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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.

At NEGS, we believe that modern schools must be fluid, agile, and offer so much more than merely an academic education in an ever-changing world. We see ourselves as a conduit to the outside world, developing future leaders that can confidently take up their place on whatever their chosen path may be. Initially founded in 1895, NEGS is located on the outskirts of Armidale in northern New South Wales. This highlands city is renowned for its natural beauty, four seasons, esteemed university, and community sense. We deliver co-educational learning in our Junior School and a local boarding school for girls in their senior years, offering metro-standard facilities in warm country surroundings. We believe your child’s school needs to be both a platform for self-expression and a framework for resilience, offering guidance and the freedom for each student to discover their strengths, using these as the building blocks for their version of a life well-lived. If the foundations are strong, the ensuing structure, built brick by brick, will last a lifetime, a legacy of compassionate education and result-driven strategies offered here at NEGS. Resilience, aptitude, and a desire to excel are critical attributes to enjoying life far beyond the school gates. These traits are gained at NEGS through small bespoke classrooms and a chance for each student to be known. The NEGS Junior School has a family atmosphere where parental involvement is embraced. We cater for boys and girls from Transition (3-4 year-olds) to Year 6 and pride ourselves on our thriving, accomplished, and happy students. We offer modern opportunities like STEM and Coding Club, and our dedicated team of teachers brings enthusiasm and energy to lessons, encouraging discussion and spirited academia. The Junior School also has access to the Senior School’s state-of-the-art facilities, giving your child’s passions outside the classroom a chance to genuinely develop and shine. Our hands-on electives in Senior School are second to none, with excellent agricultural electives and industry rich experiences giving our young women a chance to find what truly fires their enthusiasm and passion. A former Olympian oversees our world-class equestrian center. At the same time, for the first time outside primary metropolitan high schools, NEGS has partnered with Hockey NSW, Netball NSW, and NSW Rugby to deliver exclusive Player Pathway Programs incorporating high-performance coaching. Driving through the tree-lined entrance of our local boarding school, there is an immediate feeling of space. The grounds undulate away from a mix of new and heritage-listed buildings, the girls learning and growing on a sprawling 50 hectares. Country boarding schools for girls offer the chance to rub shoulders and meet friends from all walks of life, opening eyes and doors to many different possibilities. While unified by school uniform, the background of each NEGS student is as unique as she is. From the red dirt country of the vast Northern Territory to the bustling city streets of Sydney, life-long friends are made here, bursting with the very essence of friendship. There is a famous ancient proverb that says it takes a village to raise a child. At NEGS, we believe our school is that village, a strong, dynamic, empathetic community where every one of our students can flourish. Since the school’s inception in 1895, it is this sense of belonging and collective investment that has been critical to the continuing success and longevity of NEGS. Our community is made up of many diverse groups that work seamlessly together. These include our excellent teachers and staff, our current students and their families, and our treasured Old Girls’ network. Academic research indisputably demonstrates that community, connection, and a sense of belonging give us meaning in life. Recognizing and fostering this sense of belonging informs the many decisions made by our Board and Executive team, from building upon our nationally recognized Wellbeing program, to acquiring a puppy for our dog-loving borders, to developing a strong sense of commitment from the girls and their parents on all aspects of school life. At NEGS, we believe our community is one of our defining strengths. So we continue to strive to invest in all members of our NEGS family’s welfare and vitality, ensuring that NEGS’s culture is one of positivity and empowerment.

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.

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.

All Saints’ is a small, friendly Church of England primary school providing a safe and nurturing environment in which children can flourish as they grow into caring, compassionate, and responsible individuals. We believe that by providing the right support all our children can achieve high educational standards. Through a balance of encouraging hard work, promoting independence, and applauding success School helps the children to develop the academic skills and emotional strength to enable them to overcome future challenges. All Saints welcome children of all backgrounds and abilities and embrace cultural diversity and difference whilst always maintaining our core values. We promote Christian values as we believe they provide an invaluable foundation for life. All Saints strive to develop the closest possible partnerships with childrens’ parents, All Saints’ Church, and the wider community. For a copy of the school's motto, mission, and ethos statement, School have a long history of encouraging parental involvement in all aspects of our children's development as, not only is it proven to be the most important factor in a child’s future success, but we believe it plays a vital part in creating All Saints’ family atmosphere. The reconstituted governing body is clear about the strengths and weaknesses of the school. Governors have worked closely with the London Diocesan Board for Schools to commission a review of their work. As a result, they have increased their skills and plans to hold the school to account for its effectiveness. They have a clear handle on pupils’ performance and the steps needed to improve further. Governors challenge leaders about the outcomes for different groups of pupils and records of minutes show a thorough and urgent approach for the school to move forward quickly. The school has robust systems in place to secure the well-being of pupils, including those in the early year's provision. Inspection evidence confirms that when concerns arise, leaders deal with them thoroughly. For example, in 2016, when concerns were raised about safeguarding arrangements linked to pupils leaving the school, measures were taken immediately, and leaders commissioned an audit. The review confirmed that safeguarding arrangements are effective. The audit led to the leadership team reviewing and strengthening risk assessments, particularly about vulnerable pupils. Other minor adjustments included improving supervision in the playground. The school diligently carries out investigative checks of all staff before employment, and all checks meet requirements. The school is up to date with recent statutory guidance such as ‘Keeping Children Safe in Education, September 2016. As a result, the staff knows the steps to take if there are safeguarding concerns in real about or a member of staff. Training is comprehensive and covers all of the key priorities related to sexual exploitation, children missing education, safer recruitment, and the ‘Prevent’ duty. Senior leaders ensure that they review these safeguarding matters regularly and provide updates. Designated staff undertake appropriate training. They ensure that safeguarding information is prominently displayed around the school for pupils should they need to talk to someone about their concerns. The school curriculum provides pupils with good coverage on how to stay safe. OrganisOrganizedops that include drama and visiting speakers, increase pupils’ awareness of how to keep safe online and protect themselves from abuse. Teachers make sure that there are good opportunities for pupils to practice their writing and reading skills. For example, pupils carry out research assignments and show that they can collate materials from different sources accurately. Furthermore, weekly focused writing in the ‘writers workshop’ across the school, and the ‘read and tell’ approach in Year 1, have begun to make a difference to pupils’ writing. Teachers support pupils well to write at length and structure their work. There is a good emphasis on pupils using a cursive style and writing. Evidence shows that the quality of pupils’ written work is much improved but there is more to do about spelling, and using technical skills accurately. Children enter Reception with skills below those typically expected for their age group. Children have better skills in physical development but there are weaknesses in their communication, literacy, and language. Nevertheless, by the end of Reception, most make good progress in all areas of the early year's curriculum because the quality of teaching and learning is purposeful and stimulating. Good-quality teaching and high expectations of what children can achieve ensure that children achieve well each year. The school still has more work to do to ensure that teaching is of consistently high quality for pupils to make rapid progress. This is to enable pupils to meet the demands of a more challenging curriculum and national tests. Leaders have done much to raise expectations of what pupils can achieve, and evidence indicates that pupils are now making better progress. These are linked to teachers’ good classroom management and pupils’ positive attitudes to learning. During whole-class teaching, not all teaching assistants work well with pupils. This affects the quality of support and helps that pupils need to make better progress. Pupils routinely take part in self-assessment, which helps them to identify how well they understand the skills they are learning. They adopt a mature approach when discussing their work. However, teachers do not habitually reinforce editing, drafting, and proofreading to develop pupils’ writing skills. As a result, pupils do not readily identify errors in their work until they receive feedback. Teachers are not always consistent in checking that different groups of pupils have a good grasp of specific skills before moving on to the next stage of learning.

Trinity School is the only Church of England secondary school in the London Borough of Bexley and has a reputation for commitment to students of all abilities and a renowned level of pastoral care. This is the result of a stable, dedicated, and highly effective team of staff ensuring that pupils have every opportunity to succeed in a huge variety of activities in and out of the classroom. Trinity is a school with a strong Christian ethos and this brings a central spiritual and moral dimension to all that we do. The Act of Worship, Eucharist, and prayer meetings serve to confirm and support work in the classroom and our expectations of students including those belonging to other faith communities. We aim to find the route to excellence for every pupil in their time with us and to develop a lifelong love of learning. We expect every boy and girl who joins us to do his or her very best, to be happy and feel safe at school, and to respect the Trinity School Code. Trinity is part of the Trinitas Academy Trust together with Christ Church (Erith), St Augustine of Canterbury, Jubilee, Northwood, and St Paul's Primary Schools. This exciting new venture has created a family of schools where strong Christian values are at the center of everything we do. The resources of all schools are used to provide a stimulating learning environment that inspires children to do their best. The trust is distinctive in its values but inclusive in its nature. The schools in the Trust work together on all aspects of teaching and learning but still retain their character. The Academy Trust is led by a Board of Directors which includes members of the Governing Bodies, representatives of the Bishop of Rochester, and the Diocesan Board of Education. A Chief Executive has overall responsibility for the Trust and the Academies are led by an Executive Principal working with school Principals. Choosing a school for your son or daughter can be amongst the most difficult decisions a parent has to make. At Trinity, they will have the benefit of a safe and successful school with strong moral and spiritual guidance. Our Aims: To offer an all-round excellent education for pupils of all abilities and backgrounds by providing a positive working environment in which all children and staff can develop to their full potential. To provide the highest standards of achievement for all. To provide and maintain a Christian environment. To provide the highest standards of personal care and support and individual development. To provide the best preparation for adult life and develop supportive links between school, home, parish, and the wider community. To provide the highest standard of communication with parents, parish, and the wider community, involving them in all aspects of school life. Trinity aims to provide a curriculum that is both broad and balanced. It is constructed to meets the needs of all pupils in its care irrespective of ability, additional needs, or gender. The curriculum at the school changes year on year, ensuring that it is meeting the demands and needs of all who study here. The school is proactive with curriculum change, but we take time to carefully reflect on any decisions before the change is implemented, allowing us to consider the impact on individuals and the effect across the school.

We are very lucky to have a Nursery class at Trinity as it means children have access to all the school facilities. Children join us at 2 or 3 years old and currently attend morning or afternoon sessions or a combination of both during term time only. We have a dedicated team of practitioners who are committed to providing the best possible start to your child’s learning journey. Each day is planned using the Early Years Foundation Stage Curriculum and children learn through play with a range of inspiring and motivating activities. Our Setting has 38 places which make up two classes and an outdoor area where children have access to sand, water, and climbing equipment. We work in partnership with parents and carers to provide the best possible outcomes for all children. Trinity Church of England Primary School is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. We have several policies and procedures in place that contribute to our safeguarding commitment, including our Safeguarding and Child Protection Policy which can be viewed in the Policies section of our website. Sometimes we may need to share information and work in partnership with other agencies when there are concerns about a child's welfare. We will ensure that our concerns about our pupils are discussed with their family first unless we have reason to believe that such a move would be contrary to the child's welfare. Prevent is one of the four elements of ‘CONTEST’ the government's counter-terrorism strategy. It aims to ‘prevent’ people from becoming involved with extremist views. The Prevent Strategy: Responds to the ideological challenge we face from terrorism and aspects of extremism, and the threat we face from those who promote these views Provides practical help to prevent people from being drawn into terrorism and ensure they are given appropriate advice and support Works with a wide range of sectors where there are risks of radicalization that we need to deal with. The school takes the Prevent duty very seriously and works to support all our families. Further information can be found across a range of our policies and in particular in the Safeguarding and Child Protection Policy. As a Church of England Primary School, we have a clear emphasis on creating a distinctive and inclusive ethos. We focus on six Christian values throughout the year that underpins our work with children as well as our expectations of children themselves. Our values are ‘Love’ ‘Respect’ ‘Courage’ ‘Trust’ ‘Justice’ and ‘Hope’. Pupils were told the story of Eddie Stobart who set up the renowned haulage company. His lorries can be seen on motorways up and down the land. His message to employees is “Only the best will do!” He inspired the pupils and we take this motto forward with us. Inspired by several great British leaders, we place this popular call to action at the heart of our work. Whether pupil, parent, or member of a staff member, we demand that everyone shows resilience in their learning or professional development. We are committed to giving every child the opportunity to perform to develop their self-confidence, self-esteem, self-discipline, and to work as a team. Every year each area of the school does a performance – Reception and Key Stage 1 pupils explore the nativity at Christmas whilst Key Stage 2 pupils perform carols at the nearby Holy Trinity Church. Towards the end of the year, Key Stage 2 pupils put on an end-of-year production. In recent years they have performed Charlie and the Chocolate Factory, Macbeth, and A Midsummers Night's Dream.

Visitors often tell us that in everything we do, and everything we say, our Christian ethos of peace, love, and care permeates throughout the school. They comment on happy, confident children engaged in their learning. We take great pride that children feel safe and secure and that education, strengthened by our faith, is the vehicle with which children can achieve their full potential. Our school is further strengthened by partnerships and collaborative working relationships. We enjoy working closely with other schools, both locally and further afield with the churches that make up the Deanery with extended services supporting the whole family, provided by our Children’s Centre. We have a very supportive and hard-working group of governors who are highly skilled and an extremely effective team of parents who successfully run the PTFA. Together, we strive to provide our children with the very best learning opportunities. At the Deanery we enable our children to achieve academic success through a rich, diverse, and inclusive curriculum. We provide many opportunities for our children to be motivated and enjoy learning through educational visits, residential activities, and a variety of visitors who bring different experiences of life. We work closely with our local schools and the family of churches within our diocese, celebrating the festivals in our Christian calendar. It is important to us that every child is valued and their talents, skills, and unique qualities are recognized. We believe in developing the whole child and actively promote and encourage a healthy lifestyle. At the Deanery we believe everyone thrives in a happy, secure, and caring environment. It is an essential part of our Christian ethos that peace, love, and caring for others should be the core values that everyone respects and agrees with. We do this through the teaching of Jesus. We believe that education, strengthened by our faith, is the vehicle with which children can achieve their full potential. At the Deanery we aim to provide opportunities and experiences for everyone to learn and develop their social, creative, and academic skills within a motivating and stimulating environment. We aim to:- Foster an environment that is enriched spiritually, morally, and socially through the Christian faith. Value each child as an individual, regardless of faith, ability, gender, or ethnicity. Nurture children to be polite, respectful, and considerate towards one another. Offer a range of opportunities and experiences to develop their confidence, self-esteem, and independence. Encourage each child to fulfill their potential within all areas of the curriculum. Promote knowledge and understanding through a secure, stimulating, and enriched environment. Create a broad educational experience that is enriched both morally and spiritually through a partnership with staff, governors, parents, the local community, parishes of the Deanery and Birmingham Diocese. To enable each child to value themselves and have aspirations for the future. To recognize everyone’s place in the wider community.

St. Philip's is a Voluntary Aided Church of England Primary School situated in the Hulme area of Manchester located near to Manchester city center and the universities of Manchester. St Philip’s Church of England Primary School is a Voluntary Aided school. Admissions to an Aided School are the responsibility of the Governors, in agreement with the Diocesan Board of Education and the Local Authority. The Governing Body is the admission authority for the school, and the school is required to act by the School Admissions Code. The admissions process is coordinated by Manchester City Council (the Local Authority) and the school liaises with the Local Authority on admissions issues. The published admission number agreed for admission to the Reception Class is 30. If no more than 30 applications for admission to the Reception Class are received, all applicants will be offered places. 26 children may be admitted to the Nursery Class. (Please see the separate notes below on arrangements for Nursery admissions. A separate application must be made for any transfer from the Nursery class to the Reception Class in the Primary School.) Responsibility for admissions is delegated to the Governing Body Admissions SubCommittee. The school will admit all children having a statement of special educational needs or an Education, Health and Care Plan (EHCP) in whose statement or EHCP the school is named. Parents may seek a place for their child outside of their normal age group, for example, if the child is gifted and talented or has experienced problems such as ill-health. In addition, the parents of a summer-born child may choose not to send that child to school until the September following their fifth birthday and may request that they are admitted out of their normal age group – to reception rather than year 1. Parents requesting admission out of the normal age group must put their request in writing, addressed to the Headteacher at the school, together with any supporting evidence that the parent wishes to be taken into account. The governing body will make decisions on requests for admission outside the normal age group based on the circumstances of each case and in the best interests of the child concerned. This will include taking account of the parent’s views any information provided about the child’s academic, social and emotional development where relevant, their medical history, and the views of a medical professional whether they have previously been educated out of their normal age group and whether they may naturally have fallen into a lower age group if it were not for being born prematurely. The governing body will also take into account the views of the Headteacher. When informing a parent of their decision on the year group the child should be admitted to, the governing body will set out the reasons for their decision. Where the governing body agrees to a parent’s request for their child to be admitted out of their normal age group and, as a consequence of that decision, the child will be admitted to a relevant age group (i.e. the age group to which pupils are normally admitted to the school) 4 the local authority and governing body must process the application as part of the main admissions round, unless the parental request is made too late for this to be possible, and based on their determined admission arrangements only, including the application of oversubscription criteria where applicable. The governing body must not give the application lower priority on the basis that the child is being admitted out of their normal age group. Parents have a statutory right to appeal against the refusal of a place at a school for which they have applied. This right does not apply if they are offered a place at the school but it is not in their preferred age group. The overriding principle at St. Philip’s is one of nurture rather than punishment. Various levels of behavioral strategies operate within the school at any one time, ranging from those concerned with classroom management and ethos, to those relating to an internal exclusion for a fixed period. At St. Philip’s we always respond sensitively and professionally to the needs of particular individual children. Throughout each day the expectation is that every member of staff will endeavor to adopt a positive attitude towards all our pupils. The class teacher uses a time-out card, which informs the partner class teacher of the time that the child is to remain in that class. Occasionally a class teacher may feel that another year group would be more appropriate this needs to be arranged between the class teachers, before the removal of the child. The child will remain in the designated room for a fixed period (stated on the Removal from Class Slip) so that they might reflect, before returning to their class, showing that they have modified their behavior appropriately. There should be a place in each class for a child to sit and reflect (this is not on the floor). Parents/carers will be notified when there has been a repetition of unacceptable behavior, verbally or via a letter, and the matter discussed at the earliest opportunity. Naturally, subsequent positive feedback will also be given as and when appropriate.

St Stephen's is a thriving school situated in the heart of Stockwell. The school exists to serve its community by providing education of the highest quality within a Christian framework of values and beliefs. This is a school that celebrates its diversity and one whose Christian ethos ensures a genuinely inclusive and collaborative approach. I am proud to be leading such an enthusiastic and committed team of teachers and support staff who are so dedicated to the children in their care. The primary long-term goal for the School & the Children's Centre is To nurture, inspire, empower and expect every child to achieve their very best in life, work, and the community. As an inclusive, Christian school and Children's Centre, we will nurture, inspire, empower and expect every child to achieve their very best in life, work, and the community. We do this through: Creating a safe and welcoming environment with a relentless focus on achievement. A determination that no child is left behind. A commitment to working collaboratively with families and the community. We aim to improve the school and the Children's Centre by using our Christian Values. These values stand for a distinctively Christian understanding to shape all aspects of leading and learning. It never deviates from setting high expectations and raising aspirations. St Stephen's benefits from very strong links with the local church and children's center and this positive and powerful partnership further extend the distinctive Christian character of the school. St Stephen's, South Lambeth is an inner-city church with about 60 adult members and 30 teenagers/children. The church membership reflects the diversity of the local community. Our morning services are lively, child-friendly, and relaxed. They include age-specific groups for the children and teenagers. Our part-time youth Pastor leads the work with our teenagers. The London branch of Fegans Child & Family Care is based at St Stephen's. A team of trained workers offers help and support to children and families in the community around North Lambeth. The church has several midweek 'Growth Groups' meetings in church and homes enabling members to put their growing Christian faith into practice in their everyday lives. There is a very strong community ethos in the school and local charitable organizations benefit from this sense of mission. Pupils also understand their responsibility to the wider world and, during a term in which they focused on the Christian value of compassion.

St Paul’s Cray CE Primary School is a small Voluntary Controlled Church of England Primary School for pupils aged 2 to 11. The children enjoy a stimulating environment with a wealth of resources within large classrooms. We also have a maintained nursery within purpose-built early years setting and large beautifully kept school grounds. The children are encouraged to take care of these alongside their class allotments. Our motto “Aspire, Believe, Learn, Achieve” is at the heart of our school ethos and policy. Our vision for every child is that they shall know “life in all its fullness” (John 10:10). We educate the whole person so that they shall embody and understand our deeply Christian approach to delivering an outstanding education with excellence in all areas at its core. We nurture in them a love of learning as we develop knowledge, skills, wisdom, and a confident determination to achieve. We prepare them for future life in the community as citizens filled with hope and aspiration, able to overcome bad experiences and take every opportunity to flourish. We foster within them respect and a belief in others and themselves and the love of God to ensure that human dignity is valued. All schools must promote basic British Values, defined by the government as democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs. At St Paul’s Cray CE Primary School we have respect and cultural tolerance at the heart of our mission statement. Our Christian ethos and our creative and inclusive curriculum are key to helping children understand and respect these British Values. Outlined here are some of how we help prepare our pupils for life in modern Britain. Our curriculum introduces democracy and explains it in age-appropriate ways. From a practical point of view, pupils have opportunities to share their opinions and have their views considered, for example during class discussions and circle time and through Pupil Voice and the School Council which meets half termly. The School Council provides a forum for children from years 2-6 to be represented and to put forward suggestions and influence decisions. The election of members is carried out entirely by pupils’ votes, reflecting the British electoral system. Children understand that school rules exist to keep everybody safe. Our behavior policy ensures that the school is calm and ordered the place to provide the best environment for learning. Our Golden Rules have been developed in consultation with pupils, staff, and parents. There is a clear system of rewards and sanctions. When rules are broken, as well as activating the appropriate sanction, staff take time to discuss with pupils the impact of their actions, how they can make amends and what behavior is required to avoid future punishment. Children are also taught to respect the rule of law and their responsibilities in the wider context of life beyond school. Regular talks and visits take place to reinforce this, for instance, talks from the local police, Bromley Life Bus, and Junior Citizens sessions. Junior Road Safety Officers are also actively involved in promoting rules around road safety. Throughout the curriculum, children learn about rights and responsibilities in society. They are encouraged to develop independence in their learning and to make choices within a supportive environment. They are helped to make these choices safely through PSHEC teaching and e-safety guidance. From their earliest years in school, children learn to respect the traditions and beliefs of others. Our Religious Education syllabus explores a variety of religions and cultures and the themes of mutual respect and tolerance are also developed in the PSHEC and SMSC curriculum. In addition, these values are reinforced by the modeling of respectful behavior by staff. This is backed up by our policies on behavior, PSHEC (which includes anti-bullying and relationships), and inclusion and equality. As a Church of England school, we provide a caring Christian setting within which all our chill.

St Michael’s C of E Primary School is a two-form entry school that also has a 26 place Nursery Unit within the Early Years Foundation Stage. It is also part of the Bachelor Multi Academy Trust. The school is located in Bartley Green, towards the southwest of Birmingham City Centre. The history of St Michael's School goes back further than that of most Birmingham schools. The school started life as a Sunday school in 1840, becoming Bartley Green Church of England day school in 1844. Here some fifty pupils were taught by one untrained mistress. Our current school building is in an excellent state of repair timberland an inspirational environment in which to learn. In addition, there are extensive outdoor spaces for the children to enjoy. When a child begins their education at the school they will most likely begin in the Nursery before moving into Reception. The Early Years Foundation Stage offers a very wide variety of experiences and opportunities for pupils to express themselves and learn. Our outdoor environment is one of a kind in Birmingham and allows children to explore all areas of the outdoors in a safe but exciting way. Developing pupils’ personal, social and emotional skills are vital and the dedicated team of early year’s staff ensures pupils’ needs are met every day, resulting in good rates of progress. Pupils very quickly develop into confident, independent learners that are well prepared to move into Year 1. In Key Stage 1 a high emphasis is placed on the development of basic skills as this is crucial to success in reading, writing, and mathematics. However, we ensure that pupils receive an exciting broad, and balanced curriculum, and therefore the wider curriculum is something of which we are very proud. In Key Stage 2 the focus on developing pupils’ skills in Literacy and Numeracy and across the curriculum remains a high profile. In addition, pupils continue to receive an exciting curriculum that is creative, fun, and full of interesting and vibrant learning experiences pupils learn to play musical instruments and learn to swim. The school employs a sports coach to facilitate a variety of activities at lunchtime and organize after-school clubs and competitions. Our trophy cabinet is full! Our vision for St Michael’s is that by working together all children Enjoy and Achieve. We have ‘Faith in Learning’ and always ensure that the individual child is at the heart of everything we do. Our vision for St. Michael's is that working together all children Enjoy and Achieve. St. Michaels aims to: Enable all children to value faith Promote positive, personal qualities Work together as a community Encourage children to become self-motivated and achieve to the best of their ability in all that they do. At St. Michael’s we believe it is important to develop core values by which to live and which help to develop a moral and spiritual awareness. We seek to explore the meanings of the core values and their significance through daily acts of Collective Worship. The gifts of friendship, trust, hope, forgiveness, compassion, and peace are the values we want our children to leave with. Whilst these gifts are inclusive of human values, we try to anchor them into the Christian faith by relating them to the Bible through stories and readings. We attend services at St. Michael’s and All Angels Church at the beginning of every term and to celebrate Harvest, Remembrance, Christmas, Easter, and our Leavers' service, at the end of the school year. Families are welcome to join us for these occasions. We are proud of our strong 'Values Curriculum' at St. Michael's C of E Primary school as everything is underpinned by our school values. It is a school-wide expectation that every member of our team conducts themselves with pride and models these values for others. Values-led learning is enhanced and developed through Personal, Social, Moral, and Health (PSHE) education but it is interwoven into everything we do in our school community, aiming to have any aspect of spiritual, moral, social, or cultural reflection in every lesson. We believe that this deepens self-confidence, appreciation, empathy, respect, and understanding of others every day. Here at St. Michael's, we believe that children learn and flourish when they feel safe and secure, but most of all when they are having fun! We provide an exciting curriculum that allows all children to achieve their greatest potential. Our ultimate aim is for our children to be well prepared to be good citizens within the 21st Century.

There is a great energy at Millbrook Park Church of England Primary School in our learning that influences our curriculum, sporting aspirations, music, and daily life. Underpinning all that we do is our Christian faith and commitment to the Convention for the Rights of a Child. Our children are joyful risk-takers, curious learners, intelligent thinkers, polite servants who support and are supported by one another. As a community of parents, friends, school staff, and governors we are aspiring to nurture a child who can stand tall in the world that they inhabit, committed to their welfare and promoting it. Without a doubt, their future world will be very different from ours but if we walk together and see our common duty is to equip our children spiritually and with as many resources as possible. And when it is their turn, they too will take on the duty of supporting tomorrow’s children. As a Church of England school, we value and celebrate the diverse heritages of everybody at Millbrook Park. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the year for example, the Harvest festival during the autumn term, and what could be more British than a trip to a pantomime around Christmas time! We also value and celebrate national events. Of course, as a Church school, we take a full and active part in the Christian calendar of celebrations across the year. We also acknowledge the key religious festivals of other faiths represented in Britain today. At Millbrook Park, British values and Christian values are the foundation blocks upon which all that we do is built. At Millbrook Park, we seek to improve learning through opportunities, challenges, and enjoyment. We believe strongly that each hour of each day is an opportunity for a child to learn something new or master a skill. Learning is a process with a start point and from that any number of endpoints, depending on what a child is learning and what stage of learning they are at. Where learning is at its strongest a child is either developing or mastering new knowledge. Our drive, as a school, is to identify, support, and challenge children at all stages of their learning to maximize their potentials. Children learn in a range of different ways. Some learn by listening, some by seeing, and some by doing (visual, audio, and kinaesthetic learning). Most children are a blend and that blend will differ depending on the subject they are learning and who is leading the learning. As a result, our teaching is also a blend. Within that blend, we seek to teach children skills to drive their learning forward and knowledge to help develop their learning. Ultimately we are working towards a child developing his/her understanding of their learning, whether it is the growing understanding of their place within the world or ability to use increasingly more sophisticated skills. Learning is supported through a range of resources including, where appropriate, IT in the form of tablets and computers. Further to this, we aim to take advantage of the great resource that is London itself through educational visits. School visits can bring learning to life in a way that is not possible in the classroom and is always a fun and exciting thing to do. We have a range of strategies across the school to meet the demands of the New National Curriculum and our eager learners. Rather than adopting a fragmented approach to learning, where individual subjects are taught separately, we have adopted an approach that seeks to bridge one subject with another allowing the children to become immersed within their learning. We believe that this is how our children learn best at Millbrook Park and have the best opportunity to translate one skill from one subject to another resulting in the potential for higher success understanding. As a result, our key learning strategies have been developed to support one another to maximize the potential of crossing the whole curriculum.

At Hampstead Parochial, we strive to ensure that every child that joins us is secure and happy but more than that, we want them to enjoy learning, contributing, and achieving while they are with us. We value children of all skills and abilities and we provide an environment where they can fulfill their potential and grow into responsible, confident, and active young adults. We offer a rich and fulfilling teaching and learning environment in the center of Hampstead, one of London’s prettiest villages a stone’s throw from both the High Street and Hampstead Underground station. At Hampstead Parochial School, we are incredibly proud of our history and ethos as a Church of England primary school. In this section, you can read all about the ethos we hold dear, a potted history of the school, and our commitment to upholding Christian values. Hampstead Parochial School aims: To do everything we can to ensure that each child has the best education possible by providing excellence in teaching and learning To inspire in all children a love of learning and the desire to continue to learn To look after the safety and well-being of our children, in mind and body, by caring for each other and learning together To uphold and promote Christian virtues and beliefs by maintaining daily acts of Christian worship and teaching Christian spiritual and moral values To respect other religions and cultures and foster good relationships within the community Hampstead Parochial School is a Church of England Voluntary-Aided primary school that offers a distinctly Christian education in an inclusive environment where we encourage all children and young people to learn, enquire and grow. The distinctive nature of our approach to education can be found in our explicit Christian values such as collective worship, a grounded Christian ethos, and in our Religious Education. Children and staff of all faiths and none are welcome at our school and we aim to promote understanding and tolerance between those of different faith traditions. ‘Church schools should nourish Christians in their faith, encourage those of other faiths and challenge those of no faith’ As a community, we have identified six values that are woven into the very fabric of the school which we expect all members of the school community – students, staff, governors, and clergy – to model: Friendship Compassion Forgiveness Respect Responsibility Koinonia