire the children in their learning and play. We would like our Year 6 children to leave St Mary’s having achieved their academic potential, being physically fit and active, and able to treat others as they would wish to be treated – respecting the uniqueness and the dignity of every individual. It has been recognized for many years that the peculiarities of Hampton – a river boundary and on the edge of the borough – meant that the local authority primary schools were not able to accommodate every child in their nearest school. The need for a local school was part of the case for St Mary’s Hampton Primary School Hampton. Published Admission Number (PAN): 30 at Reception. We will admit a child with an Education and Health Care Plan (EHCP)1 which names our school as the one they wish to attend, even if the school is oversubscribed. We will be part of the Local Authority’s (LA) process for allocating children to schools. Places will be allocated within iv and then v by home-to-school distance, measured by the shortest route and/or maintained footpath from the property to the pedestrian school gate. All distances will be measured using the Council's geographical information system. The starting point for our school’s curriculum is the National Curriculum. We ensure that the National Curriculum is taught and we aim to go beyond this by increasingly offering a wider range of activities to enhance and enrich the children’s interests and stretch their abilities. Our school has a specialism in Arts and Music, and the opportunities for these areas are targeted throughout our provision. This is within the everyday planning for teaching and learning in the classroom, and beyond through enrichment provision. Our school’s curriculum is based on four cornerstone principles. These have been developed with all the staff and shared with governors and are underpinned by the values embodied in the school’s mission statement. Early Years (reception) has a one-year program that teaches the same essential skills required each year though the precise nature of each theme is adjusted according to the interests, abilities, and diverse nature of each cohort. The main curriculum drivers will be the same throughout each key stage which in turn enables shared learning and extension of learning in a broad direction. We publish our long-term overview for the year on the website but it is subject to some change and review as it is a dynamic plan, responding to the interests of the children and the events of the world around us. The purpose of assessment is to inform both the learner and the teacher of the next steps to improve and progress. Assessment at St Mary’s is an ongoing process that takes place in each lesson. This is known as ‘assessment for learning – the teacher feedback and encourages the child to reflect upon what he or she has learned and how to improve next time, and also to value what has been achieved. We measure progress more formally every half term (six times a year) against criteria within the National Curriculum. Teachers are experienced and able to see when a child requires more support or is ready to move in after each lesson, and the half-termly checkpoint serves to draw together this information. Teachers work with the local authority (Richmond and Kingston) and local schools to validate their judgments as good practice. We aim to create a fully inclusive school that offers pupils an excellent education. Our priority is to serve the community, whilst drawing on Hampton’s unique heritage and beauty to enhance learning and nurture a sense of community spirit in the children we teach. We believe in doing so, we will help develop rounded, happy, successful children. Our curriculum and teaching ensure that children of all abilities, faiths, and backgrounds are fully included, encouraged to develop, and given access to all activities. Our recognition of the uniqueness of each child arises directly from our Christian values everyone is created in God’s image. We fully support children with special educational needs, including the ablest. We encourage and challenge all children of all abilities and needs. The Headteacher will oversee inclusion. It is our priority to ensure recognition of all children’s particular learning strengths/needs at particular times as well as those with specific longer-term learning requirements. We firmly believe that children need to be happy to learn, and then their strengths and needs can be identified. This is the key to them achieving their full potential. Early assessment will help us to create individual learning targets. In keeping with the National Curriculum, we will assess children termly, and use the formal end-of-year tests to monitor and respond to their progress. By tracking learning performance regularly, and consulting with the Inclusion Coordinator, staff will respond quickly to children’s needs, as they arise. We will encourage children and parents to take ownership of their progress, adopting a collaborative approach and encouraging parents and carers to engage with the process of reviewing learning targets. In our case, St Mary’s Church, together with local parents, volunteers, and the LDBS (the London Diocesan Board for Schools, which already runs 149 C of E schools in London) is setting up a new school to serve the families of Hampton and Hampton South in particular, through the Free Schools program. As with all Academy Schools and Free Schools, there will be an Academy Trust which will enter a Funding Agreement with the Department for Education (DfE) before the school opens. This means that funding for the school will be provided by the DfE rather than the local authority.

St. James’ (VC) Junior School is a Church of England school that recognizes the common values which are held by all faiths. At St. James, we welcome and respect people from all backgrounds and religions as part of our school family. We have high expectations of ourselves. We help each other to enjoy learning, to achieve the best we possibly can, and to be able to make choices that will contribute to a healthy lifestyle and economic well-being. We work and play together so that our school is a safe and happy place where everyone feels valued. We want members of our school family to be responsible, confident people who can contribute fully to society. With twelve classes we are an average-sized school, by Newham standards, but are large when compared to other schools nationally. We fully understand the influence and impact that different forms of behavior play in determining the success within the school, for all pupils and adults, in the forming of the whole school ethos. St. James’ CofE Junior School is a member of the Newham North Learning Partnership (NNLP). NNLP is a partnership of nine local children’s centers, infant, junior and primary schools that work together to support and raise the aspirations and achievements of all children, their families, and the community as a whole: providing highly effective learning experiences and opportunities, as well as community and welfare services. As a voluntary controlled community church school, our diverse multi-faith, multi-cultural and multi-ethnic pupils, staff, and community make St James’ a rich, unique and harmonious place to learn, work and visit. Regular opportunities exist for visitors to the school including workshops for parents, open days and evenings, performances and assemblies, or community tea parties and events (including quiz nights and our, now legendary, international evenings). Based in the heart of East London, just over two kilometers away from the 2012 Olympic swimming pool and park, is our happy and exciting school. Visitors and staff, as well as those children and families that do not live locally, can walk to the school within eight minutes from Forest Gate mainline station (part of Crossrail developments). Forest Gate station provides easy access to popular transport links, including Stratford and London’s Liverpool Street station. St James’ Curriculum follows Primary National Curriculum (NC). However, we are proud to offer a much broader curriculum than the NC, making the most of the many and varied opportunities to broaden and enrich the curriculum for our children. We have developed a theme and skills-based curriculum that successfully offers a wide range of developmental opportunities and ensures that learning is both mastered and has depth. The mastery pedagogy works on the principle that all learners, with effort, will meet expectations while some learners will be able to access even greater challenges to deepen their thinking further, exceeding end of year (age-related) expectations for attainment. Teachers at St James’ therefore use Bloom’s Taxonomy to support their planning, ensuring that the variation of independent learning tasks allows all children to access learning objectives at the relevant stage in the progression of concepts being taught. We fully understand the influence and impact that forms of behavior play in determining the success within the school for all pupils and adults and in the forming of the whole school ethos. We will aim to nurture in the individual awareness and responsibility for their attitudes, decisions, and actions and a recognition of their consequences. In the context of our school environment, our policy supports the agreement and fulfillment of school aims and set procedures that consistently insist on positive behavior from all individuals which meet the expectations, needs, and aspirations of everyone establishing respect, safety, and opportunities for success for others and self. We understand that schools are ever-changing and recognize that there are times when we need to adapt and respond immediately to those changes as and when they occur.

The school has a statutory duty to provide independent impartial careers education, information, advice, and guidance (CEIAG) on careers and courses beyond the age of 16. This sits alongside the school’s commitment to advise all students about the world of work and, separately, about curriculum preferences that allow them to make informed choices so that they secure progression into the world of further education, higher education, or the workplace. The school uses a range of external services and local strategies as outlined in this policy to guarantee students outstanding CEIAG Provision. We foster academic success within a stimulating and happy environment. We encourage the full development of scholastic excellence, impact on students' strength of character and unlock and nurture the individual talents within every child. I am proud to lead a dedicated and talented team of professionals who share a sense of purpose and vision a vision that demands we never stand still and continuously improve outcomes for students. We have an exciting and innovative curriculum that is well matched to the needs of students in each year group. Students have excellent progression routes through GCSE, BTEC, or other applied level 2 qualifications. In addition to traditional core subjects, religious education is provided for all students leading to a GCSE qualification, with many selecting to continue this in the 6th form. The core RE provision in the 6th form can be the basis of the extended projects which can form a part of the AQA Baccalaureate qualification. Study in the 6th form extends learning and provides a transition between school and further or higher education, training, apprenticeships, and employment. The A level and BTEC courses are enhanced by the wider curriculum which includes: work experience, PSHE, leadership opportunities, and volunteering. (See Curriculum Policy) We are privileged to learn and work in a state-of-the-art building, with outstanding facilities and are very proud of the success our students achieve. In March 2016 we received excellent feedback during our Ofsted and SIAS inspections: Ofsted judged the school as continuing to be Good in every respect with some truly excellent comments regarding the progress of students and our fantastic Sixth Form SIAS judged the school as Outstanding in every respect. These assessments underline the hard work and achievement of the whole school community. Committed to excellence, our curriculum is designed to offer a broad range of subjects, encourage independent learning, and provide an outstanding range of wider learning opportunities. We expect the highest standards of work, dress, behavior, attendance, and punctuality. Working in partnership with parents, we provide a firm framework within which all students can achieve irrespective of their start point. We believe that everyone has something special to contribute and, as a Church of England School, encourage the moral and spiritual well-being of our students as well as their academic achievements. Worship is at the heart of our community and our Chaplain supports and encourages the students to explore Christian ideals so that when they leave us they are well prepared for life in the world today. Bishop Justus Church of England School seeks to serve its community in the name of the Church by ensuring excellent education in a Christian setting. This 21st-century school is a stimulating learning environment that prepares students for living and working in a rapidly changing world and encourages them to value the rich diversity of cultures they will encounter. Students and staff are empowered to achieve their highest possible academic, creative, and sporting achievement both as members of a community and as individuals. The school provides students and staff with many opportunities to explore the significance of Christian faith and values to their own lives and the issues facing people locally, nationally, and globally. The school is committed to ensuring that the learning, vocational, and personal needs of all its students are met by its curriculum and extra-curricular activities. The spiritual, moral, social, and cultural development of the students is set in the context of Christian faith as taught and lived in the Church of England. The school’s distinctive ethos and approach are offered to all members of the school community. Christian students find their faith affirmed and valued, and they meet and work with people who hold to other faiths and philosophies. All students encounter, in the lives of Christians in the school and in the school’s ethos, a living Christian witness which is neither coercive nor assertive but which welcomes and affirms. All members of the school’s community are equally valued and are encouraged to contribute their understandings and abilities to the school’s work and ethos. The beliefs of those from other religious traditions are treated with respect and openness. We recognize that God is at the heart of the school, and so collective worship has a high priority in the school’s daily life. Collective worship is of high quality and is planned to engage all members of the school’s community. A school is a place in which students and staff are cared for and where they learn to care for one other. Bishop Justus Church of England School seeks to achieve its aims and develop its life and ethos. The importance of laws that apply to the academy is regularly reinforced with pupils throughout the school day. Primarily these center on behavior which is regularly covered with pupils day through assemblies, worship, and Personal Social and Health Education (PSHE). Pupils are taught the value of and reasons for the laws that protect and govern us together with the consequences of breaking laws together with the need for restorative justice. External agencies such are the police are invited to support the work of the academy in promoting the rule of law. All pupils are actively encouraged to make choices at school knowing that they are in a safe and supportive environment. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and make suitable choices. Teachers advise pupils how to do this safely through the promotion of e-safety, citizenship, and PSHE. Pupils regularly make choices in terms of extra-curricular activities. The academy has a diverse pupil and staff body. It promotes not only tolerance but acceptance of people from different faiths and beliefs. This is achieved through enhancing pupils' understanding of their place in a culturally diverse society and by giving them opportunities to experience diversity. Assemblies explore other beliefs and prejudices as well as tackling prejudice-based bullying. Other faiths and beliefs are explored through the academy’s religious education curriculum. The academy celebrates the language and cultures represented within the diverse pupil body. Members of different faiths or religions are encouraged to share their knowledge to enhance learning. The academy’s ethos and values coupled with its Christian ethos focuses on the need for mutual respect and kindness towards all. The academy’s behavior policy supports this and it is reinforced regularly in assemblies and the daily life of the academy.

At St. John’s we value our excellent reputation for being a friendly, family school. We get to know our pupils as individuals and provide a secure and positive environment one that stimulates enthusiasm, offers equal opportunity and a challenge for all one that makes a difference. Our main school rule, ‘Treat others as you wish to be treated yourself, is founded in the Christian teachings of ‘Love thy Neighbour’ and embodies our approach to life in St. John’s and beyond. As a result, our pupils enjoy school, care about and help each other and about their wider community. Our children are at the heart of all we do we provide a broad and exciting curriculum and offer an array of wide-ranging opportunities for them. We encourage all to ‘Go for it!’ through our positive school motto. As a result, having joined us as infants, from our main feeder Hampton Wick Infant and Nursery School, our talented young people leave us as confident, caring, well-rounded, and inspirational young seniors - they are ready and prepared for their secondary education and the rapidly changing world beyond. We value our school’s rich history and we drive to be at the forefront of education. We enjoy working and developing partnerships with our wider community, such as Hampton Court Palace, our fellow Richmond Church of England Schools, our Diocesan schools across London, and ‘Teaching London’, our LDBS teacher training provider. Our intake into Year 3 comes from Hampton Wick Infant and Nursery School (our feeder school). If your child is in Year 2 at Hampton Wick you are automatically allocated a place in Year 3 at St John’s. Applicants for in-year admissions should contact St John’s to see if a place is available. A St John's Supplementary form must be filled in along with Richmond Borough’s Common Application Form. As a Christian school, the Governors believe that a balanced education should encourage the spiritual and moral, as well as the academic, practical, aesthetic, and physical development, of every child in its care. At St John’s we endeavor to provide a broad Christian Education across all aspects of the National Curriculum. We aim to enable each child to become spiritually aware, to recognize and support the multi-faith nature of society, to be understanding, tolerant, and respectful of others, and to develop both a sense of moral responsibility and purpose. Every child is encouraged to develop both a sense of self-respect and self-discipline within a safe and happy environment and to grow into self-motivated adults able to function as full members of society. St John’s is a school that consistently achieves success, not just in academic studies, but also in the Sports and Arts fields. Whatever their talents, every child is welcomed and valued as an individual and is given every opportunity to realize their full potential. At St John the Baptist School we recognize our moral and statutory responsibility to safeguard and promote the welfare of all children. We endeavor to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection, and justice. At St. John The Baptist School we are particularly proud of our inclusive community. We are committed to meeting the needs of all learners and have high expectations for all children including those with Special Educational Needs and/or Disabilities (SEND). All Richmond schools are supported by the local authority to ensure that all pupils make the best possible progress in school and are given the greatest chance to meet their potential. Further information and details of the support for young people and their families regarding SEND can be found in the Local Offer managed by Achieving for Children. We believe that every child can achieve personal excellence. Our task is to ensure they all do. We get to know our children as individuals and our teaching acknowledges this by including classwork, small group work, individual work, and independent study. We deliver a broad, creative, and balanced curriculum, which not only provides essential knowledge and skills but also promotes important spiritual, moral, social, and cultural beliefs. In essence, we aim to prepare all of our pupils to be well-balanced young people, confident in their ‘Go for it!’ attitude ready for the next step in their education as they move up to senior school and on into the rapidly changing world beyond. We follow the most current National Curriculum which was revised and updated in 2014. The curriculum at St John’s CE Junior School has been designed to ensure that children receive a broad, balanced, and creative curricular entitlement. We are very fortunate to have a supportive PTA as part of the St John’s family. Every parent and carer automatically becomes a member of the PTA for the duration of their child's time as a student at St John’s. The PTA is a registered charity and is managed by a committee that is elected each school year. The current PTA Chairperson is Juliet Hartridge and the Treasurer is Lieske Tombokan. Each class has a Class Rep who helps support the committee. The PTA organizes many varied events throughout the school year including school discos, Advent Fair, and Summer Fair, to raise money to support St Johns. They also provide valuable help at school events like Sports Day, Nativity Productions, and Drama Club productions. Over the years, the PTA has provided financial support to enable the school to purchase a new climbing frame, new table-tennis tables for the playground, the landscaping of our new Paradise Garden, Story-Time benches outside the Year 3 classrooms, and school laptops. They also provide regular contributions towards the running of our school minibusses, as well as towards additional class and sports items, and special events held in school for the children.

Saint Cecilia’s is a co-educational comprehensive school for pupils aged 11-18 years in the Diocese of Southwark and the London Borough of Wandsworth. The school is highly successful and well-respected with a proven record of high academic standards taught in a caring, supportive, and distinctly Christian environment. The school respects the unique contribution which every individual can make to the community and seeks to place this contribution within a clear structure which both embraces the highest possible academic aspirations and accepts individual differences in ability, aptitude, and level of skills. Saint Cecilia’s is primarily a learning community and its culture of teaching and learning unlocks pupils’ potential for self-fulfillment and prepares them to take their place within adult life as well-rounded responsible and caring people. At the heart of the school is its Christian foundation, where Jesus Christ is reflected in every aspect of school life. This is true in the relationships we build, the choices we make, the attitudes we adopt, and the goals for which we strive, and as a Christian school we are proud to declare that we exist to “Glorify God through Outstanding, Enjoyable Education”. Our school community is enriched by a committed staff, good discipline, and a wide range of extra-curricular and enrichment activities aimed at broadening our pupils’ experiences. We pride ourselves on knowing each child personally, thereby enabling us to monitor carefully the all-around development of each child during his or her time with us. Indeed, we want all pupils to look back on their time at this school as the happiest time of their lives this is what we strive for day in and day out. Our success is also built on the excellent partnerships developed with parents and carers, through which we can promote the kind of education that enables our pupils to prosper and receive the very best educational opportunities. Saint Cecilia specializes in the teaching and learning of Music and Mathematics. To provide a channel for the development of pupils’ creative and artistic skills, the Governing Body has reserved 10% of places in each year group for pupils showing a particular aptitude for music. Saint Cecilia’s is a very popular, over-subscribed school of which parents, staff, pupils, and the local community are immensely proud. As a Christian school, we are proud to declare that we exist to ‘Glorify God through outstanding, enjoyable education. The school values the uniqueness of each individual as a person made in the image of God, entitled to teaching and learning opportunities that will enable him or her to become a confident, competent, caring, and self-reliant person, fully prepared for adult life and the world of work in modern Britain. To fulfill its Mission Statement, the school seeks: To develop the whole child. To promote the highest standards of academic achievement, motivation, and self-discipline in all pupils. To ensure high-quality teaching and learning in all subjects and at all key stages. To encourage each child to develop her or his talents to the full. To ensure that everyone is treated equally and with respect. To develop in pupils an awareness and appreciation of spiritual, moral, social, and cultural values and attitudes. To help pupils develop creative, lively, and critically enquiring minds and the ability to question and discuss rationally. To promote an awareness of our place in, dependency on, and respect for the world environment. To promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. At Saint Cecilia’s we believe that pupils should enjoy and learn from their everyday experiences, both in and out of school, valuing their school days as part of a process of lifelong learning. Fulfillment grows from a sense of personal achievement and pupils are allowed to participate in a wide range of educational and recreational activities, including decision-making. Teaching is organized to enable pupils to work individually as well as in groups, cooperatively and well as competitively. Assessment of pupils’ work accentuates positive achievement as well as provides direction for future improvement. Our Mission Statement is Glorifying God through outstanding, enjoyable education. This school will value the uniqueness of each individual as a person made in the image of God, and called to be in a relationship with God and with other people. All are entitled to receive the best possible teaching and learning opportunities to enable them to achieve their full potential and to become good citizens of the world. Programs of study are broad and balanced in line with the requirements of the National Curriculum. All pupils are encouraged to achieve high standards through steady, determined effort. Extra support is given to very able pupils, and to those who find learning difficult. In Key Stage 3 (Years 7 – 9) pupils follow a common curriculum. Whilst Year 7 is mostly taught in mixed ability classes, from Year 8 onwards pupils are placed in ability sets for several subjects. In Key Stage 4 (Years 10 and 11) pupils follow a common core of subjects including English, Mathematics, Science, Religious Studies, and Physical Education, and then elect to follow several optional subjects leading to GCSE or equivalent certification.

Our school vision ‘Going for GOLD’ supports the aspirations we have for our pupils to achieve high standards academically alongside achieving or exceeding their personal goals in everything that they do, in sport, music, or as leaders in our school community. At Christ Church School we provide a safe, welcoming, and caring Christian community school where we respect and value each individual’s contribution. Our school is in the heart of the bustling community of Kilburn. We are centrally located between Brondesbury Park and Brondesbury with easy access to the Jubilee Line, Bakerloo, and Overground train services, and many bus routes. We aim to inspire our children with the skills and a passion for learning so that they develop as independent successful and creative lifelong learners who strive to achieve their full potential in all aspects of their life at school and the wider community. We encourage inclusive positive relationships built on respecting the rights of others. “Going for GOLD with Faith”. GOLD stands for giving learning your best, Own your choices, Love yourself as God loves you, Dream big, work hard and pray. We aim to make everyone’s time at Christ Church an enjoyable and rewarding experience. This will be achieved through our mission statement by : Promoting the highest quality and standards of teaching and learning providing a rich and stimulating creative curriculum Encouraging the development of self-confidence, self-discipline, and healthy living developing a spiritual awareness Promoting a Christian ethos whilst respecting other people’s faith Welcoming the involvement of parents and other members of the local community encouraging everyone to respect the rights of others Expecting everybody to make a positive contribution to our school, the wider community, and our planet Providing an environment where all feel safe from bullying and discrimination Radicalization is defined as the act or process of making a person more radical or favoring extreme or fundamental changes in political, economic, or social conditions, institutions, or habits of the mind. Extremism is defined as the holding of extreme political or religious views. The Governing Body of Christ Church C of E Primary School has a zero-tolerance approach to extremist behavior for all school community members. We rely on our strong values to steer our work and ensure the pastoral care of our children protects them from exposure to negative influences. Christ Church C of E Primary School is fully committed to safeguarding and promoting the welfare of all its children. As a school, we recognize that safeguarding against radicalization is no different from safeguarding against any other vulnerability. At Christ Church Primary School all staff is expected to uphold and promote the fundamental principles of British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. Our curriculum promotes respect, tolerance, and diversity. Children are encouraged to express themselves through discussions, debates, and consultations. The RE (Religious Education), PSHE (Personal, Social and Health Education), Citizenship, and SMSC (Spiritual, Moral, Social and Cultural) provision is embedded across the curriculum and underpins the ethos of our school. Children learn about all major faiths and visit places of worship wherever possible. They are also taught about how to stay safe when using the internet. Children are encouraged to adopt and live out our Core Christian Values. These complement the key “British Values” of tolerance, respect, understanding, compassion, and harmonious living. Children are helped to understand the importance of democracy and freedom of speech, through topics, circle time, and assemblies, where the PSHE curriculum is delivered. Children have the first-hand experience of the democratic process as they are encouraged to democratically elect Pupil Parliament representatives and pupil leader – A head boy and Head Girl. Children are taught how to keep themselves safe, in school and when using the internet. Children participate in local community events so that they appreciate and value their neighbors and friends who may not share their faith background. Children’s wellbeing, confidence, and resilience are promoted through our planned curriculum and extra-curricular learning opportunities. Children are supported in making good choices from a very young age, so they understand the impact and consequences of their actions on others.