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At St. Elizabeth’s Catholic Primary we aim to provide an excellent education where all children make progress. The children are encouraged to think for themselves and to acquire lifelong skills which will prepare them for life in modern society. The development of the whole child is at the forefront of all our activities which means that we encourage academic achievement as well as their spiritual, moral, social, and cultural development. The teachers assess the children in their care, plan with the needs of each child in mind, setting challenging but realistic targets so that children can make progress and achieve their potential. We have embraced the introduction of a new National Curriculum in September 2014. The school has worked on tailoring the new curriculum to incorporate the successful skills-based curriculum that we use whilst ensuring that we are also delivering the statutory content of the National Curriculum. We aim to be innovative in our practice to provide contextualized, stimulating learning opportunities that allow all our children to access learning. As part of the Wythenshawe Catholic Academy Trust, we work closely with the other 3 schools sharing ideas and resources as well as being a very active part of our local catholic school cluster in Wythenshawe. We ensure that children have a series of memorable learning experiences. This includes visitors into school, themed dressing-up days, project work, an assembly, or a recreated experience in school. We enable our pupils to succeed through challenging tasks and activities that encourage them to take risks. We develop their ability to think independently, enabling them to transfer their learning to all aspects of their life preparing them for the future. We actively teach the skills needed to be a successful learner and reward these in our weekly ‘Gold Award’ assembly. The national curriculum is just one element in the education of every child. There is time and space in the school day and each week, term, and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding, and skills as part of the wider school curriculum. St. Elizabeth’s Catholic Primary School was founded by the Catholic Church to provide education for children of Catholic families. Whenever there are more applications than places available, priority will be given to Catholic children under the oversubscription criteria listed below. The school is conducted by its governing body as part of the Catholic Church by its trust deed and articles of association and seeks at all times to be a witness to Our Lord Jesus Christ. As a Catholic school, we aim to provide a Catholic education for all our pupils. At a Catholic school, Catholic doctrine and practice permeate every aspect of the school’s activity. The Catholic character of the school’s education must be fully supported by all families in the school. We, therefore, hope that all parents will give their full, unreserved, and positive support for the aims and ethos of the school. This does not affect the right of an applicant who is not Catholic to apply for and be admitted to a place at the school by the admission arrangements. The governing body is the admissions authority and has responsibility for admissions to this school. The local authority undertakes the coordination of admission arrangements during the normal admission round1. The governing body has set its admission number at 30 pupils to be admitted to the reception year in the school year which begins in September 2019. The governing body will where logistically possible, admit twins and all siblings from multiple births where one of the children is the last child ranked within the school’s Published Admissions Number (“PAN”). For children attending the school’s nursery, application to the reception class of the school must be made in the normal way, to the home local authority. Attendance at the school’s nursery does not automatically guarantee that a place will be offered at the school. The governing body reserves the right to withdraw the offer of a place or, where a child is already attending the school the place itself, where it is satisfied that the offeror place was obtained by deception. The Department of Education has recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.” The Government set out its definition of British values in the 2011 ‘Prevent Strategy’, and these values have been reiterated by the Prime Minister this year. At St Elizabeth’s these values are reinforced regularly. View full school

Queen Elizabeth's is a state-funded grammar school, with 445 years experience of in producing confident, able, and responsible young men. We provide a meritocratic environment, in which our boys reach their very considerable potential both in their academic and extra-curricular pursuits. Our rich history is reflected in the School Chronicle, which is read annually on Founder’s Day and which records the Governors’ requirement that the education we provide should be as much in “good manners as in nurture for learning”. Similarly, our formal mission is “to produce young men who are confident, able and responsible”.Our mission is to produce young men who are confident, able, and responsible We are committed firstly to the pursuit of academic development at the highest level among our boys. As a meritocracy, we unashamedly celebrate intellectual accomplishment and we seek to nurture clear thinking and scholarly curiosity. The fruit borne by this relentless focus is seen every year in our public examination results: QE is consistently placed at or very near the top of national league tables. Second, we aim to inculcate in our boys attributes such as confidence, resilience, and perseverance – qualities that will equip them to thrive at school, at university, and beyond, whatever the storms of life may throw at them. This is achieved partly through our bespoke tutoring system and carefully structured pastoral arrangements, and partly through our expectation that all boys participate fully in the life of the School. We have an exciting, diverse range of extra-curricular activities through which every boy can pursue his interests and stretch himself as he learns new skills and talents. Finally, through an emphasis on service within the School and initiatives such as our Sixth Form external volunteering program, we encourage boys to devote themselves to causes greater than themselves. We thus develop in them an awareness that genuine fulfillment comes through seeking to make a contribution to society rather than in pursuing only personal gain. Queen Elizabeth’s School, then, offers a meticulous and richly faceted holistic approach to the education of the boys in our charge. It is this approach, combined with our excellent facilities and a proud history dating back to 1573, that make the QE experience truly a state school experience like no other. The original charter, granted by Queen Elizabeth I, established the School, “for the education, bringing up and instruction of boys”. This holistic view of the School’s role has continued to this day. When boys leave us they not only have exceptional academic records but are prepared to go and take their place in the world. We want them to go on to enjoy successfully, fulfilled and happy adult lives, whilst making a positive contribution to others in society. Boys typically perform incredibly strongly in public examinations, with a clean sweep of A* at GCSE or A-level not being uncommon. They then take up places at the very best universities, both in the UK and overseas – with a recent trend for more boys going to Ivy League institutions in the United States. Further details on these outcomes can be found on our School Performance page. However, there is far more to life at QE than examination results. Boys gain a fully rounded experience, with as much focus on what goes on beyond the classroom as within it. In keeping with the School’s ancient traditions, but recognizing the opportunities presented by technological advances, the Governors have recently reconfirmed the School’s mission. View full school

Queen Elizabeth’s Girls’ School in Barnet, founded in 1888. The school was founded after Queen Elizabeth 1 granted Robert Dudley, Earl of Leicester’s request for a charter for the establishment of a school of Queen Elizabeth “for the education, bringing up and instruction of boys” in Barnet and at a future date, a school for girls in Barnet. A copy of the charter, bearing the Queen’s seal is held as part of the school’s archive collection in our Library. We have a strong tradition of excellence. Our vision for the future is quite simply to continue to develop our school to be a sustainably outstanding and inspiring school, at the forefront of girls’ secondary education. Students and staff are proud to be a vibrant part of our learning community. We encourage the development of each girl’s inner resources so that she acquires the wisdom and integrity to make positive choices in a rapidly changing world. Most importantly, girls leave our school as well-qualified, confident, caring, and happy members of their community, equipped to be capable of supporting themselves financially and contributing economically and socially to wider communities We strongly believe that all students are individuals each should pursue excellence and develop their talents in academic, creative, physical, and social skills. Collectively we are a community. Students and staff at our school have a love of learning a process that is constant, regardless of time or place. For students that means an environment in which their education can flourish and be enjoyed not just as a means to good academic results but as an interest for life, nurtured by the school’s commitment to providing the girls with access to a full range of study and enrichment experiences. For staff, that means an environment where they can develop professionally and excel in their practice. Our curriculum is designed to challenge the girls, to support them in their education to acquire knowledge and understanding, and also to develop their skills and flexibility so that they can participate confidently in the rapidly changing and increasingly technological society of the 21st century. Our girls are expected to show increased maturity and a growing sense of responsibility for their work and progress so that they develop as resilient and self-reliant young women. The broad and balanced curriculum offers girls a wide platform of learning opportunities to facilitate excellent outcomes and to foster excitement about learning for its own sake. The school offers a varied program of activities that run alongside the taught curriculum. Such activities complement the taught curriculum and extend the learning, engagement, and personal development of our students. For this reason, these activities are highly valued. They take place during the break for lunch, before or after school, and are often the result of student initiatives, developed through interests and enthusiasm and often led by the students themselves. Quality First Teaching is our priority staff benefit from a planned program of continuing professional development to model innovative and rigorous practice. Learning and teaching are closely and systematically monitored to ensure girls are supported to achieve their best and secure the highest outcomes. A variety of learning and teaching strategies are used to engage and stimulate learning and the learning experience is continually developed in response to systematic data checks on potential, prior attainment, and student learning needs. In this way, the school ensures maximum intellectual challenge for each student, regardless of ability or educational needs as a result, students make excellent progress. View full school